skills of listening and reading indicating that these Indonesian students are largely passive learners of English.
There is also one study conducted by Lamb 2002 who investigated Indonesia
‟s poor learning conditions in a provincial area. Building on his previous quantitative research on learning strategies, this exploratory research aims to look
deeper into what enables students to learn English under difficult circumstances. 16 undergraduate students from different faculties participated in the interview.
From the analysis, it is revealed that opportunities to use English in a meaningful communication outside the class are exceedingly rare. This might be due to the
negative images constructed by society to those who speak English in public – the
same problem faced by students in Hong Kong Hyland, 2004.
B. Theoretical Framework
In this theoretical framework section, the researcher will show the relevant theories mentioned in the theoretical description to answer the research question.
The question is related to the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in.
To understand the meaning of the out-of-class language activities, the definition of out-of-class language activities is used. In order to clasify the kinds
of out-of-class language activities done by the eighth grade students of Joannes Bosco
Junior High School, Benson‟s 2011 frameworks are used. Benson‟s kinds of activities, namely, self-instruction activities, naturalistic activities, self-directed
naturalistic activities will be applied to categorize and to analyze the kinds of out- of-class language activities that the eighth grade students of Joannes Bosco Junior
High School engaged in their daily life. In order to know the kinds of activities based on the character of the
teenagers as the respondents of this study, the researcher applied also the theory of Anderson 2008 and Prensky 2001. Anderson emphasizes one character of
teenagers namely autonomy. According to Anderson, teenagers already have autonomy to do the out-of-class language activities. Their autonomous aspect
affects the way they engage in the kinds of out-of-class language activities. Meanwhile, Prensky highlights the other character of teenagers when dealing with
out-of-class language activities. Prensky emphasizes teenagers as Digital Natives who deal with digital since they were born. This will affect the way teenagers
choose the kinds of out-of-class language activities. The previous studies about out-of-class language activities conducted by
Hylland 2004, Suh et al. 1999, and Benson 2011 are used to compare the kinds of out-of-class language activities done by teenagers in this study with the
kinds of out-of-class language activities done by adults in the previous study. All these related literature review are used to make the classification of all out-of-
class language into some typical categorizes of activities done by the eighth grade students of Joannes Bosco Junior High School as teenagers.
CHAPTER III METHODOLOGY
This chapter discusses the methodology of the study. It is divided into six parts. There are research method, research respondents, research instrument, data
gathering technique, data analysis technique and research procedure.
A. Research Method
This study is intended to investigate the kinds of out-of-class language activities conducted by the eighth grade students of Joannes Bosco Junior High
School. In order to attain the objective, the study employed a survey research. According to Creswell 1994, a survey research provides a quantitative or
numeric description of some fractions of the population or the sample through the data collection process of asking the same questions of the people. In other words,
“surveys asks a number of the same questions, all related to the issue, to find answer
” Fraenkel, et al., 2012, p.393. Typically, the survey is the most widely used social science data gathering technique. Neuman 2011 points out that
survey method as the quantitative research in which the researcher systematically asked a large number of people the same question and then recorded their answer.
25 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
