39
39 the description of students’ perception on the use of computer software to develop
listening media in Language Teaching Media class.
a. The Students’ Perception based on the Questionnaire
In this theme, the researcher investigated the students’ perception on the
advantages of using software in designing listening media. The researcher provided five statements in order to obtain the data. The data could be seen below.
Table 4.3 The Students’ Perception on the Advantages of Using Software in Designing
Listening Media
No Statements
SD D
U A
SA
11 The software is easy to use 2
20 -
59 18 12
The software helps me making good listening media
- -
- 70 30
13 I get some benefits using software in
making listening media -
- -
70 30 14
I used more than one software to make listening media
2 20
- 61 17
15 I can use another software beside the
software that has been prepared by the lecturer to make listening media
- 20
- 49 31
SD: Strongly Disagree; D: Disagree; U: Undecided; A: Agree; SA: Strongly Agree
Statement 11 dealt with the level of difficulties of the software. There were nine students 18 strongly agreed and 29 students 59 agreed. Yet,
there were no undecided 0. Then the data showed 10 research participants 20 disagreed and only one student 2 strongly disagreed with the research
40
40 statement. However, most of the students 77 agreed that the software was easy
for them. Statement 12 showed
the students’ perception, the software helped them in making good listening media. There were 14 students 30 strongly agreed and
35 70 students stated that they agreed to the research statement. It was interesting that there were no students who chose undecided, disagree, and
strongly disagree with the research statements. Since the data showed that all students 100 agreed to the research statement, hence the researcher concluded
that the software helped them in making the listening media. The thirteenth research statement dealt with the benefits using software in
making listening media. There were 14 students strongly agreed 30 and 35 students agreed 70 with the research statement. It was shown by the data that
none of them chose undecided, disagree, and strongly disagree. Since all students 100 agreed with the research statement, hence the researcher concluded that
the software was beneficial for them. The next research statement was made to see about the number of software
research participants used. There were eight 17 research participants strongly agreed and 30 students agreed 61. Then it could be seen that 10 research
participants disagreed 20, and only one respondent 2 strongly disagreed to the research statement. There were no research participants 0 chose undecided
for this research statement. From the students’ choices, the researcher concluded
41
41 that 78 of the total students used more than one software in designing the
listening media. The last research statement on this topic was about research participants
’ ability in using other software that was not prepared by the lecturer to make
listening media. There were 15 students strongly agreed 31, 24 students agreed 49, and 10 research participants 20 disagreed with the research
statement. None of them chose undecided and strongly disagree. However, most of the students 80 agreed that they could use other software that was not
prepared by the lecturer to make the listening media. The researcher also analyzed the data of the open-ended questionnaire.
The open-ended questionnaire were given to help the participants answered the questions freely. The researcher asked the research participants in two questions
in order to gain more explanation from the close-ended questionnaire before. Those questions were 1 do you think that the computer software in designing the
listening media is helpful? Please explain. 2 What were the difficulties you were facing when you used the software?
For the first question, all students answered that the available software to develop the listening media in Language Teaching Media class was helpful for
them. More than 50 of the students, which was 30 students, stated that the available software was easy and simple to use. That available software was
Audacity and Photostory as mentioned by one of the students.
42
42 “Yes, because both of audacity and photostory are easy to use, so I don’t
need more time to learn them.” Student 1
It indicated that the students considered the available software they used in the Language Teaching Media class was helpful because it was easy to use. They did
not need a long time to learn the software, while they also had others subjects and assignments. It could also be concluded that the software made their learning
process went efficiently. Students also believed in their lecturers. They believed the lecturers would
give them the easiest and the simplest software. The statements were seen as follows.
“Yes, I do. I believe the lecturer will choose the software which is easy and suitable for our stage immediately, beginner, and so on.” Student
2
“Yes, I do. It’s because the software which has been provided by my lecturer is the simplest one I think.
” Student 3
It indicated that students believed in their lecturer. Their lecturers would give them the best facility in class. They believed that their lecturers had an important
role as the facilitators in Language Teaching Media class. Moreover, some of the students said that the software was helpful for
them. It was because the software could help them made interesting media that could not be done without using software. It could be seen from the data as
follows.
43
43 “Yes, we are human that have some weaknesses. By using software, it can
help us to make the materials more in teresting to listen and learn.”
Student 4
It indicated that by using software, the students could add some features that could attract the listeners. The examples of the features were the sound effects, pictures,
and editing. Without those features, as human, students could not edit their voice so that the recording became uninteresting.
The rest of the answers varied. Some of them said that the software was helpful because students could put their creativity in the listening media. They
could make the listening media as what they wanted, so they could reach their teaching goals. It could be seen on the data as follows.
“Yes, in creating story, we can take advantage of the effects so we can create an interesting creative story. It can also make the learning process
more active and alive .” Student 5
It indicated that students wanted their listeners to be active and alive when listened to the interesting listening media. The software helped them to make the
interesting listening media. Hence, the role of the software in making listening media was important for the students.
The other reason was that students did not need to find the listening media at the internet or other resources because they could make it by themselves.
44
44 Sometimes, the listening media on the internet and on the other sources did not fit
with their teaching goals as seen on the data. It could be seen as follows.
