score: 3.25 followed by reading students book with an average score: 3.17 and writing status on FB with an average score: 3.00 .
Based on Benson 2011, the findings from the questionnaires reveal that the most frequent kinds of out-of-class language activities that the students
engaged in are self-directed language activities, followed by self-instruction language activities and naturalistic language activities.
1. Self-directed activities
It can be seen in Table 4.2 on page 44 that the two top rank activities which get the highest score are self-directed language activities. In self-directed
language activities respondents typically do the activities without the conscious effort to learn English but also to learn English. It is not surprising to know that
they are favored especially for the teenagers because they did these activities very often and often. The other reason is that these activities like listening to songs,
watching movies, writing the status on FB although writing the status on FB ranked bellow reading student books, are inherently interesting in themselves,
and might actually form students daily routine it can be seen on the previous interview on page 41. The findings also correlate with the study by Pickard
1996 who finds that the prime reason for choosing out-of-class language activities employed by 20 advanced German learners of English was the intrinsic
interest value of the activities. Furthermore, in the way of looking for the opportunities in doing self-
directed language activities, it can be said that students seek the opportunity to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
engage in those activities by using digital gadget. In other words, students already have autonomy to seek the opportunity to do those activities. This result correlates
with the theories about autonomy as stated by Anderson 2008. Anderson points out that teenagers have autonomy to engage in activities that are useful to them.
For teenagers, the autonomy to engage in listening to songs, watching movies was needed since they have less time to do it inside the class. Anderson sees a
need to let teenagers have more choice and begin to take responsibility for their own engagement in language activities.
In the interview, listening to songs was the favorite activities carried out by 3 participants. They listened to the songs almost every day intentionally to
learn English but also just as a pleasure activity. As the intentional activity, one of them said that she listened to the songs that she interested in from YouTube
and seeks the lyrics on YouTube. The others commented that if they found difficult words in songs, they consulted the words in the dictionary. The other
interesting reason why they listened to the song for learning English was because of their family. Two of them said that their family encourages them to listen to the
songs. One of them admitted, “My father said that listening to the song can help
me to understand English better. He teaches English at the international school and I follow his suggestion”. Another one added:
My older sister told me so, that listening to songs can improve my English. I follow her suggestion and it works.
The one who spent his time mostly in watching the movie said: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I spent most of my time in my home after school; I just stay at home and watching American movies because I can understand American
English better. I try to watch the movie without the subtitle because it can help me to understand the sentence only by listening not
reading the subtitle.
Meanwhile, as a pleasure activity, they said that listening to songs could release the feelings. Listening to songs also could reduce the stress and give a
pleasure. Self-directed language activities that were done by teenagers in this study
correlates also with Prensky‟s 2001 Digital Natives theory. According to Prensky, teenagers as digital natives learn differently, they have hypertext minds.
They do not learn in a linear way. Images are the driving force of learning and text supports. This is the way how they
“train” their brain as they spend hours upon hours using computers, watching the video, text messaging. It can be said that the
way they train their brain in learning affects the way they choose the activity they spend outside the classroom especially when dealing with English by using their
gadget.
2. Self-instruction activities
