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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the findings of this research which have been collected using in-depth interview and reflection. The findings of this
research are to answer the research question which is what watching The Toughest Place to be a Binman video means to the students. Therefore, this chapter
discusses students’ lived experience on The Toughest Place to be a Binman video in CLS 1. There are two parts in this chapter. First is text description which
explains about participants’ background. Second is an interpretation which discusses the interpretation of the findings.
A. Text Description
This part discusses participants’ background which includes participants’ personal identities, their motivations to learn English, their learning styles, their
perceptions about English skills and their integrations. This part also discusses the implementation of video-based learning in CLS 1 on participants’ perspectives
and also about The Toughest Place to be a Binman video in general. Those backgrounds can affect their lived experiences on The Toughest Place to be a
Binman video in CLS 1. The participant who prefers listening and speaking skills and who has some positive perspectives related to the research has more
experiences on The Toughest Place to be a Binman in CLS 1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Participant A ’s Story
He was a six-semester student of English Language Education Study Program. He began learning English since he was in the third grade of elementary
school. At that time, he also learned English in one of English courses in Batam. At first, he was not sure to learn English deeper, but he realized that English would be
beneficial for him especially in this globalization era. Therefore, he started to learn English seriously. He preferred to learn English in silence or in a peaceful moment
because he could understand class materials easily. In addition to it, he also preferred listening to music when he was studying.
He used to listen to someone ’s talking. He also enjoyed speaking than
writing because he did not like writing. However, he said that four English skills were important. Those skills were related one and another; for instance, listening
and speaking. He said that when someone was talking, he automatically listened to who was talking. However, when he was speaking, other people will listen to him.
This also happened to the other skills like writing and reading. CLS 1 for him was a course which focused on listening and speaking skills.
However, this course did not only focus on those two skills, but it also encouraged CLS 1 students to learn deeper about listening and speaking. In speaking, he was
interested in hot seat activities. These activities were challenging because he did not know what topics that he was going to talk about. He said that the hot seat
activities would make him have better speaking skill. One thing that he learned a lot from CLS was about the accent. He said that this course facilitated him to learn
about accents from some countries. The use of video in CLS 1 also facilitated him PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 to have the real example about accents. Furthermore, videos also gave him the
moral values which are delivered in those videos. Thus, he did not only get the material but also the moral value because he could see the real example of his life.
He also said that the use of videos helped him because he did not need to imagine the situation, but he could see the image and also listen to audio at once. He likes
humorous videos. He did not like motivational videos which had expressionless speakers. However, videos also brought distraction for him. The most common
distraction was when he was excited and overjoyed at the video. In fact, he did not do the particular task from CLS 1 lecturer.
He saw The Toughest Place to be a Binman video for the first time in CLS 1. He said that the video was about a job exchange between an Indonesian binman
and an English binman. He learned some new things from the video. The first thing that he learned in the video was about a British accent that was used by the English
binman. The second was pronunciations that appeared along the video. He did not only learn about those two things but also got the moral value from the video which
was about a different environment condition between Jakarta and London.
Participant B ’s Story
He was a student in the sixth semester. He began to learn English since he was in the third grade of elementary school. His motivation in learning English was
for preparation for his future jobs. He realized that someday he would face globalization era where English language ability was one of the requirements as an
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