STUDENTS DIFFICULTIES IN DESIGNING DIGITAL MEDIA ON CALL CLASS FOR TEACHING ENGLISH AT UIN SUNAN AMPEL SURABAYA.

SURABAYA

THESIS

(Submitted in a Partial fulfillment of the requirement for the degree

Sarjana Pendidikan (S.Pd) in Teaching English)

By

:

Intan Jauharotush Sholihah

D05212038

FACULTY OF EDUCATION AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTMENT STATE

ISLAMIC UNIVERSITY SUNAN AMPEL SURABAYA

ABSTRACT

Sholihah,Intan Jauharotush. (2016). Students Difficulties in Designing Digital Media on CALL class For teaching English. A thesis. English Teacher Educatin Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisors: Sigit Pramono Jati. Keywords : Digital media, Difficulties, Designing, CALL.

Using various digital media is always challenging. Teacher and students should be able to use media through different technologies so that the students will not be bored when receiving the material. doing the processes here are termed as Computer Assisted Language Learning (CALL), there are many problem in this process many students lack of computer knowledge. Besides, most of teachers to be, do not have enough time to prepare material using computers. many variant in digital media students able to choose the appropriate media for teaching sometimes have difficult to understand the explanation, Students often forget in memorizing information or they fail to apply it, when it is really needed, To much group assignment than individual assignment.it will be a serious problem. Therefore, difficulties in designing digital media become the topic of this study which has purpose: 1)What the students difficulties in designing the digital media on CALL class for teaching English. break down become two major that are a) What the students Factor that resulting student’s difficulties in designing digital media on CALL for teaching English and b) How the students deal with the difficulties in designing digital media on CALL class for teaching English. By using qualitative approach as the research design, the subjects were selected from the student in eight semesters who taken CALL class and the lecturer who handled CALL class. the research was started through the application of questioner and interview regarding their perception toward the questionnaire. The result of this study showed that there are two factor caused in students difficulties there were internal and external factor. Then, the students feel difficult in designing digital media when the students make digital media that appropriate with students need, input the content, Tools as media in learning process and less knowledge to operate. Therefore, the students way to face difficulties in designing digital media are; collaborating with others, communicating with the teacher, searching another point of view, after that Looking for another tool and the last practicing the digital media. Recommendations for future research have also been discussed.

TABLE OF CONTENT

TITLE PAGE ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ...v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

DECLARATION……….. ix

TABLE OF CONTENT ...x

LIST OF TABLE ... xii

LIST OF APPENDICES ... xiii

LIST OF ABREVIATION...xiv

CHAPTER I : INTRODUCTION A. Background of Study ...1

B. Statement of Problem ...6

C. Objective of Study ...7

D. Scope and Limitation of Study ...7

E. Significance of Study ...8

F. Definition of Key Term ...9

CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Related Literature………..………..12

1. Computer Assisted Language Learning (CALL) ...12

2. Digital Media ...15

3.Digital Media In Teaching English ...16

4.Factor Affecting Difficulties ...17

5.Kind of Difficulties in Designing digital media... ....22

6.Problem Solving to Face the Difficulties ...25

CHAPTER III RESEARCH METHODOLOGY

A. Approach and Research Design ... 34

B. Research Presence ...35

C. Research Location ...35

D. Data and Source Data ...36

E. Data Collection Technique ...37

F. Research Instrument ...41

G. Data Analysis Technique ...43

H. Checking validity of Findings………...45

I. Research Stages………...46

CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Findings ...47

B. Discussion ...65

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...74

B. Suggestion ...75

BIBLIOGRAPHY APPENDICES

CHAPTER I

INTRODUCTION

This chapter discusses the area of the study that will be covered in some headings (1) background, (2) scope and limitation of the study, (3) statements of the problems, (4) objectives of the study, (5) significances of the study, and (6) definition of key terms.

A. Background

The use of new media and social networks in teaching-learning process gives big effects for language education, society, culture, distance learning, socio-psychological, and access to get much information dealing with the goal of the courses. Through digital media, young people get more information from the technology they use outside the school than from their teacher in the classroom1. It is clear that learning through online media helps learners to improve their target language, encourages them to be independence and has a great potential for the development of intercultural and communicative skills. Beside that, teachers should realize that nowadays people cannot be separated from technology. Wherever they go and whatever they do, technology will be there.

1 _{Meidasari, Venny Eka.Thesis. Teaching English through New Digital Media (University of}

Using various digital media is always challenging. Teacher and students should be able to use media through different technologies so that the students will not be bored when receiving the material in teaching and learning process. New digital media provide teachers and students with creative and practical ideas. They enable teachers to find the students’ needs easily2.

There are positive and negative impacts in using media for teaching. The development of media that more sophisticated can be a new challenge for teacher3. However, one of the problems faced by the teachers in using computer in language teaching is lack of computer knowledge. Besides, most of teachers do not have enough time to prepare material using computers4.

The technology is developed rapidly, thus there are many technology, and media for teaching and learning to master all the digital media. It has many difficulties more over if the students are not understand well about technology.5

Research on learning has demonstrated the shortcomings of this type of instruction. Students often forget in memorizing information or they fail to apply it, when it is really needed. They need some help in connecting new

2Supripto penggunaan teknologi informasi dan komunikasi dan dampaknya dalam _dunia

pendidikan (Citizen Journalism dan Keterbukaan Informasi Publik untuk Semua) : 2013

3 _{Committee on Information Technology Literacy. Being Fluent with Information Technology.}

National research council.1999. P:12

4 _{Nor, Faizah binti Modh and Sumintha} Malar Vasu.Teachers’ Preception Of lesson

UsingComputer Assisted Language Learning. Malaysia.University Technology of Malaysia.

information to their previous knowledge and also in extending and applying their knowledge to the new problems.

There are some processes that should be known to use computer for language learning as English. The processes are termed as “Computer

Assisted Language Learning (CALL)”.6

While doing the processes of CALL, students will find difficulties. It will be a serious problem for the teacher especially Pre Service Teacher. As the researcher phenomenon when join on CALL class, the lesson very help us in teaching and learning process but the fact the student do not understand well because many group work than individual works. The students also have last face to face contact with the lecture, thus make the student who joined CALL class have difficulties.

The Problem in providding language learning material means must partly be due to teachers as facilitators who either do not appreciate or do not understand the power of media use for teaching-learning process. In this case, teachers must be able to choose and use the various media appropriately and creatively in order to make students interested and enthusiast. Fortunately, in UIN Sunan Ampel Surabaya, especially at English Education Department, there is a course that has been conducted to make the students more understand about the benefits of technologies in education area. This course is CALL (Computer Assisted Language Learning). The class explores some ideas about how to integrate technology in language teaching and learning.

