The students` perception on the use of google translate in writing analytical exposition text : a study at SMA N 1 Banguntapan.

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vii

ABSTRACT

Dewi, Mega Oktaviana Kusuma. 2015. The Students’ Perception on the Use of Google Translate in Writing Analytical Exposition: a Study at SMA N 1 Banguntapan. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

The study aims to investigate the students’ perception on the use of Google Translate in writing Analytical Exposition. The study is conducted because students in XI IPS 1 SMA N 1 Banguntapan always use Google Translate in English class. The students also use Google Translate to help them in translating their Bahasa Indonesia text into English. Therefore, the researcher

conducts a research regarding students’ perception on the use of Google Translate.

To answer the problem above, there is one research question formulated.

The research question is; what is the students’ perception about the use of Google

Translate as a learning tool in writing analytical exposition text?

In order to solve the research question that was already formulated, this research conducted a mixed method research. There were two instruments used in this research which were questionnaire and interview. The subject of this research was 31 students of XI IPS 1 SMA N 1 Banguntapan.

Based on the data analysis, the students were still in process to decide. This could be seen in result that most of the students chose undecided. The students found that Google Translate was not helpful and not reliable. However, Google Translate helped the students to enrich their vocabulary. There were also some suggestions to teachers who teach analytical exposition text, students who learn analytical exposition text, and the future researchers.

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viii

ABSTRAK

Dewi, Mega Oktaviana Kusuma. 2015. The Students’ Perception on the Use of Google Translate in Writing Analytical Exposition: a Study at SMA N 1

Banguntapan. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata

Dharma.

Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa-siswa mengenai penggunaan Google Translate dalam menulis Analytical Exposition. Penelitian ini dilakukan karena para siswa di XI IPS 1 SMA N 1 Banguntapan selalu menggunakan Google Translate ketika pelajaran Bahasa Inggris. Para siswa juga menggunakan Google Translate untuk menterjemahkan teks analytical

exposition mereka yang ditulis dalam Bahasa Indonesia ke Bahasa Inggris.

Karenanya, peneliti melakukan penelitian mengenai persepsi para siswa dalam penggunaan Google Translate.

Untuk menjawab rasa permasalahan diatas, maka dibuatlah satu pertanyaan. Pertanyaan pada penelitian ini adalah apakah persepsi para siswa terhadap penggunaan Google Translate sebagai alat belajar dalam menulis teks

enalytical exposition?

Untuk menjawab pertanyaan yang sudah dibuat, penelitian ini menggunakan metode campuran. Ada dua instrumen yang digunakan dalam penelitian ini, yaitu kuisioner dan wawancara. Subjek dalam penelitian ini adalah 31 siswa di XI IPS 1 SMA N 1 Banguntapan.

Berdasarkan analisa data, para siswa masih dalam proses untuk memutuskan. Hal ini dapat terlihat dalam hasil akhir penelitian yaitu sebagian

besar siswa memilih “undecided”. Menurut para siswa Google Translate tidak

terlalu membantu dan diandalkan. Namun Google Translate juga membantu para siswa untuk memperkaya kosa kata Bahasa Inggris mereka. Di dalam penelitian ini juga diberikan beberapa masukan untuk guru-guru yang mengajar analytical

exposition teks, para siswa yang belajar analytical exposition teks dan juga untuk

para peneliti di kemudian hari.

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THE STUDENTS’ PERCEPTION

ON THE USE OF GOOGLE

TRANSLATE IN WRITING ANALYTICAL EXPOSITION

TEXT: A STUDY AT SMA N 1 BANGUNTAPAN

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Mega Oktaviana Kusuma Dewi Student Number: 111214118

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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THE STUDENTS’ PERCEPTION

ON THE USE OF GOOGLE

TRANSLATE IN WRITING ANALYTICAL EXPOSITION

TEXT: A STUDY AT SMA N 1 BANGUNTAPAN

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Mega Oktaviana Kusuma Dewi Student Number: 111214118

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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It is HARD, but

it is NOT impossible -Bu Lani-

I DEDICATE THIS THESIS TO

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vii

ABSTRACT

Dewi, Mega Oktaviana Kusuma. 2015. The Students‟ Perception on the Use of Google Translate in Writing Analytical Exposition: a Study at SMA N 1 Banguntapan. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

The study aims to investigate the students‟ perception on the use of Google Translate in writing Analytical Exposition. The study is conducted because students in XI IPS 1 SMA N 1 Banguntapan always use Google Translate in English class. The students also use Google Translate to help them in translating their Bahasa Indonesia text into English. Therefore, the researcher conducts a research regarding students‟ perception on the use of Google Translate. To answer the problem above, there is one research question formulated. The research question is; what is the students‟ perception about the use of Google Translate as a learning tool in writing analytical exposition text?

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viii

ABSTRAK

Dewi, Mega Oktaviana Kusuma. 2015. The Students‟ Perception on the Use of Google Translate in Writing Analytical Exposition: a Study at SMA N 1

Banguntapan. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata

Dharma.

exposition mereka yang ditulis dalam Bahasa Indonesia ke Bahasa Inggris.

Karenanya, peneliti melakukan penelitian mengenai persepsi para siswa dalam penggunaan Google Translate.

enalytical exposition?

Berdasarkan analisa data, para siswa masih dalam proses untuk memutuskan. Hal ini dapat terlihat dalam hasil akhir penelitian yaitu sebagian

besar siswa memilih “undecided”. Menurut para siswa Google Translate tidak

exposition teks, para siswa yang belajar analytical exposition teks dan juga untuk

para peneliti di kemudian hari.

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ for His guidance and blessing so that I can finish my thesis. I thank Him for always giving me strength to finish my thesis.

My deepest gratitude to my sponsor, Concilianus Laos Mbato, M.A., Ed. D., for his guidance and patience during the process of writing this thesis. His advice and encouragement from the beginning until the end has become my spirit. I thank Fidelis Chosa Kastuhandani, M. Hum for being my academic advisor in ELESP. His support and help during my study in ELESP make me realize that I am lucky to have him as my academic advisor. Further, I would like to thank all of ELESP lecturers and staff for all the knowledge, help, and guidance during my study.

I also thank all of the staff and teachers in SMA N 1 Banguntapan who helped me to do my research and make it comfortable to me. I also thank the students of XI IPS 1 SMA N 1 Banguntapan academic year 2014/2015. Without them being my subjects, I could not do my research.

My special thankfulness is for my family. I thank my father Djanu Kaskoyo, who never stops supporting me in everything that I choose. I thank my mother A.M Dewi Windriani, who always stands by me and gives me her warm hugs whenever I need it. I thank my older brother Mikael Hendra Wijaya Kusuma who always supports me during my study in ELESP. I also thank my little brothers Thomas Wisnu Arya Kusuma and Rafael Sena Kusuma who

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always cheer me up with their smiles and jokes whenever I feel tired. They are the reason why I never stop and keep going. They always believe in me, stand by my side and never feel tired to support me.

Special thanks are addressed to my best friends who share everything, happiness and sadness, and also struggle together with me in ELESP; Ghina Rindiani Ariesty, Ayu Wulan Kinanti, and Bagas Raharjo Ranggen. I thank them for always standing by my side since the very beginning. I also thank Devita for her companion to do our thesis together. I also thank all of my friends in ELESP batch 2011 especially class B who have given unforgettable memories during my study in Sanata Dharma University.

I send my gratitude to my best friends who believe in me and always support me; Elisabeth Kartika Utami, Pradnand Krisnara Budi, Christian Pramudhito, and Adelheid Kartika Destiana. I also thank Kak Dira, Mbak Tanti, Mbak Ndus, Mbak Ophi, Mbak Fiana, Ageng for all the supports, and Kak Diska who cheers me up and gives endless support whenever I feel tired.