“Yes, because it can make me record my voice for the material easily. Moreover, I don’t have to find materials on the internet because sometimes
it’s difficult to find listening materials that are proper with my aim” Student 6
It had been common for the students that searching for listening media on the internet or other sources were quite challenging. Meanwhile using the computer
software gave students advantages in developing the listening material. They did not need to worry about their listening media would not suit with the lesson plan
they had made. Even though all students said that the available computer software was
helpful for them, most of the students still found some difficulties in using the available software. Those difficulties could be found on the answers of the second
question. The researcher could only notice one main point in the second research
question answer. That was about the editing tools of the software. Most of the students 33 students said that the students often confused and forgot the function
of the tools that available on the software. It could be seen on the data as follows.
“Sometimes I am confused to use because there is a lot of options or buttons in the software.” Student 7
45
45 “There are some contents which I haven’t understood yet. Sometimes, too
many contents make me confused. I often forget which one to use for that one
.” Student 8
They could not memorize all the functions because of the time constraint. Their complaints were expressed through the questionnaire’s answers. It could be
proved by the following statement.
“Sometimes when using new software for me, I still forget how to use it in details.
” Student 9
The data showed that the software had a lot of functions to be remembered by the students. While there were so many tools on the software, the students should
remember all of them. Yet, the software was still new for them so that they could not remember all the functions in detail.
The researcher also identified t he students’ perception on the roles of the
lecturers. This was useful to know whether their lecturers helped and supported them in the class. The researcher provided five research statements in order to
obtain the data. The research statements which contained this topic were number 16 until 20. The data was presented on the Table 4.4.
Table 4.4 The Students’ Perception on the Roles of Lecturer
No Statements
SD D
U A
SA
16 My lecturer let me use my creativity in
making the listening material -
- -
51 49
46
46
No Statements
SD D
U A
SA
17 My lecturer helps me when I find
difficulties in using software -
- -
67 33 18
My lecturer gives clear explanation about how to use software
- -
- 61 39
19 My lecturer gives some tips to make the
quality of the listening material much better
- 2
- 51 47
20 My lecturer gives us an opportunity to
ask questions related to the software -
2 -
71 27
SD: Strongly Disagree; D: Disagree; U: Undecided; A: Agree; SA: Strongly Agree
We could see on the statement 16 that it dealt with the freedom which was given by the lecturer to use creativity in developing listening media. There were
24 49 students strongly agreed and 25 51 students agreed. It was interesting because no students responded disagree and undecided. Therefore,
based on the students’ perception, the researcher believed that the lecturer gave freedom for the students to explore their creativity in developing listening media.
The research statement 17 was about the lectu rer’s role in helping students
in the Language Teaching Media class. There were 16 students 33 chose strongly agree and 33 students chose agree 67 on the research statement. None
of them chose undecided, disagree, and strongly disagree. From the findings, it could be seen that participants had positive experiences on this statement. It was
seen based on the results that all students 100 agreed that the lecturer helped them in facing difficulties they found in the Language Teaching Media class.
47
47 The next research statement was about the clear explanation that was
given by the lecturer. There were 19 students 39 strongly agreed and 30 students 61 agreed to the research statement. None of the students chose
undecided, disagree, and strongly disagree 0. All students agreed with the research statement which was proven by the data that showed 100 of the total
respondents. It meant that all research participants agreed that their lecturer gave them clear explanation in the Language Teaching Media class.
The nineteenth research statement related to the useful tips that were given by the lecturer. There were 23 students 47 strongly agreed, 25 students 51
agreed, and only one student 2 disagreed with the research statement. None of the students 100 chose undecided and strongly disagree. On this research
statement, most of the students 98 agreed that the lecturer gave them useful tips related to the listening media design.
The last research statement of this topic wa s about the students’
opportunity to ask some questions in the class. There were 13 students 27 strongly agreed, 35 students 71 agreed, and only one student 2 disagreed
with the research statement. None of them chose undecided and strongly disagree 0. However, the result of this research statement showed that most of the
students 98 had positive perception that they were given the opportunity to ask in the Language Teaching Media class.
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48 Some suggestions were also given by students in Language Teaching
Media class. Most of them suggested the lecturers kept update the software that would be simpler software than they used now. It could be seen as follows.
“Explore every new software. We will get the simplest software.”Student 10
From the student’s answer, he suggested the lecturers to keep update with the developed software. Every year technology improved a lot, the lecturer needed to
explore new software so that the lecturer could add new knowledge. Then hopefully the new knowledge could be shared to the students.
The others also said that it might be good if the lecturer provided the printed material about the tools available in audacity. It was because they easily
forgot what the lecturer said in class. It could be seen from the statement below.
“Maybe printed material for using the media will be better than oral because if it is oral sometimes we will forget an
d asking again.” Student 11
“Teach us much longer.” Student 12
It could be seen clearly that some of the students still need the explanation from the lecturers. They wanted the lecturers to take enough time in explaining the
tools of the software. This could be positive suggestion for the lecturers.
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49 They also suggested the lecturers to use other software as a combination
with Audacity so that the listening media would be more interesting. Some of the students could mention the name of the software. It could be seen as follows.
“The software audacity must be combined with another software in order that the listening material can be better. For example, with movie maker.”
Student 13
From the data, it could be seen that some of the students knew other software besides Audacity and Photostory. Some of them also had experience in using the
other software. It also showed that some of them were independent learners.
b. The Students’ Perception based on the Interview
