Students` perceptions on the use of audio recording as a model in speaking V calss at the english language education study program of Sanata Dharma University.

i

STUDENTS’ PERCEPTIONS ON THE USE OF AUDIO RECORDING AS A MODEL IN SPEAKING V CLASS AT

THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Lisa Wijayanti Student Number: 021214071

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

v

To:

My Father and Mother

My Brother and Sister

vi

ACKNOWLEDGEMENTS

First of all, I would like to express my sincere gratitude to Jesus for His blessings so that I can accomplish this work.

I am especially grateful to my major sponsor, F. X. Ouda Teda Ena, S.Pd., M.Pd., for his encouragement, guidance, patience, and suggestions. I thank him for permitting me to do this research in his class. Acknowledgement is also made to my co-sponsor, Yohana Veniranda, S.Pd., M.Hum., for her kindness, guidance, and suggestions. I also would like to express my sincere gratitude to Made Frida Yulia, S.Pd., M.Pd. and Pius Nurwidasa Prihatin, S.Pd., M.Ed. Next, I would also like to thank the students of Speaking V of class A and B who have become the respondents of this research.

I dedicate this thesis to my family: my mother, my father, my brother, and my sister. They have given me great support, prayers, care, and love. They are my strength.

Many friends have contributed to the ideas and discussions in this thesis. I would like to thank my best friends Tumi, Wulan, Haryana, Cipluk, Niken, Santi, Woro, Daru Kurniawan, for their willing assistance and care.

I would like to express my appreciation to my close friends: Issoykhun Khunsu Munghwa, Ophie, Siska, Yeni, Nina, Janah, Panca, Bungsu, and Tyas for their splendid support, faith and effort. Throughout the making of this thesis, Endut, Bang Eric have supported me. Therefore, I also would like to thank them. Finally, I thank the people who I could not mention here.

vii

TABLE OF CONTENTS

Page

PAGE OF TITLE ... i

PAGE OF APPROVAL ... ii

BOARD OF EXAMINERS ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... vii

LIST OF FIGURES ... x

LIST OF TABLE ... xi

ABSTRACT ... xii

ABSTRAK... xiii

CHAPTER I: INTRODUCTION A. Background of the Problem ... 1

B. Problem Limitation ... 3

C. Problem Formulation ... 3

D. Research Objectives ... 3

E. Research Benefits ... 4

F. Definition of Terms ... 5

CHAPTER II: LITERATURE REVIEW A. Theoretical Description ... 7

1. Model in Teaching ... 7

2. Modeling in Speaking Class ... 8

a. Teaching Speaking with Model ... 8

b. Listening as a Model in Speaking Class ... 10

3. Speaking Skill ... 10

viii

Page

b. The Functions of Speaking ... 12

4. Teaching Speaking ... 17

a. Elements in Teaching Speaking ... 17

b. The Speaking Process ... 20

c. Supporting and Managing the Speaking Process ... 24

d. Promoting Oral Skills in the Classroom ... 28

5. Perception ... 29

a. The Definition of Perception ... 29

b. Some Factors Influencing Perception ... 31

B. THEORETICAL FRAMEWORK ... 33

CHAPTER III: METHODOLOGY A. Research Method ... 34

B. Research Participants ... 35

C. Setting ... 35

D. Research Instruments ... 36

1. Questionnaire ... 36

2. Observation ... 37

3. Interview ... 37

E. Data Gathering Techniques ... 38

F. Data Analysis ... 39

G. Research Procedure ... 41

CHAPTER IV: RESEARCH FINDINGS A. Data Presentation and Analysis ... 42

1. The Data Presentation and Analysis of the Questionnaire ... 42

a. Previous Experience and Class Activities Using the Model ... 43

b. The Use of the Model in the Speaking Class ... 46

ix

Page d. The Use of the Model in Helping the Students Understand

the Topic Given ... 53

2. The Data Presentation and Analysis of the Class Observation .... 54

3. The Data Presentation and Analysis of the Interview ... 57

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 58

B. Suggestions ... 60

1. The Lecturers ... 61

2. The Teachers in General ... 61

REFERENCES ... 62

APPENDICES ... 64

Appendix 1 : The Samples of the Raw Data of the Questionnaire... 65

Appendix 2 : The Questionnaires Result ... 72

Appendix 3 : The Raw Data of the Observations ... 75

Appendix 4 : The Interview Result ... 84

Appendix 5 : The Questionnaire ... 87

Appendix 6 : The Observation Sheet ... 91

Appendix 7 : The Sample of the Audio Recording Script ... 95

Appendix 8 : The Samples of the Materials ... 97

Appendix 9 : The Syllabus of the Speaking V class ... 104

x

LIST OF FIGURES

Page Figure 2.1: An Overview of the Perception Process ... 30 Figure 4.1: The Students’ Rresponses on the Usefulness of the Model in

xi

LIST OF TABLE

Page Table 3.1: Table of Data Gathering Technique... 38 Table 4.1: Table of Data on Students’ Responses on Previous Experience

and Activities Using the Model ... 43 Table 4.2: Table of Data on Students’ Responses on the Use of the Model in

the Speaking V Class ... 46 Table 4.3: Table of Data on Students’ Responses on Progress after Using the

xii ABSTRACT

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Class at the English Language Education Study program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Teachers should provide input and experiences to the students because the ability to use a language is a result of the input the students receive and the experiences that accompany the input. One way of providing the input for the students is by giving a model for the students. In this research, the researcher investigated the students’ perceptions on the use of audio recording as a model in Speaking V class at the English Language Education Study Program of Sanata Dharma University.

The research investigated the students’ perceptions on the use of audio recording as a model in Speaking V classes. There were two research questions proposed in this research: 1) how does the teacher implement the use of audio recording as a model in the Speaking V class, and 2) what are the students’ perceptions on the use of the audio recording as a model in the Speaking V class.

In answering the two research questions, the researcher used descriptive research method. Therefore, the instruments that the researcher used were questionnaires, observation sheets, and also interviews guidelines. To answer the first research question, the researcher did class observation. The questionnaires were distributed to answer the second research question. In addition, the researcher also interviewed students to clarify the data that have been obtained.

In the implementation, the teacher taught the class in steps. First, the teacher introduced the topic to the students. Second, the teacher distributed handouts to the students and gave time to the students to study it. Third, the teacher explained the materials to the students. Fourth, the teacher played the audio recording and asked the students to listen to it. Fifth, the teacher asked the students to do the exercises related to the material given. Then, the teacher facilitated the students to discuss the exercises. Next, the teacher gave time to the students to prepare for the speaking practice. Finally, the students were asked to speak out, practice speaking. The researcher found that the students’ perceptions on the use of audio recording as a model in Speaking V classes were good. From the data, the researcher found that most students had positive responses on the use of modeling in their Speaking class.

xiii ABSTRAK

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Classes at the English Language Education Study Program of Sanata Dharma University, Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Kegurusan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Guru seharusnya menyediakan input dan pengalaman bagi siswanya karena kemampuan berbahasa adalah hasil dari input yang diterima oleh siswa dan pengalaman yang menyertai input itu. Dalam penelitian ini, peneliti menyelidiki persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas sanata Dharma.

Penelitian ini menyelidiki persepsi para siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua pertanyaan yang disampaikan dalam penilitian ini: 1) Bagaimana rekaman audio sebagai model tersebut diterapkan di kelas Speaking V, 2) Apa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Peneliti menggunakan metode penelitian Descriptive. Untuk metode ini, peneliti menggunakan angket, observasi kelas, dan wawancara sebagai instrumennya. Untuk menjawab permasalahan yang pertama, peneliti melakukan observasi kelas. Sedangkan angket dibagikan untuk menjawab permasalahan yang kedua. Untuk mengklarifikasi data yang sudah diperoleh, peneliti juga mewawancarai beberapa siswa yang dianggap mewakili persepsi semua siswa.