However, this thesis would not be complete without I, myself. I thank myself for enduring the hardship during the writing of this thesis and never give up.

In the end, I thank everyone who always cheers me up and support me.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK‟S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xv

LIST OF TABLES ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I INTRODUCTION ... 1

A. Research Background... 1

B. Research Problem... 3

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 4

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xii

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Description ... 7

1. Perception ... 7

2. Writing ... 10

3. Translation... 12

4. Attitude ... 13

5. Perceived Usefulness ... 14

B. Theoretical Framework ... 14

CHAPTER III METHODOLOGY ... 17

A. Research Method ... 17

B. Research Setting ... 18

C. Research Participants ... 18

D. Research Instruments and Data Gathering Technique ... 19

1. Questionnaire ... 19

2. Interview ... 21

E. Data Analysis Technique ... 22

1. Quantitative Data ... 22

2. Qualitative Data ... 24

F. Research Procedure ... 25

CHAPTER IV RESEARCH RESULTS AND DISCUSSION ... 28

A. Results ... 28

1. Quantitative Result of Students‟ Perception about the Use of Google Translate ... 28

2. Qualitative Result of Students‟ Perception about the Use of Google Translate ... 39

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xiii

b. Qualitative Result from Interview ... 48

B. Discussion ... 54

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 59

A. Conclusions ... 59

B. Suggestions ... 60

REFERENCES ... 62

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LIST OF FIGURES

Figure Page

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LIST OF TABLES

Table Page

4.1 The Students‟ Writing Skill Before Using Google Translate ... 29 4. 2 The Students‟ Writing Technique ... 31 4.3 The Students‟ Knowledge of Google Translate ... 33 4.4 The Students‟ Perception about the Use of Google Translate in Writing

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LIST OF APPENDICES

Appendix Page

APPENDIX A Surat Izin Penelitian ... 66

APPENDIX B Questionnaire Blueprint ... 68

APPENDIX C Questionnaire ... 72

APPENDIX D Raw Data of Closed-ended Questions ... 78

APPENDIX E Raw Data of Open-ended Questions ... 82

APPENDIX F Transcript of the Interview ... 88

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CHAPTER I

INTRODUCTION

A. Research Background

Writing is one of the skills that a student needs to practice in English class. However, Tiedt (1989) states that from all of the languages skills, writing is the most difficult and it is a hard work (p. 6). Therefore, many students do not able to make a good writing of their own. Moreover, according to Fulwiler, Gorman & Gorman (1986, pp. 21-23) and Griffin (1985, pp. 202-203) writing is a process that needs learning and involving practice (as cited in Day, 1989, p. 458). Thus, it is possible for student to improve their writing skill by practicing and doing assignment in the class.

Writing is also learned by XI graders in SMA N 1 Banguntapan. For the XI graders, one of the genres that students need to learn is exposition text. According to Anderson (1997, p. 122), exposition text is a text which presents one side of an issue. The purpose of this text is to persuade the readers to agree with the writer by presenting one side of argument. Exposition text has two types which are analytical exposition and hortatory exposition.

Since English is not students‟ first language, the majority of the students at XI IPS 1 SMA N 1 Banguntapan find it difficult to make analytical exposition text. Yet the students need to write one because it is important to fill in their grade. Students at XI IPS 1 of SMA N 1 Banguntapan always write

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their text in Bahasa Indonesia then translate it into English. This is because the students cannot construct the right pattern for English sentences; therefore they start it with their own language which is Bahasa Indonesia. However, translating Bahasa Indonesia text into English is not an easy task for the students at XI IPS 1, thus they use a translating tool to help them in their writing process.

Finding a translating tool is easy for students at XI IPS 1 SMA N 1

Banguntapan. The students are familiar with technology since it has become a

part of their daily life. Students have their own smartphone and they are allowed to access to the Internet during the lesson. The students usually use their smartphone to open online dictionary to help them translate their writing. The teacher also supports the use of technology since online learning is a new and fun way to learn for the students.

Online learning has become the most famous current application of computers in education (Warschauer, 1998). According to Harasim (1990a, p. xvii), this is because online learning introduces unprecedented options for teaching, learning, and knowledge building (as cited in Warschauer, 1998, p. 68). In addition, Robertson and Fluck (2004) state that electronic learning works best when the learner is in control of the process. In the learning process in English class, one of online tools that is used is Google Translate.

Google translate is a translation tool that is used by the students at XI

IPS 1 SMA N 1 Banguntapan. This tool is free for all Internet users. Google

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language to another language. This tool is very easy to be used. It can be accessed as long as there is anInternet connection. Therefore, the students choose to use Google Translate to help them in writing process.

The fact is Google Translate is not a reliable tool. The tool often makes grammatical mistakes whenever people want to try translating a sentence. However, students in XI IPS 1 SMA N 1 Banguntapan still use Google Translate. Even when the students know that Google Translate does not have correct structure when translating Bahasa Indonesia into English, the students still use it to translate their analytical exposition assignment in Bahasa Indonesia into English.

In this study, the researcher investigates the students‟ perception on the use of Google Translate in writing analytical exposition since the students always use it in the English class. The researcher wants to figure outthe students‟ perception as the students keep using Google Translate to translate their analytical exposition text even though they already know that Google Translate is not always correct.

B. Research Problem

Based on the research background, there is one main problem in this study: what are the students‟ perceptions on the use of Google Translate as a learning tool to help them in writing analytical exposition text?

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C. Problem Limitation

In this study, the researcher focuses on the students‟ perception on the use of Google Translate in writing an analytical exposition text in the English Class at XI IPS 1 SMA N 1 Banguntapan. This study is aimed to answer the research problem which about the students‟ perception on the use of Google Translate as a translation tool in writing analytical exposition text.

This study is conducted using mixed method to complete the analysis of the students‟ perception. The subjects of this research are students from XI

IPS 1 SMA N 1 Banguntapan in the academic year of 2014/2015. There are 31

students in the class.

D. Research Objective

The study is conducted to figure out about the students‟ perception of

XI IPS 1 SMA N 1 Banguntapan on the use of Google Translate as a tool to

help in writing analytical exposition text.

E. Research Benefits

The writer believes that this research will be useful for: 1. English Teachers

For English teachers, the researcher believes that this research will help them understand the students‟ difficulties in writing assignments. The researcher also believes that this research will give English teachers a new way or perceptive to teach writing in the classroom.

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2. Students of XI IPS 1 of SMA N 1 Banguntapan

The researcher believes that this study will help the students of XI

IPS 1 SMA N 1 Banguntapan to improve their writing skill. The results of

the study can show how Google Translate works as well as the advantages and the disadvantages of using Google Translate.

3. The Readers of the Study

In this study, the researcher gives information about the use of Google Translate in writing analytical exposition text for XI IPS 1 SMA N

1 Banguntapan. Therefore, the readers can understand the students‟

perception on the use of Google Translate in writing analytical exposition text. Thus, from this study, the researcher expects the readers to get new knowledge and information.

4. FutureStudy

The researcher expects that there will be further study about the use of online tools such as Google Translate in writing class. Through this study, the researcher provides the data that can be used for the future study.

F. Definition of Terms

This part is going to explain briefly about the definition of terms that are related to this study. The terms that are going to be explained are Google Translate, Analytical Exposition, and students of XI IPS 1 SMA N 1

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1. Google Translate

Google translate is an online tool from Google. It is a tool which helps people to translate sentences or words from 1st language to the targeted language. It is very easy to be used and can be accessed as long as the computer connected to Internet.

