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Having all the permission needed, the researcher conducted the interviews with the English teacher and three students of XII IA 5 of SMA N 7 Yogyakarta.
These interviews were needed as the basic information of the study conducted as well to answer the first problem of this study. The questionnaires were distributed
to 30 students of class XII. After gathering the questionnaire results, the researcher classified the data into some categories. The researcher then analyzed
the result of the questionnaire and continued to calculate the percentage of each response. After all the process above, the researcher took some conclusions as the
answers of the problem formulations in this research.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
In this chapter the researcher presents and analyses of the data related to two formulated problems of this study. There are two main parts in this chapter.
The first part presents the discussion on how Randall’s ESL Cyber Listening Lab will be mentioned as RECLL is applied in student’s learning activity in SMA N
7 Yogyakarta. The second part focuses on the SMA 7 students’ perception on the implementation of RECLL in the class to develop their listening skill.
A. The Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7
Yogyakarta
The first problem is how RECLL is implemented in class XII in SMA N 7 Yogyakarta. The data analysis of RECLL implementation in class XII in SMA N
7 Yogyakarta is divided into two sections. The first section is the data presentation and the second is the discussion on the analyzed data.
1. Data Presentation In order to find out the steps of RECLL implementation in class XII SMA
N 7 Yogyakarta, the researcher conducted several interviews in December 2012. The interviewees were the English teacher and three students from class XII. The
researcher then compared the results of the interviews for verification. After
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having the valid data on the steps of RECLL implementation, the researcher analyzed the data and drew conclusions from the analyses.
a The interviews
The interviewees were the English teacher and three students of class XII. In the interview, the researcher gave two questions to the teacher and one question
to the students: Questions for the teacher:
1. Why do you implement ERCL in your classes?
2. What are the steps that they had to do in using ERCL?
3. Do you have any expectation in applying ERCL in class?
4. How do you evaluate the students’ work?
5. Do you have any specific objectives goals in using ERCL in your classes?
6. Do you think they will enjoy learning English more by using ERCL?
7. Do you think using ERCL is an effective way to teach English esp.
listening ? 8.
Based on the fact that you have implemented ERCL for several times during your career as an English teacher, how about students’ progress
after using RECLL? Do they always show positivegood progress?
A question for the students: 1.
How did the teacher implement RECLL web to your learning activity? Please explain the details.
The researcher acquired the result of RECLL implementation in SMA N 7
Yogyakarta from the interviews. The researcher acquired very detail information from the students. Meanwhile the English teacher answered the questions in a
very brief description. The teacher said that she implements RECLL to develop students listening
skill as well as their speaking skill. She tries to find an alternative to give a different media as supportive media in her teaching method. She thinks that
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students might be bored if she applies the same method and uses the same media every semester. She hopes by using RECLL in her class the students would be
more interested in improving their listening skill. The teacher expects the students to be more familiar to variety of dialogues so they can deal with listening test
better. The final goal of the teacher is better achievement of the students. The teacher also stated that based on her previous experience, most of the
students enjoyed using RECLL as supportive media in her listening class. ‘It is proved by their cheerful expression whenever we talk about the task I
give them, or when they exchange the materials and finish it in the class.’ English Teacher
The researcher asked the teacher about her opinion about the effectiveness of using RECLL in the class. The teacher said that so far implementing RECLL is
effective. The students’ progress can be seen from the result of listening activities in class. They are able to answer the questions from short conversation because
they are used to some questions including identifying people, location, topic, intention, time, suggestion, etc. They find it easy to complete an incomplete
dialogue using the expression needed, because they have already learned a lot through RECLL. Most of the students make a great progress after implementing
it. The English teacher introduced RECLL in the beginning of the semester.
She explained to the students what the purposes of using RECLL are and how to use it outside the school. After describing the features in RECLL and the steps to
use RECLL, the teacher started to explain the assignment. The students have to