Untuk penerapan penggunaan rekaman audio sebagai model di kelas Speaking V peneliti mengamati bahwa guru di kelas-kelas tersebut mengajar dalam beberapa langkah. Pertama, guru memperkenalkan topik yang akan dibahas. Kedua, guru membagikan handout kepada siswa untuk dipelajari sebentar. Kemudian, guru menjelaskan bahasan kepada mereka. Keempat, guru memutar rekaman audio untuk didengarkan oleh siswa. Setelah siswa selesai mendengarkan, guru menyuruh mereka untuk mengerjakan latihan yang tersedia. Selanjutnya, guru berperan sebagai fasilitator dalam pengerjaan dan pembahasannya. Keenam, guru memberi waktu kepada siswa untuk mempersiapkan diri untuk praktek speaking. Kemudian, siswa guru menyuruh siswa untuk praktek speaking. Peneliti menemukan bahwa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V adalah bagus. Dari data yang diperoleh, hampir semua siswa mempunyai tanggapan yang positiv terhadap model tersebut.

1 CHAPTER I INTRODUCTION

This chapter consists of the background of the problem, the problem limitation of the research, the problem formulation, the research objectives, the research benefits and also the definition of terms.

A. Background of the Problem

Language is a means of communication. According to Lazaraton, cited in Celce-Murcia (2001: 103), for most people, knowing a language is synonymous with the ability to speak the language. She adds that the most basic means of human communication is speech. In this case, people should have good speaking skills to be able to communicate well in a language. Unlike reading, writing, or listening, for many people speaking is considered the hardest one. Nunan (2000: 48) states two reasons why speaking is a difficult skill to learn.

First, unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing.

Diane (2004:121) proposes that the goal of most methods in language teaching is for students to learn to communicate in the target language. Educators, as cited in Diane (2004: 121), add that to be able to communicate requires more than mastering linguistic structures. It requires communicative competence. It means

that in teaching speaking, teachers are expected to help the students to master the communicative competence.

The research was conducted to find out the students’ perceptions toward the use of audio recording as a model in the speaking classes. Theoretically, modelling is positive. According to Harmer (1991: 33-37), the ability to use a second language is a result of many subconscious processes in learning. It is the result of the input the people who learn a second language receive and also the result of the experiences that accompany the input. The input in the research is the model used in the speaking class. Hereby, if the students are exposed enough to the target language, they will be able to use the language. Therefore, the teacher in the speaking class has to provide the inputs to the students and also expose them with much practice in speaking. In accordance with the theory, to meet the expectation in teaching speaking, the teacher in the research used audio recording as a model to provide inputs to the students in the teaching speaking. Furthermore, according to James, Charles, Whitley, & Bode (1980: viii), listening as a model in speaking class is aimed to provide; a) opportunities for students to talk, b) a classroom environment that is student rather than teacher centred, and c) students with the confidence, motivation, and ideas. Therefore, the researcher wants to find out whether the students also perceive the modelling positively or not.

The use of audio recording as a model in speaking class is new for the semester V students. Most students never had the same model before. Moreover, it is a different technique from the other speaking classes. Thereby, the researcher wants to find out the students’ perceptions on the modelling.

B. Problem Limitation

The use of audio recording as a new model for the students in the Speaking V class may prompt the students to perceive it differently. The research will be focused first on the implementation of the use of audio recording as a model in speaking class. It is to find out how the teacher implements the model in the speaking class. Secondly, it will be focused on the students’ perceptions on the use of the model. The subjects of the research were the students taking Speaking V classes which used the audio recording as the model in teaching speaking of English Language Education Study Program of Sanata Dharma University.

C. Problem Formulation

There are two research questions discussed in the research:

1. How does the teacher implement the use of audio recording as a model in Speaking V class of the English Language Education Study Program of Sanata Dharma University?

2. What are the students’ perceptions towards the use of audio recording as a model in the Speaking V class of the English Language Education Study Program of Sanata Dharma University?

D. Research Objectives

Based on the problem formulation, there are two objectives of the research: 1. To find out how the teacher implements the model in Speaking V class of the

English Language Education Study Program of Sanata Dharma University. 2. To investigate the students’ perceptions on the use of the model in Speaking V

class of the English Language Education Study Program of Sanata Dharma University.

E. Research Benefits

Hopefully, the research could give benefits to teachers and other researchers. By knowing students’ perceptions on teaching techniques, teachers will be able to find out whether the teaching techniques are appropriate for the students or not. Therefore, if students have good perceptions on the teaching techniques, the teachers may apply the teaching techniques in their classes. One of teaching techniques is the use of a model in a class. It means that by knowing the students’ perceptions on a model, the teachers will find out whether the model is appropriate for the students or not. Therefore, by knowing the students’ perceptions on the use of audio recording as a model in Speaking V class, the teachers may find out whether the use of audio recording as a model in Speaking V class is appropriate for the students or not. If the students perceive the use of audio recording as a model positively, the teachers may use the same technique in their speaking classes to improve the students’ speaking skills. Furthermore, teachers may see an alternative way to teach speaking and may decide what teaching technique is appropriate for the students to help them to improve their speaking skills. Moreover, the teachers may not only be restricted in the familiar and provided techniques in teaching speaking, but they have to be innovative to find and implement the effective and interesting techniques in teaching speaking. In addition, this research is hopefully could give benefits to other researchers. The other researchers may use this research as a reference for their studies especially on teaching techniques.

F. Definition of Terms 1. Model

According to Harmer (1991: 65), the sources of models of language are from textbooks, reading materials of all sorts, and from audio and videotapes. The model of language learning in this research is audio recording. The audio recording in this research is the recording of people’ speech related to a certain topic that is used as a model in teaching speaking. Model in the research is for the students to model the speaking format, style, pronunciation, grammar, and vocabulary.

2. Modelling

In this research, the researcher also used the term ‘modelling’. Different from, the term ‘model’, the term ‘modelling’ refers to the use of the model as a teaching technique.

3. Speaking

According to Thornbury, cited in Harmer (2003: iv), speaking is interactive and requires the ability to co-operate in the management of speaking turns. In addition, Brown and Yule (1983), as cited in Nunan (1989: 26) states that ‘speaking consists of short, often fragmentary utterances, in a range of pronunciations.’ In this research, speaking refers to producing oral language for communication.

4. Perception

According to Siagian (2004: 100), perception is the process of which someone organizes and interprets sensory impressions in giving a certain meaning to the environment. In this research, perception refers to students’ opinion towards the teaching technique.

5. Speaking V

According to “Panduan Akademik 2002”, Speaking V is one of compulsory courses in the fifth semester of the English Language Education Study Program at Sanata Dharma University. Therefore, it is usually taken by the students in the fifth semester. The goals of the Speaking class are to assist the students in achieving oral fluency and self-confidence, and skills in expressing ideas, influencing other people, interpreting messages/ideas in given situations and to equip the students with the necessary knowledge, skills, and manner when speaking to argue, inform, and persuade; presenting ideas, and interpreting messages. In this research, the definition of Speaking V will be focus on A and B classes of Speaking V classes at the English Language Education Study Program of Sanata Dharma University of the 2005/2006 academic year.

7 CHAPTER II LITERATURE REVIEW

In this chapter, the writer discusses the theoretical description and theoretical framework of the research. Based on the research, in the theoretical description, the writer discusses the nature of speaking, and about teaching speaking including teaching speaking with the model. This chapter also presents and further discusses the definitions of model and perceptions. Then, the theoretical framework is the summary of the theories which have been performed in the theoretical description.

A. Theoretical Description 1. Model in Teaching

Joyce (1986: 11) presents that models of teaching are designed to bring about particular kinds of learning and to help students become more effective learners. The model in the research is designed to help the students learn speaking in an effective way. The use of audio recording as the model is designed to help the students learn speaking in an effective way based on theories in teaching speaking. Bandura, as cited in Harmer (1991: 324), also states that a model can be anything that conveys information. It can be a person, film, television, demonstration, picture, or instructions. He states that the model influences the students’ behaviour. In the research, the model is also aimed to convey information that is useful to help the students to learn speaking.

2. Modelling in Speaking Class

The use of audio recording as a model in the speaking class is related to listening as the input in teaching speaking. The model is the input in the teaching speaking. The following is the discussion of the modelling in speaking class.