2. Analytical Exposition

Analytical Exposition is one of the genre texts that students in grade XI need to learn. According to Coffin (2001), analytical exposition is a text which is used to put forward a point of view or argument. The purpose of this text is to argue and give arguments for one point of view of an issue (Mali, 2009).

3. Students of XI IPS 1 SMA N 1 Banguntapan

Students of XI IPS 1 SMA N 1 Banguntapan are students who are taking social stream in SMA N 1 Banguntapan. There are 31 students and have an English lesson twice a week. The students who become subject of this study are the students in the academic year 2014/2015.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two main parts, namely theoretical description and theoretical framework. Theoretical description explains about the theories that are used in this study to answer the research question. The theories are about perception, writing assignment, translation, attitude, and perceived usefulness.

Meanwhile the second part will explain about theoretical framework. Theoretical framework will synthesize all the theories elaborate in theoretical description in order to make correlation between the theories and recent study.

A. Theoretical Description 1. Perception

George and Jones (2005) state that perception is how an individual sees others and how other perceive individual. They also said that perception is a process to select, organize, and interpret the input from their sense (vision, hearing, touch, smell, and taste) to give meaning and order around by someone. This statement is also supported by Huffman (2000) who states the similar statement with George and Jones. Therefore, perception might be different from one to another person.

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Perception is a cognitive process which lets people to interpret and understand surroundings as stated by Kreitner and Kinicki (2007, p. 207).

Figure 2.1 The Perceptual Process (Altman et al, 1985, p.86)

Based on Figure 2.1, perceptions occur because of stimuli. Then, the sensors‟ selection of stimuli will respond and create perception, organization, and interpretation of stimuli to be behavioral response.

The theory above is supported by Gibson, Ivaneceivh, and Donnely (2006, p. 99) who define perception as a process involving receive, organize, and interpret the stimuli.

Therefore, perception is the way people look or understand something from their own views (Mouly, 1973). They believe what they see and they see what they believe.

The perception of people will be different from one to another. However, it is not something bad. The difference of point of view is true since people have their own opinion to see thing from their own perceptive.

Perception, organization, and

interpretation of stimuli Sensors‟

selection of stimuli

Stimuli Behavioral

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Altman, Valenzi, and Hadgetss (1985) state that there are four factors that influence perception; there are selection of stimuli, organization of stimuli, situation, and self-concept.

a. Selection of Stimuli

This stage is when a person selects and perceives things differently. The person will only focus on a small number of stimuli. This is the reason why people have different way to perceive things.

b. Organization of Stimuli

After the information is gathered, the brain has to organize the information to be meaningful. The mind tries to order the unarranged data by selecting certain data and putting them together.

c. Situation

According to Altman et al (1985, p. 89) the situation which influences someone to perceive can be in a form of someone‟s familiarity with, expectations about, a situation, as well as his or her past experiences. Therefore, perception is affected by the experience and situation around.

d. Self-concept

Self-concept means the way a person feels or looks her/himself. The image of us is important to help people to look things outside. When people become stabile, people has

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self-concept, he or she may have positive perception too about what are in the outside.

From the theories above, it can be concluded that perception occurs because of the process. Perception occurs because of the stimuli and the individual organizes the stimuli and it gets influence from the environment to have their own perception. Therefore, because individual gets different stimuli and lives in different environment, they might have different perception.

2. Writing

Writing has purpose to communicate something to somebody by written form of language (Wright, 2006). However, according to Tiedt (1989, p. 6) from all of the languages skills, writing is the most difficult and it is a hard work. This is because writing is a skill that requires learners to produce a correct written language (Brown, 2007, p. 391). Similarly, Harmer (2011, p. 52) states that writing is a complex skill which requires some steps and takes more time.

Writing is defined as a process of discovering, thinking, and organizing the ideas and then putting them on the paper and then revising them (Meyers, 2005). Written products are often the result of thinking, drafting, and revising procedures that require specialized skills (Brown, 2007, p. 395).

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Brown (2007) also states that there are three stages of writing; a. Pre-writing: in this stage, students obtain ideas by reading,

clustering, questioning, and then making an outline

b. Drafting : in this stage, students compose sentences and paragraphs within class hour then submit the work. Students then will receive feedback from the teacher before they have their work back.

c. Revising : in the last stage, students rewrite the drafts and improve the writing according to the teacher‟s suggestion. Therefore, from the theories above can be concluded that writing is not an easy task for students. Wrting can be harder for the students because they write unfamiliar language.

For XI graders, one of genres that they need to write is exposition text. According to Anderson (1997, p. 122), exposition text is a text which presents one side of an issue. The purpose of this text is to persuade the readers to agree with the writer by presenting one side of argument. Exposition text itself has two types which are analytical exposition and hortatory exposition.

According to Coffin (2001), analytical exposition is a text which is used to put forward a point of a view or argument. This is supported by Wahidi (2009) who states that Analytical Exposition is a text which elaborates the writer‟s ideas about the phenomenon surrounding. The

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purpose of analytical exposition is to argue and give reasons for particular point of view of an issue (Mali, 2007).

To make a good text of analytical exposition, there are three steps that students need to follow. The first step is to make a thesis, and then provide a series of arguments, and the last it to make a conclusion. (Anderson, 1997, p. 122).

3. Translation

There are two kinds of translation; one is an art and the other one is a test, a method of explanation, a means to another end (Rouse, 1908). In this study, translation is a method of explanation which is used in teaching activities in the class. From Report of the Committee of Twelve (1898), translation is still considered an important method, although oral work is also important.

According to Catford (1965) translating is making the substitution of the text in one language to another language. This statement is supported by Nida and Taber (1974) who mention that a translator produces a text from the source language into the target language.

As technology develops, translating becomes easier as there are tools to help. Students of XI IPS 1 SMA N 1 Banguntapan feel that technology helps them. Technology introduces them to online learning which has become the most famous current application of computers in education (Warschauer, 1998). This is because according to Harasim (1990a, p. xvii), online learning introduces unprecedented options for

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teaching, learning, and knowledge building (as cited in Warschauer, 1998, p. 68).

According to Robertson and Fluck (2004), online learning gives students control in their learning.This is how students able to access online translating tool to help them in writing process. The online translating tool is Google Translate.

Google Translate is a tool which helps the users to translate the first language to the targeted language. The use of this tool is easy since people can access it online usinga browsing machine, Google. Google Translate is used by people to translate words and sometimes sentences. However, Google Translate does not have a reliable structure about the grammar though it does have many choices of vocabularies.

4. Attitude

Attitude is a part of component of motivating in language learning (Gardner, 1985). This statement is supported by Wenden (1991, p.114) who states that there are 3 components to form attitude. Those three components are; cognitive, affective, and behavioral. Cognitive includes beliefs and ideas (opinion), meanwhile affective includes feeling and emotion, and behavioral includes someone‟s consisting actions or behavior intention towards the object.

In addition, Gardner (1985, p. 267) states that attitude is an inference which is made on the basis of a complex of beliefs about the attitude object. Supporting the theories above, Ajzan states attitude is

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disposition to respond favorably or unfavorably to object, person, institution, or event (1988, p. 4). Thus, someone‟s attitude depends on others‟ behavior toward that person.

Therefore, attitude in learning language is important. This is because according to De Bot, Lowie, and Verspoor(2005, p.72),high motivation and positive attitude toward language learning will help the language learning process. Positive attitude towards learning language will help the learners to achieve a better result.

5. Perceived Usefulness

According to Ashton (1974), Bruns (1968), and Joyce (1976), perceived usefulness have sufficient self-insight into their decision process so as to understand the importance of information to their task activity (as cited in Chenhall, R. H. & Morris, D., 1986, p. 17).