This class is designed to help students producing materials for language teaching purposes using technology offline and online.

After taking CALL Class, students are expected to be able to design some interesting and useful materials for teaching English as an output of the course through digital media, computer. As teachers to be, they should be able to implement their knowledge of CALL, to use it in teaching-learning process

creatively, to develop students’ interest, and to learn for pleasure. The fact is there are many students of CALL course can not create material. That was proven by some students who did their weekly assignments by designing good media, but the content is not appropriate with the material, They created good materials, but they still feel confused in designing. There are more group assignments than individual assignment. Therefore the students feel difficult in doing assignment based the technology

As the preliminarily research from five students that have taken CALL Class the by the questions: 1. Do you fell difficulties in designing digital media? 2. What are the difficulties in designing digital media? 3. What are the factors that cause difficulties in designing digital media? 4. What do you do when you felt difficulties? The result of preliminary research is four students tell that they have difficulties designing digital media and the other students feel easy while there are practicing. For the second question, almost the students answer that they do not try new digital media in the free time because they have low knowledge in technology that make them confuse

when connect or input the data to the digital media. For the third question there are five students told that they have lack of teaching practice, lack of interaction between lecture, lack of facilitation and lack of time to explain and for the last question is when the students felt difficult, most of them anticipate the problem by asking to their friend (discuss) and (goggling) search in the internet.

It will be irony because if the preliminary research told there are many difficulties to make digital media. As a teacher to be, they must master the development of digital media for teaching English. Teach by using digital media will encourage students to practice English. Inside and outside the classroom, extensive promoting in learning by giving the students confidence, motivation and ability to continue their reading outside the classroom.

Before conducting the study, some previous studies related to the topic of this study was found. The previous study was a thesis entitled “Faktor – Faktor yang mempengaruhi kesulitan belajar mata pelajara teknologi informasi dan komunikasi siswa kelas VII semester I di SMP Islam Hidayatullah Semarang” written by Adrestya Seytya. This study analyzes about the factor of students difficulties in TIK lesson. The result of this study is factor difficulties such as students’ attitude, the students learning manner,

book completeness, time in learning and mess media7. This study has similar topic with the students mentioned above that is factor difficulties in TIK (Technology Informasi dan Komunikasi). However, the purpose and the subject of the study are quite different. The study done by Andrestya Setya recovered only the student factor difficulties in TIK. Whereas: this study recovered student factor difficulties in designing digital media and how students deal the difficulties. The subjects of this study also in Student University that process that term as Computer Assisted Language Learning (CALL).

Because of the problem above, the researcher is in inspired to do the research entitled Students Difficulties in Designing Digital media on CALL Class for teaching English at UIN Sunan Ampel Surabaya, the researcher try to explore what the students’ difficult to designing digital media.

B. Statement of the Problems

As the English Education Department students who take Computer Assisted Language Learning Course (CALL) course, The students can not use the digital media for teaching English optimally and accurately. Thus, this study intends to question:

7 Adrestya,setya, Thesis. _Faktor – _{Faktor yang mempengaruhi kesulitan belajar mata pelajara}

teknologi informasi dan komunikasi siswa kelas VII semester I di SMP islam Hidayatullah Semaran.(Semarang: State university of semarang,2013)

1. What Factor are resulting student’s difficulties in designing digital media on CALL for teaching English?

2. How the students deal with the difficulties in designing digital media on CALL class for teaching English?

C. Objectives of the Study

Based on the statements of the problem, this study is intended to find the objectives of the study, they are:

To analyze the students’ difficulties in designing digital media on CALL class for teaching English are.

1. To identify the students’ difficulties in designing some digital media.

2. To know the students way in facing the difficulties in designing digital media on CALL class.

D. Scope and Limitation of the Study

In this modern era, where people cannot be separated fromtechnology, as a candidate of teacher, the students of CALL have to know the developing of technology because various technology and interesting media for teaching-learning process is very important to be noticed by the teachers as the facilitator in the class. Thus, it is one of many aspects that can create

students’ interest and enthusiast in receiving material of the course. There will be many challenges as a candidate of teacher in mastering the development of

technology because there are many digital media that have different way to use it.

In order to make the research attaints its aim, the researcher needs to limit this study of this study only on the students’ difficulties in designing digital media. Then, it is divided into two research problem that are by showing the result of the factors students difficulties and how the students face the difficulties in designing digital media. The researcher limits the difficulties only for students perception based on the students in designing the digital media for teaching English based on their experience to do project in CALL Class.

This research took the data from the eighth grade students of English education department who has passed the CALL lesson in sixth and seventh semesters. In this study researcher takes all the data in eight semesters that have taken CALL class, there are 55 students researched.

E.

Significances of the Study

1. This study is expected to give awareness for the students, lecturer and researcher. To help lecturers finding out students problem in designing digital media because as teachers in the future who will become facilitators in teaching and learning process have to master the digital medial in order the problem can be anticipated early.

2. The researcher want to enrich the literature as teachers candidate who live in this technology era, they should be able to benefit the existence of digital device in teaching that will make the media simpler in access, more interesting and more flexible.

3. the result of this research will become reference for readers who handles CALL class to decide what he/she has to do for the next CALL class dealing with the material, the way in teaching, and other

things that can affect students’ ability in designing the media for teaching English, digital media.

F.

Definitions of Key Terms

In order to let students easy to understand about the main idea of this research operationally, some definitions of key terms are provided.

1. Difficulties

The meaning of difficult thing that is hard accomplishes deal with or understands8. So, what the research means difficulties is the students do not optimal to use and designing the digital media. The students trouble to designing digital media still have unclear understanding the way to designing digital media, in this research the

8 _{Ibrahim Muhammad al faqih and Abdoel moneim hasan. 2014. Difficulties facing teacher in using}

difficulties include what are the students factor felt difficulties and how the students face the difficulties in designing digital media.

2. Designing

The definition of designing is the art or process of making a drawing of something to show how you will make it or what it will look like9_{. Operationally, what the researcher means by designing is}

students/participants are able to produce/make English materials individually using technology creatively without find any difficulties when produce digital media. The definition of creatively here means creative in designing the media. How they design the media in good visual and interesting. Then, operationally, the meaning of appropriately here is the content which is appropriate to the theme of material provided, using correct grammar, and understandable words.

3. CALL Class (Computer Assisted Language Learning)

The definition of CALL, Beatty also has contributed to define the term as any process in which a learner uses a computer and, as a result, improves his or her language.10 Operationally, CALL class in this research means one of the classes provided in sixth semester in UIN Sunan Ampel Surabaya which explores some ideas on how to

9 _{Daniel lim. 2012.Design Journal SOS. Singapore Design & Technology (D&T) Coursework}

Component.Vol 01.