Prior experience as a listener helps speakers improve their performance as a speaker. There are two possible reasons for this finding. In the first place, being a listener gives learners models to deploy when acting as a speaker. In addition, being a hearer first helps the learners appreciate inherent in the task. Giving speakers experience in the hearer’s role is more helpful than simple practice in tasks in which a speaker is having real difficulties in appreciating what a particular task requires. (Brown and colleagues, n. d., as cited in Nunan, 1999: 237)

It means that listening activities in the speaking class can help students to improve their speaking performance. As the listeners, the students are given a model of speaking. According to Harmer (1991: 33-37), the ability to use a second language is a result of many subconscious processes in learning. This is the result of the input the people who learn a second language receive and also the result of the experiences that accompany the input. In the research, the model is the input for the students who learn speaking. Hence, the students receive inputs from the modelling. Further, the students gain experiences through the speaking practices in the class.

a. Teaching Speaking with Model

1) The Restricted Nature of Most Materials

Nunan (1999: 240-241) explains that in completing reproductive language tasks as speaking, learners are required to do little more than reproduce, with

degrees of variation, models provided by the teacher, the textbook, or the audio. This is the list of examples of the task.

First, the learner listens to and reads two-line dialogue and practises with a partner. Then, the leaner listens and repeats. Next task is to listen to a model dialogue and repeats, interpolating own name. The fourth is to cue and make-up question. Then, the learner reads two-line skeleton dialogue and practises with a partner. After that, the learner listens/reads a model question and asks a partner. Then, she/he reads a model dialogue and has a similar conversation using cues provided. Next task is to study a substitution table and make-up sentences then to study questions and answers in a model dialogue and make up similar questions using similar words. The tenth task is to look at a picture and study model sentences, make up similar sentences about a similar picture. After that, he/she listens to numbers and dates, says them. The next is to listen to an audioscript, answer written comprehension questions, and listen to an interview. Then, he/she asks and answers similar questions with a partner. Next task is to look at diagrams of clocks, with a partner asks and answers questions about the time. The last task is to listen to a model, study a map, and describe the route from one specified point to another. The model in the research has a broader meaning. The model in the research is the means for helping the students in learning the speaking format, pronunciation, style, grammar, and vocabularies related to the topic discussed in the class.

b. Listening as a Model in Speaking Class

Rost (1994: 141-142) explains that listening exercises provide teachers with the means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) in the language. It means that listening helps students to learn new forms of vocabulary, grammar, interaction patterns in the language. According to Instructional Resources Unit Curriculum and E-Learning Branch

Saskatchewan Learning (2006), as cited in www.sasked.gov.sk.ca/docs/mla/speak.html, oral communication is a vital component of English language arts curriculum. Further, the writer of the article states that it is important for the teachers to recognize that nonverbal communication is cultural specific. In this case, teachers should be aware of the differences across cultures when the students express themselves nonverbally. The writer of the article also states that since learning and applying the skills of oral English are so closely related, the classroom should be the place where the use of spoken language is supported and active listening developed and valued. In this case, speaking enables students to make connections between what they know and what they are learning, and listening helps them to acquire knowledge and explore ideas.

3. Speaking Skill

a. The Nature of Speaking

1) Characteristics of Communicative Competence

According to Richards, Platt, & Weber (1985: 49), as cited in Nunan (1999:201), communicative competence includes: (a) knowledge of the grammar

and vocabulary of the language; (b) knowledge of rules of speaking (e.g., knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in different situations; (c) knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; (d) knowing how to use language appropriately.

Through the use of the model in the speaking class, the students are supposed to learn speaking in which the students may gain the knowledge from the model before they use it in the speaking activity. Chomsky, as cited in Nunan (1999: 201) also states that in order to speak in another language one needs to know how to articulate sounds in a very comprehensible manner, one needs an adequate vocabulary and one needs to have mastery of syntax. It means that the teacher needs to provide the students the adequate vocabulary, model of sound articulation, and syntax. Hence, the model in the research is designed to provide for the students with the needs and knowledge. In addition, Hymes (1974), as cited in Nunan (1999: 201) proposes the notion of communicative competence as an alternative to Chomsky’s linguistic competence. Communicative competence includes linguistic competence and also includes a range of other sociolinguistic and conversational skills that enable the speaker to know how to say what to whom, and when.

Communicative competence is the ability to function in a truly communicative setting that is, in a dynamic exchange in which linguistic competence must adjust itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. (Savignon, 1970: 9, as cited in Nunan, 1999: 201)

2) Transactional and Interactional Language

Richards, Platt, & Weber (1989: 45), as cited in Nunan (1999: 201) propose two reasons of why speaking is produced. Those are transactional speaking and interactional language. Firstly, transactional speaking is produced in order to get something, or to get something done. Secondly, interactional language is produced for social purposes.

3) Purposes for Speaking

Bygate (1987), as cited in Nunan (1999: 201) suggests that conversations can be analysed in terms of routines. According to Bygate, routines are conversational ways of presenting information. He presents two types of routines. These are information routines and interactional routines. It means that speaking can be aimed to give information and to interact.

b. The Functions of Speaking

According to Instructional Resources Unit Curriculum and E-Learning Branch

Saskatchewan Learning (2006), as cited in www.sasked.gov.sk.ca/docs/mla/speak.html, there are two important functions of

speaking. The functions are intellectual function and social function. The following is the detailed information about the intellectual and social functions. 1) Intellectual Function

As the intellectual function, speaking shapes students’ perceptions of the world and represents these perceptions as knowledge. Thereby, speaking

encourages students to reproduce and transform knowledge since they observe, evaluate information, and compare views. It means that the speaking is the representation of their perceptions of the world. They shape knowledge from those perceptions.

2) Social Functions

As the social function, speaking helps students adjust to ideas and ideas are reformulated to facilitate students understanding. It means that speaking helps the students shape ideas and express the ideas through speaking. Moreover, speaking is also used to form relationships through language. In addition, it is also stated that as students become more proficient speakers, they develop their abilities to: interact socially, develop self-awareness, and to inform. The following are the discussions of the three abilities.

When the speakers have the ability to interact socially, first they will be able to use language and ideas appropriate to the situation. Second, they will have the ability to respond to listeners’ verbal and nonverbal cues, restate ideas, and ask questions to clarify understandings. Third, they will be able to use language to create images and to produce an emotional response. They will also have the ability to acknowledge and be sensitive to others’ viewpoints.

The students may learn speaking so as to be able to use the language and ideas suited to the situation that the students face. They may be able to recognize the expressions in the language to be used in certain situation. It means that the

students have to notice the situation when they want to express their ideas and speak.

The students also learn speaking so as to be able to respond to something that they face in their surroundings. They use the language to state and express the ideas that they want to convey to the listeners. In addition, they also use the language to ask something that they want to know in the situation and to clarify their understandings.

When students learn speaking, they also learn to create images of themselves and images of something. In this case, from the language that the students use, the students project a certain image. Furthermore, the language that the students use is also the production of their emotional response. It is the expression of the students’ emotional response to something that they face in the world.

As the language is used in the interaction with the community in the society, when speaking, the students may also use the language to acknowledge and be sensitive to the others’ viewpoints. Hence, they may give comments about the others’ viewpoints using the language. Moreover, in speaking the students are supposed to be responsive to others’ viewpoints.

When the speakers become more proficient speakers and develop their abilities in developing self-awareness, they will be able to examine and explore personal points of view, identify flaws in their own and others’ reasoning, determine what it is they need to know, and find effective ways of supporting their own opinions.

The students learn speaking to probe and examine their points of view. They explore their personal points of view and later can express their points of view by speaking. It is one of the ways in developing self-awareness. Therefore, the students also learn to develop self-awareness in the speaking class.

It is the part of developing self awareness that in speaking, the students also learn to identify their own flaws. They learn it from others. They also learn to identify the others’ reasoning through the interaction in the society. They learn to understand and acquire the knowledge from this method.

In speaking, the students also learn to develop their self-awareness to determine what they need to know. It is to shape the knowledge that they need since in speaking the students need to have enough knowledge. Hence, as the students be more proficient speakers, their abilities to determine what they need to know improve.

The self awareness also includes finding the effective ways of supporting the students’ own opinions. The students not only learn to examine and explore personal points of view and express their opinions, but they also learn to find what the effective ways to support the opinions are. They may look for some evidence or supporting ideas from other people and surroundings.