Davis (1989) defines perceived usefulness as the degree to which a person believes that using a particular system will enhance his or her job performance (as cited in Hendrickson, Massey, & Cronan, 1993, p. 228). According toIgbaria, Parasuraman, and Baroudi (1996), study also finds that perceived usefulness is the principal motivator for the successfulness of learning.

B. Theoretical Framework

In this part, the researcher synchronizes the theories that are supposed to answer the research question. The research question in this study is „What

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are the students‟ perceptions on the use of Google Translate in writing analytical exposition text?‟

In order to answer the research question, the researcher adapts the theories of perception from George and Jones (2005) who state that perception is how an individual sees others and how other perceive individual. To add in, Kreitner (1995) states that perception will lead to change of attitude, motivation, and behavior as a response.

Moreover, Altman et al. (1985) state that perceptions occur because of stimuli then the sensors‟ selection of stimuli will respond and create perception, organization, and interpretation of stimuli to be behavioral response. The theory is supported by Gibson et al. (2006, p. 99) who state that perception is defined as a process involving receive, organize, and interpret the stimuli. Therefore, the researcher applies the theories of perception to find out the answer for the research problem.

The study puts writing theory into the discussion because according to Tiedt (1989, p. 6), writing is the most difficult and it is a hard work. Writing is already difficult, and it becomesmore difficult because the students are supposed to write their writings in English, which is not their first language.

Therefore, the students prefer to make their writings in Bahasa Indonesia and translate it into English with Google Translate. Google Translate is a tool which helps people to translate from one language to another language. Even though the result is not reliable, many people still use it including students of XI IPS 1 SMA N 1 Banguntapan.

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Thus, the students‟ feeling and attitude are also important in this study. The reason is because attitude is a part of component of motivating in language learning (Gardner, 1985). The students also believe that using Google Translate will help them as (Davis, 1989) states that perceived usefulnessis the degree to which a person believes that using a particular system will enhance his or her job performance.

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CHAPTER III

METHODOLOGY

This chapter provides the methodology of gathering the data. In this chapter, the researcher provides the research method, research participant, research setting, research instruments, data gathering technique, data analysis technique, and the research procedure.

A. Research Method

This study used mixed methods as the method to gather data. This was because Denscombe (2008, p. 272) suggests that mixed methods study could: (a) increase the accuracy of data; (b) provide a more complete picture of the phenomenon; (c) enable the researcher to develop the analysis and build on the original data; and (d) aid sampling (as cited in Cohen, Manion, & Morrison, 2011, p. 22).

To gather more complete data, mixed methods were chosen because a mixed methods study design was a procedure for collecting, analyzing, and mixing both quantitative and qualitative method which provided a better understand to a research problem (Creslwell & Clar, 2011).

Moreover, Leech and Onwuegbuzie (2009, p. 265) state that conducting mixed methods research involved collecting, analyzing, and

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interpreting quantitative and qualitative data in a single study or series studies that investigated the same phenomenon(as cited in Cohen, Manion, & Morrison, 2011, p. 22).

In this study the researcher wanted to figure out about the perception of using Google Translate as a tool in helping students from XI IPS 1 SMA N 1

Banguntapan in writing analytical exposition text. Therefore, the researcher

conducts mixed methods study.

B. Research Setting

This study was conducted in SMA N 1 Banguntapan. The setting of this study was in XI IPS 1. There were three IPS classes in SMA N 1

Banguntapan. However, the researcher chose XI IPS 1. The class had English

class twice in a week; which was on Wednesday and Thursday. On Wednesday, the English class started at 07:00 am and finished at 8:30 am. Meanwhile on Thursday, the English class started at 12:15 pm and finished at 01:45 pm.

C. Research Participants

The study participants were students of XI IPS 1 SMA N 1

Banguntapan. There were 31 students in the class. The criteria for being a

participant were; the student must be a student of XI IPS 1 SMA N 1

Banguntapan, participate in English class during writing assignment that is

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D. Research Instruments and Data Gathering Technique

In this study, the researcher used two instruments which were questionnaire and interview. The reason is to obtain the qualitative and quantitative data in order to get the answer of the study questions. This was because questionnaires or interviews could be used in survey to collect data from selected sample to which the findings of the data analysis can be generalized (Gall, Gall, & Borg, 2007).

According to Gall, Gall, & Borg (2007, p. 228), questionnaires and interviews were used extensively in educational study to collect data about phenomena that are not directly observable; inner experience, opinions, values, interests, and the like. They also can be used to collect data about observable phenomena more conveniently than by direct observation.

1. Questionnaire

Questionnaire was chosen because it had advantages for the study. The first advantage was the cost of sampling respondents over a wide geographic was lower, and the second advantage was that the time required to collect the data typically was much less (Gall, Gall, & Borg; 2007).

The questionnaire was made to obtain the data quickly. The participants would have two types of questions in the questionnaire. The first one was open-ended questions and another one was closed-ended questions.

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a. Close-ended questions

Close-ended questions were questions which were easy. They were straightforward to code and did not discriminate unduly on the basis of how articulate the respondents were (Wilson and McLean, 1994).

However, according to Oppenheim (1992, p. 115) close-ended questions also had its disadvantages. Close-ended questions do not enable participants to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias (as cited in Cohen, Manion, & Morrison, 2011, p. 382).

For the closed-ended questions, the researcher used likert-scale as there are 25 questions with 5 choices of answer. There are „Strongly Disagree‟, „Disagree‟, „Undecided‟, „Agree‟, and „Strongly Agree‟. As Joshi, Kale, Chandel, and Pal (2015) state that likert-scale is a set of statements offered for a real situation under study. For the likert-scale, the participants are asked to show their level of agreement with the given statement. The level of agreement itself is from „strongly disagree‟ to „strongly agree‟.

As Joshi, Kale, Chandel, and Pal (2015) have said, the position of neutrality (undecided) in the middle of the level of agreement provides independence to the participants to choose any response in a balanced. This construction is known as symmetric scale.

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b. Open-ended questions

The aim of open-ended questions was to give freedom to the participants to write the answer. These kinds of questions were good, however it was difficult to code and classify. It meant the researcher should work harder in order to find the answer.

2. Interview

The aim of interview in this study was to obtain data in details from the participants. The interview allowed the researcher to obtain more data and clarify some of the data which already existed from the questionnaire.

As Kerlinger (1970) states, interview could be used to follow up unexpected results or to go deeper into the motivations of respondents and their reasons for responding as they do (as cited in Cohen, Manion, & Morrison, 2011, p. 411). Thus, the researcher could clarify the students‟ answers in questionnaire and got the clearer answers through interview.

Interview in this study was a set of questions which were asked to the respondents. The answers were recorded which the interviewer was free to modify the sequence of questions, change the wording, explain them or add to them to the completely informal interview (Cohen, Manion, and Morrison; 2011).

By using those instruments, the researcher wanted to figure out the perception of the use of Google Translate by students in XI IPS 1 SMA N 1

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Banguntapan in writing exposition text. The data gathering technique was

going to be done in two steps.

The first step was the researcher distributed the questionnaire to XI

IPS 1 SMA N 1 Banguntapan. The researcher distributed the

questionnaires after observing the class during the PPL. The researcher expected that the students already used Google Translate to help them doing writing assignments which was given by the researcher as an individual assignment.

The next step was the researcher did the interview with students who always used Google Translate to help them in doing the assignments and with the students who did not really use Google Translate. This interview was done with expectation the researcher obtained clearer and reliable data. The researcher was going to interview two learners who have the most positive answer toward Google Translate and other two learners who have the most negative answer toward Google Translate. The interview was done in two days, with two learners each day and took 20 minutes the most for each learner.

