Students` perception on the use of online media to develop students` listening skill in SMA N 7 Yogyakarta

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STUDENTS’ PERCEPTION ON THE USE OF ONLINE MEDIA

TO DEVELOP STUDENTS’ LISTENING SKILL

IN SMA N 7 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Berlin Adi Pranedya

Student Number: 081214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Online media are the sources of internet based learning which can be used as independent learning media. SMA N 7 Yogyakarta uses online media as the tools in the learning process. One of the English teachers in SMA N 7 Yogyakarta uses a web named Randalls’ ESL Cyber Listening Lab (RECLL). The teacher uses this media to improve the listening skill of the students. Students may access various listening materials, exercises and quizzes with different levels of difficulties.

Based on the fact that there are still few schools in Indonesia which use online learning media, the researcher tries to investigate SMA N 7 Yogyakarta students’ perception on the use of RECLL. Based on the data gathered, the researcher tries to investigate students’ opinion on the use of RECLL which is used as supportive media in a language teaching-learning activity. The purpose of this study is to see whether the implementation of RECLL is beneficial for developing students’ listening skill in SMA 7 Yogyakarta. There are two problems in this research. The first is the implementation of RECLL in SMA N 7 Yogyakarta. The second is students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop their listening skill.

The researcher conducted survey research to solve the problems in this study. The participants of this research were 30 students of class XII in SMA N 7 Yogyakarta 2012/2013 academic year. The data were acquired through the use of questionnaires and interviews.

The result of this research showed that in SMA N 7 Yogyakarta, RECLL is used as a source of English listening practice outside the school regular hours. The English teacher gives the students a certain amount of time to do independent learning at home. Then, the teacher asks them to make a report based on the independent learning they have done. In the class, the students have to share their experience and bring some samples of the material to be exchanged with their classmates. Approximately 91% students have positive perception toward the use of RECLL. The rest of the participants (9%) have negative perception related to their limit to internet connection and the extra cost they have to spend in order to finish the assignment.

Based on the result, the researcher suggests that English teachers who are about to implement RECLL in their class give alternative solutions to the students to access internet connection without having to spend extra time and cost.

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Pranedya, Berlin Adi, 2013. Students’ Perception on the Use of Online Media to Develop Students’ Listening Skill in SMA N 7 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Media online adalah sumber belajar siswa berbasis internet yang dapat digunakan sebagai media belajar mandiri . SMA N 7 Yogyakarta adalah sekolah yang menggunakan media online dalam pengajaran Bahasa Inggris. Guru SMA N 7 menggunakan web bernama Randalls’ ESL Cyber Listening Lab (RECLL). Penggunaan media ini bertujuan untuk meningkatkan kemampuan listening para murid. Dalam RECLL, murid dapat mengakses berbagai materi listening, soal latihan dan kuis-kuis dengan tingkat kesulitan yang beragam. Berkaca pada fakta bahwa belum banyak sekolah di Indonesia yang menggunakan media online sebagai media pembelajaran, peneliti bertujuan untuk mencari tahu persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL. Dengan mengetahui persepsi siswa terhadap penggunaan RECLL sebagai media pembelajaran, peneliti berharap dapat mengetahui tanggapan siswa terhadap penggunaan media online sebagai media pendukung dalam kegiatan belajar-mengajar. Tujuan dari penelitian ini adalah untuk mengetahui apakah RECLL adalah media pendukung yang tepat untuk diimplementasikan sebagai media pembelajaran bahasa Inggris di tingkatan Sekolah Menengah Atas. Ada dua masalah dalam penelitian ini, yang pertama adalah langkah-langkah implementasi RECLL dalam pembelajaran Bahasa Inggris di SMA N 7 Yogyakarta, sedangkan permasalahan kedua adalah bagaimana persepsi siswa SMA N 7 Yogyakarta tentang penggunaan RECLL yang diimplementasikan dalam kelas Bahasa Inggris mereka.

Peneliti menggunakan metode survey untuk memecahkan kedua rumusan masalah dalam penelitian ini. Penelitian ini melibatkan 30 siswa kelas XII SMA N 7 Yogyakarta tahun ajaran 2012/2013. Data pada penelitian ini didapatkan melalui penggunaan kuesioner dan tanya-jawab.

Hasil dari penelitian ini menunjukkan bahwa di SMA N 7 Yogyakarta, RECLL digunakan sebagai sumber latihan listening siswa di luar sekolah. Siswa diberi jangka waktu tertentu untuk melakukan latihan mandiri dan membuat sebuah laporan berkaitan dengan latihan tersebut. Di sekolah, siswa diminta berbagi pengalaman mereka dan membawa beberapa materi yang telah didownload untuk ditukar dengan teman sekelas dan kemudian dikerjakan. Mengenai persepsi siswa tentang penggunaan RECLL, sekitar 91% siswa menunjukan persepsi yang positif. Sekitar 9% menunjukkan persepsi negatif berkaitan dengan keterbatasan mereka untuk mengakses intenet dan biaya tambahan yang harus dihabiskan untuk menggunakan RECLL. Berdasarkan hasil tersebut peneliti menyarankan para guru yang akan mengimplementasikan penggunaan media online untuk memberi alternatif siswa untuk mengakses media online tersebut sehingga tidak membebani siswa.

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I would like to give my most sincere gratitude to my Lord Jesus Christ, for showing me the right track every time I lose direction. He is my inspiration, guide and power. Without Him, I am lost.

I would also give my gratitude and appreciation to my major sponsor C.

Tutyandari, S.Pd., M.Pd., for her encouragement, suggestions, support, feedback

and patience. Without her help and guidance, this thesis would not have been finished.

I would thank the English teacher of SMA N 7 Yogyakarta, Dra.

Dorothea Sri Ismayawati and the Principal of SMA N 7 Yogyakarta, Dra. Reni Herawati, M. Pd. B.I for the permission and support to conduct the research in

SMA N 7 Yogyakarta.

My deepest gratitude and love go to my beloved parents, Drs. Adhis

Santoso and M.C Nining Yuliningsih. I would not be able to finish this thesis

without their sincere support, love and prayer. I also thank my brother, Abri, for his support and encouragement to finish my study. I am also particularly grateful for the support given by my relatives: the big family of Cokrodiningrat, Sastro

Pangarsan, Wiro Widjojo and Bani Ustman.

I would like to express my gratitude and love to my girlfriend, Margareta

Mia Wijayanti for her never-ending support, love, care and patience for the last

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happy and sad times, for ‘malam-malam di kandhang badak’, and PES matches we have done together. I would also like to give special gratitude to my classmate,

Ayu, for proofreading my thesis. I thank my friends Wakul, Toro, Baruna, Meitha, Via, Yosua, Frater, Adam, Sherly, Ivon, Pakdhe Garenk, and my

seniors, Mas Dwi, Mbak Iyis, Ketchup, Mbak Ayu, Mbak Dewi. I thank them for the support and assistance in finishing my thesis.

I also thank the family of YGP Army, Djagunk, Octa, Sombedh, Ikhsan

and Isa for supporting me both in business and study. Besides, I also thank the

family of PIR Kotabaru, especially Yuyus, Benny, John, Genrobo, Shiro,

Nico, Vivin, and Ryan for their support and the moments we have spent together.

In addition, I would like to express my gratitude to the class XII students

of SMA N 7 Yogyakarta who are willing to participate. Without their

participation, I would not finish my thesis. I would like to thank all of PBI

lecturers in Sanata Dharma University, especially Pak Tangguh and Pak Chosa, PBI Secretariat staff, Mbak Dhanniek and Mbak Tari for their support

and assistance.

Last but not least, I would like to thank all of my friends and all people who encouraged, supported, helped and inspired me to finish my thesis that I cannot mention one by one. God bless them.