In becoming proficient speakers, the speakers may do speaking to inform. In this case, they will be able to use key language patterns, proper sequencing, nonverbal cues, and appropriate intonation. They will also be able to provide essential information, determine the type of presentation necessary in order for the

listeners to benefit and learn, and reflect to determine if their language is appropriate to their listeners.

As the social function, speaking enable students to use key language patterns, proper sequencing, nonverbal cues, and appropriate intonation. Hence, it is becoming apparent that speaking has greater meaning than the word “speaking” itself. It includes the language patterns, sequencing, nonverbal cues, and intonation. That is why in speaking classes the students need to be attributed with such devices. Therefore, the use of audio recording as the model in the speaking class is aimed at providing the students with an adequate model of the social function of speaking. In this case, the students may learn the use of key language patterns, proper sequencing, nonverbal cues, and appropriate intonation from the model.

Speaking also helps the students to gain essential information. In speaking, the students relate essential information to the listeners. Thereby, the students can develop their abilities to share information and knowledge to the other students.

What is informed to the listeners is the essential information. That is why in speaking the students learn to determine what the type of presentation necessary to the listeners is so that the listeners can gain the benefit and learn from the speaker. Moreover, the students are supposed to reduce any unnecessary information.

After knowing what the necessary information for the listeners to benefit and learn is, the speaker also learns to reflect whether the language that he/she used is appropriate to the listeners. For, in speaking it is important to determine which is

the appropriate language to the listeners is and which is not. Furthermore, from the reflection, the students as the speakers may have some feedbacks from the listeners and the teacher about their performance. Hence, from the feedbacks, the students may learn and later can improve their speaking performance.

4. Teaching Speaking

a. Elements in Teaching Speaking

Some elements in teaching speaking are the reluctant speakers, prior learning experience, motivation, and principle factors accounting for the reluctant speakers. The following are the discussions of each element in the teaching speaking.

1) The Reluctant Speakers

Burns and Joyce (1997: 134), as cited in Nunan (1999: 231-232) identify three sets of factors that may cause a reluctance on the part of the students to participate in classroom tasks involving speaking. They suggest that this reluctance may be due to cultural factors, linguistic factors, and/or psychological factors.

2) Prior Learning Experience

According to Burns and Joyce, as cited in Nunan (1999: 232) the linguistic facts that inhibit the use of the spoken language include difficulties in transferring from the learner’s first language to the sounds, rhythms, and stress patterns of English, difficulties with the native speaker pronunciation of the teacher, a lack of

understanding of common grammatical patterns in English and how these may be different from their own language, lack of familiarity with the cultural or social knowledge required to process meaning. Therefore, modelling is important in the speaking class to give models to the students about the use of spoken language. Psychological and affective factors include culture shock, previous negative social or political experiences, lack of motivation, anxiety or shyness in class, especially if their previous learning experiences were negative.

3) Motivation

Further, Burns and Joyce, as cited in Nunan (1999: 232-234) explained why the learners are unmotivated in speaking. The first reason was the lack of success over time/lack of perception of progress. It means that in teaching speaking the teacher has to find out the way to shape the students’ positive perceptions. Then, the second reason was uninspired teaching. The third reason was boredom. Next, the reason was lack of perceived relevance of materials. Thus, it is the teachers’ task to implement interesting and effective techniques in teaching speaking. The fifth reason why the learners were unmotivated was the lack of knowledge about the goals of the instructional program. In this case, the teacher has to set goals and objectives of the speaking class and give a clear description of them to the students. Then, the last one was the lack of appropriate feedback. Hence, in the speaking class the teacher also has to provide sufficient and appropriate feedback to the students.

Next, Burns and Joyce, as cited in Nunan (1999: 232) also gave the solution of the unmotivated learners. They gave some points about what can be done to solve

the problem. First, the teacher has to make instructional goals explicit to learners. The second one was to break learning down into sequences of achievable steps. Next one was to link the learning to the needs and interests of the learners. They also suggested allowing the learners to bring their own knowledge and perspectives into the learning process and also to encourage creative language use. The other suggestion was to help learners to identify the strategies underlying the learning tasks they are engaged in and also to develop ways in which learners can record their own progress. Thus, the use of audio recording as a model in the research is in accordance with the guidelines stated by Burns and Joyce above. The teacher not only gives a clear description about the instructional goals, but he also breaks down the learning into steps. Besides, the use of audio recording as a model in the speaking class is aimed at linking the learning to the needs and interests of the students since the model is a new and different technique for the students. Moreover, in the speaking class the teacher also gives freedom to express the students’ opinions, ideas, and creativity. In addition, the students are expected to be able to record their own progress.

4) Principle Factors Accounting for the Reluctant Speakers

Tsui (1994), as cited in Nunan (1999: 33-234) identified five principal factors accounting for the reluctance of students to speak up in class: students’ perceived low proficiency in English, student’ fear of mistakes and derision, teacher’s intolerance of silence, uneven allocation of turns, and incomprehensible of input.

b. The Speaking Process

According to Instructional Resources Unit Curriculum and E-Learning Branch

Saskatchewan Learning (2006), as cited in www.sasked.gov.sk.ca/docs/mla/speak.html, there are three speaking processes in

speaking. The first is pre-speaking. The second is speaking-going public. The third is post speaking.

1) Pre-speaking: Planning and Organizing

In the pre-speaking, first the speakers have to choose a speaking topic. Here is a variety of pre-speaking activities that the students can generate and explore ideas for speaking topics; constructing thought webs and graphic organizers, reading, and researching, listening to music, viewing a video, listening to a speaker, jotting down ideas, and reflecting upon personal experiences. Through one of those pre-speaking activities, the students can explore ideas and express it when speaking.

Second, the speakers have to determine the purpose. The speakers have to ask themselves whether they speak to express ideas, emotions, opinions, and to share information. In this case, every speaker has his/her own purpose for speaking. Speaking may be aimed to express ideas, emotions, opinions, and to share information.

Next, they can determine the audience. There are some possible audiences. The audience can be familiar audiences, known audiences (self, friends, peers, family, and teachers), and extended, known audiences (community, student body). The audience can also be from extended, unknown audiences (local media). By

knowing the audience, the speaker can determine what he/she wants to speak that is appropriate for the audiences. He/she may choose a certain topic and expression which is appropriate for the audience.

Finally, in the pre-speaking the speakers have to determine the format. Speaking has many different formats. Some possible formats are conversation, discussion, formal speech, dramatic presentation, monologue, and Readers Theatre. Therefore, the students as the speakers may use one of those formats.

2) Speaking: Going Public

When people speak, there are some possible purposes for their speaking. The following are the discussions of the purposes. One of the possible purposes of speaking is to express personal feelings, ideas, or viewpoints. The students may speak to express their personal feelings, ideas, or viewpoints. Thereby, through the speaking, the students can learn and know from the speaker about personal feelings, ideas, or viewpoints. In this case, they may share their personal feelings, ideas, or viewpoints with each other.

The second possibility of the purposes of speaking is to tell a story. In the speaking class, the students also learn to tell stories. It is not an easy task; however, the speakers have to possess good speaking skills in telling stories so that the stories are clear and understandable.

Third, speaking can also be aimed to entertain or amuse the listeners. For instance, through speaking the speakers may express their sympathy to entertain or amuse the listeners. It is in relation to the social function of speaking that the

speakers may do speaking in the society to entertain or amuse. Another possible purpose for speaking is to describe something. The speaker describes and explains the description to the listeners. For example, the speaker can do speaking when he/she wants to describe people or objects that he/she meets.

Next, when speakers want to inform or explain something, through speaking they transfer the information and explanation. By speaking to inform and explain, the listeners can gain important knowledge and information. In this case, in the speaking class, the teacher is supposed to teach the students how to convey information and explanation in a right way.

Fifth, by speaking, the speaker can reveal what he/she wants to and request it. Here, in the speaking class the students may be given a model of the expressions to be used for a request.

Next, in communication, it is often that people cannot understand what the other speakers want to convey. People may also not understand something that they meet in this world. Here, people often do speaking to inquire or question. By speaking to inquire or question, they may clarify something that they do not know and verify the information about it.

In communication, sometimes there is something that is unclear. In this case, people need to do speaking to clarify the unclear part, to clarify the thinking. As a result, they can understand what the other speakers think and want to convey.

