CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter deals with the presentation and discussion of the research results which provide an answer to the research question. The research problem is
what kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in. In this chapter, the data
presentation and discussion will be presented and analyzed in two sub-chapters. The first sub-chapter is about the frequency and the mean score of out-of-class
language activities and the second one is about the classification of out-of-class language activities.
A. The frequency of out-of-class language activities
The result from the questionnaire about the frequency of the kinds of out- of-class language activities that the eighth grade students of Joannes Bosco Junior
High School engaged in can be seen in Table 4.1 on page 40. In listening skill, Table 4.1 presents that 26 students said that they were very often involved
themselves in listening to songs. 24 of them said that they often listening to songs. The other 18 students admitted that they sometimes listening to songs.
There were 9 and 4 students admitted that they never or rarely listening to songs. It can be said that students spent their time mostly to listen to songs.
Table 4.1 Frequencies and mean score of out-of-class language activities
Activities Very
often 5
Often 4
Someti mes
3 Rare
ly 2
Ne ver
1 ∑n
∑ fx
̅ ∑
∑
Students Freq
Watching movies
Students x
10 25
27 13
6 81
263 3.25
Freq fx
50 100
81 26
6 Listening
to songs Students
x 26
24 18
9 4
81 302
3.73 Freq
fx 130
96 54
18 4
Reading student
books Students
x 8
22 28
22 1
81 257
3.17 Freq
fx 40
88 84
44 1
Reading novels
Students x
8 15
37 21
81 172
2.12 Freq
fx 32
45 74
21 Speaking
with friends
Students x
4 32
33 12
81 190
2.35 Freq
fx 16
96 66
12 Speaking
with family or
native speakers
Students x
24 34
23 81
163 2.01
Freq fx
72 68
23 Writing
status in FB
Students x
8 18
32 12
11 81
243 3.00
Freq fx
40 72
96 24
11 Writing
diary Students
x 2
18 31
30 81
154 1.90
Freq fx
8 54
62 30
From the interview, when asked how frequent students spent their time to listen to songs , one of the students said:
I listen to the songs in my home from the mobile phone whenever I want. I listen also the songs from the radio in the car when I go to
the school or go back from the school. I listen to the songs mostly in Prambors radio station. The songs in Prambors are mostly in
English and I like it.
Furthermore, from Table 4.1 on page 40, it can be seen that 10 students said that they very often watched movies. 25 students and 27 students said that they often
and sometimes watched movies. It can be said that students spent most of their time by watching movies besides listening to songs. From the interview, when
asked how frequently they watched movies, one student said: I spend most my time at home, and what I do is I just watch English
movies. That ’s all.
In reading skills, 8 students claimed that they very often reading student books, 22 students often reading student books, 28 students sometimes read
student book, and 22 of them rarely read student books. It is interesting that one of them never read student books. It can be said that students spent their time mostly
to read students books rather than to read novels. It is interesting that none of the students said that they very often reading novels, even 21 of them claimed that
they never read novels. 8 of them admitted that they often read novels and the other 15 and 37 students noted as those who sometimes and rarely read novels.
When asked why they did not read novels, one of them said: I think some novels are too thick for me. I feel bored when I read
novels and it is hard to understand the content. There are no pictures too. I even found novels for teenagers. It was thin, hmmm, I
forgot the title, but I am not interested to read the novels so far. One day, I may read the novels, but not now.
The other student said: I think reading novels is not as interesting as listening to the songs
or watching the movies. Reading novels take a lot of time and when you read the novel you cannot do any other activities.
In speaking skill generally, students spent less of their time to practice speaking. Even though they mentioned speaking to friends and other people as a
fairly common activity, they rarely found opportunities to speak in English outside their study environment. When asked with whom they practiced speaking
English, one of them said: I practice speaking English only with Ray, my friend, so far. I do not
practice it with the other people. It is hard for me to find the other friends to speak English with.
The other student said: I practice speak English with some of my friends, but sometimes we
mix it with Indonesian. In writing skill, students spend most of their time to write their status on
FB rather than writing a diary. 8 students admitted that they very often wrote their status on FB, followed by 18 students and 32 students said that they often
and sometimes wrote their status on FB. Students tended to write their status on FB because it was easy for them to do this activity. One of the students said:
I tend to write my status on FB in English because what I need is just write it in simple sentences and because it easy to do it by using my
handphone.
These findings indicate that English activities use outside of the classroom varied depending on the individual participant. Although all respondents were
teenage students at their eighth grade of junior high school and shared this common but various activities, something about them as individuals led to
differences in the frequency of time they participated in. This could relate to what Rubin 1975 and Nunan 1991 described as the traits of successful language
learners in their studies. Some students are more motivated than others and seek out opportunities to use English when the students are not in the classroom.
The interesting thing, as explained in the previous page, that students did not read, write and speak outside their study area as much as one might expect and
although they mentioned speaking to friends and other people as a fairly common activity, they rarely found opportunities to speak in English outside their study
environment. 21 students were noted as those who never read novels. 30 and 11 of them noted as also never write diaries and write the status on FB. In speaking
skills, 12 and 23 students claimed that they never speak in English either with friends or family and native speakers. 6 students even never watched movies
although for some students watching movies were the interesting activity. It can be said that the eighth grade students of Joannes Bosco Junior High School rarely
found the opportunities to do those activities.
B. The classification of the kinds of out-of-class language activities
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