Sincerely,

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TITLE PAGE ... i

APPROVAL PAGE ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION 1 A.Research Background ... 1

B.Research Problems ... 2

C.Problem Limitation ... 3

D.Research Objectives ... 3

E.Research Benefits ... 3

F. Definition of Terms ... 4

CHAPTER II. REVIEW OF RELATED LITERATURE 7 A.Theoretical Description ... 7

1. Perception ... 7

a. Selection ... 8

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d. Self-concept ... 9

2. Listening Skill ... 10

3. Randall’s ESL Cyber Listening Lab ... 10

4. Online Media ... 11

B. Theoretical Framework ... 12

CHAPTER III. METHODOLOGY ... 15

A. Research Method ... 15

B. Research Setting ... 15

C. Research Participants ... 16

D. Research Instruments ... 17

E. Data Gathering Technique ... 18

F. Data Analysis Technique ... 19

G. Research Procedure ... 21

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 23 A. The Implementation of RECLL in SMA N 7 Yogyakarta ... 23

1. Data Presentation ... 23

2. Analysis and Discussion on the Implementation of RECLL in SMA N 7 Yogyakarta ... 29

B. SMA N 7 Students’ Perception on the Implementation of RECLL in the class to develop their listening skill... 30

1. Data Presentation and Analyses from Close-Ended Questions... 31

2. Discussion on the Students’ Perception on the Implementation of RECLL ... 54

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 56

A. Conclusions ... 56

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REFERENCES ... 59 APPENDICES ... 62

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LIST OF TABLES

Table 3.1 : The Blueprint of the Questionnaires ... 20

Table 4.1 : Students’ Evaluation of RECLL web... 31

Table 4.2 : Students’ Skill Improvement ... 35

Table 4.3 : Students Workload ... 43

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Figure 2.1 The Perceptual Process... 13 Figure 4.1 The Implementation of RECLL in SMA N 7... 27

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Appendix 1 : Letter of Permission ... 63

Appendix 2 : Research Instrument: Questionnaires ... 65

Appendix 3 : Research Instrument: Interview ... 71

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CHAPTER I

INTRODUCTION

This chapter provides the discussion of the background of the study, problem

formulation, objectives of the study, benefits of the study and the definition of terms.

A.

Research Background

There are four skills in English: speaking, listening, writing and reading. This

research will focus on one of those four skills in English which is listening skill.

Listening is treated as a much more complex activity and one that is the cornerstone

of language acquisition (Krashen, 1994). Listening has also been recast as an activity

central to the L2 acquisition process (Krashen, 1981), and a skill integral to overall

communicative competence (Brown, 1994b). It can be concluded that mastering

listening is a very important requirement in mastering a language, in this case

English.

The idea of conducting this research came when the researcher was having his

PPL program in August to October 2011. PPL stands for Program Pengalaman

Lapangan. In this program, the researcher was demanded to have practices in

teaching English in a certain school in Yogyakarta. The researcher did his PPL

program in SMA N 7 Yogyakarta. One of the teachers there, who was a new teacher,

had the idea of using online media to teach listening in that school. The teacher

designed a set of assignments that demanded the students to use Randall’s ESL Cyber

Listening Lab to finish the assignment. The teacher applied this method only in some

classes, including class of XI and XII grade students.

From the short informal interview conducted before the research was

designed, the researcher obtained the information that the English teacher in SMA N 7

Yogyakarta had the initiative to use Randall’s ESL Cyber Listening Lab because she

wanted to improve students’ listening skill and develop their vocabulary acquisition.

The teacher used Randall’s ESL Cyber Listening Lab to encourage the students to

explore the use of technology as very useful media in learning English.

The researcher will focus on two main problems. The first is how the teacher

applies the use of Randall’s ESL Cyber Listening Lab as a medium to deliver

listening material. It will cover the explanation on what types of assignments are

given and how the process of the using of Randall’s ESL Cyber Listening Lab is run.

The second problem will be the students’ perceptions on the use of Randall’s ESL

Cyber Listening Lab to develop their listening skill and enrich their vocabulary

B.

Research Problems

This research investigates the students’ perception on the use of online media

to develop students’ listening skill in SMA N 7 Yogyakarta. There are two research

problems that the researcher wants to investigate in this research. They are:

1.

How is Randall’s ESL Cyber Listening Lab applied in student’s learning

activity in SMA N 7 Yogyakarta?

2.

What is the students’ perception on the use of Randall’s ESL Cyber Listening

Lab to develop their listening skill and enrich their vocabulary?

C.

Problem Limitation

This research focuses on the use of Randall’s ESL Cyber Listening Lab as a

medium to deliver listening lesson in third grade of SMA N 7 Yogyakarta. The

research selects several classes in academic year of 2012-2013. This research focuses

on exploring students’ perception on the use of Randall’s ESL Cyber Listening Lab

as the medium to improve students’ listening skill and the features that they often use

in that website.

D.

Research Objectives

Related to the formulated problems, this research has some objectives that

have to be accomplished. The main objective is to see students’ perceptions on the

use of Randall’s ESL Cyber Listening Lab to develop students’ vocabulary

acquisition in listening in SMA N 7 Yogyakarta. The researcher also tried to

investigate the implementation of Randall’s ESL Cyber Listening Lab to class XII

students of SMA N 7 Yogyakarta.

E.

Research Benefits

1.

Senior High School Teachers

This research hopefully can give contribution for teachers, especially

those who teach listening. This research can be an inspiration to create a new

innovation in teaching English listening in their school.

2.

Senior High School Students

This research investigates students’ perception on the use of Randall’s

ESL Cyber Listening Lab as the medium of students’ learning, especially in

listening. By knowing the result of this study, students will see the positive

and negative things in the use of Randall’s ESL Cyber Listening Lab as a

medium to study.

3.

Further Study

This research provides inspiration for people to conduct further

research related to the topic discussed in this research. The researcher hopes

that this research can enrich the existing research that has the same topic.

F.

Definition of Terms

The researcher provides four definitions of terms used in this research.

1. Perceptions

According to Altman (1985) perception is defined as the way how people select

and group the stimuli so that they can interpret the stimuli meaningfully. It is clear

that perception is triggered by stimuli for example the sensory and cognitive

information from the surroundings. According to Kreitner and Kinicki (1992),

perception is a mental and cognitive process which makes us able to interpret and

understand our environment.

2. Randall’s ESL Cyber Listening Lab

Randall’s ESL Cyber Listening Lab is a web-site made by a person named

Randall. He made this web because his ESL students in the past asked him about how

to improve their skill in English outside the class. In this web people can use many

features related to English language learning, especially listening. In this website

people can listen to many conversations in English, in many different levels. People

can also find many resources, exercises and tips for teachers.

3.

Listening Skill

Listening is one of four basic skills in English language. Lundsteen (1979)

stated that listening is the most basic area of language development. A child must

learn how to listen before he can learn how to speak. Related to this study, the

definition of listening is an attempt to discriminate sounds, understand vocabulary

and grammatical structures, interpret stress and intention, retain and interpret

information of audio stimuli (Wipf, 1984). Listening has emerged as an important

component in the process of second language acquisition (Feyten, 1991). In this

study, the definition of ‘skill’ in listening is determined based on how students

acquire information contained in the material. Having a good skill in listening means

that they can perceive the information precisely and answer questions or evaluations

correctly. There are two basic strategies in listening learning process: top down and

bottom up listening. In top down listening, listeners actively reconstruct the original

meaning of the speaker using incoming sounds and other signals like body language

as clues. However, listening skill in this research refers to bottom-up listening.