Speaking is also meant to explore and experience the variety of ideas and formats. Thereby, the speaker can explore a variety of ideas and format and experience it. Here, the speaker can exchange the ideas with the other speakers.

Finally, it is the most commonly usage of speaking; to converse and discuss. In this case, they also can exchange and explore ideas with one another. That is why in a speaking class, sometimes the teacher asks the students to have a discussion about a certain topic. It is one of the ways to encourage the students to speak and express their personal feelings, points of view, and ideas.

In speaking-going public there are some scaffolds to support speaking. First, there is a criterion for speaking formats. In teaching speaking, the teacher may discuss and develop with students criteria for a variety of formal and informal speaking formats (e.g., conversation, group discussion, role play), and post the formats on a bulletin board or have the students record them in their notebooks for reference.

Second, the teacher should use modelling with a variety of formal and informal speaking formats for students. The modelling is important to provide for the students with the devices that the students need in order to be proficient speakers. As an example, the modelling can provide the students with sufficient knowledge, information and format. Therefore, before the students do speaking, the students have already had something to say or convey to the listeners. It is the knowledge, the ideas. When they speak, they may not confuse how to convey the ideas because they have learnt through the examples in the modelling. Moreover, the modelling also helps the students learn the speaking formats. Hence, the modelling can help the students to acquire the communicative competence.

Third, if possible, the teacher may make available to students audio and video equipment so that they can practise prior to formal speaking situations. It is also a

positive way to make available to the students audio and video equipment so that the students can practise prior for formal speaking situations. In this research, the teacher used audio equipment. In addition, the teacher also distributed some handouts related to the modelling. The teacher wanted to provide for the students sufficient information and examples about formal speaking situations. In this case, the teacher wanted the students to be able to learn from the modelling using audio equipment (audio recording) and later can practice it.

3) Post-speaking: A Time for Reflection and Setting Goals

In the post-speaking, the students can reflect upon performance and set goals for improvement. For the post-speaking activity, the students may reflect upon their performances. The students may do a type of reflection. The students may learn from their own and others’ mistakes and succeeses. It may also be acquired from the other students’ and teacher’s comments and inputs.

After learning from him/herself and other students from the reflection the students may have a description of what being a good speaker involves. Therefore, the students can set goals for improvement.

c. Supporting and Managing the Speaking Process

The teacher has many roles in the speaking class. The following are the discussions of the roles of the teacher.

In the speaking class, the teacher should give the students the opportunities to gather information, questions, and interpretation. This is in accordance with the research. In the research, the teacher uses modelling to give the students

opportunities to gather information from the modelling, to question, and also to interpret it. These are important for communicative competence.

In the speaking class, the teacher should also build on what students already know. The teacher together with the students has to probe the students’ intellects. Then, the teacher has to find the way to make the students able to reveal the things that they already know.

To explore the students’ ideas in speaking, the teacher has to ask questions that result in a diversity of thought and response, and to which there is not always one right answer. Hence, the students may have a variety of ideas and opinions. Thereby, the students not only learn to express ideas and opinions, but they also learn to think and respond to something.

In the speaking class, the teacher’s tasks are also to elicit and encourage purposeful speaking and tentative ‘thinking aloud’. The teacher has to find the way to encourage the students’ purposeful speaking and also to enable the students to think aloud.

Next, in the speaking class, the teacher also has to attend to the thought and intent of students’ responses rather than the surface features of dialect and grammar. Here, the teacher has to respect and respond to the students’ thought. It may be possible for the teacher to probe the students’ thought and discuss it. It is more important for the teacher to attend to the students’ thought. Hence, the teacher can explore the students’ ideas and thoughts.

The teacher has to involve the students in developing assessment instruments. In this case, the teacher has to explore the students’ needs and wants. Therefore, it

is important to the teacher to involve the students in developing the assessment instruments.

The teacher also has to encourage peer assessment that focuses on strengths and areas for improvement. Hence, the teacher has to help the students with the strengths and areas for improvement. The students may learn better from the peers. The peers can be the motivation for the students’ improvement. They can gain the feedback from the peers for the improvement.

The teacher has to value questions as much as answers. The teacher should not underestimate the students who ask questions. He/she has to respect and value the questions as much as answers.

It is also the teacher’s task to read regularly, to share enthusiasm for the oral tradition and tell stories to the students. It is aimed to give the model to the students in speaking to tell stories. Therefore, the teacher also has to provide the opportunities for the students to tell stories.

In the speaking class, the teacher is also supposed to make informal speaking and the sharing of facts and opinions regularly. This is to give examples to the students and encourage them to share the same facts and opinions in the speaking class.

Every student has his/her own assumptions, prejudices, and information about a certain fact. In the speaking class, the students often cannot express their opinions. It is the teacher task to challenge the students’ own and others’ assumptions, prejudices, and information presented as facts.

In the speaking class, the teacher has to promote the students’ abilities to develop and participate in reasoned argument during discussions and debates. The

teacher may use psychological approach to the students to give them secure feelings so that they are not afraid to speak or make a mistake. It is to encourage them to speak up and be involved in the discussions and debates with reasoned arguments.

Next, the teacher also has to develop the students’ sensitivities to others’ feelings, language, and responses. It is to develop the interpersonal and intrapersonal ability. Hence, the students as speakers are also supposed to care and think about others’ feelings. As an example, there is speaking to show sympathy. In a speaking class, the teacher may give the model of expressions which to show sympathy.

It is also important for the teacher to set personal goals for communicating appropriately and effectively. This means that the students have to set their personal goals in order to be able to communicate appropriately and effectively. Moreover, the teacher has to know the needs of listeners and participants.

In the speaking class, it may be possible that the students come from different cultures. Here, the teacher has to respect the cultural traditions. In addition, he/she has to allow and model wait/think after questions. Therefore, the teacher has to wait/give the students the time to think when he/she asks questions.

Being a teacher is not merely teaching the students, but he/she also has the tasks to encourage the students to learn and make progress. First, when the students have made progress, the teacher is supposed to reward. It is to encourage them to make improvement. Furthermore, the teacher is supposed to value the effort of improvement as well as competence.

The teacher also has to assess both the speaking processes and products. The evaluation of the students’ achievement should not merely be based on the product but also from the processes. The teacher is supposed to always pay attention to the students in the daily activities in class so that he/she knows each student’s progress.

d. Promoting Oral Skills in the Classroom

Lazaraton (2001: 106-110) states that there are many ways to promote oral skills in the classroom. Here are the activities that can be applied in teaching speaking.

1) Discussions

In the discussions, usually the students are introduced to a topic. The topic can be introduced via reading, a listening passage, or videoaudio. Then, the students are asked to work in pairs or groups to discuss the related topic.

2) Speeches

In the speaking class, the teacher can provide the structure for the speech. Giving the example of the structure for the speech means giving a model of speech to the students to make it easier to learn. The teacher may videoaudio the speeches to evaluate them. Then, the teacher can provide feedback for the students so that the students can learn, reflect, and make improvement.

3) Role Plays

In role plays, the students act as if in a real-life situation. Role-play is suitable for practising the sociocultural variations in speech acts. It helps the students in dealing with real-life situations.

4) Conversations

Conversation is one common way to promote oral skills in the classroom. The teacher may ask the students to make conversations and practise them. Conversation is one speaking activity which is particularly suited to the analysis that the students must become more metalinguistically aware of the many features of language to become competent speakers and interlocutors in English.

5) Audioaudiod Oral Dialogue Journals

It is the example of modelling in speaking class. It has much to offer both to the teacher and the students in the oral skills classroom. Oral dialogue journals are one format where practice with fluency and attention to accuracy can be accomplished at the same time.

6) Other Accuracy-Based Activities

Activities that promote students getting acquainted with each other lend themselves to practise with specific structures but in a realistic context. It is supposed that the students will be able to practise speaking in a realistic context.

5. Perception

a. The Definition of Perception

Kreitner and Kinicki (1992: 126) state that perception is a mental and cognitive process that enables us to interpret and understand our surroundings. Therefore, perception is the result of our interpretation and understanding of our surroundings.

The Individual Important Perceptual Response Outcomes

Figure 2.1 An Overview of the Perception Process (Kreitner and Kinicki, 1992: 126)

Perception and interpretation occur as a result of environmental stimuli. From one’s perception and interpretation, the individual will have a kind of stereotype, self-fulfilling prophecy and attributions. Overall, this will influence his/her attitudes, motivation and behaviour.