10 _{Ken Beatty, Teaching and Researching Computer-Assisted Language Learning, Second Edition}

integrate technology in language teaching and learning during one semester. This class is designed to help students to produce materials for language teaching purposes using technology whether offline or online.

4. Digital Media

What the researcher clear that learning in an online environment helps to improve the target language, encourages learner independence, and has great potential for the development of intercultural and communicative skills11. means of Digital Media in this research is an electronic tool used for delivering information in teaching-learning process implemented digitally. For example: Comic, Power point (Video Scribe), and Google Drive. Tools offer opportunities for people to challenge previous centralized models of learning by connecting, sharing and discussing ideas outside of the class room and at great distance from each other

11Muhammad, agus fayakun. Thesis _{Students Motivation in choosing CALL subject at UIN Sunan}

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literatures

This chapter reviews theoretical framework that deals with the current study. This review is divided into some main parts that will be discussed intensely; the first part will concern to Computer Assisted Language Learning (CALL) then continuing with the digital media in general after that give detail explanation about Digital media in teaching English.. Then continuing with to Factor affecting difficulties in designing digital media give more comprehensive knowledge about what the researcher would like to discuss about kind of difficulties in designing digital media the specific point that finally going to the students deal with the difficulties in designing digital media After that give detail explanation about It is necessary also to present the brave explanation of which are applied in that research

1. CALL (Computer-Assisted Language Learning)

Computer-Assisted Language Learning or people generally abbreviate

with CALL, is traditionally defined as „presenting, reinforcing and testing„

certain language items. It presents regulation and example for learners before they are tested their knowledge of the regulation, and later on the computer

will give feedback or mark, in which the teachers can use it as their investigation.1

Regarding the definition of CALL, Beatty also has contributed to define the term as any process in which a learner uses a computer and, as a result, improves his or her language.2 This definition, though rather broad, is nevertheless a reasonable starting point when we consider the range of articles that show up at CALL conferences, in CALL journals and in CALL books. Here are the benefits of CALL:

a. Learning efficiency: learners are able to pick up language knowledge or skills faster or with less effort.

b. Learning effectiveness: learners retain language knowledge or skills longer, make deeper associations and/or learn more of what they need. c. Access: learners can get materials or experience interactions that

would otherwise be difficult or impossible to get or do.

d. Convenience: learners can study and practice with equal effectiveness across a wider range of times and places.

e. Motivation: learners enjoy the language learning process more and thus engage more fully.

1Nazh G“nd“z, Computer Assisted Language Learning CALL , no. October : 97.

2 _{Ken Beatty, Teaching and Researching Computer-Assisted Language Learning, Second Edition}

f. Institutional efficiency: learners require less teacher time or fewer or less expensive resources.

Similarly, others have criticized the field for being too connected

to general education rather than focusing on the unique qualities of language learning. 3

The definition above has similar sound with Scott and Beadle who stated that CALL is any process in which learners use computer to improve foreign language competence.4 Scott and Beadle also explain more about the technology used in CALL, as well as a computer; smart phone, tablet, MP 3 Player and console are the members. In addition, they widely mentioned that in CALL, people commonly applied:

a. Authentic foreign language material, such as video clips, flash-animations, web-quests, pod-cast, web-casts, and news etc.;

b. Online environment where learners can communicate with foreign language speakers, through email, text-based computer-mediated communication (synchronous and asynchronous), social media, or voice/ video conferencing;

c. Language-learning tools (online apps or software), such as for phonetics, pronunciation, vocabulary, grammar and clause analysis,

3 _{Hubbard, Philip., GENERAL INTRODUCTION: Foundations of CALL}

4 David Scott and Shane Beadle, )mproving the Effectiveness of Language Learning: CL)L a_nd

which may include a text-to-speech function or speech recognition, and often includes interactive and guided exercises;

d. Online proprietary virtual learning environments, which offer teacher-student and peer-to-peer communication;

e. Game-based learning. 2. Digital Media

Birkerts and Stoll note that the digital environment tends to encourage

people to explore many topics extensively, but at a more superficial level. In

this case, students who are brought to learning which is facilitated by digital media will be more interested in and enjoy in receiving the material. Through digital technologies, young people get more new information from the technology they use outside of school than they do from their teacher in the classroom5. It is clear that learning in an online environment helps to improve the target language, encourages learner independence, and has great potential for the development of intercultural and communicative skills6.

Jelarwin Dabutar states that the role of media has extremely significant

effect for students’ achievement. Many people believe the increase of digital

5 _{Meidasari, Venny Eka.,. Teaching English through New Digital Media (University of Indraprasta}

PGRI and a postgraduate student in State Universit y of Jakarta).

6 _{Muhammad, Agus Fayakun}.Thesis._{Students Motivation in Choosing CALL Subject at English}

Education Department State Islamic University Sunan Ampel Surabaya.(Surabaya: Post Graduate of Islamic state university of Surabaya,2014)

media is one of the great events of our time. 7 By having this theory, researcher believes that the great media for delivering material of teaching-learning process is by digital way because digital media provides students as learner to

have much time to use rather than the documents. So, this is teachers’

opportunity to benefit digital media as the great idea to be implemented in teaching by mastering how to design some kinds of digital media interestingly and appropriately.

3. Digital Media in Teaching English

As teachers in education, the view of how teachers can integrate

technology into teaching in order to engage today’s environment as

technology era, students fully modify to the reality that technology has transformed how, when, and where students can learn. From blogs and wikis, to podcasting and 3-D virtual worlds, the ninth edition is filled with case examples of how teachers are integrating technology and transforming their teaching to foster collaboration, discovery, and

understanding of the “big ideas” in the curriculum8

.

In this case, teachers should be creative in making digital media as

the material for teaching English to create students’ interest, enthusiast,

7 _{Sterne, Jonathan.Digital Media and Disciplinarity: Department of Art History and}

Communication Studies, McGill University, Montreal, Quebec,Canada.2005 P. 250.

8 _{Winerbrenner, Susan & Lisa M kiss. Teaching Kids with Learning Difficulties in Todays Class}

room how every teacher struggling students success” United stated of America. free spirit

and pleasure. Because digital area give much opportunity for students retake the material outside the classroom.