Bottom up listening is a text based listening. The listener relies on the language in the

message. The listener tried to recognize the combination of sounds, words, and

grammar that creates meaning. It includes listening for specific details, recognizing

vocabularies and recognizing word-order patterns (Wolven and Coakley, 1982).

4.

Online Media

Online media are digital media distributed over the Internet, which are either

non-copyrighted or copyrighted materials provided either freely or for a fee. Using

online media, such as web, online resources and discussions, teacher may explore the

possibility of technology to improve good teaching and connect students more

actively (Bowman, 2002).

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REVIEW OF RELATED LITERATURE

This chapter discusses the related literature as the theoretical base in doing the research on the students’ perceptions of the use of Randall’s ESL Cyber Listening Lab. On this literature review the researcher will discuss the theoretical description and theoretical framework. The theoretical description contains four points. They are perception, listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.

A. Theoretical Description

In this section, the researcher reviews the description of perception, listening skill, students’ listening skill and Randall’s ESL Cyber Listening Lab.

1. Perception

Based on Altman’s (1985) definition of perception, the researcher might interpret that after receiving the stimuli, the students will identify the stimuli. Then they will recall their memory whether the stimuli are the same as previous received experience or not. If they have received the stimuli, they will recognize information. Then they match the information and compare it with the previous information they obtained in the past.

In the education area, perception also has a big role for mental development. Psychology in education often uses the term apperception instead of perception. Perception provides a psychological explanation of how education effects mental

development. Kreitner and Kinicki (1992) define perception quite differently. To them, perception is a mental and cognitive process which makes us able to interpret and understand our environment. Thus, the development of an individual’s perception would affect their mental and cognitive skills.

Knowledge of the conditions of perceptual development immediately becomes knowledge of mental development. Thus, in education field, perception involves a cognitive process, a stimulating object or event, an attentive adjustment and the arousal of some degree of meaning;

Altman (1985) stated that there are some factors influencing a person’s perception.

a. Selection

Each person may select specific cues and filters out of others. This is the process of focusing only on a small number of stimuli. They may select what they think is important or relevant to fulfill their needs. This is one of some reasons why people perceive things differently.

b. Organization

The selected stimuli will only be meaningful if it is organized well. Organization of the stimuli helps people to categorize the input. The categorization of stimuli reduces initially complex information into simple categories, until people can interpret the stimuli as meaningful information. There are various ways in which people interpret a stimulus. That is why people may have different perception toward one same stimulus.

c. Situation

Altman (1985: 89) stated that the situation which influences someone to perceive something may be the combination between someone’s past experience with his or her expectation. If someone had a bad experience in the past, he or she might perceive negatively when acquiring the same stimuli in advance. However, in case someone had a good experience in the past, he or she would have good expectation to achieve when similar things happen in the future.

d. Self concept

Self concept is the way we feel about and perceive something. The way we see ourselves will also affect our perception. A person has to maintain a relatively stable, positive self-concept.

All those processes happen within an individual and involve the factor of subjectivity. This is the factor that causes each people to have different perception on particular things. Other factors that affect people in perceiving stimuli are their likes and dislikes, their experiences and their environments. Based on the explanation above, it can be concluded that everyone has his or her own view on something he or she experiences or feels in the environment. The same object or event can be perceived differently by different person which then lead to different behavioral response or attitudes. Related to this study, perception is the way how students feel or think about and considers something, in this case is the use of Randall’s ESL Cyber Listening Lab in order to improve students’ listening skill.

2. Listening Skill

Listening is an attempt to discriminate sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret information of audio stimuli (Wipf, 1984). It implies that listening skill is human’s ability to interpret and understand the information in the form of audio. In this research listening skill refers to students ability to acquire and understand information from a certain source (material) used in a teaching-learning process. Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991).

Wolven & Coakley suggested that listening is an active process consisting of our components: the physiological process of receiving, attending or focused perception of selected stimuli, assigning meaning to the aural stimuli heard and attended, and remembering or storing aural stimuli for the future recall. Listening can be improved through training and practice (Nichols and Stevens, 1983).

3. Randall’s ESL Cyber Listening Lab

Randall’s ESL Cyber Listening Lab is an online web in which people can access a lot of listening materials and exercises. Although the title of the web contains the word ‘ESL’, the creator (Randall) said that this web can be used by anyone from any place in the world to improve their listening skill. At first Randall made this web to be used as learning media for his students, but along the development of this web, Randall started to introduce this web to other people. This web became very popular and now even people in EFL countries might use it

as learning media. The URL of the web is http://www.esl-lab.com/. Due to the fact that it is a web and can only be accessed using internet connection and computer, the learning process which uses this media can be considered as ‘E-learning’. “E-learning” can be defined as an instruction delivered electronically via the Internet, Intranets, or multimedia platforms such as CD-ROM or DVD (Hall, 2003; O’Neill, Singh, &O’Donoghue, 2004). In this case, the students in SMA N 7 use Randall’s ESL Cyber Listening Lab as the media to do self-pace independent learning. The creator of this web (Randall) made this web to provide people a facility to improve their English listening skill independently. The materials in this web are totally acceptable and useful for EFL students who want to improve their listening skill. By accessing this web, people may improve their listening without having to depend to others or joining a listening class. Unfortunately, people need internet connection to access this web, so there might be some limitation for people who do not have required facility to access this web.

Screenshot 2.1 The homepage of RECLL (More screenshots might be viewed in appendix 4)

4. Online Media

Online learning (in this case web learning) can be implemented in a variety of ways, such as through the use of self-paced independent study units, asynchronous interactive sessions (where participants interact at different times) or synchronous interactive settings (where learners meet in real time) (Ryan, 2001). Through Randall’s ESL Cyber Listening Lab, students are expected to be independent. Related to the fact that the features in this web can only be used online and there is limited facility in the school, the students in SMA N 7 have to access the web after the school hours as an independent task.

B. Theoretical Framework

As Altman (1985) defines perception as the way how people select and

group the stimuli so that they can interpret the stimuli meaningfully, this research is aimed to investigate how students perceive Randal’s ESL Cyber Listening lab as a medium to learn English language especially in listening. According to Duffy and Cunningham (1996), technology and online instruction can facilitate learning by providing real-life contexts to engage learners in solving complex problems. Moreover, e-learning can potentially provide many benefits. To learners, online instruction offers the flexibility and convenience to complete learning units when and where a learner wants. Additionally, online education has been used to reduce costs and to provide an efficient, standardized way to deliver content (McDonald, 1999-2000). Altman (1985) states that one factor influenced someone’s perception

Stimuli Behavioral _response Perception,

organization, and interpretation of stimuli

Sensors’ selection of stimuli

may be the combination between someone’s past experience with his or her expectation, the researcher considers the students’ experience as the source to perceive perception which is the focus of this study.

In order to answer the first problem formulation, the researcher simply conducted an observation in the class and simple interview with the English teacher and some students. The researcher obtained the information about the

implementation of Randall’s ESL Cyber Listening Lab from two different sources (English teacher and students) to make sure that the information is valid and reliable. The researcher would compare the steps of Randall’s ESL Cyber Listening Lab in the teaching-learning activity and the steps of perceptual process according to Altman (1985):

Figure 2.1 The Perceptual Process

The theories in theoretical description were used by the researcher to investigate the second problem formulation about students’ perception in using online media in learning English. However, because each theory has close relation and actually contains more or less the same basic ideas, the researcher used Altman (1985) and Kreitner & Kinicki (1992) theories as the basic theories in making the questionnaire. Altman and Kreitner & Kinicki explained the creation

of perception in students’ mind and the aspects in the environment which may influence the creation of a perception.