Sarah and Hawes, as cited in English Teaching Forum vol. October 4 (1994: 22-24) suggest that teachers have to shape learners’ positive perceptions to exploit their motivation to improve the ability to speak English fluently. In addition, Covington and Beery (1976), as cited in Vernon and Louise (1990: 163) argues that improper learning conditions which might come from the low motivation and negative perceptions would result in the failure of learning. Therefore, teachers have to help students to create proper learning conditions by improving the students’ motivation to acquire the success of learning. Hence, the teachers can shape the students’ positive perceptions to exploit their motivation.

Moreover, Haire (1956), cited in Leontiev (1981: 31) states that perception is a process in which the individual recognizes information, fits the information, and compares the information with the previous one which is stored in the person’s memory. It means that from the information that one receives, in which it can be called as stimuli, he/she will identify the stimuli. Then, he/she will recall his/her Environmental Stimuli Perception and Interpretati •Stereotypes •Self-Fulfilling Prophecy •Attributions •Attitudes •Motivation •Behaviour

memory, whether he/she has ever received the same stimuli or not. Next, if he/she is able to recognize the stimuli, he/she then fits it and compares it with the previous one.

According to Stipek (1993: 141), perceptions of ability play an important role in achievement motivation. Therefore, individuals who believe they are competent at a task will be motivated to have good achievement as they perceive their probability of success higher than those who believe they lack competence. Hence, if students perceive that they have good ability in a task, they will be motivated to achieve success.

b. Some Factors Influencing Perception

Altman, Valenzi, and Hodggets (1985: 86) present 4 factors which can affect someone to have a perception towards something. Those factors are: selection of stimuli, organization of stimuli, situation, and self-concept. The following are the discussions of those factors.

1) Selection of Stimuli

Not all of the environmental stimuli are accepted by everyone. He/she selects certain stimuli based on his/her interest and his/her own reason. Therefore, one may have different selection of stimuli from another. In this case, in the teaching/learning process, the teacher has to make an effort to select a right and suitable stimuli for the students. The model used is aimed to be the right stimuli for the students. Hence, if the students are interested/like the use of the model in their class, they will have good perceptions on the modelling. For, the selection of stimuli, the selection of the teaching technique, will affect the students’ perceptions.

2) Organization of Stimuli

According to Altman et. al (1985: 87), the perceptual organization of information can help us categorize sensory inputs. It is to make the information easier for someone to interpret it as meaningful information. In the research, if the organization of the stimuli is good, the students will have good perceptions.

3) The Situation

Altman et. al (1985: 89) state that what someone perceived is affected by his/her expectation towards a situation that happened to him/her. In addition, what someone perceived is also affected by the familiarity of the situation and one’s past experience. It means that the students’ expectation, past experience, and familiarity of the use of audio recording as the model in their Speaking V class can influence their perceptions toward the use of the model. Furthermore, Siagian (2004: 102) states that it was proved that one’s experiences would influence his/her perceptions. For example, people will have various perceptions on the view of a beautiful mountain. In this case, the perceptions of the people who live in a city will be different from the perceptions of the people who live around the beautiful mountain. The beautiful view will be more attractive to the people who live in the city than those who live around the mountain.

4) Self-concept

According to Altman et. al (1985: 90), self-concept is the way someone perceives his/herself. The self-concept will determine what one perceives and

does. Hence, what the students’ think about themselves will affect their perceptions towards something. It will also affect their behaviour.

From the theories presented above, it is clear that if the students have good perceptions on the model they will have good motivation and this will result on the failure of learning. If the students have bad perceptions, they have lack motivation and success.

B. Theoretical Framework

For the first research question, the researcher tries to find out how the teacher implements the use of audio recording in the Speaking V class. The model is different from the other speaking classes in the English Language Education Study Program of Sanata Dharma University. Besides, for most students the model is new. Hence, it is important to know how the teacher implements the model in the speaking class. Therefore, the researcher employs the theories of speaking including the teaching of speaking. For the second research question, the researcher employs the theories of perceptions. It includes the definitions of perceptions, the relationship between the perceptions and learning, and the factors influencing perceptions. The researcher designed the questionnaire to obtain the data on the students’ perceptions based on the theories.

34 CHAPTER III METHODOLOGY

This chapter deals with the research instruments and the research implementation in obtaining the data. First, this chapter presents the method used in the research. It presents the research participants and setting. It also presents the research instruments used in the research. In addition, this chapter presents the data gathering technique and the research procedure.

A. Research Method

The research was conducted to find out the students’ perceptions toward the use of audio recording as a model in the speaking classes. The researcher obtained the data by investigating the students’ perceptions as stated by Kreitner and Kinicki (1992: 126) that one’s perception in learning could influence his/her motivation and his/her motivation would influence his/her achievement in learning. Thereby, the researcher may also be able to predict the students’ motivation and achievement in the learning speaking by knowing their perceptions.

The method used in the research was descriptive research method. It was based on the understanding of descriptive research stated by Gay (1992: 13). He states that descriptive research determines and reports the way things are. Further, he states that one common type of descriptive research involves assessing attitudes or opinions towards individuals, organizations, events, or procedures. In

this case, the researcher used the method to find out the students’ perceptions toward the use of the model in their speaking class.

In addition, Gay (1992: 13) states that descriptive data is typically collected through questionnaire survey, an interview or observation. In conducting the research, the researcher did class observation, distributed questionnaires, and also interviewed representative students. They were conducted to obtain the data on the students’ responses and the implementation of the model in the speaking classes.

B. Research Participants

The research was conducted in two Speaking V classes that used the model. From the two classes there were forty-four students. To obtain the data in the research, the researcher observed the class and also distributed questionnaires to all the students in the class. The researcher also interviewed some students. The interviewees are chosen based on their grade in their speaking examination.

C. Setting

The research was conducted in 2005. On October 28, and November 11, the researcher conducted the class observation and also distributed the questionnaires. This research was conducted in two speaking classes at the English Language Education Study program of Sanata Dharma University.

D. Research Instruments 1. Questionnaire

To obtain the data on the students’ perceptions, the researcher distributed questionnaires. There were 31 closed-ended questions in the questionnaire. The researcher made closed-ended questions so that students could choose the response that best represented their opinions. The questionnaire was aimed at finding out the students’ perceptions on the use of audio recording as a model in Speaking V class at the English Language Education Study Program of Sanata Dharma University. This was to find out whether the students had good or bad perceptions on the model. Hence, Cohen, Manion, and Morrison (2000: 253) suggest to use rating scales. Therefore, the researcher provided a range of responses. In the questionnaire, the students could choose one number between 1 up to 4 in the Likert-scale to indicate their level of agreement. The students might choose 1 for strongly disagree, 2 for disagree, 3 for agree, and 4 for strongly agree. Therefore, the researcher could analyze whether the students perceive positive responses or not. The questions in the questionnaires were about the students’ perception on the use of the model in their class. The researcher created the items in the questionnaire based on the factors that influence perceptions. From the theories on perceptions, the researcher divided the items in the questionnaire into 4 categories. The first category was related to students’ past experience, whether the students have ever had the same model or not. It was to see whether they were familiar with the model or not. The second category was

related to the speaking activities in class. It was related to the organization and situation of stimuli. Therefore, if the students gave positive responses on the speaking activities in class, it means the organization and situation of the model was good. The third category was related to the students’ opinion on the model. It was related to the selection of stimuli. In this case, the students’ opinions on the model indicated how they believe on the selection of stimuli. The fourth category was related to the students’ progress. The students’ progress was related to their expectation in learning speaking.

2. Observations

Furthermore, the researcher also did class observation. The observation was conducted to see the implementation of the model, as a prelimenary step to the research. The researcher also observed the students’ responses towards the model. The data on the observations of the students’ responses was later used to clarify the data on the questionnaire.

3. Interview

The researcher also interviewed some students from the class. The interview was conducted to verify the students’ opinion about the modelling; whether they thought the modelling was appropriate to be implemented in the Speaking V classes or not and whether the modelling could help them in learning speaking or not.