4. Factor Affecting Difficulties

Difficulties in learning or in doing something have two factors there are internal factor and external factor, based on Dalyono explain that internal factor comes from inside their self. External factor comes from outside their self9.

a. Internal Factors

1.) Cause from the physical of the students: sick and physical defect. 2.) Cause from inside their body: Intelligent, motivation, talent and

interest a.) Intelligent

This factor becomes the mind effect in learning process. Thus, if students have problem in learning process but there is no support from their parents, it is make the students failed in learning process.

b.) Motivation

Students, who have low motivation to accept the lesson in learning process they will feel lazy, give up etc.

c.) Talent

Every students have different talent, students who give lesson that different from their talent they will feel bored and lazy to accept the lesson.

d.) Interest

Interest factor very important in learning process, by having interest in each lesson the student will enthusiast easy to accept the

material and student who don’t have interest do otherwise.

b. External Factors

1.) Family Factor: that’s about how the way parents treat their child into education, parents and child relationships. Situation factor: the house situation very crowded. Economic factors: Poor Family condition. 2.) School factor: such as teacher factor the teacher is not qualified, lack

of teacher interaction with the students, lack of teacher method. Instruments factor: lack of instrument since teaching and learning practice. Building and facilitation factor: lack of facilitation, lack of Wi-Fi. Lack of the media use in teaching and learning10.

According to Rosen & Weil, 1995; Winnans & Brown, 1992; Dupagne & Krendl, 1992; Hadley & Sheingold, 1993) the Factors student felt difficulties in designing digital media such as the lecture lack of teaching experience, lack of on-site support for teachers using technology,

lack of help supervising children when using computers, lack of computer availability, lack of time to study in designing digital media, lack of facility to try use computers and lack of financial support11

Beside that also supporting by Galusha (1997) the factor students felt difficulties such as there is no student motivations since there is no face-to-face contact, startup cost and lack of faculty support, the feedback and teacher contact in every learning process, the student support and services, the lack of experience, and training related the infrastructure and technology related problems, and the present challenge12. Heidi et al. (2002) also examine that the difficulties in designing digital media is there is no healthy communication between participants and design groups for overcoming barriers to a successful delivery of distance learning courses.

11 _{Mumtas,Shazia, Factor Affecting Teacher Use Of Information and Communication Technology :}

A review of Literature. United Kingdom,University Of Warwich.2000.

12 _{DABAJ. Fahmi. Analysis of Communication Barriers to Distance Education A Review Study.}

Table 2.1

Internal Factor affecting Difficulties N

o

Factor Kind

1 Physical Sick

Physical defect

2 Inside their body Intelligent

Motivation Talent Interest

Table 2.2

External factor affecting difficulties N

O

Factor Kind Categories

1 Family Child education

Parents and child relationship

Situation The house very

crowded Economic factor Poor family

2 Scholl Teacher Teacher is not

qualified

Lack of teacher interaction Lack of teacher method

Lack of feedback Lack of teaching experience

instrument (material)

Building and

facilitation

Lack of Wi-Fi support

Lack of

supporting tool (computer)

Class very

crowded

Lack of support using technology

Time Lack of time to

use computer

Lack of

experience

5. Kinds of difficulties in designing digital media

Possible difficulties in designing digital media and technology here is physical and sensory difficulties and intellectual difficulties. That divides into four categories there are: Exploring Opportunity and clarifying the task, Generating developing and communicating design and proposal, planning and making, testing evaluation and modifying13.

Table 2.3

Possible difficulties in physical and sensory difficulties Possible Difficulties

Exploring Opportunity and clarifying the task

Developing and communicating design.

Certain Project could be inappropriate

In producing Drawing Designing digital media Difficulties may Directly restrict

asses to resource and situation

Organize the idea, Concept and make the solution

Input the content suitable (goal , Objective)

Speech or other impairment could limit ability to communicate and approach the task.

Frustration and failure caused by restricted method

Difficult when making

Planning and Making Testing evaluation and modifying

Manipulation and coordination Difficulties of Failure it Compromised

Lack of Accuracy and Quality Low level education

Unfair dependence group works Has little interest and student want to finish quickly

Table 2.4

Possible difficulties in Intellectual difficulties Possible difficulties

Exploring Opportunity and clarifying task

Developing and communicating design.

Inability to see value or point of view the design and technology task.

Inability or low interest to connect making designing

Lack of confidence and inability to understand.

students want to make something ( no to design)

Students wants to finish quickly Limited ideas and expression. Lack of confidence when designing

Planning and Making Testing evaluating and modifying

Inability to retain instruction and to listen the explanation

Low level of expectation and appreciate.

Inability to remember the previous skill and knowledge

Limit vocab and understanding the concept

Frustration and behavioral problem.

The theories also consolidate from ausumbel supported by Kolb, Honey, Munford, and Habermas those difficulties in designing digital media for teaching English according. States that the effectiveness of learning is affected more by the content of the material rather than the technology used. This theory support that in providing the material, the content should be thought carefully rather than choosing the technology to be implemented. So, this reference give realize that the digital media designed should be provided by appropriate content14.

Gestalt Psychologists, included Pieget, state that the material

should be meaningful agrees with the theme, and match with students’

need and improvement. Not only providing good design of the media digitally, but also the contents should provide what want to be achieved, dealing with the compatibility with the themes, goals and objectives.

Table 2.5

When the students Feel Difficulties

No The Students difficulties Kind

1

Content

Input the Content

Input the material in designing digital media

Make appropriate Content Same the goal

Same with objective 2

Designing Digital media

When Designing Digital media Suitable with theme

3 Inappropriate with

students need

Make suitable with the students need.

6. Problem Solving to Face the difficulties

Based on Janssen to solve the problem gives tools, because it can give big effect to make the students more understanding and conceptual understanding15. As learners reach a new developmental technology, they will be more attuned and self-regulated in their own thinking. Tools that support students in making visible the evolution of their problem representations are a

15 _{Song.jeoe bae. 2014. Computer assisted language learning: learners, teachers and tools. Third}

potential area of innovation. As a teachers can makes tools as media in teaching and learning, these solutions to solve the problem.16

According to Min Liu problem solving, in students that have difficulties in designing digital media that can do by the lecture and the students. To search the Information in the internet has become abundant and easily accessible. Rather than reading the unified perspective typically presented by a textbook, Students can access many different points of view to solve the problem17.

Instead of memorizing, Students now need assistance in learning how to find and select relevant information for problem they need solve. They need to learn how to collaborate with others as they solve these problems and communicate their solutions to their teachers and to the world beyond their classroom18.

Additionally, the instant feedback may guide teachers to make important instructional and solve misunderstanding. Technology can support learning through the use of real-world problems, which supports students in making the connection between concrete contexts and abstract concepts. Give new instruction innovation in order the students fell easy to understand. 19

16_Ibid

17 _{Liu, Min Designing Technology-}Enriched Cognitive Tools To Support Young Learners’ Problem

Solving. Austin. University of Texas.

18 _Ibid

19 _{Stockwell,glenn.2012.Computter Assisted Language Learning: Diversity in research and}

Table 2.6

Students face the difficulties No Face The Difficulties Categories

1

Search to another Point of view

Search in the Internet

Reading Book from Another Perspective.

2

Collaborate with others

Discuss with friend

See friend’s assignments.