Through independent learning the students done outside the school, the character of independence will be gained. Not only the character of independence, but from 19 statements in the questionnaire, the researcher was able to investigate the characteristics and skills within the students’ personality. Positive and negative perception can also be investigated through the questions in the questionnaire. It can be concluded that the students perceived positive perception if they stated that they gained skills and less burden in using this web based-learning method.

There is also one important aspect that can be seen from this research. If students perceive some benefits to their learning they will be more motivated to perform well. As McKeachie (2002) observes, “students who are motivated to learn will choose tasks that enhance their learning, will work hard at those tasks, and will persist in the face of difficulty in order to attain their goals” (p.19).

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METHODOLOGY

This chapter will give further information on how the data were gathered and analyzed to answer the problem formulations. This chapter consists of research method, participants, instruments used in the research, data gathering technique, data analysis technique and the research procedures.

A. Research Method

In order to explore students’ perception on the use of Randall’s ESL Cyber Listening Lab to develop students’ listening skill in SMA N 7 Yogyakarta, the writer employed survey research. Survey is a kind of research which is used to gather data about the characteristics, attitudes, and opinions of people toward some issues (Ary, Jacobs and Razavieh, 2002). Survey can also be susceptible to a variety of interpretations.

This research is included in quatitantive-qualitative (mix research) The data is showed in the form of numbers (percentage). However the researcher uses verbal statement to support further fingdings related to the percentage. Students’ perception on the use of Randall’s ESL cyber listening lab is presented in numbers while the analysis behind the result is presented in verbal statement.

B. Research Setting

This research was conducted in SMA N 7 Yogyakarta from October - December 2012. However, the researcher had prepared this research since

October 2011 At that time, the researcher was having a teaching practice in SMA N 7 Yogyakarta.. The researcher did some minor (informal) interviews with the English teacher and some students on October 2012. The researcher also conducted some observations to investigate the teacher’s method to deliver the steps of using Randall’s ESL Cyber Listening to the students.

C. Research Participants

Related to the methods of data gathering, this part is divided into two sections: interview participants and questionnaire participants.

1. Interview Participants

The researcher conducted an interview to the English language teacher before conducting the research to investigate general information about the students and also the teaching method in the class. The researcher investigated the procedure of delivering English language lesson and the problem faced by the students in the class. After that, the researcher conducted interviews with three students to triangulate the information from the teacher. These interviews were conducted in order to answer the first problem formulation.

2. Questionnaire Participants

The researcher chose twelfth grade students of SMA N 7 Yogyakarta. However, the researcher did not involve all members of twelfth grade students in SMA 7 since the population of twelfth grade students in SMA 7 is very large.

The participants investigated were class XII students from different classes of SMA N 7 Yogyakarta. There were six classes of twelfth grade in SMA N 7 Yogyakarta. The researcher randomly chose five students from each class to be the participants of this study. There were 30 students who were taken as the participants.

D. Instruments and Data Gathering Technique

In gathering the data, the researcher used two types of instruments to obtain the data needed. They were interview and questionnaire.

a. Interview Form

Interviews are a widely used tool to access people’s experiences and their inner perceptions, attitudes, and feelings of reality (Zhang &Wildemuth, 1990). Related to this study, interview can be considered as the tool to access teachers’ experiences and students’ inner perceptions on Randall ESL Cyber Listening Lab. The researcher interviewed an English teacher of SMA N 7 Yogyakarta who uses Randall’s ESL cyber listening lab to obtain data and information about the reasons and results of using Randall’s ESL Cyber Listening Lab in English teaching. Three students were also interviewed to triangulate the data from the English teacher and also to investigate deeper information about the students’ and class’ characteristics.

b. Questionnaire

factual information and respondents’ opinion. In this research, questionnaire is the list of questions given to students in order to collect information about their perceptions on web evaluation, student’s skill improvement, student’s workload and student’s suggestion related to the use of Randall’s ESL Cyber Listening Lab.

The researcher made one questionnaire which consists of 19 close-ended questions. A close-ended question is a question with limited alternative answers (Wiersma, 1995). It is used when the researcher expects some specific answer for the questions. The questionnaire was designed in Indonesian language to avoid misinterpretation between researcher and the students. The questions aimed to find out whether using Randall’s ESL Cyber Listening Lab was effective to improve students’ listening skill. The result of this questionnaire was used as the main source to answer the problems of this research. The researcher divided the questions in the questionnaire into four main parts: web evaluation, student’s skill improvement, student’s workload and student’s suggestion.

E. Data Gathering Technique

The researcher conducted the data gathering in several steps. Firstly, the researcher conducted an interview with the English teacher to collect the information on the application of Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta. After investigating the application of Randall’s ESL Cyber Listening Lab in the school, the researcher then interviewed three students to investigate deeper information and triangulate the data taken from the English teacher. Then

the researcher distributed the questionnaires in class XII and made a transcript of the result of the questionnaire to be analyzed.

F. Data Analysis Technique

Firstly, the researcher analyzed the data of teacher’s interview to see the characteristics of the students, the procedure of delivering English language lesson and the problem faced by the students in the class. Then the researcher read the response of the questionnaire carefully. The researcher then continued to calculate the percentage of each response.

Then, the result of the calculation was put in the table and discussed based on four categories in the questionnaire. The categories were based on the research questions that the researcher had. The students who had positive perception on the use of recorded performance tended to choose strongly agree (SA) and agree (A) columns. It also indicated that the use of Randall’s ESL Cyber Listening Lab helps them to improve their listening skill. Moreover, the students who had negative perception tended to choose disagree or strongly disagree.

Table 3.1 The Blueprint of the Questionnaires

No. Experts Theories Statements Web Evaluation: feature and navigation

1 Altman (1985)

The way students see ESL Randall’s Cyber Listening Lab.

Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab menarik bagi saya.

2 Organization of the

stimuli helps students to categorize the input

Fitur-fitur yang ada dalam Randall’s ESL cyber listening lab mudah digunakan

3 Fitur-fitur yang ada dalam Randall’s

ESL cyber listening lab memudahkan saya untuk belajar bahasa Inggris, terutama listening.

4 To find out the

students’ motivation

Randall’s ESL cyber listening lab memotivasi saya untuk belajar bahasa Inggris, terutama listening.

Student’s cognitive and mental skill improvement

5 Kreitner and Kinicki (1992) Altman (1985)

Perception is a mental and cognitive process which makes us able to interpret and understand our environment. Thus, the development of an individual’s perception would affect their mental and cognitive skills.

Cognitive component: the

beliefs a person has about the object or event. These beliefs are developed from thought, knowledge, observation and the logical

interrelationship among them.

Saya memiliki kesempatan untuk menjadi lebih mandiri melalui penggunaan metode ini

6 Saya merasa lebih percaya diri dalam

menggunakan komputer sebagai media pembelajaran.

7 Saya menjadi lebih kritis dalam

mengenali kata-kata dalam bahasa Inggris

8 Saya mengenali berbagai aksen

berbahasa Inggris yang digunakan oleh native speaker

9 Saya mendapat pengetahuan lebih

tentang vocabulary

10 Saya merasa lebih percaya diri

menggunakan bahasa Inggris di lingkungan belajar saya.

Student’s workload

11 Altman (1985)

The way students feel about and perceive in

Metode pembelajaran menggunakan web ini membuat saya merasa terbebani

G. Research Procedure

First, the researcher decided the subject for the study and concluded the problem formulation. Second, the researcher made a proposal consisted of chapter I to III of the study and reported the proposal to the supervisor to be evaluated. After the proposal was accepted, the researcher designed a set of questionnaire to be answered the research questions. The set of questionnaire itself has four main parts and consist of 19 statements. Then, the researcher asked the permission of conducting the study to the Chairperson of study program, the Chairperson of the faculty, and the Headmaster of SMA N 7 Yogyakarta.