For the interview, the researcher chose purposive method of sampling. The researcher chose the interviewees based on their grade from their speaking

examination. The researcher chose the students who had poor marks, some who had average marks, and also some who had good marks. For each class, the researcher interviewed three students. Hence, in this research there were six students who were interviewed. This was aimed to represent the students’ opinions and points of view about the modelling in their speaking class.

E. Data Gathering Techniques

To obtain the data, the researcher collected the students’ questionnaires that had been distributed. The questionnaires contained the question items represented their responses towards the use of the model in their class. For each item, four choices were provided based on Likert Scale 1, 2, 3, and 4; number ‘1’ represented strongly disagree, ‘2’ represented disagree, ‘3’ represented agree, and ‘4’ represented strongly disagree. For each item, the researcher had to count the percentage of the students who had positive responses and negative responses. It was to find out the students’ responses toward the use of the model. To ease the computation of the percentages of each item, the researcher used table 3.1 table of data gathering technique.

Table 3.1 Table of Data Gathering Technique

N X1 X2 X3 X4 X1 (%) X2 (%) X3 (%) X4 (%)

є

M

N: the number of the question

X1: the amount of the students who chose 1 (strongly disagree) X2: the amount of the students who chose 2 (disagree)

X3: the amount of the students who chose 3 (agree)

X4: the amount of the students who chose 4 (strongly agree) X%1: the percentages of the students in X1

X%2: the percentages of the students in X2 X%3: the percentages of the students in X3 X%4: the percentages of the students in X4

є

:

the total account of the Likert scale M: the Mean

For the observation, the researcher made observation sheets. There were 20 items on these sheets. After the data of the observation had been obtained, the researcher reported the data and made conclusions. In addition, the researcher interviewed representative students to verify the data. It means that the interview was conducted to clarify the data. Moreover, the researcher may find the additional information for the research from the interview.

F. Data Analysis

For the data analysis, the researcher performed 3 steps. The first step was analyzing the data on the observations. It was to find out the implementation of the model in the speaking classes and also whether the students’ responses on the implementation were positive or negative. In the research, the researcher presented the result of the analysis in words in the form of paragraphs.

Next, the researcher analyzed the data on the questionnaires. From the data that had been gathered through the questionnaires, the researcher could find out the students’ responses on the use of audio recording as the model in the speaking V class. The researcher provided four choices of responses to the statement on the

questionnaire. First, the researcher counted the number of students in each choice of response of each item. Then, the researcher counted the percentage of the response of each item. According to Cohen, et al (2000: 96), to find out whether the students perceive good or bad responses, the researcher has to count the mean scores. Therefore, the researcher counted the average of the response of each item so that the researcher could conclude whether the students had positive or negative responses. In this case, for the positive statements on the questionnaire, the negative response was for the average that was less than 2.5. Meanwhile, the positive response was for the average that was more than 2.5. Thereby, it was not valid for the negative statements on the questionnaire. Hence, for the negative statements on the questionnaire it was in effect to the contrary. Here, the researcher presented the result of the raw data in the form of a table. The table showed the students’ responses toward the use of audio recording as the model in the speaking V class of each item.

Finally, the researcher analyzed the data on the interview. The data on the interview was not the main data in the research. After obtaining the results of the data on the observations and the questionnaires and the researcher had found out the students’ responses on the use of the model, the next step was to verify the data. It was an additional data. Here, the researcher interviewed the representative students and reported the result in the form of a paragraph as the additional information.

G. Research Procedure

In conducting the research, the researcher first distributed questionnaires to the students. This research was conducted to find out the students’ perceptions on the modelling. From the questionnaire, the researcher could see whether the students had positive or negative responses. The researcher also observed the classes to see the implementation of the model. Next, the researcher interviewed some students to clarify the data that had been obtained. After all those steps had been done, the researcher had already obtained sufficient data to be analyzed. The researcher analyzed the data. Firstly, the researcher analyzed the data on the observations. The data of the observations was presented in the format of paragraphs. Secondly, the researcher analyzed the data on the questionnaires. The researcher counted the mean score of each item to find out whether or not the students made positive responses. Finally, the researcher analyzed the data on the interview. The data on the interview was also transformed into paragraphs format. Therefore, the researcher could make the conclusion of the research.

42 CHAPTER IV

RESEARCH FINDINGS

In this chapter, the writer presents the data compiled from the questionnaires and also the analysis of the data. This was obtained from the data on the students’ perceptions on the use of the model in the Speaking V classes.

A. Data Presentation and Analysis

The researcher collected the data from the questionnaires distributed in two Speaking V classes in November, 2005. The researcher distributed 43 questionnaires. The questionnaire consisted of items representing the students’ perceptions on the use of the model in their speaking class. According to Cohen (2000: 265), in processing questionnaire data, to reduce the mass of data that have been obtained to a form suitable for analysis, the researcher needs to review the questionnaires. The purposes are to check the questionnaires; to identify and eliminate errors made by respondents. Hoinville and Jowel (1978: 150-155) and Moser and Kalton (1977), cited in Cohen (2000: 265), present three central tasks in reviewing: editing, accuracy, and uniformity. After review, from the 43 gathered questionnaires, the researcher found 31 valid questionnaires.

1. The Data Presentation and Analysis of the Questionnaire

Below, the researcher provided the data findings of the questionnaires. The questionnaire provided the items about the previous experiences of the students related to the model, the class activities using the model, the model itself, the

students’ progress after using the model, and the usefulness of the modelling for each topic. To ease the data presentation and analysis, the researcher divided the data presentation and analysis into 4 categories; the students’ responses on previous experiences and the class activities using the model, on the model used, on the students’ progress after using the model, and on the usefulness of the model for each topic.

a. Previous Experience and Class Activities Using the Model

There were 5 items related to the students’ previous experience and the class activities using the model. The researcher added 3 items related to students’ self-concept and students’ perceptions of ability. Table 4.1 shows the percentages of the students’ responses on the questionnaire.

Table 4.1 Table of Data on Students’ Responses on Previous Experience and Class Activities Using the Model

N X1 X2 X3 X4 X1 (%) X2 (%) X3 (%) X4 (%)

є

M

1 4 16 7 4 12.9032 51.6129 22.5806 12.9032 73 2.354839 2 0 3 21 7 0 9.6774 67.7419 22.5806 97 3.129032 3 0 5 18 8 0 16.129 58.0645 25.8065 96 3.096774 4 0 2 17 12 0 6.4516 54.8387 38.7097 103 3.322581 5 5 13 8 5 16.129 41.9355 25.8065 16.129 75 2.419355 6 0 4 18 9 0 12.9032 58.0645 29.0323 98 3.16129 7 0 5 18 8 0 16.129 58.0645 25.8065 96 3.096774 8 0 2 20 9 0 6.4516 64.5161 29.0323 100 3.225806

For statement number 1, the students tended to choose the choice number 2 (disagree), and the percentage was 51.61%. There were 12.90% students who strongly disagreed with the statement while 22.58% of them agreed and 12.90%

of them strongly agreed. The average was 2.65. It means that most of the students have never had the same model in their previous speaking classes. It means that most of them agree that the model is a new model. It is a positive response toward the model.

The table showed that most students chose 3 (agree), the percentage was 67.74%. It could be summarized that the students made positive responses in the speaking class activities. Besides, there were 22.58% students who strongly agreed that they made positive responses in the speaking class activity. There were 9.68% of them who disagreed with the statement and no student strongly disagreed about the statement. Here, the average was 3.13. It could be interpreted that the students’ responses to statement number 2 are positive.

There were 58.06% students who agreed and 26.81% of them strongly agreed, no student strongly disagreed and 16.13% of them disagreed with statement number 3. The average was 3.10. It means that they also have positive responses in the speaking class activities since most of them agree that they are attentive and always involved in the speaking class activities. Hence, the students’ responses are definitely positive.

From the students’ responses to statement number 4, the researcher could check whether the students perceive the ability in understanding the topic positively or not. The result showed that 54.84% students agreed, 38.71% of them strongly agreed, 6.45% of them disagreed and no student strongly disagreed with the statement. The average of this item was 3.32. It means that the students’ responses to the statement are positive.