Group works

3 Communicate with teacher Discuss with the teacher

4 Tools as media in learning process Looking for another visible tool 5

Feedback

Give new instruction to make the students easy to understand Give a feedback from the teacher

B. Review of Previous Studies

Several studies have investigated the difficulties in designing digital media in CALL class for teaching English included what are the students factor and how the students face the difficulties. There are some previous studies which have similarity with this study.

The First is Research by Adrestya setya from State University of

Semarang. The title of the research is “Faktor – Faktor yang mempengaruhi kesulitan belajar mata pelajara teknologi informasi dan komunikasi siswa kelas VII semester I di SMP islam Hidayatullah

memepengaruhi kesulitan belajar teknologi dan informasi kelas VII di SMP islam Baitullah semarang? In this study the researcher conducted the research used questionnaire and Documentation The aims of the research are: first to identify what are the student factoring felt difficulties in TIK lesson at SMP Islam Hidayatullah semarang and the result of this research there are eight factors that make students felt difficulties such as students attitude, the students learning manner, book completeness, time in learning and mess media20.

The second research was handled by Muhammad Agus Fayakun Students Motivation in Choosing CALL Subject at English Education Department State Islamic University Sunan Ampel Surabaya. The research problem of this study is first, what are the factor which motivate the seventh semester of English Education Department state Islamic university of Sunan Ampel Surabaya in choosing CALL (Computer Assisted language Learning)? The second what are

student’s opinion about CALL as media for teaching English? Here the research used questionnaire and interview to collect the data. The aim of this research is to know that factor which is motivated the seventh semester of State Islamic university of CALL (Computer Assisted Language Learning) Subject, the second aim is to know

20 Adrestya,setya, Thesis. _Faktor – _{Faktor yang mempengaruhi kesulitan belajar mata pelajara}

teknologi informasi dan komunikasi siswa kelas VII semester I di SMP islam Hidayatullah Semaran.(Semarang: State university of semarang,2013)

students opinion about CALL as Media for teaching English and the result of this research is Factor which motivate students in choosing CALL Subject there are four factor which make seventh semester felt motivated there are students interest, Students need, Students Expectation and the last is students perceptions. The another result is Students opinion about CALL as media for teaching English show that Hot potatoes become the most popular software for them among the other CALL software. They can design English Material with using CALL software21.

The third previous study was handled by is Faizah binti mohd and Aumitra malar Vasu, the title is teacher’s perception of lesson used Computer Assisted Language Learning (CALL) the author of this study from University of Technology Malaysia. The research problem of this study are: first what are the problem faced by the teacher when conducting Lesson used Computer assisted language learning, second is what are the teacher perception of lesson using Computer Assisted Language Learning (CALL). The third what is the effectiveness of using Computer Assisted Language Learning (CALL) in teaching experience? There are three aim of this study “first to find out the problem faced by the teachers when conducting lesson using

21 _{Muhammad, Agus Fayakun.}Thesis._{Students Motivation in Choosing CALL Subject at English}

Education Department State Islamic University Sunan Ampel Surabaya.(Surabaya: Post Graduate of Islamic state university of Surabaya,2014)

Computer Assisted Language Learning (CALL), second to identify teachers general perception of lesson using Computer Assisted Language Learning (CALL), the third aim is to investigate teachers’ perceptions of the effectiveness lesson using Computer Assisted Language Learning (CALL). This study use questionnaire to collect the data and the result of this study the teacher can perform well if they supported by good computer equipment in the computer lab and with sufficient technology training teach the students using computer besides that from study it can be concludes that teaches have a very positive perception on lesson using Computer Assisted Language Learning. Moreover they are believed that CALL subject gives big effect to the student22.

The fourth research by the title of the research is The Difficulties

and Challenges of Teachers’ Integrating Computer Assisted

Instruction into Teaching, this research the author is Tzu-Pu Wang Department of Applied English, Hsing Wu College. Research question of this study is what the difficulties of applying computer assisted instruction to teaching and what the solution problem of applying computer assisted instruction to teaching. The aims of this study to

investigate and discuss the effect of teachers’ integrating

22 _{Mohd,Faizah & Aumitra malar vasu.} Teacher’s Perception Of lesson Using Computer Assisted

computer-assisted instruction (CAI) and multimedia into teaching. All these materials are quick, cheap, and available from internet. This study found that difficulties to applying computer assisted instructional in teaching there are(1) inefficient computer facilities,

(2) administrators’ ignorance, (3) teachers’ belief and teaching styles, (4) teachers’computer competence, (5) teachers’ burden, (6) Students’

computer competence, and (7) the government support. The challenges that teachers face and solutions to the problem are to (1) fulfill facilities, (2) build up innovative teaching ideas, (3) improve computer competence, (4) participate in conferences,

seminars, and teaching practice, (5) reduce teachers’ work load, (6)

do self-evaluation, (7) and ask the government for help23.

The fifth research by Ashraf jalal yousef zaidieh and the title of his research is The Use of Social Networking in Education: Challenges and Opportunities. The aim of this research is It helps us in the every fields of life such as political field, economic field and educational field. In this study will summarize some of challenges and opportunities to use social networking as educational tool Challenges that face use the social networking in education. The research question of this study is what are the benefit and obstacles

23 _{Wang, Tzu-Pu, The Diffi}culties and Challenges of Teachers’ )ntegrating Computer Assisted

Instruction into Teaching. The journal of Human resource and adult learning. 4 No 2 (Desember 2008)

that using social networking as educational tool? The result of this study are there are some benefits and obstacles that face the using the social networking as educational tool. Privacy, real friendship, taking up time and miscommunication are the most important challenges facing education through the social networking. On the other hand, flexibility, repeatable and convenience and accessibility have a vital influence in the use of social networking in education.24

The last previous study the title is Effects Of Computer-assisted Language Learning (call) Instruction On The Acquisition Of Passive Grammatical Forms By Post-secondary English As A Second Language (esl) Students. The author of this research is Ya Chi Chien from University of Central Florida. The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). The data collection techniques use quantitative. There are two research problem of this study, the first is Is there a statistically significant difference in acquisition of the passive grammatical forms for ESL students taught

24 _{Zaideh,Asraf Jalal yosef. The Use of Social Networking in Education: Challenges and}

Opportunities. Journal of word of computer science and information thecnology.2.No.1 (Desember 2012)

in a traditional teacher-directed classroom setting as compared with ESL students taught by CALL (Computer-Assisted Language Learning)? The second question Is there a statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a traditional teacher-directed classroom setting as compared with ESL students taught by CALL (Computer-Assisted Language Learning) based on their current English proficiency level (low intermediate, high intermediate, and advanced)?. This study showed the result that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency25.