E. Data Analysis Technique 1. Quantitative Data

Quantitative data was numerical data that was from the study (Cohen, Manion, and Morrison; 2011). The qualitative data from this study would be from the first part of the questionnaire. The first part of the

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questionnaire had 25 close-ended questions which would be analyzed and calculated using the percentage.

a. Closed-ended questions

In the questionnaire, the researcher made 25 close-ended statements. For each statement, the degree of agreements and disagreements were classified as „Strongly Disagree,‟ „Disagree,‟ „Undecided,‟ „Agree,‟ and „Strongly Agree‟.

The first step to obtain the data was the researcher calculated the amount of respond from the students who answered „strongly agree,‟ „agree,‟ „undecided,‟ „disagree,‟ and „strongly agree.‟ After knowing the amount, the researcher put the data on the table to make it clear.

In this study, the students‟ perception on Google Translate could be measured based on the answers they gave. Students who had the positive perceptive were the students who had „strongly agree‟ and „agree‟ as the most answer of their questionnaire. Thus, the students who had the negative perceptive are mostly answer „disagree‟ and „strongly disagree‟.

In order to know the result in numbers, the researcher calculated the total respondents and the data obtained, and changed it into percentage. The formula was;

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Notes:

∑n is the numbers of participants based on the degree of agreement ∑ is the numbers of participants in this study

Percentage is the result

2. Qualitative Data

According to Cohen, Manion, and Morrison (2011, p. 537), qualitative data involved organizing, accounting for, and explaining the data; in short, making sense, noting patterns, themes, categories, and regularities. Moreover, Gibbs (2007, p. 3) states that qualitative data analysis was distinguished by its merging of analysis and interpretation (as cited in Cohen, Manion, & Morrison, 2011, p. 537).

There were two types of qualitative data in this study. The first one would be from open-ended questions in the questionnaire and the second one was from the interview.

a. Open-ended questions in Questionnaire

In the questionnaire, the researcher made three open-ended questions. The aim of these open-ended questions was to know the learners‟ perceptive more. In analyzing the data, the researcher collected all the raw data and analyzed the whole data and found the

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major theme for each question. After the researcher found the major theme, the researcher checked it with the theories that were presented in the literature review. It helped the researcher to identify the result easier.

b. Interview

In order to answer the research problems, the researcher analyzed and presented data from the English learners‟ interviews. The interview was conducted to get the data for the research problem which was the students‟ perception on the use of Google Translate in writing analytical exposition text. After the researcher had conducted the interview, the researcher transcribed the record of the interview. Then, the researcher had to summarize the data. Next, the researcher compared the results from the questionnaire and the interview in order to find the differences and similarities. Then, based on the comparison of the data, the researcher concluded the data to find the students‟ perception about Google Translate in writing and their suggestions. At last the researcher had to describe and explain the result into description and words.

F. Research Procedure

In this study, the researcher conducted the following study steps to make the study effective. There were eight steps that should be followed which were; planning, defining the population, sampling, constructing the

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instrument, asking permission, conducting the survey, processing the data, and reporting the data.

1. Planning

The first step that should be followed by the researcher was planning the study. The researcher decided a topic to conduct the study. The researcher also explained the reasons for choosing the topic and the background of the problem chosen. After that, the researcher formulated the research problem for the study. Last, the researcher gathered all theories to support the researcher‟s study problems.

2. Defining the Population

The next step that the researcher had to conduct was to define the population of the study. The target population of this study was the students of grade XI of SMA N 1 Banguntapan academic year 2014/2015.

3. Sampling

For the sampling part, the researcher chose purposive sampling. The samples were students of XI IPS 1 SMA N 1 Banguntapan academic year 2014/2015. There were 31 students in the class.

4. Constructing th eInstrument

Constructing the instrument was the next step to do in the study. The researcher already found the sampling, therefore the researcher need to make the instruments to conduct the study. The researcher constructed a

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questionnaire. Open-ended and close-ended questions were used in the questionnaire. The researcher also used interview as instrument. In the interview, the researcher had to record the interview to gain data.

5. Asking Permission

In this step, the researcher had to ask for a permission to distribute the questionnaire and do the interview. The researcher had to go to SMA N

1 Banguntapan to ask for permission. When the researcher got the

permission, the researcher could start the data collecting.

6. Conducting the Research

The researcher distributed the questionnaire to the participants of the study. After done with the questionnaire, the researcher conducted interview with the participant chosen.

7. Processing the Data

After conducting the study, the researcher gathered the data from questionnaire and interview. Then, the researcher analyzed the data to be processed. This step was done to find the answer for the research problems.

8. Reporting the Data

The last step of the study was to report the data. The result of this study was used to draw a conclusion of the study.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents and discusses the result obtained from the questionnaire and the interview to answer the research problem which is what is the students‟ perception on the use of Google Translate in Writing Analytical Exposition? The questionnaire and the interview are the instruments used by the researcher to obtain the data from the research participants.

A. Results

In this section, the researcher would present the results that had already obtained from the research. There were quantitative and qualitative results. The quantitativeresult was from the first part of the questionnaire meanwhile the qualitative result was from the second part of the questionnaire and interview.

1. Quantitative Result of Students’ Perception on the Use of Google Translate

This part presents the findings to answer the formulated research problem which is already formulated. The research problem is about the students‟ perception on the use of Google Translate in Writing Analytical

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Exposition. The data gathered using a questionnaire which consisted of 25 statements and 4 open-ended questions for 31 research participants.

The researcher divided this part into four parts in order to present the data clearly. The parts were: (1) students‟ writing skills before knowing Google Translate, (2) students‟ writing method, (3) students‟ knowledge about Google Translate, and (4) students‟ perception on the use of Google Translate in writing Analytical Exposition. From the close-ended statements, there were 5 degree of agreements; Strongly Disagree (SD), Disagree (D), Undecided (U), Agree (A), and Strongly Agree (SA). a. Students’ Writing Skill Before Using Google Translate

The researcher found out the students‟ perception about their skill before knowing Google Translate through the questionnaire and interview. In the questionnaire from the close ended questions, the statements were from number 1 to 6. The table 4.1 showed the data from part 1.

Table 4.1 The Students’ Writing Skill Before Using Google Translate

No. Statements

Frequencies of Response

1 (SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % % 1. I do not like writing in my spare time 12.90 12.90 41.93 19.35 12.90 2. I feel that writing assignment in English

is difficult 9.67 29.03 38.70 16.12 6.45 3. I feel that writing Analytical Exposition

in English requires to many steps 0.00 35.48 29.03 32.25 3.22 4. I do not know that in writing an

Analytical Exposition there are steps to help the writing process

6.45 22.58 29.03 41.93 0.00 5. I do not like writing Analytical

Exposition because English is difficult 16.12 32.25 19.35 29.03 3.22 6. I do not like writing an Analytical

Exposition because English is not a language that I mastered

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As presented in Table 4.1, the result of statement 1 was 41.39% of the students chose undecided. Meanwhile 12.90% of the students chose disagree, 12.90% of the students chose disagree, 19.35% of the students chose agree, and 12.90% of the students chose strongly agree. It could be seen that the highest percentage was undecided. Therefore, it could be concluded that most of the students thought writing was not problem for them.

Next, the result of statement 2 was 38.70% of the students chose undecided. Meanwhile 29.03% of the students chose disagree, 16.12% of the students chose agree, 9.67% of the students chose strongly disagree, and 6.45% of the students chose strongly agree. It showed that most of the students in the class thought that sometimes writing was difficult but sometimes writing was also easy.