The table showed that 41.94% students disagreed and 16.13% of them strongly disagreed, 25.81% of them agreed, and 16.13% of them strongly disagreed with statement number 5. In this case, 25.81% students and 16.13% of them never did the other class activities outside the speaking class activities. The average of this item was 2.42. It means that the students’ responses to statement number 5 are negative.

The result of the students’ responses to statement number 6 showed that no student strongly disagreed and 12.90% students disagreed with the statement. Meanwhile, 58.06% students agreed and 29.03% of them strongly agreed with the statement. The average was 3.16. It means that most students are always interested to follow the class activities, pay attention to the model and the teacher. In this case, it could be concluded that the students have positive responses to the model.

For statement number 9, 58.06% students agreed that they were not afraid to ask questions in the speaking class and 32.26% of them strongly agreed with the statement. Meanwhile, no student strongly disagreed and 9.68% of them disagreed with the statement. The average was 3.23. It could be interpreted that the students in the speaking class felt free to ask questions in the speaking class. It means that they have positive self-concept in the speaking class. Hence, it is positive responses of the students in the speaking class.

The result showed that no student strongly disagreed and 9.68% of them disagreed that they felt free to speak up and express their ideas in the speaking class. There were 67.74% of them agreed and 22.58% of them strongly agreed with the statement. The average was 3.13. It means that in the speaking class almost all of the students feel free to speak up and express their ideas. It could

also be interpreted that the students did not have any problems to speak up and express their ideas in the speaking class. For, they have positive self-concept in the speaking class. It adds more conviction to this research that the students have positive responses in the speaking class.

From the students’ responses on the eight items above, it can be concluded that the students have positive responses on 7 items, 1 item has a negative responses. It could be interpreted that the students do not only agree that the model is a new model for them, but they also agree that they have made positive responses in the speaking class activities. It indicates that the students have good perceptions on the organization and situation of the stimuli which in the research is the organization and situation of the use of the model as a teaching technique.

b. The Use of the Model in the Speaking Class

In relation to the use of audio recording as a model in the speaking class, the researcher provided 11 items. It included the students’ feeling about the model and the usefulness of the modelling to be applied in the speaking class.

Table 4.2 Table of Data on Students’ Responses on the Use of the Model in the Speaking Class

N X1 X2 X3 X4 X1 (%) X2 (%) X3 (%) X4 (%)

є

M

9 0 3 18 10 0 9.6774 58.0645 32.2581 100 3.225806 10 0 3 21 7 0 9.6774 67.7419 22.5806 97 3.129032 11 0 4 17 10 0 12.9032 54.8387 32.2581 99 3.193548 12 0 5 18 8 0 16.129 58.0645 25.8065 96 3.096774 13 0 6 16 9 0 19.3548 51.6129 29.0323 96 3.096774 14 0 5 17 9 0 16.129 54.8387 29.0323 97 3.129032 15 0 8 17 6 0 25.8065 54.8387 19.3548 91 2.935484 16 0 4 24 3 0 12.9032 77.4194 9.6774 92 2.967742

Table 4.2 Continued

X1 X2 X3 X4 X1 (%) X2 (%) X3 (%) X4 (%)

є

M

17 0 3 25 3 0 9.6774 80.6452 9.6774 93 3 18 0 3 18 10 0 9.6774 58.0645 32.2581 100 3.225806 19 0 5 23 3 0 16.129 74.1935 9.6774 91 2.935484

Statement number 9 concerned with the students’ responses on the use of the model in their Speaking V class. From the students’ responses to the statement, the researcher could find out whether the speaking class was more interesting with the model or not. There were 58.06% students who agreed and 25.81% of them strongly agreed that the speaking class was more interesting with the model. Meanwhile, no student strongly disagreed and 16.13% of them disagreed with the statement. The average was 3.10. It means that most students agree that the model is interesting. Therefore, it could be concluded that the students’ responses toward the modelling are positive.

The table showed that no student strongly disagreed that the student himself/herself felt more enthusiastic in learning speaking with the model. 6.45% students disagreed with the statement. Besides, 64.52% of them agreed and 29.03% of them strongly agreed with the statement. The average was 3.23. It means that the modelling in the speaking class could encourage the students to be more enthusiastic in learning speaking. Here, the researcher was more convinced that the students have positive responses toward the model in the speaking class.

The result of the students’ responses on statement number 11 showed that 54.84% students agreed. The students agreed that they could feel comfortable, relaxed, and not threatened with the modelling. Further, 32.26% of them strongly

103

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

105

xii ABSTRACT

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Class at the English Language Education Study program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Teachers should provide input and experiences to the students because the ability to use a language is a result of the input the students receive and the experiences that accompany the input. One way of providing the input for the students is by giving a model for the students. In this research, the researcher investigated the students’ perceptions on the use of audio recording as a model in Speaking V class at the English Language Education Study Program of Sanata Dharma University.

The research investigated the students’ perceptions on the use of audio recording as a model in Speaking V classes. There were two research questions proposed in this research: 1) how does the teacher implement the use of audio recording as a model in the Speaking V class, and 2) what are the students’ perceptions on the use of the audio recording as a model in the Speaking V class.

In answering the two research questions, the researcher used descriptive research method. Therefore, the instruments that the researcher used were questionnaires, observation sheets, and also interviews guidelines. To answer the first research question, the researcher did class observation. The questionnaires were distributed to answer the second research question. In addition, the researcher also interviewed students to clarify the data that have been obtained.

In the implementation, the teacher taught the class in steps. First, the teacher introduced the topic to the students. Second, the teacher distributed handouts to the students and gave time to the students to study it. Third, the teacher explained the materials to the students. Fourth, the teacher played the audio recording and asked the students to listen to it. Fifth, the teacher asked the students to do the exercises related to the material given. Then, the teacher facilitated the students to discuss the exercises. Next, the teacher gave time to the students to prepare for the speaking practice. Finally, the students were asked to speak out, practice speaking. The researcher found that the students’ perceptions on the use of audio recording as a model in Speaking V classes were good. From the data, the researcher found that most students had positive responses on the use of modeling in their Speaking class.

xiii

ABSTRAK

Wijayanti, Lisa. 2007. Students’ Perceptions on the Use of Audio Recording as a Model in Speaking V Classes at the English Language Education Study Program of Sanata Dharma University, Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Kegurusan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Guru seharusnya menyediakan input dan pengalaman bagi siswanya karena kemampuan berbahasa adalah hasil dari input yang diterima oleh siswa dan pengalaman yang menyertai input itu. Dalam penelitian ini, peneliti menyelidiki persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas sanata Dharma.

Penelitian ini menyelidiki persepsi para siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua pertanyaan yang disampaikan dalam penilitian ini: 1) Bagaimana rekaman audio sebagai model tersebut diterapkan di kelas Speaking V, 2) Apa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Peneliti menggunakan metode penelitian Descriptive. Untuk metode ini, peneliti menggunakan angket, observasi kelas, dan wawancara sebagai instrumennya. Untuk menjawab permasalahan yang pertama, peneliti melakukan observasi kelas. Sedangkan angket dibagikan untuk menjawab permasalahan yang kedua. Untuk mengklarifikasi data yang sudah diperoleh, peneliti juga mewawancarai beberapa siswa yang dianggap mewakili persepsi semua siswa.

Untuk penerapan penggunaan rekaman audio sebagai model di kelas Speaking V peneliti mengamati bahwa guru di kelas-kelas tersebut mengajar dalam beberapa langkah. Pertama, guru memperkenalkan topik yang akan dibahas. Kedua, guru membagikan handout kepada siswa untuk dipelajari sebentar. Kemudian, guru menjelaskan bahasan kepada mereka. Keempat, guru memutar rekaman audio untuk didengarkan oleh siswa. Setelah siswa selesai mendengarkan, guru menyuruh mereka untuk mengerjakan latihan yang tersedia. Selanjutnya, guru berperan sebagai fasilitator dalam pengerjaan dan pembahasannya. Keenam, guru memberi waktu kepada siswa untuk mempersiapkan diri untuk praktek speaking. Kemudian, siswa guru menyuruh siswa untuk praktek speaking. Peneliti menemukan bahwa persepsi siswa terhadap penggunaan rekaman audio sebagai model di kelas Speaking V adalah bagus. Dari data yang diperoleh, hampir semua siswa mempunyai tanggapan yang positiv terhadap model tersebut.