The researcher has explained about several studies related to CALL, problem Solving and factor difficulties in CALL (Computer assisted language learning). All the previous study above explains that factor difficulties in TIK lesson, Teacher perception and challenge to

25 _{Chien, Ya chi. 2011. Effects Of Computer-assisted Language Learning (CALL) Instruction On}

The Acquisition Of Passive Grammatical Forms By Post-secondary English As A Second Language (esl) Students.(Post graduate students of university central Florida).

face the difficulties. The author also discuss about how the students deal and opportunity in CALL.

The researcher also same have similar topic that discuss about what students difficulties, factor and the students deal the difficulties. The differences in this study the researcher makes specific topic that

“student factor and how the students deal the difficulties in designing digital media”. Then, the second difference in this research is the subject in this study to the pre-service English education department not directly to the teacher as the previous study above.

CHAPTER III

RESEARCH METHOD

This chapter discusses the research methods applied for the study that will be covered in some headings (1), Approach and Research Design (2) Research Presence (3) Research Location (4) Data and Source the Data (5) Data Collection Technique (6) Instrument of the Research (7) Data Analysis Technique (8) Checking Validity of Findings

A. Approach and Research Design

The goal of this study is to know the students difficulties in designing digital media on call Class for Teaching English. Considering the goal, this study is included as qualitative study since it tries to describe a phenomenon of language behavior.1 As a

pointed out by Ary in his book “Introduction to Research in

Education”, there are five kinds of research design, they are experimental research, ex post facto, descriptive research, correlation research and survey research2.

In addition, this research use one of the characteristics of qualitative study that is natural setting to describe social phenomenon as it occurs naturally without manipulation3. After that, this study also used narrative descriptive to find the students difficulties in making digital media by describing the result of the

1 _{(Selinger and Shohamy, 1989:120)}

2 _{Donald Ary, Introduction to Research in Education (Australia: Wadsworth, 2002), 22.} 3 _{Dörnyei (2007:38)}

research whether the students have difficulties in designing digital media or not

B. Research Presence

In this study, the acts of the researcher were considered as well as a data collection instrument. The instruments other than the researcher were also used, but only served as a supporter for researcher in doing the research. Therefore, the presence of researcher in the field is required. The present of the researcher was needed when distributing the questionnaires and interview to the respondents. After that, the presence of the research known by the subjects of the research from the first time research is field is conducted. The different of qualitative research from quantitative research are the methods used to collect and analyze the data. In qualitative research the researcher is the primary instrument to collect and analyze the data.4

C. Research Location

The research location took place at State Islamic University of Sunan Ampel Surabaya. It is located on Jl. Jendral Ahmad Yani No 117. The participants focused on English Education Department Students of eight semester who joined CALL (Computer Assisted Language Learning) course where they have learned and practiced

about designing some English material using technology in various ways.

The subjects of the study were the eighth semester students. The subjects were chosen because they have joined CALL 1 and CALL 2. It means that the subject of the study have experienced all the difficulties both in CALL 1 and CALL 2 classes. Moreover, they have practiced in teaching and learning process as a pre-teacher.

There were 80 students of English Education Department in eight semesters. Then, students who have taken CALL course are around 55 students who are divided into two classes.

D. Data and Source the Data

The information of the data obtained from the interview and questionnaire based on the students reaction and the teacher. The researcher uses two techniques to collect the valid data for this research.

There were questionnaire and interview form in qualitative analysis

There were questionnaire for the participant who has taken CALL Class in eight semesters and to make straight result when collect the data the researcher ask to the lecturer to make some interview. Therefore those two techniques are taken because this study concern to answer the mind research question is students’ difficulties in designing digital media on CALL Class for teaching English. .

In collecting the data will focus on students’ difficulties in design the digital media on CALL Class for teaching English and break down by : what are the factor when students fell difficulties and also how the students face the difficulties, dealing with the result from the questionnaire and interview.

E. Data Collection Technique

The collection technique of the data that were survey (questionnaire) and interview about what the students difficulties in designing digital media on CALL class for teaching English. The steps of those two data collection technique were:

1. Survey

According to Sugioyono “questionnaire sheet is techniques to

collect the data that gives question or declaration to the respondent in order to answer it.5 Questionnaire as the instrument of the research in this study used to collect the data from the respondents to evaluate the student’s difficulties in designing digital.

Student in english education have the course to design technology as term CALL class, in this class has a goal that the student to be able to make and design digital media. Before questioning the researcher measured that the students take CALL class. Therefore, in this step survey was conducted for students have taken CALL class in eight semesters. By using

questionnaires, the general idea was gathered from the students that have difficulties in designing digital media and how they deal with the difficulties in designing digital media. In this study all the questions need a reason. Thus, all of them gave contrast result like they find difficulties in designing, the deal the difficulties by discuss with friend (specify) and brave explanation. Therefore the respondent researched and analyzed were those who gave expected and needed responses to answer the questions.

The survey had eight questions, from the questions provide, the question number 5 and 6 were intended to find the answer of the

students difficulties when designing digital media and also do they have

difficulties or not in CALL Class. After that in question number 7 was

intended that the researcher found the answer what the student’s factor feel difficulties in designing digital media. Therefore the last question

number 8 it was intended to obtain the answer how the students deal the

difficulties in designing digital media on Call Class for teaching English.

2. Interview

The interview was held after survey. In these interview techniques the researcher intended to know from another point of view, therefore the researcher asked the lecturer who handle CALL class to be interviewed. Since from another point of view the researcher wanted to compare the result and the deeper answer from both points of view. The type of interview used in this study

was one on one interview of face to face directly with the respondent, email interview6.

Interview would be more suitable method if the researcher wanted to gain insight into thing as opinion, feeling, emotion and experience of some people its means the respondent can explore the answer more than one or two word7. Therefore, some questions in interview guidelines were going to be asked to the lecturer who handled CALL class. While the lecturers were being interviewed, some important information was noted. The questions consist of 4 stages used open ended interview, all the question helped to look for the

information and make crosscheck from another point of view as the

secondary instruments8.

From the questionnaire and interview form, Researcher collected the data from the participants’ result of each digital media and students respond. The style will be like in figure below:

6 _{Ibid P.218}

7 _{Martyn Denscombe, the goog research guide: fourth edition.(New York :Open University}

Press 2010) P172 8

Philis Tharaneou, Ross Donohue and brian copeer. Management research method.(New york : Cambridge University 2007). P.108

Instruments

Subject of the study

Preliminary Research

Problem

The Students Difficulties in Designing Digital media on CALL Class for teaching English at UIN Sunan Ample Surabaya

Questioner sheet Interview guide lines

Lecture Students

Analysis the result depend on the interview and questioner

The description of the figure above is the first sub RQ (1) took about students perception in difficulties designing digital media on CALL Class for teaching English and will be break down with, what the students factor student difficulties in designing digital media and how the students face the difficulties. The continuing to get the data use questioner for the fifty five participants and the interview guideline for the lecture after the researcher analysis the result of the data and the last the research will give the conclusion based on the result and the phenomenon.