The result from statement number 3 was 35.48% of the students disagreed with this statement. Meanwhile 32.25% of the students agreed, 29.03% of the students chose undecided, 3.22%of the students strongly agreed and no one chose strongly disagree. Therefore, it could be seen that the majority of the class disagreed that writing Analytical Exposition required too many steps.

The result for statement number 4 was the majority of the students agreed with 41.93%. Meanwhile 29.03% of the students chose undecided, 22.58% of the students disagreed, 6.45% of the students strongly disagreed, and 0.00% of the students strongly agreed. It showed that the

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most of the students did not know that writing an analytical exposition needed many steps and was a long process.

Next, the result of statement 5 was the majority of the students chose disagree. This could be seen from the data obtained that 32.25% of the students disagreed, 29.03% of the students agreed 16.12% of the students strongly disagreed, 19.35% of the students chose undecided, and 3.22% of the students strongly agreed. Thus, the statement number 5 showed that the students disagreed that they did not like writing Analytical Exposition because English was difficult for them.

The last, the result of statement number 6 was 35.48% of the students disagreed with the statement number 6. Meanwhile 19.35% of the students strongly disagreed and 19.35% of the students undecided for this statement. The rest were 16.12%of the agreed and 6.45%of the students strongly agreed. It could be concluded that the majority of the students disagreed that they did not like writing an Analytical Exposition because they did not master English.

b. Students’ Writing Technique

Table 4.2 The Students’ Writing Technique

No. Statements

Frequencies of Responses 1(SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % %

1. I always write my writing assignment in Indonesian and translate it into English

3.22 19.35 19.35 41.93 16.12

8. I write my Analytical Exposition in Indonesian word by word to be translated into English

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No. Statements

Frequencies of Responses

1(SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % %

9. I feel it is not easy to translate my Indonesian Analytical Exposition into English

9.67 25.80 38.70 22.58 0.00

The result of statement number 7 was most of the students agreed that they wrote their assignment in Bahasa Indonesia and translated it to English with 41.93% agreed. Meanwhile 19.35% of the students disagreed, 19.35% of the students undecided, 16.12% of the students strongly agreed and 3.22% of the students strongly disagreed. It showed that the amount of students who chose agree were more than half class. Therefore, it could be concluded that the class agreed that they wrote Bahasa Indonesia text first when writing their Analytical Exposition then translated it into English.

Next, the result of statement number 8 was 35.48% disagreed, 35.48% agreed, 16.12% undecided, 9.67% of the students strongly disagreed, and 3.22% of the students strongly agreed. From the result above, it could be seen that most of the students did not translate their assignment word by word from Bahasa Indonesia into English.

The last, the result of statement number 9 was most of the student had undecided opinion with 38.70%. Meanwhile 25.80% disagreed, 22.58% agreed, 9.67% strongly disagreed, and no one chose strongly agree. Thus, it could be concluded that most of students in the class

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sometimes felt that translating Bahasa Indonesia into English was difficult, but sometimes it was easy too. That was why they chose undecided choice.

c. Students’ Knowledge about Google Translate

Tabel 4.3 Students’ Knowledge of Google Translate

No. Statements

Frequencies of Responses 1(SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % %

10. I know that there is an online tool

to translate 0.00 3.22 0.00 64.51 32.25

11. I use a tool to help me translating my Indonesian Analytical

Exposition into English

3.22 0.00 22.58 64.51 9.67

12. I know only one tool to help translating which is Google Translate

25.80 41.93 12.90 16.12 3.22

13. I use Google Translate to translate my Indonesian Analytical

Exposition into English

0.00 25.80 35.48 35.48 3.22

The result of statement number 10 was the majority of the students agreed with this statement. Twenty students or 64.51% agreed with statement number 10 and 32.25% strongly agreed. Meanwhile only 3.22 % disagreed and no one chose strongly disagree nor undecided. It showed that almost the whole class agreed that they know online tool for helping them translate.

Table 4.3 also showed 20 students agreed for statement number 11. It meant that 64.51% agreed and 9.67% strongly agreed. With that, total 74.18% agree with statement number 11 and only 1 student or 3.22% strongly disagreed. Therefore, it could be concluded that most of the

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students used a tool to help them translating their Bahasa Indonesia Analytical Exposition into English.

As for statement number 12, the result showed that 41.93% of the students disagreed, 25.8% of the students strongly disagreed, 16.12% agreed, 12.90% undecided, and 3.22% strongly agreed. Therefore, it could be seen that most of the students disagreed that they only knew one tool to help them translating which was Google Translate.

The last, as for statement number 13, the result was 35.48% agreed, 35.48% undecided, 25.80% disagreed, 3.22% strongly agreed, and no one chose strongly disagree. Thus, it could be seen that most of the students agreed with statement number 13 which was students used Google Translate to translate their Analytical Exposition from Bahasa Indonesia into English.

d. Students’ Perception on the Use of Google Translate in Writing Analytical Exposition Text

Table 4.4The Students’ Perception about the Use of Google Translate in

Writing Analytical Exposition Text

No. Statements

Frequencies of Responses 1(SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % %

14. I use Google Translate to translate

my Indonesian writing into English 3.22 16.12 35.48 41.93 3.22 15. I feel that Google Translate helps

me a lot in doing my writing assignment in English class

0.00 19.35 48.38 29.03 3.22

16. I feel that Google Translate makes easier to write my Analytical Exposition

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From table 4.4, statement 14, it could be seen that the result was positive. It showed the majority of the students or 41.93% agreed 35.48% undecided, 16.12% of the students disagreed, 3.22% of the students strongly disagreed, and 3.22% of the students strongly agreed. Therefore, it could be concluded that 14 people or 45.15% were using Google Translate to translate Indonesian to English.

No. Statements

Frequencies of Responses

1(SD) 2 (D) 3 (U) 4 (A) 5 (SA) % % % % %

17. I prefer Google Translate than asking teacher or friends in writing my Analytical Exposition

6.45 64.51 19.35 6.45 3.22

18. I feel more comfortable to use Google Translate in writing Analytical Exposition because it easy to be accessed

6.45 38.70 22.58 29.03 3.22

19. I find writing Analytical Exposition becomes easier with the help of Google Translate

3.22 25.80 35.48 35.48 0.00

20. I feel Google Translate is a useful tool for a student like me in writing an Analytical Exposition

3.22 12.90 35.48 45.16 3.22

21. I feel that I should use Google Translate in writing my Analytical Exposition

12.90 45.16 29.03 12.90 0.00

22. Google Translate motivates me to

write a good Analytical Exposition 6.45 29.03 48.38 19.35 0.00 23. Google Translate helps me to

improve my writing skill 6.45 32.25 48.38 12.90 0.00 24. Google Translate helps me to be

aware with my grammatical mistakes and fix it

12.90 38.70 32.25 16.12 0.00

25. I find it necessary for my teacher to allow me using Google Translate to help me in finishing my Analytical Exposition

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The result of statement 15 showed that 48.38% of the students chose undecided. Meanwhile 29.03% agreed, 19.35% disagreed, 3.22% strongly agreed, and no one chose strongly disagree. Thus, it could be concluded that the majority of the students did not know whether Google Translate helped them in writing their Analytical Exposition or not as they chose undecided.

The result of statement 16 was 45.16% chose undecided, 32.25% agreed, 19.35% disagreed, 3.22% strongly disagreed, and no one chose strongly agree. It meant that most of the students did not know whether Google Translate made their writing easier since the majority of the students chose undecided.

Meanwhile the result of statement number 17 was 64.51% disagreed, 19.35% were undecided, 6.45% strongly disagreed, 6.45% agreed, and 3.22% strongly agreed. From the result above it could be concluded that 22 students or 70.96% students did not agree with the statement which said that the students prefered to use Google Translate than asking friends or teacher.