12 ESL Randall’s Cyber

Listening Lab.

Metode pembelajaran ini memiliki bobot yang lebih berat daripada metode konvensional

13 Saya merasa waktu bermain saya

berkurang

14 Beban tugas ini membuat saya

melalaikan tugas saya yang lain 15 Altman

(1985)

Affective component: whether students like or dislike, are happy or sad about the object

Saya lebih menikmati metode pembelajaran online

Student’s suggestion

16 Altman (1985)

The situation which influences someone to perceive may be the combination between someone’s past experience with his or her expectation

Menurut saya metode menggunakan web ini metode yang tepat untuk

digunakan sebagai metode

pembelajaran listening bahasa Inggris

17 Sebaiknya metode ini dikombinasikan

dengan metode lain

18 Sebaiknya beban tugas siswa melalui

penggunaan web ini dikurangi

19 Sebaiknya guru berperan lebih aktif

daripada sekedar memberi tugas independen seperti ini

Having all the permission needed, the researcher conducted the interviews with the English teacher and three students of XII IA 5 of SMA N 7 Yogyakarta. These interviews were needed as the basic information of the study conducted as well to answer the first problem of this study. The questionnaires were distributed to 30 students of class XII. After gathering the questionnaire results, the researcher classified the data into some categories. The researcher then analyzed the result of the questionnaire and continued to calculate the percentage of each response. After all the process above, the researcher took some conclusions as the answers of the problem formulations in this research.

23

RESEARCH FINDING AND DISCUSSION

In this chapter the researcher presents and analyses of the data related to two formulated problems of this study. There are two main parts in this chapter. The first part presents the discussion on how Randall’s ESL Cyber Listening Lab (will be mentioned as RECLL) is applied in student’s learning activity in SMA N 7 Yogyakarta. The second part focuses on the SMA 7 students’ perception on the implementation of RECLL in the class to develop their listening skill.

A. The Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta

The first problem is how RECLL is implemented in class XII in SMA N 7 Yogyakarta. The data analysis of RECLL implementation in class XII in SMA N 7 Yogyakarta is divided into two sections. The first section is the data presentation and the second is the discussion on the analyzed data.

1. Data Presentation

In order to find out the steps of RECLL implementation in class XII SMA N 7 Yogyakarta, the researcher conducted several interviews in December 2012. The interviewees were the English teacher and three students from class XII. The researcher then compared the results of the interviews for verification. After

having the valid data on the steps of RECLL implementation, the researcher analyzed the data and drew conclusions from the analyses.

a) The interviews

The interviewees were the English teacher and three students of class XII. In the interview, the researcher gave two questions to the teacher and one question to the students:

Questions for the teacher:

1. Why do you implement ERCL in your classes?

2. What are the steps that they had to do in using ERCL? 3. Do you have any expectation in applying ERCL in class? 4. How do you evaluate the students’ work?

5. Do you have any specific objectives/ goals in using ERCL in your classes? 6. Do you think they will enjoy learning English more by using ERCL? 7. Do you think using ERCL is an effective way to teach English (esp.

listening) ?

8. Based on the fact that you have implemented ERCL for several times during your career as an English teacher, how about students’ progress after using RECLL? Do they always show positive/good progress?

A question for the students:

1. How did the teacher implement RECLL web to your learning activity? Please explain the details.

The researcher acquired the result of RECLL implementation in SMA N 7 Yogyakarta from the interviews. The researcher acquired very detail information from the students. Meanwhile the English teacher answered the questions in a very brief description.

The teacher said that she implements RECLL to develop students' listening skill as well as their speaking skill. She tries to find an alternative to give a different media as supportive media in her teaching method. She thinks that

students might be bored if she applies the same method and uses the same media every semester. She hopes by using RECLL in her class the students would be more interested in improving their listening skill. The teacher expects the students to be more familiar to variety of dialogues so they can deal with listening test better. The final goal of the teacher is better achievement of the students.

The teacher also stated that based on her previous experience, most of the students enjoyed using RECLL as supportive media in her listening class.

‘It is proved by their cheerful expression whenever we talk about the task I give them, or when they exchange the materials and finish it in the class.’

(English Teacher)

The researcher asked the teacher about her opinion about the effectiveness of using RECLL in the class. The teacher said that so far implementing RECLL is effective. The students’ progress can be seen from the result of listening activities in class. They are able to answer the questions from short conversation because they are used to some questions including identifying people, location, topic, intention, time, suggestion, etc. They find it easy to complete an incomplete dialogue using the expression needed, because they have already learned a lot through RECLL. Most of the students make a great progress after implementing it.

The English teacher introduced RECLL in the beginning of the semester. She explained to the students what the purposes of using RECLL are and how to use it outside the school. After describing the features in RECLL and the steps to use RECLL, the teacher started to explain the assignment. The students have to

choose at least 8 topics from RECLL. There are three levels in the web: easy, medium and difficult. Those 8 topics have to cover all the levels as the proof that students have tried all the levels in RECLL. Then the students have to download the material and transcribe the questions related to the topics into written files. The students have to write all the questions and also the answers. They have to burn the material in a CD and submit it as an attachment. The students also have to attach some reflections contain the progress they have made and their opinions

in using RECLL. . The teacher evaluates students’ work from students’ progress in the class

and the report in the end of the semester. During the semester, once or twice a week, the students have to share their experience in using RECLL outside the school. (See Figure 4.1) They also have to bring some materials including the questions related to the topics. In the class, students have to exchange the materials with some friends and after that evaluate their friends’ works. The English teacher records the result of the students’ work and uses it as students’ evaluation. The teacher also uses this activity as the proof that the students really access the web and use it as supportive learning media. Besides the records from the activity, the teacher also uses the final report as to evaluate students’ progress. There was not much information that can be acquired from the teacher description. On the contrary, the researcher gained much information from the students. The researcher allowed the students to use Indonesian in answering the

questions to avoid any obstacle related to their speaking skill and vocabulary mastery.

Combining the answers of three interviewees, the researcher acquired the steps of RECLL according to the students. Firstly, the teacher introduced RECLL in the class. The teacher opened the web in the class and showed the features of the web. How to choose the levels (easy, medium and difficult), how to choose the topics, how to access the quizzes and how to download the recordings are described by the teacher. After explaining the details, the teacher asked the students to choose at least eight different topics to be used in the assignment. The students had to download those eight topics and burned it in a CD. Then the students had to type all the questions in the recording in Microsoft word and printed it. The teacher asked the students to make a report consisted of the recording (CD), the questions related to the material, the answers of the questions, and some reflections. The report will be used as the evidence that the students had accessed RECLL. Sometimes the teacher would ask the students to bring some of the topics including the questions. The students would have to exchange the material to the classmates. After exchanging the material, they have to do answer the questions. The answers would be corrected by the other students who gave the questions and materials. The teacher introduced RECLL in the beginning of the semester. The students have to submit the final report on December 18th.

The researcher triangulated the answers from the teacher and students. Combining the answers of the teachers and students, the researcher was able to

1. Second week of October 2012

The teacher shared what RECLL is and explained how to use the web

independently outside the school.

2. October 2012

The teacher explained what the students had to do.

- Access the web outside the school

- Choose 8 topics or more

- Listen to the material and do the quizzes

- Download and burn the material in a CD

- Copy the material, questions and the result of the quizzes in a printable form as a report(Microsoft word)

- Print the report and submit it (including the CD) to the teacher

3. October-November 2012

The students access the web &listen to the material

4. December 18, 2012

The students submit their report to the teacher

5. December 2012 (After 18th)

The teacher evaluate students’ report

3.2 October-November 2012

Students bring and exchange some material from RECLL. They do the quiz from their partners and evaluate the works

formulate the implementation of RECLL in SMA N 7 Yogyakarta in several points. The researcher made a flowchart explaining the Implementation of Randall’s ESL Cyber Listening Lab in SMA N 7 Yogyakarta.