Finally, after getting those conclusions of each instrument, researcher will take the big conclusion as the result of the research.

Then, it will have the description of students’ difficulties and how the

students deal the problem in designing digital media .

F. Research Instruments

There were two instruments to use in this study. There were: Survey (questionnaire) and interview guide lines the descriptions are follow below:

1. Questionnaire

In this study the researcher was used questionnaire because the

researcher needs to get the information from the respondent about the

student’s difficulties in designing digital media on CALL Class for

teaching English. Questionnaire based on written information

questionnaire. The information from questionnaires was tends to fall

into two board categories “facts’ and „Opinion’.9

The design of this survey use open and closed ended question, the technique is open – closed ended question that the researcher do not provide the respond and option, the participant provide their own reason10.

The questions provide, the question number 5 and 6 was intended

to find the answer of the the students difficulties when designing digital

media and also do they have difficulties or not in CALL Class. After

that in question number 7 was intended that the researcher find the

answer what the students factor feel difficulties in designing digital

media. Therefor the last question number 8 it was intended to obtain

the answer how the students deal the difficulties in designing digital

media on Call Class for teaching English.

2. Interview Guidelines

The second instruments in this study the researcher wanted to get the detailed information and to make a crosscheck of the

students’ impression of the student’s difficulties and the students

deal the problem during the designing digital media.

In this research, researcher also uses another technique in collecting

the data there was Interview. In the interview section the questions

consist 4 questions used open ended interview. crosswell stated that

9

Ibid P.155

10 _{John W Creswell, Educationanlresearch : Planning, Conducting and evaluating quantitative}

and qualitative research , (boston library of congress cataloging in publication data 2012) P.387

open ended question will make the respondent voice their experiences

with unconstrained by the researcher’s perspective or the past research

finding.11

The questions asked to the respondents were divided into four parts

that were warming up, analyze, core and closing. Core part consisted of

questions that were intended to find the answers of the research

questions. However the questions asked to the respondents were not

absolutely the same as the interview guidelines because the interview

guidelines used was in kind of semi structured, It sometimes improved

on the situation and condition while interview was held. During the

interview, researcher used tape recorder to record the interviewer

explanation. Researcher also usesd camera to take the pictures because

it proves that the interview really happens.

G. Data Analysis Technique

The data collected were in the form of qualitative. The qualitative works questionnaire and interview from the respondent. Then, all the data interpreted analyzed. After that the outcome of the data reported from the beginning to the end used qualitative descriptive12.

The first technique the researcher held a survey or gives the respondent questionnaire, after that analyze the result of questionnaire each students by following table

11 _{John W Creswell, Educationanlresearch : Planning, Conducting and evaluating quantitative}

and qualitative research , (boston library of congress cataloging in publication data 2012) 218

12 _{John W Creswell, Research Design : Qualitative, Quantitative and mixed method}

Table 3.1

Questionnaire Transcribe. Question number 1

Respondent 1 Answer

Respondent 2 Answer

After all 55 respondents answer the question the researcher will analyze the data follow the step below13:

The first step is the research will organize and prepare the data for analysis, type the question after that print and distributed to the respondent. The second step is the research read through all the data that answered. The third step is after get the data the research begin analysis used coding, coding the process of organizing the material into chunks or segments of text before bringing meaning to information (Rossman &Rallis, 1998, p. 171). The forth step is give categories for analysis after that the researchers can generate codes for this description. Then, the fifth step is advance how the description and themes will be represented in the qualitative narrative. Describe in each codes that consist of each categories or theme. The last step to analyze the data is the data analysis involves making an interpretation or meaning of the data.

13 _{Ibid C.9}

Table 3.2

Analyze the Questions.

No Reason Categories Code

1 Students

reason

Give categories

Code

After get the categories and code the researcher will describe the result use narrative descriptive. To know the deeper information the researcher held a interview from another point of view here the researcher choose the lecturer who handled CALL class. After get the data the researcher will analyze the data and compare with the data. After all the data conducting the researcher will analyze all the techniques to find big conclusion.

H. Checking Validity of Findings

Triangulation was applied to keep the validity of research finding. There was two collocation techniques used in this research there were small survey or questioner and interview guidelines. The questioner and the instruments used have been validated by the lecturer before it is distributed to the respondents. That data collection technique was conducted to make sure credibility and the validity of respondents answer in questioners and interview guidelines.

I. Research Stages

There were three stages to finish this Thesis. Those three stages were: 1. The first stage was submitting tittle proposal.

There were three stage was submitting a title proposal based on the research that was going conducted. After the tittle was accepted, next progress written proposal used preminelary research with the guidance by advisors. The proposal written with followed the rule and formation that given by the English Education Department. Once the proposal finished, the approval was obtained from advisors. After that followed a proposal examination

2. The second stages doing the research and analyze research finding The second stage was starting the research with the guidance of the advisors. It was started from survey (questionnaire). The questionnaire distributed to the students in eight semester who have taken CALL class. Once the data were gathered, the result was analyzed to be continued to the next step that was interview section. By interview, more complete and deeper information from another point of view were gathered. The data from questionnaire and interview were analyzed so that it can be reported for research finding.

3. The third stages was doing thesis examination and asking legalization. The third was asking approval from the advisors, after that registering and joining examination.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this Chapter, finding and discussion of the study are presented to answer the research question 1) what are the students Difficulties in Designing Digital Media on CALL class For Teaching English at UIN Sunan Ampel Surabaya.

A. Findings

Students Difficulties in Designing Digital Media on CALL class For Teaching English at UIN Sunan Ampel Surabaya.

The questionnaire was intended to answer what student‟s difficulties in

designing digital media. Digital media here means that‟s tool that used for

teaching and learning as a pre-service English teacher should be mastered the developing of technology as Digital media. There were 55 questionnaires that had been distributed to the students at eight semesters that have been taken CALL class. Every person showed different reason about difficulties. Almost all the students who have taken call courses they feel difficulties. Here the result from the small survey below:

All thestudents have answer all the questions, from the result of question that Students apply the Digital media on CALL class for teaching English. from 55 questionnaire that distributed to the students that:

Twenty three students agree that they are applying digital media in teaching process by the reason apply digital media in outside the class because, they will have much practice to learn digital media from CALL class, because also to apply the call class is the regulation that should be done. Beside that they also explain that the students want to make the teaching process interest and make the learning process enjoy.