As the result for statement number 18 was 38.70% disagreed, 29.03 agreed, 22.58% chose undecided, 6.45% strongly disagreed, and 3.22% strongly agreed. It showed that the students did not find Google Translate convenient to be used as the rate of disagreement was 45.15%.

Then, the result of statement number 19 was 35.48% agreed, 35.48% undecided, 25.80% disagreed, 3.22% strongly disagreed, and

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0.00% strongly agreed. It showed that students in XI IPS 1 mostly agreed with statement number 19 which was writing analytical exposition text became easier with the help of Google Translate.

Next, the result for statement number 20 was 45.16% agreed, 35.48% undecided, 12.90% disagreed, 3.22% strongly agreed, and 3.22% strongly disagreed. It showed the result was majority of the students felt that Google Translate was useful for them to write an Analytical Exposition.

As for the result for statement number 21 was 45.61% disagreed, 29.03% undecided, 12.90% agreed, 12.90% strongly disagreed, and none chose strongly agree. From the result, it could be concluded that most of the students agreed that Google Translate not should be used all the time while writing their analytical exposition text.

Statement number 22 was related to students‟ motivation writinganalytical exposition text with Google Translate, the result was 48.38% chose undecided, 29.03% disagreed, 19.35% agreed, 6.45% students strongly disagreed and no one strongly agreed with this statement. Thus, it could be concluded that most of the students could not decide whether Google Translate motivated them in writing or not.

The result of statement number 23 was most of the students chose undecided. There were 48.38% of the students chose undecided, 32.25% disagreed, 12.90% of the students agreed, 6.45% of the students strongly disagreed, and none chose strongly agree. It could be concluded that the

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students could not decide whether Google Translate helped them improving their writing skill or not.

As the result of statement number 24 was majority of the students or 38.70% disagreed, 32.25% undecided, 16.12% agreed, 12.90% strongly disagreed, and none chose strongly agree. From the result, it could be concluded that the majority of the students agreed that Google Translate did not help them to be aware with their grammatical mistakes.

The last, the result of statement number 25 was 35.48% chose undecided, 29.03% disagreed, 25.80% agreed, 6.45% strongly agreed, and 3.22% strongly disagreed. With the majority of the students chose undecided, it could be indicated that the students did not know whether they should let the teacher to allow them using Google Translate in finishing their analytical exposition text or not.

From the result of closed-ended data, it might mean that the students were still in the process to decide whether Google Translate helped them in writing analytical exposition text or not. This was because the result of the closed-ended data was from the 25 questions, 10 questions got the undecided majority of answer, followed by 9 disagreed and 8 agreed. The result came as 3 questions got the same majority answer.

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2. Qualitative Result of Students’ Perception on the Use of Google

In this part, the researcher presented qualitative data gathered from the second part of questionnaire which were four closed-ended questions and interview.

a. Open-ended result from Questionnaire

In this part, the researcher presented the data gathered from the open-ended part in the questionnaire. There were 4 open-ended questions that the students needed to answer in order to gather data.

i. Students’ difficulties on writing Analytical Exposition

There were 5 sources of difficulties as the result of the question number 1. The findings were vocabulary, grammar, translating, making paragraph, and developing the theme.

The first source of difficulty was vocabulary. Vocabulary was the essential component whenever people wanted to make sentences or paragraphs. Therefore, the minimum knowledge about vocabulary was needed. The followings were the example of the students‟ answers;

Student #30 wrote:

“Memilih kata untuk menjadi sebuah tulisan yang benar.”

(Choosing the vocabulary to be a correct form of writing.)

Meanwhile student #20 wrote:

“Kesulitan menentukan kata-kata yang tepat untuk membuat

kalimat dan menentukan bentuk lampau atau tidaknya penggunaan verb 1/2/3”

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(It is difficult to decide which vocabularies to be used to make sentences. It is difficult to decide the past form of a vocabulary and the use of verb 1/2/3)

This finding was supported by White, Graves, and Slater (1990) who stated that vocabulary knowledge is the single best predict of English learners‟ academic achievement. Therefore, students who did not know a lot of vocabularies found it difficult to make a good writing.

Next, the second source of difficulty was grammar. In order to make a good sentence, students should understand the basic knowledge of the use on English tenses. However, because English was not students‟ first language, it was difficult to master grammar and applied it.

Student #3 wrote;

“Agak kesulitan dalam menggunakan grammar yang benar dan susunan kalimat yang baik sesuai dengan standar.”

(It is difficult to use the correct grammar and make a correct sentence.)

Meanwhile student #12 wrote;

“Saya kesulitan dalam menggunakan grammar.”

(I find it difficult to use grammar.)

Student #14 wrote;

“Kesulitannya itu pada grammar.Masih kurang paham tentang Grammar.”

(The difficulty is in grammar. I still do not understand how to use grammar.)

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From the result above, it could be seen that students was lack of knowledge of grammar. Most of the students in XI IPS 1 agreed that grammar was very difficult and gave them problem.

The next finding for number 1 was the translating problem. Students of XI IPS 1 SMA N 1 Banguntapan were writing their Analytical Exposition in Indonesian before they translated it into English. However, translating it into English was not an easy job for them.

Student #7 wrote:

“Kesulitan mengubah kata dari bahasa Indonesia ke Bahasa Inggris.”

(It is difficult to change the Indonesia vocabularies into English.)

Student #11 wrote;

“Susah karena sebenarnya tidak mengerti artinya.”

(It is difficult because I do not know the meaning.)

The finding number 4 was about making good sentences and a paragraph. Most of the students did not know a lot of vocabulary and did not understand grammar well. Therefore, they found it difficult to make a proper sentence.

In student‟s #17 opinion;

“Saya kesulitan merangkai kata yang benar dan tepat untuk digunakan dalam kalimat Bahasa Inggris yang

baik.”

(I find it difficult to find a correct vocabulary to be used in a proper English sentence.)

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Meanwhile student #15 had the similar opinion which was; “Kesulitan menyusun kata demi kata, sulit menyusun grammar untuk dijadikan kalimat.”

(It is difficult to compose word by word.It is difficult to compose a sentence with a proper tense.)

The last finding was about developing the theme to make it into a good Analytical Exposition. Even though the teacher already gave them the theme for their writing, the students still found it difficult to develop their ideas.

The answer that was written by student #25 was; “Susah buat mengembangkan pembahasan dari tema.”

(It is difficult to develop the ideas from the theme given.)

Meanwhile student #29 wrote the similar answer as; “Susah bikin cerita dari tema yang sudah ada.”

(It is difficult to make a story from the theme given.)

From the result above, it could be seen that the students‟ problems in writing Analytical Exposition were in basic things such as vocabulary and grammar as the majority of the class wrote those two findings the most. The two major findings were followed by their difficulties in translating from Indonesian into English, their skill to arrange sentences and paragraphs, and the lack of creativity to develop the theme that already given.

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ii. Students’ opinions about the use of Google Translate in writing Analytical Exposition

There were only two findings for the question number 2. The first finding which written the most by the students was it was not helping much. Google Translate was not reliable because it had no specific system that could help people who needed to do translation. It could be understood because Google Translate was a free tool.

For question number 2, student #1 had an opinion as following; “Google Translate kurang membantu dalam penerjemahan

kalimat yang panjang karena ada beberapa terejemahan yang tidak sesuai.”

(Google Translate does not help much in translating long sentence because there are mistranslations in it.)

Student #15 had a similar opinion and wrote;

“Tidak setuju memakai Google Translate, karena di Google Translate grammarnya tidak sesuai.”