Figure 4.1 The Implementation of RECLL in SMA N 7

3.1 October –November 2012

Students shared their experience in using RECLL

2. Analysis and Discussion on the Data

In this part the researcher will give a brief analysis on the implementation of RECLL in SMA N 7 Yogyakarta. Based on Figure 4.1, the implementation of RECLL is divided into five steps, with two additional activities within the third step. The researcher tried to compare these steps with the theory of Altman (1985) about the perceptual process. As what the researcher described in Figure 2.1, the perceptual process is divided into four main parts: the stimuli, sensors’ selection of stimuli, behavioral response and the creation of perception, organization, and interpretation. Based on the comparison of those two figures, the researcher is able to observe whether the steps in RECLL implementation are qualified to form a perception on the use of RECLL.

The first and second step of RECLL implementation are the introduction what RECLL is and how it is used independently outside the school. These steps can be considered as the first part of perceptual process: the stimuli. This is the time when students see and feel the stimuli for the first time.

The next step is when students independently access RECLL and do the exercises in RECLL. During this third step the students also select the stimuli and give reaction to the stimuli they have perceived. This third step (and two activities within) is considered as sensors’ selection of stimuli and behavioral response to the stimuli. This is the most important part in which students create an image of a perception. They start to form a perception from their experience in using RECLL. Their experience then influences the development of their hard and soft

skills. It might be different one another between these students. The behavioral response might be created in the form of skill improvement and mental development.

The last two steps are step four and five in which students submit the assignment and then the teacher evaluate their work. During these last two steps the students already acquire the perception, organization, and interpretation of stimuli. This is the last part of perceptual process and it means the students already complete the steps of perceptual process. The comparison between the implementation of RECLL and perceptual process implies the coherence of those two processes. It might be concluded that the steps in RECLL implementation are qualified to create a perfect perception in the students’ mind.

B. SMA 7 Students’ Perception on the Implementation of RECLL in the Class to Develop Their Listening Skill

The researcher conducted a survey study using questionnaire and interview in order to answer the second problem about SMA N 7 students’ perception on the implementation of RECLL in the class to develop their listening skill. A questionnaire was distributed to 30 students from six different classes of XII grade of SMA N 7 Yogyakarta. The questionnaire contained 19 closes-ended questions and one open ended question. The closed ended questions were made based on Altman (1985) and Kreitner & Kinicki (1992) theories about some factors influencing a person’s perception and perception’s role for mental development. Some factors influencing a person’s perceptions according to

Altman are selection, organization, situation and self concept. Meanwhile, Kreitner & Kinicki (1992) on the role of perception for mental development said the development of an individual’s perception would affect their mental and cognitive skills. Further explanation and more detail theories will be presented on the sections below.

1. Data Presentation and Analyses

The following is the data presentation of the questionnaires distributed to the XII grade students of SMA N 7 to investigate their perception on the implementation of RECLL in the class to develop their listening skill.

1. Data Presentation and Analyses from Close-Ended Questions

a. Students’ Evaluation of RECLL web

In this part, the researcher investigates students’ evaluation about the feature and navigation of RECLL. The researcher believes that the appearance of RECLL might bring enormous effect in creating students’ perception on the use of RECLL.

Table 4.1 Students’ Evaluation of RECLL web

No. Statements SA A D SD

Web Evaluation: feature and navigation

1 The features in RECLL are interesting. 5 16.67%

23 83.33% 2 The features in RECLL are easy to use. 11

36.6%

19 63.33%

SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree

Table 4.1 presents the students’ evaluation of RECLL web. The researcher decided to make an evaluation of the appearance and accessibility of the features in the web because in Altman’s theory (1985) of perceptual process, selection holds a very important role. By seeing the appearance and accessibility of the web students might form a picture which would decide whether they were interested to access the web or not. Selection holds the role which determines whether people would give positive or negative reaction to the stimuli they had previously. This process will be different from one person to another. Interest holds a very important factor for people in selecting the stimuli.

The result of the first statement in the questionnaire showed that 5 students (16.67%) chose SA (Strongly Agree) while 25 students (83.33%) chose A (Agree) .None of the participant chose D (Disagree) or SD (Strongly Disagree). It showed that all of the students agreed that the features in Randall’s ESL cyber listening lab are interesting. Once the students thought that the stimuli was interesting, their mind would give positive reaction and it meant the stimuli will be processed to the next step of perceptual process. This positive response would be a good start to form a good perception on the use of RECLL and would help them to understand the material they perceived from RECLL.

3 The features in RECLL facilitate the students to learn English language, especially listening, in an easier and simpler way.

19 63.33%

11 36.67%

4 RECLL motivates students to learn English language, especially listening.

13 43.33% 15 50% 2 6.67%

The second statement of the questionnaire stated that the features in RECLL are easy to use. According to Altman (1985), the organization of the stimuli helps students to categorize the input. After entering our mind, information will be arranged so as to become meaningful. The good arrangement of stimuli will make our mind manage the stimuli easily once it enters our mind. The organization of the features in RECLL web will also help students to organize the information once the access it from the web. The result showed that 19 students (36.67%) chose SA (Strongly Agree) and the rest of the students (11 students – 63.33%) chose A (Agree). Similar to the first statement, once the student acquired positive impression from the web, they would proceed the impression to form the next step of perceptual process. The fact that the students thought that the features in RECLL are easy to use would also help them to acquire the information better and improve their English listening skill easier.

The features in RECLL help the students to improve their English skill, especially listening, in an easier and simpler way. That is the third statement in the questionnaire. From the third statement of the questionnaire the researcher acquired the result that 19 students (63.33%) strongly agreed while 11 students (36.67%) agreed the statement. None of them chose either disagree or strongly disagree. It showed that the features and accessibility of the web helped students to organize the stimuli and improve their skill more easily once they acquired the stimuli.

The fourth statement, ‘RECLL motivates the students to learn English language, especially listening’, was used by the researcher to find out students’ motivation in the use of RECLL in teaching-learning activity in the school. Altman (1985) states that positive motivation influenced people to form positive perception. In this case, positive perception on the RECLL web will influence students to improve their skill better. The result showed that 13 students (43.44%) chose SA (Strongly Agree), 15 students (50%) chose A (Agree) and 2 students (6.67%) chose D (Disagree). Most of the students gave positive opinion in this statement. It meant that RECLL motivated them to improve their English listening skill.

‘It motivated me because like what I have said previously, RECLL is

really easy to use. It really made me enjoy learning using RECLL because of its simplicity and practicality. I also have plenty time to finish this assignment which made me enjoy this assignment more. That’s why I feel learning English using RECLL is fun and exciting. That fact motivated me to learn English to improve my English skill better.’(Participant 22) The opinion above was given by participant 22. She thought that RECLL motivated her to learn English more due to its features and accessibility. The features in the web were extremely easy to be used. Moreover, the English teacher gave plenty span of time to finish the assignment. That was why she really enjoyed using RECLL as a medium to improve her listening skill.

b. Students’ Skill Improvement

Table 4.2 Student’s cognitive and mental skill improvement

SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree

Table 4.2 presents the student’s skill improvement related to the use of RECLL in the class. Both cognitive and mental developments were observed through six questions in this part. The questions related to the students’ cognitive skills were questions 7, 8 and 9. Meanwhile question 5, 6, and 10 were used to observe their mental development through the use of RECLL. The researcher used the theories from Kreitner and Kinicki (1992) and Altman (1985) as the fundamental theories in making those six questions. In the perceptual process, the students would proceed the knowledge they got from the learning process into the part of their mental development. In this case, the researcher wanted to observe the development of students’ independence and self-esteem.

