Distributing the Questionnaires Interviewing the CLS 2 Students and the Lecturers

33 In the first statement in this category, the students were asked about the students‟ enjoyment on the listening activity. Most of the them answered that they enjoyed the listening activity. It was proven by twenty nine students 61.70 who chose “agree” and thirteen students 27.66 chose “strongly agree”. There was one student 2.13 who chose “strongly disagree” and three students 6.38 who chose “disagree”. The second statement was about the various kinds of English accents that students have heard in CLS 2 class. The English accents were Indian, Spanish, British, Arabic and Finnish. In addition, from the findings in the open-ended questions, the students added some information about English accents that they had heard. The accents were from Japanese, Russian, Indonesian and Singapore English. The third statement was about the students‟ enjoyment in listening to the non-native English speakers. The researcher found that most of the students enjoyed listening to non-native English speakers accents. It was proven by the fact that thirty students 74.47 chose “agree” and four students 8.51 chose “strongly agree”. On the other hand, there were six students 12.77 who chose “disagree” and one student 2.13 who chose “strongly disagree”. They did not enjoy the listening activities because some of them felt that the speaking of the non-native English speakers was difficult to understand. Moreover, the “mispronunciation” from the speaker distracted the students‟ attention from understanding the content of the material. 34 All students also believed that knowing various English accents could enrich the students‟ knowledge on English accents. The following figure presents how the students perceived the English accents to enrich their knowledge. From the figure above, it can be seen that all of the students perceived the English accents positively. It was proven by twenty five students 53.19 who chose “agree” and twenty one students 44.68 who chose “strongly agree”. There was no student who chose “disagree” and “strongly disagree”. The students also stated that the knowledge on English accents was useful to help them to communicate or to interact with many people around the world who use English. In addition, the students also believed that by being introduced to different types of English accents, they were able to improve their listening skills, as shown by the statements five with the result twenty three students 48.94 chose “agree” and twenty three 48.94 students chose “strongly agree”. The result from the open-ended questionnaires also showed that, listening to non-native English speakers ‟ accents helped them to be more sensitive to many sounds of English accents. It increased their awareness to correct the mispronunciation from the non-native English speakers. Figure 4.1 Accents of Non-native English Speakers can Enrich Students’ Knowledge disagree : 0.00 strongly disagree: 0.00 agree: 54.35 strongly agree: 45.65 45.65 54.35