(I do not agree to use Google Translate because the grammar is not correct.)

The answer that was written by student #15 was supported by student #8 who wrote;

“Google Translate kurang akurat dalam pembahasan.” (Google Translate is not accurate in translating.)

Meanwhile the second finding found that the students also found Google Translate was useful and helped them a lot in the process of writing Analytical Exposition.

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In the questionnaire, student #12 wrote;

“Google Translate membuat tugas Analytical Exposition menjadi lebih mudah.”

(Google Translate makes analytical exposition assignment become easier.)

The statement above was supported by student #25 who wrote; “Google Translate membantu dalam pencarian kosa

kata untuk ditempatkan dalam sebuah kalimat.”

(Google Translate helps in finding the correct vocabularies to be put in a sentence.)

Meanwhile student #3 wrote;

“Penggunaan Google Translate memang membantu

dalam penulisan Analytical Exposition, namun tidak membuat penulis menjadi lebih pintar dan kreatif

secara cepat.”

(The use of Google Translate helps in writing Analytical Exposition, but it does not make the writer becomes more clever and creative.)

Thus, it could be concluded that the majority of the students wrote that Google Translate did not help at all in writing their analytical exposition text. Even though some students wrote that Google Translate did help them, most of them added that sometimes Google Translate confused them. This meant that Google Translate was not useful for the students in XI IPS 1 SMA N 1 Banguntapan.

iii. The use of Google Translate in writing Analytical Exposition There were two findings as the result of question number 3. There were „no‟ and „yes‟.

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The most findings for this question was „no‟ as student #1 wrote;

“Tidak. Karena grammar yang digunakan Google

Translate kurang tepat dan tidak membantu.”

(No. It is because the grammar in Google Translate is not accurate and it does not help much.)

Another answer written by student #31 which was;

“Tidak. Google Translate tidak membantu dalam

pengerjaan Analytical Exposition saya sama sekali.”

(No. Google Translate did not help at all in writing my Analytical Exposition.)

Meanwhile student #19 wrote;

“Tidak. Saya tidak merasa Google Translate membantu

dalam mengerjakan Analytical Exposition saya.Saya lebih memilih menggunakan kamus manual.”

(No. I do not feel that Google Translate helps me in writing my Analytical Exposition. I prefer to use manual dictionary.)

The answers above showed that Google Translate did not help much in helping the students. It did help in trivial thing such translating vocabularies, but not in sentences. Meanwhile, in other side some students felt that Google Translate helped them in writing their Analytical Exposition.

Student #17 wrote:

“Iya. Karena mempermudah untuk mengenai kalimat yang

benar, tetapi kadang Google Translate tidak selalu benar.”

(Yes, because it helps me to make a correct sentence. However, sometimes Google Translate is wrong.)

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Student #25 wrote:

“Lumayan. Ketika ngepasin kalimat Bahasa Inggrisnya pas

enggak sama arti dalam Bahasa Indonesianya.”

(It is okay to check whether the English sentences are in the right translation of the Indonesian.)

Meanwhile student #14 wrote:

“Ya lumayan, tetapi tetap harus diperbaiki sendiri. Jadi ya sama saja.”

(Yes. It is okay. But I need to fix it by myself. So it does not really help.)

From the findings, it could be concluded that the majority of the students in XI IPS 1 did not find Google Translate helped them in writing their Analytical Exposition. This is because even though they stated that it did help, they still wrote dissatisfaction about how Google Translate was lack of grammar accuracy and not suitable choice of vocabularies.

iv. Students’ suggestions to improve their writing skill in English There were 3 findings for the question number 4. There were memorizing vocabulary everyday, learning grammar by themselves, and playing fun English games.

For the first suggestion which was memorizing vocabularies everyday, student #6 wrote:

“Menghafal kosa kata atau menulis kata yang tidak tahu, kemudian dicari di Google Translate.”

(Memorizing vocabularies or writing vocabularies that I am not familiar with, and then I try to find it in Google Translate.)

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The suggestion by student #6 supported by suggestion student #23 who wrote:

“Belajar kosa kata baru.Bisa 1 hari 1 kosakata baru.”

(Learning new vocabulary everyday, at least one new vocabulary for one day.)

The second suggestion was about learning grammar in a fun way. The students thought that learning grammar in class was not enough. Therefore they suggested learning it by themselves. Student #27 wrote:

“Lebih banyak menghafal grammar dan memahami present

tense dan past tense sendiri.”

(Memorizing grammar and understanding more about present tense and past tense by myself.)

Student #14 wrote:

“Menurutku harus banyak belajar tata bahasanya dulu

sebelum mulai menulis atau membuat tulisan.”

(In my opinion, we need to learn the grammar first before we start writing.)

The suggestions were supported by student #17 who wrote: “Harus belajar grammar terlebih dahulu atau kosa kata dan tense.Kata-kata yang bersifat umum harus dihapal.”

(I need to learn grammar first or vocabularies and tenses. The common vocabularies need to be memorized.)

The last suggestion was playing games to make students excited while learning. Student #19 wrote:

“Banyak membaca text Bahasa Inggris. Banyak buat games yang menarik dalam Bahasa Inggris.”

(Read a lot of English texts. Make a lot of interesting games in English.)

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The findings above showed that vocabulary and grammar were two important things that teacher needed to pay attention. The students themselves realized that they lacked of knowledge about vocabulary and grammar.

b. Qualitative Result from Interview

In order to gain more data, the researcher conducted an interview with four students. The questions in the interviews aimed to find out the students‟ opinion about writing.

Based on the interview related to the students‟ interest in writing, all of the four respondents agreed that they liked writing. However, in their opinion writing for school assignments, English especially, was not their interest.

“Aku suka nulis.Tapi nulis cerpen, puisi pokoknya tulisan

-tulisan yang berkaitan sama sastra gitu.” (Student 30)

“I like writing such as writing short stories, poems and other writings that related to literature.”

In the students‟ opinion, writing English was difficult. They were not familiar with the language. Therefore when they got English assignment about writing, they found it difficult because it was not their interest.

Related to students‟ perception on the Analytical Exposition assignment, three students agreed that writing Analytical Exposition was not easy at all.

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“Susah. Nulis Bahasa Inggris yang biasa aja susah. Apalagi Analytical Exposition yang ada topiknya dan ada aturannya.Susah di grammarnya, cari kosa katanya dan juga ngembangin ide-idenya.” (Student 30)

“It is difficult. Writing the simple writing of English is difficult enough, analytical exposition is more difficult. It has its own topic and has its own rules. The grammar and vocabularies are difficult and also difficult to develop ideas.”

Their problems were similar to each other. They did not know many vocabularies and did not understand grammar. English was difficult to understand. Therefore, they found it difficult to write a text in English.

The next question was whether they write their Analytical Exposition in Indonesian first to be translated into English. And another question was related to their perception about whether it was difficult or not to translate their Indonesian text into English.

“Kalau aku ngerjain tugas Analytical Exposition aku tulis

Bahasa Indonesia dulu daripada langsung Bahasa Inggris.Soalnya pemilihan kata-kata itu hlo kadang gak nemuin yang cocok.Jadi Bahasa Indonesia dulu biar gampang terus baru ditranslate ke Bahasa Inggris.” (Student 19)

“I write my Analytical Exposition in Bahasa Indonesia then translate it to English. This is because I cannot find the proper vocabularies in English. Therefore, I write in Bahasa Indonesia first then translate it into English.”

The result was all of the students agreed that they wrote their text in Indonesian first then translate it into English. All of the students agreed that it was easier to write in Indonesian first because they were familiar with their own language. After that, they began to translate their

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