No. Student’s cognitive and mental skill improvement

SA A D SD

5 Students become more independent through the use of RECLL.

13 (43.33%)

17 (56.67%) 6 Students feel more confident using computer

as learning media.

12 (40%) 16 (53.3%) 2 (6.67%) 7 Students are able to recognize English words

better than before.

8 (26.67%) 20 (66.67%) 2 (6.67%) 8 Students are able to recognize the words

used by native speaker in a conversation.

4 (13.33%) 18 (60%) 8 (26.67%) 9 Students develop their

vocabulary-acquisition skill.

12 (40%)

18 (60%) 10 Students feel more confident using English

in their learning environment.

5 (16.67%) 18 (60%) 7 (23.33%)

Kreitner and Kinicki (1992) define perception as a mental and cognitive process which makes us able to interpret and understand our environment. The researcher related this statement to Altman’s (1985) theory about cognitive component. Cognitive component is the beliefs that a person has about the object or event. These beliefs are developed from thought, knowledge, observation and the logical interrelationship among them. The term cognitive comes from cognition, which refers to knowledge, memory, ability to acquire new information and understanding of a certain material. Using this theory, the researcher made question 9, 10 and 11 to observe students’ cognitive skill development.

The fifth statement in the questionnaire stated that students become more independent through the use of RECLL. The result showed that all of the students gave positive response to the statement. Thirteen students (43. 33%) chose SA (Strongly Agree) and seventeen students (56. 67%) chose A (Agree). It means that all the participants agreed that the use of RECLL has developed their self-independent learning skill.

‘I can be more independent because I can access the entire material, do the quizzes and see the evaluations by myself almost anytime and anywhere. This web really helps me in improving my English skill without the help of other people. What I mean is that I don’t need to bother other people to help me improving my English skill. This way, I can utilize my spare time to study.’ (Participant 5)

The statement from participant five clearly showed that RECLL helps students to be an independent learner outside the school. The flexibility and convenience provided by online learning media help students to create qualified learning media when and where the students want.

Research statement number six asked whether students feel more confident in using a computer as learning media. Twelve students (40%) strongly agreed and sixteen students (53.3%) agreed to the statement. However, 2 students (6.67%) disagreed. It means more than 90% students feel more confident in using computer as learning media.

‘Previously, I seldom used computer in my daily life. Usually I only use computer to do my assignment, open face book or watching movie. I can say that I use computer more as an entertainment tool rather than learning media. However, using RECLL made me think that actually computer can be a very useful partner in a learning process. Previously I think that using computer as leaning media is just limited only as a typing tool, but now I understand that using computer can be very useful in accompanying students in studying. I even found some software which can help me not only in English subject, but also in math and science. So if you asked me whether I improved my confidence in using computer as learning media after using RECLL, I will answer absolutely yes. ’ (Participant 29)

‘I just felt the same after using RECLL as learning media. Before using RECLL, I have used computer as learning media. I used computer to type, browse the internet and finish school assignment. Using RECLL is just one different assignment that include computer as the media. I really like using RECLL though, but according to the statement which questioning my confidence in using computer as learning media, honestly I didn’t feel any change in confidence.’ (Participant 2)

Those two statements came from two people with different responses to the sixth statement of the questionnaire. Participant 29 chose SA (Strongly Agree) and participant 2 chose D (Disagree). Participant 29 felt a change in his confidence because before using RECLL he only used computer as an entertainment tool. He did not think that a computer could be really useful in assisting students to study. The fact that using RECLL ‘opens his eyes’ to the functions of computer as a good assistant in study made him chose SA (Strongly Agree). On the other hand, participant 2 chose D (Disagree). However if the

researcher analyzed the reason why participant 2 chose ‘Disagree’, it can be seen that even before using RECLL as learning media, participant 2 already used computer as a loyal assistant in study or finish the school assignment. It can be stated that participant 2 chose ‘Disagree’ not only because he has negative perception about the use of computer as learning media, but it is because he has felt that a computer is a good assistant of learning since a long time ago. In conclusion, based on the result that more than 90% students gave positive response to the statement, the researcher conclude that RECLL helps students to feel more confident in using computer as learning media.

‘Students are able to recognize English words better than before’. That is the seventh statement of the questionnaire. The result showed that 8 students (26.67%) chose SA (Strongly Agree), 20 students chose A (Agree) while 2 students (6.67%) chose D (Disagree).

‘I can recognize English words better after using RECLL. In RECLL, I often listen to words that I never heard in listening section at school. RECLL really enrich my vocabulary. Moreover I really enjoy listening to RECLL material because they provide real contexts in the conversations. For example if the people in RECLL are having a conversation in a train station, the situation around the people would sound like they really have the conversation in a train station, not in a recording studio. It really helps because the words in the conversation usually closely related to some certain contexts, like the time or place the conversations existed. The interesting contexts made me curious to listen what will happen next in the recorded material. ’ (Participant 22)

Participant 22 stated that she could recognize English words better than before she used RECLL. She proceed the logical interrelationship between her previous knowledge, the fact that she really enjoy studying listening in RECLL, and her curiosity to form a belief in her mind that she has improved her

English-word recognition skill through the use of RECLL (Altman 1985). This belief formation is a factor which will contribute to the perceptual process. Her cognitive skill (refers to knowledge, memory, ability to acquire new information and understanding of a certain material) was improved through the use of RECLL. However there were 2 students who disagreed. They said that they still have difficulties even after they tried to study listening from RECLL.

‘It’s really difficult. I still could not follow the conversation well. It’s maybe because the people having the conversation were natives. I found that Indonesian accent is easier to be recognized.’

(Participant 16)

‘I’m good at structure, but I’m not that good at listening. I think I have to put double effort in listening than my friends. If my friends improved their listening skill after using RECLL and I’m not, I think I’m the problem, not the material.’

(Participant 25)

Participant 16 and 25 still have difficulty to recognize English words correctly even after they use RECLL. Participant 25 said that it might be because he was not really good at listening. However, 28 students (93.33%) felt than their English-word recognition skill improved. Due to this domination of positive response, the researcher concluded that RECLL is able to help students to recognize English word more than before.

The eighth statement states that students are able to recognize the words used by native speakers in a conversation. Four students (13.33%) strongly agreed, 18 students (60%) agreed but eight students (26.67%) disagreed to the statement.

‘Catching the words in the recording is quite easy, but getting involved with a real native speaker is just in a different level.’ (Participant 6)

Participant 6 said that he has improved his English skill much better since he used RECLL. Before using RECLL he really found that it was difficult to recognize English words said by people. However, after using RECLL, he improves his achievement in listening quiz in school. He said that it is quite easy now for him to recognize English words in a recorded material, but once he met a real native speaker, it is still quite hard to understand what the native said. Different from participant 6, participant 9 found that she can recognize the words used by native speakers in a conversation well.

‘I found difficulties in catching the word said by native speaker previously. Last month when I went to Prambanan, I met some native speaker and I tried to have a conversation. At that time I really felt that RECLL had helped me to understand what western people said. I still have problem in replying what they said to me, but overall I can understand what they said to me well.’ (Participant 9)

Participant 9 felt that RECLL helped her a lot in improving her English-word recognition skill. Most of the participants felt the same way too. However eight students who disagree on the statement revealed that the problem they had might be closely related to the accent and pace of native speaker when they speak. ‘Sometimes native speakers speak really fast and unclear.’ (Participant

17)

Some students stated that they still feel difficult to recognize the words expressed by native speakers in a direct conversation. However, 73.33% students agree that they are able to recognize the words used by native speakers in a conversation.