Then, sixteen students feel doubt if they apply digital media in teaching process they reason that the class does not support teaching or the place when the school does not support. Use digital media very good for teaching practice but the school do not support for digital media. The other reason that the students do not apply digital media for teaching practice because, have no free time to designing digital media. After that the balance of the student there are twenty students that disagree if they apply digital media in teaching practice because they have no teaching yet.

Next questions are Groups’ works make the students feel easy to designing digital media. From 55 students there are forty student agree with these statement, almost the students reason by grouping work they can share the ideas and knowledge with each other, by grouping they can anticipate the difficulties in CALL class since never get feedback from the lecturer and rarely meeting in the CALL class it is very helped.

Then continuing with eleven students doubt if group work make them easy in to make digital media because by work in group some of students do not interest the students preferred use tutorial in You-Tube than discuss in groups. The balance of the students there are four students that disagree with the statement above by the reason they cannot works together because they do not have the same time to works together.

From the result students makes digital media particularly for teaching english it can be conclude that thirty one students agree with the statement, because by use digital media for teaching English will anticipate the students boredom. Therefore by apply to use digital media the respondent will try to explore their knowledge to make digital media for teaching English.

then continuing sixteen students doubt if they are make digital media particularly for teaching English the reason they are never use digital media because they have no much time to prepared the digital media, complicated to practice the digital media for teaching English the last eight students have other reason that are never try the digital media outside the class, and make digital media only for the obligation for finishing the assignments.

1. Find the difficulties in designing digital media. Table 4.1

Total students feel difficulties In CALL Class

Absolutely agree

Agree Doubt Disagree Absolutely

disagree

23 30 2 0 0

Two students who have been taking CALL have their own reason why they feel doubt about the difficulties. They said that never try to use digital media because many group work than individual works and never operating software the student feel low understanding in digital media. The balances of student who agreed that Call have difficulties they reason are:

Table 4.2

Students factor feel the difficulties

Reason Factor Categories Code

I have no experience when learn digital media

Physiological

Intelligent

Internal Factor Blind in digital media

I have no basic to learn digital media.

Lack of application knowledge and lazy to try

complicated application Motivation

Students to lazy

Feel like cant to be mastered

Not Creative Person Talent

Internet access so limit

School Factor S C H O O L Building and Facilitation External Factor E X T E R N A L Almost the application use

internet connection sometimes I got trouble from that

Lack of faculty support Bad internet connection Limited connection when do the tutorial

Lack of internet

connection, Getting free Wi-Fi

the class is no proper with so much students

Lack of supporting tool It can be from software hardware or the laptop does not support.

Use online Class Difficult to understand

Instruments Too much Group Works

The explanation and

practice it‟s not equal

F A C T O R School Factor Instruments F A C T O R External Factor

Because the material it‟s

difficult.

The digital media have many variant to mastering all the digital media really so trouble

Trouble instruction

Teacher Confusing when following

the instruction

Less of lecture supporting We have rarely class with the lecture

Because lecturer do not give detail explanation (deeper)

There is no real tutorial In call class only have 2 times face to face with the lecture, because only guide from sap really

that‟s so difficult.

Use online class there is no face to face thus makes me feel difficult

Lecturer lack of giving feed back

There is no feedback

External Factor Lack feedback, thus I

don‟t know where is the

mistake on my project

Lack of teaching

experience

Takes much time when learn Digital Media from

the basic School factor Time

Lack of time to learn Digital media

New experience for me Lack of experience use Technology

a. Internal Factor

Internal Factor is facto comes from inside their self. Internal Factor in designing digital media based on dalyono: that motivation, talent, intelligent and interest. Based on the result of this study in Students Eight semester at Uin Sunan Ampel Surabaya there are 25% students who feel difficulties from inside their self (Internal).

1) Intelligent

Intelligent is becomes the mind effect in learning process. In this study the researcher found from student‟s reason said that, the students have no experience when learn digital media. The

students feel blind in designing digital media. Some of students said that they have no basic in designing digital.

2) Interest

Students in eight semester who taken Call class, they have difficulties because they have no interest in designing digital media. It is prove from the reason in survey (questionnaire) 3) Motivation

Motivation in every learning process is needed. In this study the researcher found that students less motivation. They were lack of application knowledge and lazy to use complicated application. The students feel like cant to be mastered. All of the result above show from student reason.

4) Talent

In CALL class people that have talent in technology is needed. Because the students should design, produce the digital media. From the research finding the respondent said that feel uncreative person. Thus, they can not design good digital media.

b. External Factor

External is factor that comes from outside their self, in this study the researcher found around seventy five percent students caused from external factor. In this Study the researcher found the

difficulties is in school factor that have three major there are building and facilitation, instruments, teacher and time.

1) Building and facilitation

Building and facilitation very important to support the students in learning process, by good building and comfort facilitation the students will easy to accept the lesson. In this study the researcher found factor that influence students difficulties because less of facilitation. That‟s show from the students reason that they feel limited Internet access. Almost the application use internet connection sometimes they got trouble from that. Most of students said that lack of faculty support, lack of internet connection they can watch tutorial and YouTube. The students also give a reason that they feel the class is no proper with so much students and lack of supporting tool (Computer to old). Once, the reasons also consolidate that depend on the interview that lack of technics all of the digital media use internet connection but in the faculty does not support1.

2) Instrument

In teaching and learning good instrument is needed, moreover in CALL class, because instrument factor here means that media use

to deliver the material to the students. Depend on the student‟s

74

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CHAPTER V

Conclusion and Suggestion

A. Conclusion

Based on the result and discussion of the research, the conclusion can be finally derived. It can be concluded that, there are two factors of students’ difficulties in designing digital media.

1. Those factors are internal and external factors. a. Internal factor

The internal factor that influence students difficulties in designing digital media are intelligent, interest, motivation and talent.

b. External Factor

The external factors that influence students’ difficulties in designing digital media are school factor that consists of building and facilitation, instruments, teacher and time.

The students feel difficult in designing digital media when the students make digital media that appropriate with students need, input the content, Tools as media in learning process and the last

75

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2. Therefore, the students way to face difficulties in designing digital media are; collaborating with others, communicating with the teacher, searching another point of view, after that Looking for another tool and the last practicing the digital media.by the reason above the student will anticipate the difficulties.

B. Suggestion

Based on the conclusion above, this study may propose suggestions. Suggestions that could be addressed are as follows.

1. For the lecturer

Based on the result of this study, hopefully the lecturer can give the suitable digital media for the students’ need, give more feedback, and give detail explanation in teaching and learning because online class is not suitable for the students if it is not completed by more explanation from the lecturer.

2. For the faculty

The faculty should increase the facility especially for internet connection area and give the suitable material class with the students’ needs.

3. Further Researcher

The research of this study can be used as the consideration for those who want to conduct similar studies beyond the scope of this study, for example to analyze the result of the students strategy in designing digital media on CALL class for teaching English.

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