Students develop their vocabulary-acquisition skill. That statement was made to discover students’ ability to acquire new information and understanding of a certain material (in this case, vocabulary). All of the students gave positive reactions to the statement. Twelve students (40%) chose SA (Strongly Agree) and the rest of them (18 students; 60%) chose agree. This fact showed that RECLL helped students to improve their vocabulary-acquisition skill. Vocabulary, as a fundamental factor of a language is a very important factor to be acquired in an attempt to master a language. Having a good vocabulary acquisition will influence students’ mental development in the context of English language acquisition. Logically, if students have a good vocabulary acquisition skill and abundant collection of vocabulary, they will feel more confident in applying the use of English in their learning environment.

The tenth statement, students feel more confident in using English in their learning environment, showed a very interesting fact related to the result of the twelfth statement. The result of the tenth statement showed that 5 students (16.67%) strongly agreed, 18 students (60%) agreed, and 7 students (23.33%) disagreed with the research statement. This result is different from the result of the previous statement in which all of the students gave positive response to the research statement. This fact indirectly stated that although all of the students felt that RECLL helps students to improve their vocabulary-acquisition skill yet not all of the students felt confident in using English in their environment.

‘I just feel not good enough using English in a conversation. I know that I have improved my skill a lot, but somehow I’m still afraid to make mistake’. (Participant 24)

‘Sometimes I know what I want to say, but when I actually say it, I feel my tongue tied and I mess the words I want to say’. (Participant 16)

‘RECLL really helps. I gain many new vocabularies from RECLL. I open

the web almost every day and now I’m used to listen to English words. That way, I can manage to arrange my words better every time I use the words in speaking. Apparently, having listening practice also helps me in improving my speaking skill. I feel more confident and now it’s easier for me to express my ideas in English’. (Participant 17)

The result of the tenth statement showed the fact that having a good vocabulary acquisition skill and abundant collection of vocabularies does not mean that students would feel confident in using those words in a real conversation. Some students might feel afraid to make mistake and some others might be so nervous that the words did not come out well. However, more than 75% of the participants did feel more confident using English in their learning environment. This fact implied that RECLL really helped students to be more confident in using English in their learning environment.

The results in table 4.2 showed that more than 70% students gave positive responses to the research statements. Even in statement 5 and 9, all of the students (100%) gave positive response to the research statements. This result implied that most of the students gave positive response to the role of RECLL in improving both cognitive and mental developments of the students.

c. Students’ Workload

Table 4.3 Students Workload

Table 4.3 Students’ Workload

SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree

Table 4.3 presents students’ workload related to the use of RECLL. The researcher decided to observe students’ workload since the burden students get from an assignment might influence students' motivation in a subject. If students feel that an assignment burden them too much, there is a possibility that in the future, the students will form a negative perception on the subject. Related to the fact that RECLL is still classified as a new method used in SMA N 7, the researcher wanted to see how the students perceive RECLL related to their workload inside and outside the school. The researcher made four close-ended questions related to students’ workload. Based on Altman’s (1985) theory that perception is the way people feel about and perceive, the researcher wanted to

No. Students’ Workload SA A D SD

11 _{This online learning method makes students} overwhelmed. 3 10% 20 66.67% 7 23.33% 12 This online learning method cause heavier

burden to the students.

5 16.67% 19 63.33% 6 20% 13 _{Students feel their leisure time reduced.} 1

3.33%

20 66.67%

9 30% 14 _{The burden from this method makes students}

abandon other assignments.

4 13.33% 13 43.33% 13 43.33% 15 Students enjoy online learning method. 2

6.67 % 19 63.33% 9 30%

observe how students felt and perceived RECLL related to its effect to their workload in their daily life.

This online learning method makes students overwhelm. That research statement was made to see whether the use of RECLL made students overwhelm or works more than they should be. The result of the eleventh statement showed that 3 students (10%) agreed, 20 students (66.67%) disagree, and 7 students (23.33%) strongly disagreed with the research statement.

‘It did not burden me because besides improving my English skill, I can also use RECLL as a refresher. What I meant is that I can refresh my mind from monotonous learning method that I usually get. Using RECLL, I can enjoy learning activity more than usual. Moreover, I can access the website anytime and anywhere, so it really did not bother me at all’. (Participant 22)

‘It a burdened me because every time I want to access RECLL I have to go to an internet café or one of my friends’ house. I have to work more than my friends because I cannot just access it anytime or anywhere I want. Beside, my daily activity is quite full and I almost have no time to go to internet café.’ (Participant 2)

Most of the students felt that using RECLL did not make them overwhelm. Yet, 3 students felt that using RECLL burdened them. Participant 2 shared the same reason like what participant 17 has shared in the discussion of statement 5. It closely related to the lack of accessibility they had (the distance they had to go through and money they had to spend).

The twelfth statement, this online learning method cause heavier burden to the students, was to observe whether students obtained heavier burden than conventional method. In this case, conventional method is defined as the usual method they used to use before RECLL was applied. It refers to series of activities

including a listening section in the language lab, note-taking, answering question, etc. The result of the twelfth statement showed that 5 students (16.67%) agreed, 19 students (66.67%) disagreed, and 6 students (20%) strongly disagreed with the research statement. Twenty five students (86.67%) disagreed with the research statement. Most of them said that it did not burden them because they could do it anytime and anywhere. Although they need an internet service, but in this era, people can easily access internet from anywhere they want. Nowadays, almost every household included in middle-class economy has internet connection in the house. However, five students (16.67%) stated that no matter how easy students could access internet, they still have to gain extra effort rather than conventional method.

‘I said that using RECLL cause heavier burden, but not in the negative way. I mean in conventional method, the students tend to be passive, that’s why I did not need to do a lot. In using RECLL, students should have the awareness to be independent and work outside the school without any teacher put an eye to them. They are demanded to be more independent and proactive. However the burden and demand caused by this assignment (RECLL) have made me into a better person and as the effect I gain more knowledge rather than the previous method’. (Participant 14)

Several students still have the same reason why they chose agree: lack of accessibility. Yet, the researcher saw an interesting fact like what participant 14 had shared. Participant 14 said that RECLL did cause heavier burden, but it brought him to a better result too.

The thirteenth statement, students feel their leisure time reduced, was to observe whether the use of RECLL disturbs students’ daily activity or habit. If the use of RECLL cause heavier burden and reduce students’ time to do other

activity, negative perception might be acquired by the students. The result of the thirteenth statement showed that 1 student (3.33%) agreed, 20 students (66.67%) disagreed, and 9 students (30%) strongly disagreed with the research statement. More than 90% of the students gave negative response to the statement. It means that almost all of the students felt that using RECLL did not make students’ leisure time/play time reduced. Yet, there was one student who thought that using RECLL reduced their leisure time. She said that she had a part time job at night and she usually doing her homework while finishing her job. The only time she can hang out with her friends is afternoon after school. But last several weeks she spent some days a week to access RECLL in the afternoon so she couldn’t play or hang out with her friends. The researcher realized that perception might be influenced by various factors related to a human’s life. Every person has their own activities, problems and habits. The environment has a very big influence over the perceptual process of a person. That is why in research statement no 15, almost all students have the same perception except one with a very specific case (having a job).

The fourteenth statement, the burden from this method makes students abandon other assignments, was made to see how the use of RECLL influence students other assignment or subject. If the use of RECLL made the students abandon the other assignment, then it might be one negative effect of the use of RECLL. However, the fact showed that 4 students (13.33%) agreed, 13 students (43.33%) disagree, and 13 students (43.33%) strongly disagreed with the research

APPENDIX 4

Screenshots

80

Screenshots of RECLL

Home Page

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Levels

82

Self study guide

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

84

Videos

Vocabulary quizzes

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI