A study on out-of-class language activities among the eighth grade students of Joannes Bosco Junior High School Yogyakarta.

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A STUDY ON OUT-OF-CLASS LANGUAGE ACTIVITIES

AMONG THE EIGHTH GRADE STUDENTS OF

JOANNES BOSCO JUNIOR HIGH SCHOOL YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Monika Barek Tokan Student Number: 111214053

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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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Monika Barek Tokan

Nomor Mahasiswa : 111214053

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A STUDY ON OUT-OF-CLASS LANGUAGE ACTIVITIES AMONG THE EIGHTH GRADE STUDENTS OF

JOANNES BOSCO JUNIOR HIGH SCHOOL YOGYAKARTA beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 13 Juli 2016 Yang menyatakan

vi ABSTRACT

Tokan, Monika Barek. (2016). A Study on Out-of-Class Language Activities among the Eighth Grade Students of Joannes Bosco Junior High School Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.

Out-of-class language activities are considered as important elements for Junior High School students because out-of-class language activities can support English learning in the classroom. Junior High School students are expected to engage themselves in the proper kinds of out-of-class language activities to support their English learning in the classroom. In fact, not all Junior High School students can engage themselves in proper kinds of out-of-class activities. Knowing the kinds of out-of-class language activities carried out by students can help their teachers to encourage students to engage themselves in English activities outside the classroom in proper ways . The purpose of this study is to obtain the information about the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in.

This study used survey method. The researcher used a questionnaire as an instrument for this research. This study used a five-point Likert scale. The researcher distributed the questionnaires to eighty one students who were the eighth grade students of Joannes Bosco Junior High School Yogyakarta.

The results showed that most students of the eighth grade of Joannes Bosco Junior High School Yogyakarta, as teenagers students, were frequently engaged in self-directed activities which were intrinsically interesting to them such as listening to songs, watching movies, and writing status on FB. The reason was the average score from the questionnaire in these kinds of activities were the highest one. In addition, the study also found that students were frequently engaged in self-instruction activities for the sake of learning English if the activities associated with school assignments.

The findings of this study can be used to help English teachers of Joannes Bosco Junior High School Yogyakarta to encourage students to engage in activities which are considered as the interesting activities for them but also can support their English. In other words, out-of-class language activities conducted by junior high school students can be used to support English learning in the classroom as far as teachers give attention to this out-of-class language activities.

Keywords: Out-of-class language activities, directed activities, self-instruction activities, eighth grade students of Joannes Bosco Junior High School Yogyakarta

vii ABSTRAK

Tokan, Monika Barek. (2016). A Study on Out-of-Class Language Activities among the Eighth Grade Students of Joannes Bosco Junior High School Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Out-of-class language activities merupakan unsur pentingbagi para siswa SMP karena dapat digunakan untuk melengkapi pembelajaran di kelas bahasa Inggris. Siswa SMP diharapkan agar dapat terlibat dalam out-of-class language activities untuk mendukung pembelajaran bahasa Inggris di kelas. Namun dalam kenyataanya, tidak semua siswa SMP terlibat dalam out-of-class language activities secara tepat. Dengan mengetahui jenis-jenis out-of-class language activities yang dilakukan siswa, para guru dapat terbantu untuk mendorong para siswa agar terlibat dalam kegiatan-kegiatan tersebut dengan cara yang tepat. Tujuan dari penelitian ini adalah untuk memperoleh informasi tentang jenis-jenis out-of-class language activities yang dilakukan oleh siswa kelas VIII SMP Joannes Bosco Yogyakarta.

Penelitian ini menggunakan metode survei. Peneliti menggunakan kuesioner sebagai instrumen untuk penelitian ini dan juga menggunakan lima poin skala Likert. Peneliti menyebarkan kuesioner kepada delapan puluh satu siswa yang merupakan siswa kelas VIII SMP Joannes Bosco Yogyakarta.

Hasil penelitian menunjukkan bahwa kebanyakan siswa kelas VIII SMP Joannes Bosco Yogyakarta sebagai pelajar remaja terlibat dalam kegiatan kegiatan self-directed yang secara intrinsik menarik untuk mereka seperti mendengarkan lagu, menonton film, dan menulisdi FB. Alasannya adalah skor rata-rata siswa dari hasil kuesioner dalam jenis-jenis kegiatan ini adalah yang tertinggi. Disamping itu, penelitian juga menemukan bahwa siswa terdorong melakukan kegiatan self-instruction untuk kepentingan pembelajaran bahasa Inggris sejauh kegiatan itu berkaitan dengan tugas-tugas sekolah.

Temuan dari penelitian ini dapat membantu para guru bahasa Inggris dari SMP Joannes Bosco Yogyakarta untuk mendorong siswa agar terlibat dalam kegiatan-kegiatan yang dianggap sebagai yang menarik bagi mereka tapi sekaligus penting untuk mendukung bahasa Inggris mereka. Dengan kata lain, out-of-class language activities yang dilakukan para siswa SMP dapat digunakan untuk mendukung pembelajaran bahasa Inggris di dalam kelas apabila para guru juga terlibat dengan memberi perhatian untuk out-of-class language activities ini.

Kata kunci: Out-of-classs language activities, self-directed, self-instruction, siswa kelas VIII SMP Joannes Bosco Yogyakarta

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ACKNOWLEDGEMENTS

First of all, my deepest gratitude is for our Lord, Jesus Christ for His blessings, love, strength, inspiration, and guidance for me during the process of finishing my thesis.

Though only my name appears on the cover of this thesis, a great many people have helped me in finishing my thesis. I would like to express my gratitude to my beloved advisor, Dr. Retno Muljani, M.Pd., for her patience, motivation, and immense knowledge. Her guidance helped me in all the time of research and writing of this thesis. My sincere thanks also goes to all the lecturers of English Language Education Study Program for teaching and guiding me during my study from the first semester until the last semester in Sanata Dharma University.

I address my gratitude to the headmaster of Joannes Bosco Junior High School, Ibu Ag. Nuranisah S, S. Ag. , who has permitted me to conduct the research in the school. I would give thanks to Ibu Asterina Saptiani, S. Pd., the eighth grade of English teacher at Joannes Bosco Junior High School Yogyakarta for her willingness that I could conduct the research in her class.

I would like to address my deep gratitude to my parents, Bapak Daniel Duran Ola and Mama Theresia Barek Wara for the prayers and support. I also thank all sisters in Kongregasi Suster-suster Santo Dominikus di Indonesia, and my beloved sisters in Santa Katarina convent for their love, support, prayers, and patience during my study.

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I thank my friends who make my life meaningful: Ayu Wulan Kinanti, Rosa Anindya Puspitasari, Merry Trisna Murti, Sella S. I thank them for the support, love, encouragement, laughter, and sharing.

My sincere gratitude also goes to people whose names cannot be mentioned one by one, for the prayers, support, and help during the process of finishing my thesis.

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TABLE OF CONTENTS

Page

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 ... xii

LIST OF APPENDICES ... xiii

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

B. Research Problem... 5

C. Problem Limitation ... 6

D. Research Objective... 6

E. Research Benefits ... 6

F. Definition of Terms ... 7

CHAPTER II.REVIEW OF RELATED LITERATURE 10 A. Theoretical Description... 10

1. Definition... 11

2. The kinds of the out-of-class language activities ... 12

a. Self- instruction activities... 13

b. Naturalistic activities ... 14

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3. The Teenagers and Out-of-Class Language Activities... 15

a. The Teenagers and Autonomy...15

b. The Teenagers and Digital Natives...17

4. The previous study on out-of-class language activities... ... 19

B. Theoretical Framework ... 23

CHAPTER III. RESEARCH METHODOLOGY 25

A. Research Method ... 25

B. Research Respondents ... 26

C. Research Instrument ... 27

D. Data Gathering ... 32

E. Data Analysis... ...34

F. Research Procedure ... 35

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 39

A. The frequency of out-of-class language activities... 39

B. The classification of the kinds of out-of-class ... language activities...43

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 51

A. Conclusions ... 51

B. Recommendations ... 53

REFERENCES ... 56

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LIST OF TABLES

Tables Page

Table 3.1 The blueprint of the questionnaire... 29 Table 3.2 The example of the closed-ended question of ...

the questionnaire... 30 Table 3.1 The blueprint of the interview... 32 Table 4.1 Frequencies and mean score of out-of-class language activities .. 40 Table 4.2 Out-of-class language activities ranked in order of frequency ... 37

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LIST OF APPENDICES

Appendix Page

Appendix A. Research Permission Letter... 58

Appendix B. Questionnaire ... 59

Appendix C. Questionnaire Result... 60

CHAPTER I INTRODUCTION

This chapter presents a brief introduction of the study. In this chapter, there are six sub-chapters. They are the research background, research problem, problem limitation, research objective, research benefits, and definition of terms.

A. Research background

Learning English as a foreign language in an English classroom has been a concern for a long time. There are various kinds of methods, approaches, and techniques applied to conduct and, even, to support learning- teaching process in the classroom. However, some Junior High School students still find difficulties in supporting their learning in their classroom. Some of them lack their motivation in learning English inside the class, although actually they are active English learners outside the class.

Recently, research has found that out-of-class studies reveal learners who show more initiative in creating opportunities outside the classroom to support their English learning in the classroom (Benson, 2011, p. 216). Benson in recent literature proposes that the term „out-of-class‟ language activities have mainly been used to refer to activities that supplement classroom learning. According to

Benson, the activities to supplement classroom learning might include homework, access work, extra-curricular activities and the use of self-instructional materials. In addition, Benson tends to use this term in the way that out-of-class language activities are typically initiated by the learner by making use of authentic resources, involving pleasure and interest outside the formal classroom and also with the broader intention of learning. Hyland (2004) in her large study on 228 trainees and practicing ESL teachers in Hong Kong examined their activities using English out of the classroom. She found that respondents use English out of the classroom to improve their English but also engaged in independent activities. The most frequent activities were writing emails, reading academic books, and surfing the internet, followed by watching videos, reading newspapers, watching TV programs and listening to songs. However, there is still little research for Indonesian learners both teenage learners and adult learners, as foreign language learners engageing themselves in out-of-class language activities.

In Indonesia where English is used as a foreign language, out-of-class language activities are important to be noticed. As Dardjowidjojo (2000) points out that with few exceptions, generally a high school graduate is not able to communicate intelligibly in English. Dardjowidjojo continues that graduates of secondary schools, despite many hours of learning English over several years, often have little English proficiency. Dardjowidjojo acknowledges that in Indonesia, communicative language approach has been globally used but both Indonesian and English language teaching tend to focus on language usage, not

language use. Dardjowidjojo says that therefore, the implementation of communicative language approach is expected to achieve the balance between language usage and language use. It can be said that the opportunity to implement language learning and language use can be done in learning teaching process in the classroom, but students can seek the opportunity to support language learning and language use by actively engage themselves in out-of-class language activities. It is because students have more time to engage themselves in out-of-class language activities outside the out-of-classroom. However, some students do not know how to manage their time in proper ways by engaging themselves in proper kinds of out-of-class language activities.

Based on the researcher‟s experience as an adult learner, learning English as a foreign language is not easy. The researcher finds difficulties in using English to communicate in and out of class. Many of the researcher‟s friends as adult learners lack their motivation and they do not know how and where to improve their English skills. They just waiting for teachers to teach them by giving them an explicit instruction in the classroom even though they actively engage themselves in out-of-class language activities. They spend their times by watching movies in English language, reading English-language novels, surfing the net, and listening to English language songs. It can be said that the opportunities in making use of English are exist outside the class, but some students as adult learners do not realize it.

Similarly, when the researcher taught English in one of Senior High School in Yogyakarta in February to May 2015, the researcher also found the

same situation. Although the curriculum supported the development of English language skills, encouraged various methods, the students still lacked their motivation in learning English. The English classrooms seemed very unpractical and boring, even though some of the students were the active English learners outside the class. They watched movies in English, listened to English songs, and used the internet when they spent most of their times after school. Some of them asked about the vocabularies, idioms, pronunciations which were heard from English movies and songs, but still not all of them realized that those activities could support their English learning. It seemed that the nonclassroom activities which were experienced by them could help them to increase their English language skills in a way that might not be possible in the classroom, but they did not realize it. Formal classroom learning is one way to practice and learn a new language, but there are many opportunities for learning and engaging in new languages existing outside of the classroom.

The fact that the adults and Senior High School English learners as described previously probably do not know how to help themselves as active learners in out-of-class language activities arises the question about the teenager learners, specifically the eighth grade students of Johannes Bosco Junior High School Yogyakarta. On one side, this can be a good opportunity for the eighth grade students of Johannes Bosco Junior High School Yogyakarta to support their English in the classroom since they still have a lot of time to enhance their English. However, these out-of-class language activities, on the other side, are usually overlooked and received little support among teachers and parents and

even learners themselves. There is still little attention about out-of-class language activities because out-of-class language activities are generally learners-initiated

and hidden from teachers‟ view as stated in Benson (2011). By giving support to the eighth grade students since they were in Junior High School can affect their encouragement to engage themselves in the out-of-class language activities when they are in Senior High School and universities. That is the reason why students‟ engagement in English activities outside the class, the kinds of out-of-class language activities they conduct, whether it is done for learning, for pleasure or for communication are interesting and challenging aspects to explore further.

This indicates that the need for enhancing the learning of English is not limited to the classroom, but can take place at any time and in any place, including the home as stated by Hylland (2004). This study is proposed to study more about the kinds of out-of-class language activities conducted by the eighth grade students of Johannes Bosco Junior High School Yogyakarta whether those activities are done for learning, for pleasure, or for communication.

B. Research Problem

The problem of the study is formulated in the following question:

What kinds of out-of-class language activities were the eighth grade students of Joannes Bosco Junior High School engaged in?

C. Research Limitation

This study was conducted with three classes of five parallel classes of eighth grade junior high students, namely, Joannes Bosco Junior High School Yogyakarta. They were involved in the study as respondents to provide information about their engagement in out-of-class language activities. The data is presented as the preliminary data because the process of collecting the data is still too broad, only to get the broad information from the total population.

D. Research Objective

Based on the problem formulation, this study has one objective:

To investigate the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School Yogyakarta engaged in.

E. Research Benefits

This study is hopefully beneficial for: 1. For English teachers

This study aims to offer new insight for English teachers in accommodating students‟ out-of-class language activities. The English teachers of Joannes Bosco Junior High School may use the result of this study as an input to

encourage the students to engage themselves in the proper kinds of out-of-class language activities.

2. For the students of Joannes Bosco Junior High School

This study aims to provide knowledge and information for the students of Joannes Bosco Junior High School to engage themselves in out-of-class language activities to support English learning in the classroom. Consequently, they are suggested to choose the appropriate activities to support their English learning in the classroom.

3. For other researchers

This study aims to provide knowledge and information for other researchers. Hopefully, the results of this study can provide useful information for other researchers for their own study related to the out-of-class language activities. They can conduct studies on more specific aspects of out-of-class language activities as the kinds of out-of-class language activities to support high achievement in learning English.

F. Definition of Terms

In order to avoid any misunderstanding or misinterpretation, several terms need to be defined.

1. Out-of-class language activities

According to Chusanachoti‟s (2010) definition: „Out-of-class‟ means any time students spend outside of the formal classroom setting to do English activities. The term “out-of-class” in this study refers to any time the eighth grade students of Joannes Bosco Junior High School Yogyakarta spend outside of the formal classroom setting to do all the English activities. Therefore, „out -of-class language activities‟ in this study mean any English activities done by the eighth grade students of Joannes Bosco Junior High School when they are outside of formal classroom setting.

2. Engage in

According to Oxford Advanced Learner’s Dictionary (2010), a phrase

„engage in something‟ means to take part in something. This term is different with „engagement‟ in literature works as stated by Harper and Quaye (2009) that engagement is more than involvement or participation – it requires feelings and sense making as well as activity. In this study „engage in‟ means students carry out or take part in out-of-class language activities.

3. The eighth grade students

In this study, the eighth grade students refer to the eighth grade students who were in 2015/ 2016 academic year of Joannes Bosco Junior High School Yogyakarta.

4. Joannes Bosco Junior High School Yogyakarta

Joannes Bosco Junior High School Yogyakarta is a private junior high school in Yogyakarta. It is located in Jln. Melati Wetan 51 Yogyakarta.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses some theories and previous studies used as the basis

to study the eighth grade students‟ kinds of out-of-class language activities at Joannes Bosco Junior High School Yogyakarta. There are two main parts in this chapter. The first is the theoretical description and the second is the theoretical framework.

A. Theoretical Description

In this section, the researcher discusses some literature reviews that support the out-of-class language activities. They are the definition of “o ut-of-class language activities”, the kinds of out-of-class language activities, the teenagers and out-of-class language activities, and previous study of out-of-class language activities.

To understand the meaning of the out-of-class language activities, the first section will review the definition of out-of-class language activities. In the second section, to understand the kinds of out-of-class language activities, Benson‟s (2011) theory will be reviewed. In the third section, the review of teenagers and out-of-class language activities is used to understand how teenagers deal with the digital gadget when they use their gadget in out-of-class language activities. In the

last section, literature review focusses on the previous study about out-of-class language activities

1. Definition

This study aims to investigate the kinds of the out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in their daily life. In order to attain that purpose, it is important to know the definition of the out-of-class language activities. Out-of-class language activities have important relation with learner autonomy. Learner autonomy is described as a condition of a learner having the ability to control their own learning, often outside the direction of conventional language learning in the classroom (Benson, 2011). One of the characteristics of autonomous learners is the willingness to seek the opportunities and actively engage in language activities outside the classroom, which can include (but are not exclusive to) watching movies, listening to the radio, reading extra materials, or practicing with friends and fellow students (Chausanachoti, 2009).

Previous studies indicate that there has been inconsistency in naming the term. Benson (2011) tend to use “out-of-class learning”, Hydra (2004) and Chausanachoti (2009) use “out-of-class language activity”, Al-Otaibi (2004) prefers to use “out-of-class language practice”, and Anderson (2004) chooses

“out-of-class language use”. This study was not aimed to investigate conscious learning strategies employed outside the class, rather it aimed to quantify and

classify out-of-class language activities (e.g. reading novels, watching movies, and so on) whether it is done with or without a conscious effort to learn English.

According to Chusanachoti (2010), „Out-of-class‟ means any time students spend outside of the formal classroom setting to do English activities. Therefore,

„out-of-class language activities mean any English activities done when they are outside of formal classroom setting. In this study, based on the out-of-class language activities definition review so far, it is briefly concluded that out-of-class language activities require activities done outside the regular classroom learning whether done with or without a conscious effort to learn English. The English activities can be in the forms of all activities refers to English such as writing emails, reading academic books, surfing the internet, watching videos, reading newspapers, watching TV programs and listening to the songs. It can be also in the forms of talking to another person. This study does not intend to focus on detail activities whether it is done for learning or for pleasure, so either activity for learning or only for pleasure are used in this study.

2. The kinds of the out-of-class language activities

In order to identify the kinds of activities that the students engaged in, this study uses a theory of Benson (2011, p. 76) which classifies the activities into three broad categories, namely, self instruction, naturalistic learning, and self-directed learning. In order to avoid misconception about the term “learning” in these kinds of language learning, for the next explanation the researcher uses term

“activity” because this study employed activities both for learning and non -learning.

a. Self instruction activities

Self-instruction activities mean students‟ conscious effort to seek out resources of language activities, without intervention from the teachers of English. Such activities include studying grammar books or doing vocabulary exercises in textbooks. In this study, the researcher chose activities in larger scope, namely reading student books, reading novels, and writing diaries. This efforts to master a particular language skill may also involve studying English in the classroom. However, this study focusses more on those activities employed outside the class. According to Benson (2011), activities that fall into self-instruction may also be viewed as occupying various positions in a continuum. On one extreme end, there is an episodic, short-term learning. On the other extreme end of a continuum, there is an autonomous learning, which is a stronger sense of self-instruction that involves long-term self-initiated learning. In order to identify self-instruction activities conducted by the students, a questionnaire about how frequent they engage themselves in the activities in reading student books, reading novels, and writing diaries will be used.

However, according to Little (1989) self-instruction rarely work wholly on their own. The process of learning both in part or all may involve guidance from a language-learning advisor or helper ( a person advising on goal-setting, materials selection). When learners are learning a language on their own, but

within a framework of institutional support, this may be called as „supported self

-instruction”.

This study focuses also on the second term, namely, supported self-instruction because the students as respondents involve the teachers when they do the activities outside the class.

b. Naturalistic activities

These are involuntary activities where students engage in social activities by interacting with others in English such as conversing with native speakers on the street. Naturalistic activity is normally used to refer to a language activity where students have a direct communication with users of the target language. In this study, naturalistic limits its scope to activities that involve direct communication with either native or non-native speakers as the opportunities to do these activities. A questionnaire was used to investigate how often students speak with friends, and speak with family or native speaker.

c. Self-directed activities

Self-directed relates to activities which students do with the intention of learning English but with more focus on doing them for pleasure rather than for the sake of language learning. Such activities include watching movies, listening to songs, and writing status on FB. These last kinds of out-of-class language activities form the focus of this study. The questionnaire was used to gather information about these kinds of activities

3. The Teenagers and out-of-class language activities

This sub-topic is used to understand how the eighth grade students in this study as the teenagers engage themselves in out-of-class language activities. According to Oxford Dictionary, the teenage as an adjective means: denoting a person between 13 and 19 years old while the teenager as a noun refers to a person aged between 13 and 19 years old. The teenagers in this study refer to the eighth grade students of Joannes Bosco Junior High School Yogyakarta, who were in their 13 and 14 years old. This sub-topic employs the characteristic of teenagers when dealing with out-of-class language activities. The first aspect is teenagers and autonomy, the second aspect is teenagers and Digital Natives.

a. Teenagers and autonomy

According to Anderson (2008), teenagers are ego driven. They are becoming adults and want more control over the language situation where they conduct. Their world revolves around one question; “What does it mean to ME?”. Anderson sees a need to let teenagers have more choice and begin to take responsibility for their own engagement in language activities. Anderson points out that it should be noted here that it is very difficult to engage in or learn a

second language in “a class”.

Further, according to Anderson (2008), there just are not enough hours in the school year and the classroom is also very artificial and many times

“wasteful” language engagement environment. He points out that to give teenagers more autonomy also means to give them more opportunity to become

independent learners. Teachers should direct students to resources for language engagement outside the classroom and provide them with these opportunities. Teenagers can engage themselves in much more efficiently by themselves through input outside the classroom. Briefly, it can be said that teenagers have autonomy to do language activities outside the classroom but they also need support from their teachers. This is one character of teenagers in conducting out-of-class language activities as this study employed for.

To understand better the other character of teenagers when dealing with language, it is better to employ also the way children and adult dealing with language. This study focuses on out-of-class language activities whether it is done for learning or not, therefore, the next explanation does not require specific attention to whether children, teenagers or adult doing activities for formal learning or not. This explanation focuses more on the character of children, teenagers and adults when dealing with language especially foreign language whether it is done for informal learning or not.

According to Singleton (1999), there is a common misconception (even among teachers) that children are better at languages. In fact, Singleton points out

there is no real “innateness” about language and even children have to learn the language. In general, adults are much better at the initial learning of language because of their conscious metalinguistic skills but children perform better in the later stages of language (obtaining vocabulary, accent, patterning). He points out that this may be because of great plasticity and natural strategies in the young brain. Risk taking and affective factors also play a part. In any case, it can be said

that the apparent “ease” by which children deal with language is because of the immense opportunity they have and also the amount of time they can spend

“learning” and not from greater ability.

According to Singleton, (1999), teenagers have the best of those both aspects. They still have a very flexible and still developing cognitive network, but

they also have more “conscious” control of language and the ability to categorize, manipulate and test logically the language they encounter. Teenagers engage themselves in language because it is meaningful to them. Children learn and engage themselves in language because they have a natural affinity and also there is evidence of a deep need. Adults deal with languages for many intrinsic reasons (and this may be a reason why they can be so good at learning languages, all things considered). Teenagers deal with a language not only for marks but because it is meaningful. Relating the rationale and purpose of language engagement is a must with teenagers. This aspect makes the way teenagers deal with language in out-of-class language activities is different with children and adults as this study employed for.

b. Teenagers and Digital Natives

The other aspect that relates to this study is employing the teenagers as digital generation nowadays. This aspect is important because this study employed some teenagers out-of-class language activities which were done by using gadget. According to Prensky (2001), recently, a good deal of attention has been paid to teenagers as digital learners or as in his paper labeled it, “Digital

Natives”. Digital Natives means a person born or brought up during the age of digital technology and therefore familiar with computers and the internet from an early age. This study was conducted for eighth grade students as digital natives, therefore, it is better to employ the aspect how the students as digital natives deal with language in out-of-class language activities using their digital gadget.

Prensky (2001), points out that teenagers learn differently, they have hypertext minds. They do not learn in a linear model anymore. Images are the driving force of learning and text supports. He points out that experience in dealing with gadget teaches and changes or “trains” teenagers‟ brain as they spend hours upon hours using computers, watching the video, text messaging. This too often is not considered by the language teacher. According to him, in the context of classroom language learning, teenagers crave “the new” and “the now”. Content should be up to date and authentic materials promoted. Further, teachers should give students more opportunity to produce materials in their classrooms

and thus “ensure” current content.

Prensky (2001, p. 3) elaborates that children and teenagers nowadays grow with the computer and they think differently from the rest of us. They develop hypertext minds and their cognitive structures were parallel, not sequential. He states that it is better to understand how the teenagers use their brain, learn the language and engage themselves in a new language. They crave rich and multimodal content. An adult might not like all the sensory input that a teenager would. It can be said that the way how teenagers train their brain by using

computer and internet in their daily live affect the way how they choose the kinds of out-of-class language activities.

In other words, teenagers are different. They are neither children nor the adults. They bring to the classroom the language engagement situation in a unique set of cognitive, emotional, social factors which is different from children and adults. They spend the time to engage in language activities outside the classroom in a unique way also. They do the language activities differently. In so many ways, teenagers are the same like all learners. They respond to different forms of motivation, they take in language and try to make sense of it, they struggle with pronunciation and remembering vocabulary. However, there are still some important differences (mostly in the affective aspect) that need to be highlighted as this study employed for.

4. The Previous Studies on out-of-class English Language Activities The previous studies on out-of-class English learning activities reveal some different aspects. Some studies reveal that out-of-class language activities can support English skills. Some other studies emphasize the way how students do the out-of-class activities for pleasure and tend to do the activities in passive activities.

Benson (2011) argues that students who engage in out-of-class language activities show more initiative in creating opportunities for learning and using foreign languages than their teacher notice. Similarly, Rubin (1975), Naiman et al.

importance of the out-of-class language activities employed voluntarily by learners outside the language classroom. As described by Naiman et al (1978), learners are identified as those who involve themselves actively in the language learning task in a number of different ways. These including adding related language learning activities to their regular classroom input.

The study of Suh, Wasanasomsithi, Short, and Majid (1999) to the students at Indiana University found similar results. This study used student interviews to examine what kind of out-of-class language activities the students participated in and whether they thought they were successful or unsuccessful in improving their English conversation skills. The findings indicated that the students relied mostly on independent leisure activities. Some students stated that the activities improved their listening comprehension. Watching television was the most common independent activity that the students participated in out of the classroom. The students indicated that watching television and going to movies improved their conversation skills. However, what seemed to be helpful for one student was not helpful for another in the learning process. This study points out the important fact that different English activities used outside of the classroom will be preferred by and beneficial to different kinds of students.

Hyland (2004) in her large study on 228 trainees and practicing ESL teachers in Hong Kong examined their activities using English out of the classroom. She found that respondents use English out of the classroom to improve their English but also engaged in independent activities. The most frequent activities are writing emails, reading academic books, and surfing the

internet, followed by watching videos, reading newspapers, watching TV programs and listening to songs. In other words, the learners in her study rarely engaged in activities involving face-to-face interaction, especially outside the work or study environment. They had a tendency to focus on those activities which did not involve face-to-face contact.

In different contexts, where the target language is a foreign language, Pickard (1996) claims that German students tend to choose activities involving the receptive skill such as reading and listening rather than the productive skills, but are also influenced by whether the activity is intrinsically interesting to them. There have been also some studies within the Hong Kong context, Yap (1998) looked at the out-of-class use of English of 18 secondary school students and found that the students tended to engaged in receptive rather that productive activities, including reading newspapers and watching English language television. They found it hard to create opportunities for speaking and writing.

Freeman (1999) compares language learning activities of a group of learners of French and a group of EFL learners, both at the British university. He finds that both groups spent large amounts of time on out-of-class learning, but the EFL learners spend longer (88% of their language learning time) on these activities. Freeman suggested that this made out-of-class learning an aspect of language learning whose impact needed further investigation. He also pointed out that in order for the time and effort spent on learning the language outside the classroom to have a positive impact, there was a need for students to find the most effective ways to use this time.

Previous studies on out-of-class language indicate that there are many English language learners who do not take advantages of English language activities outside of the classroom and miss the potential time to improve their language skills. Moreover, even though learners do practice and use English outside of class time, it is within a limited scope of activities and most often done individually.

There has been also a great consistency of receptive skills (listening and writing) being the most widely used out-of-class language learning activities as stated by Pickard (1996), Pearson (2004), Hyland (2004), Al-Otaibi (2004), Chausanachoti (2009), Marefat and Barbari (2009). Productive skills, such as speaking and writing, are not considered since the opportunities to use them outside the class are severely limited. However, given the small number of sampling, such conclusion should be made cautiously.

In brief, the previous studies in out-of-class learning activities were conducted mainly in other countries and for adult learners. Another aspect in the previous studies that the studies on out-of-class language activities have not really considered in detail is the out-of-class language activities conducted by younger or teenager in Indonesia.

There has been a study about the Senior High Students‟ out-of-class learning activities in Bandung. The study conducted by Ihsan (2012) describes out-of-class language learning activities employed by 59 senior high school students in Bandung. It is found that the most popular activities are receptive

skills of listening and reading indicating that these Indonesian students are largely passive learners of English.

There is also one study conducted by Lamb (2002) who investigated Indonesia‟s poor learning conditions in a provincial area. Building on his previous quantitative research on learning strategies, this exploratory research aims to look deeper into what enables students to learn English under difficult circumstances. 16 undergraduate students from different faculties participated in the interview. From the analysis, it is revealed that opportunities to use English in a meaningful communication outside the class are exceedingly rare. This might be due to the negative images constructed by society to those who speak English in public – the same problem faced by students in Hong Kong (Hyland, 2004).

B. Theoretical Framework

In this theoretical framework section, the researcher will show the relevant theories mentioned in the theoretical description to answer the research question. The question is related to the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in.

To understand the meaning of the out-of-class language activities, the definition of out-of-class language activities is used. In order to clasify the kinds of out-of-class language activities done by the eighth grade students of Joannes Bosco Junior High School, Benson‟s (2011) frameworks are used. Benson‟s kinds of activities, namely, self-instruction activities, naturalistic activities, self-directed

naturalistic activities will be applied to categorize and to analyze the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in their daily life.

In order to know the kinds of activities based on the character of the teenagers as the respondents of this study, the researcher applied also the theory of Anderson (2008) and Prensky (2001). Anderson emphasizes one character of teenagers namely autonomy. According to Anderson, teenagers already have autonomy to do the out-of-class language activities. Their autonomous aspect affects the way they engage in the kinds of out-of-class language activities. Meanwhile, Prensky highlights the other character of teenagers when dealing with out-of-class language activities. Prensky emphasizes teenagers as Digital Natives who deal with digital since they were born. This will affect the way teenagers choose the kinds of out-of-class language activities.

The previous studies about out-of-class language activities conducted by Hylland (2004), Suh et al. (1999), and Benson (2011) are used to compare the kinds of out-of-class language activities done by teenagers in this study with the kinds of out-of-class language activities done by adults in the previous study. All these related literature review are used to make the classification of all out-of-class language into some typical categorizes of activities done by the eighth grade students of Joannes Bosco Junior High School as teenagers.

CHAPTER III METHODOLOGY

This chapter discusses the methodology of the study. It is divided into six parts. There are research method, research respondents, research instrument, data gathering technique, data analysis technique and research procedure.

A. Research Method

This study is intended to investigate the kinds of out-of-class language activities conducted by the eighth grade students of Joannes Bosco Junior High School. In order to attain the objective, the study employed a survey research.

According to Creswell (1994), a survey research provides a quantitative or numeric description of some fractions of the population or the sample through the data collection process of asking the same questions of the people. In other words,

“surveys asks a number of the same questions, all related to the issue, to find answer” (Fraenkel, et al., 2012, p.393). Typically, the survey is the most widely used social science data gathering technique. Neuman (2011) points out that survey method as the quantitative research in which the researcher systematically asked a large number of people the same question and then recorded their answer.

According to Vaus (2002), survey method is one method of collecting, organizing and analyzing the relevant data which are collected by a variety of techniques and in many studies it may be appropriate to use the range of research methods. In this study, the writer used questionnaire and interview as the tools. In order to collect the quantitative data, the researcher asked questions to the respondents which were related to the main issue of this study, namely, the kinds of out-of-class language activities. The data from the questionnaires became the main data while the data from the interview as the supporting data. The main data collected from the questionnaires were presented in a quantitative way, in the form of numeric information. The supporting data gathered from the interview were presented descriptively.

B. Research Respondents

In this study, there were eighty one respondents out of 148 total students of the eighth grade students of Joannes Bosco Junior High School Yogyakarta. The respondents aged around 13-14 years old with various experiences in engaging themselves in out-of-class language activities. In this study, the researcher selected the respondents randomly from three classes out of the five parallel classes as mentioned in the research limitation in Chapter One to be involved in this research.

The reason for choosing eighth grade students of Joannes Bosco Junior High School because they already experienced and were involved in the out-of-class language activities at least in their seventh grade. Based on the researcher

observation the seventh grade students mostly already deal with out-of-class language activities using their digital gadget. Moreover, the English teacher of Joannes Bosco Junior High School said that most of the students engaged in out-of-class language activities. Therefore, they are supposed to take the opportunity in their eighth grade to engage themselves in out-of-class language activities in a proper way. To strengthen the opinion, the study requires various kinds of activities that the respondents engaged in, in order to better understand and answer the research question.

Meanwhile, the other participants were four participants out of the eighty one participants to be interviewed based on their positive attitude towards English. The writer asked their English teacher to choose them as the participants, by considering their positive attitude towards English language and actively participates in out-of-class English activities.

C. Research Instrument

The instruments used to collect the data in this study were questionnaires and an interview guideline. The data from the questionnaires became the main data while the data from the interview as the supporting data. The main data collected from the questionnaires were presented in a quantitative way, in the form of numeric information. The supporting data gathered from the interview were presented descriptively.

1. Questionnaire

The questionnaire is a printed form of data collection, which contains questions or statements for subject to respond, often anonymously. Moreover, written questionnaire is typically more efficient and practical. According to Best and Kahn (1986) questionnaire is one of the data gathering instruments in which the respondents answer several questions or respond in a form of writing.

In this study‟s questionnaire, the questions were devised to investigate students‟ reported out-of-class language activities dealing with English by referring to Hyland‟s instrument of the questionnaire (Hyland, 2004). The investigated a number of different areas including information about the English activities they carried out in their daily lives. In this study, the researcher adapted

some items from Hylland‟s questionnaire and adjust it with the activities that are properly done by teenagers. Therefore, this study employed only eight items out

of fifteen items in Hylland‟s questionnaire. The researcher omitted some activities that can be categorized as the activities that are less familiar among the eighth grade students. They were writing emails, reading academic books and articles, surf the internet, reading newspapers and magazines, attend meetings, listening to the radio, talk on the phone. However, the researcher included activities that might not familiar among teenagers but useful to them such as reading novels and writing diaries. The blueprint of the questionnaire can be seen in Table 3.1 on page 29.

This study employed a questionnaire using close-ended questions. According to Neuman (2011), the close-ended question is a kind of question in

which respondents must choose from a fixed set of answer. The fixed set of the answer in this study were in the form of the categories English learning activities based on the finding of the previous studies conducted by Littlewood & Lui (1996), and Yap (1998). The researcher also adapted some categories of activities

based on the teenager‟s interest.

Table 3.1 The blueprint of the questionnaire

Aspect of research Theories Kind of question

The kinds of English activities carried out by eighth grade students of Joannes Bosco Junior High School,

Yogyakarta.

Hylland (2004) Closed-ended Question How frequently (very often, often, sometimes, rarely, never) do you carry out the following activities in English?

- Watching movies - Listening to the songs - Reading novels

- Reading student books - Speaking with friends - Speaking with family or native speakers

- Writing status on FB - Writing diaries.

The questionnaire in this study consists of 8 statements related to the out-of-class language activities that students generally conduct. These 8 statements were divided into quarters, where each skill (i.e. listening, reading, speaking, and writing) was given equal attention (i.e. two questions). The researcher provided the questionnaire by using Indonesian to make the questions understood (see Apendix B on page 59). The example of the closed-ended questions of the questionnaire can be seen in Table 3.2 below.

Table 3.2 The example of the closed-ended question of the questionnaire How frequently do you carry out these activities outside the classroom? Please give a tick (✓) to the scale of frequency that indicates your answer! The scale is: 5=very often, 4=often, 3=sometimes,2=rarely, 1= never .

Activities Very

often

Often Sometimes Rarely Never

Listening Watching movies 5 4 3 2 1

Listening to songs 5 4 3 2 1

Reading

Reading novels 5 4 3 2 1

Reading student books

5 4 3 2 1

Speaking

Speaking with friends

5 4 3 2 1

Speaking with family or native speakers

5 4 3 2 1

Writing

Writing status on FB

5 4 3 2 1

For the sake of data processing, the questionnaire used a Likert scale ranging from very often (value of 5) to never (1). Likert scale in this study was used to measure the frequency degree by using five scores from 5 to 1 in which the categories ranked from high to low in some meaningful way. In this study, the degree of frequency is rated as: „5=very often‟, „4=often‟, „3=sometimes‟,

„2=rarely‟, „1=never‟. 2. Interview

The other instrument used to collect the data in this study was the interview. Interviewing is a well-established method of data collection, which, because of some unique qualities, is still widely used. One of most important aspects of interviewing is that it is flexible (Ary, et. al. 1979: 174). It is also stated that there are two types of interviews: structured and unstructured. In structured interviews, the questions and the alternative answers are already provided. On the other hand, unstructured interviews form is informal. The questions are given freely concerning with views, attitudes, beliefs, and other information.

In this study, the interview was done to the four participants of the eight grade students of SMP Johannes Bosco, Yogyakarta. These four participants were chosen to be interviewed to get the more detail data. They were interviewed informally based on some basic questions about their out-of-class language activities. The blueprint of the interview can be seen in Table 3.3 on page 32. In doing interview, the writer explained that the interview was conducted informally. This was used to hopefully encourage them to have the meaningful answer and to

get more specific and rich data from the participants. This helped the writer to be possible to elicit both planned and unplanned responses and gathering meaningful data. The writer interviewed the participants by using Indonesian to make the questions understood.

Table 3.3 The blueprint of the interview

Aspect Theories Questions The kinds

of out-of-class language activities.

Hylland (2004). Open-ended question

 Do you look for the opportunities to engage yourselves in English activities outside the classroom? Why?

 What activities do you usually carry out in English? Why ?

 How frequently do you carry out English activities outside the classroom? ( Just give a rough estimate)

D. Data Gathering 1. Questionnaire

As explained before, this research deals with one major problem. To solve the problem, this study would gather the data with the following technique.

The researcher started to conduct this study at Joannes Bosco Junior High School Yogyakarta. Before distributing the questionnaire, a permission letter to

conduct this study was sent to the authorized department at Joannes Bosco Junior High School. The students were informed about the objectives and the significance of this study when the research distributed the questionnaire. They were also asked to state their very honest responses and answers. The researcher also asked the students if they needed any clarifications, they could ask the researcher. After the students finished filling out the questionnaire, they were requested to recheck their responses for incompleteness or missing answers. 2. Interview

The data gathering of the interview in this study was conducted by following 3 steps. The first one was conducted to get the number of participants. The English teacher was asked to give as much as information about the participants. It required student‟s participation in and out class‟ activities, and student‟s achievement in English.

The second stage conducted by interviewing the participants. This was an informal interview conducted based on some basic questions about their out-of-class activities. The interview itself was conducted no longer than thirty minutes. The researcher got the permission from participant to record and film the interview by using cameras. It took place in school and at a time that was most suitable, after getting the agreement from school and participants themselves.

The third data collection steps conducted when the initial data and themes are gotten in order to confirm or refuse the themes. The raw data itself did not discuss while the other information was considered as the part of the final analysis.

E. Data Analysis 1. Questionnaire

The data gathered in this study which was in the form of the questionnaire and the closed-ended questions were analyzed. In this study, in order to know how many students engaged in particular kinds of out-of-class language activities, and how frequent they did it, the researchers summed all the responses. In other words, all the responses are counted by summing the number of responses. Then the analysis is explained in the form of the paragraph.

Meanwhile, in order to investigate the mean or average score of (the frequency of out-of-class language activities), the following formula was used:

̅ ∑ _∑

∑ fx: total of respondents who choose the same degree of frequency in each statement

∑ n: total of all respondents

In order to operationalize this concept, this study used two kinds of measurement: frequency and classification. To gauge the frequency, a 5-point Likert scale is employed (5=very often‟, „4=often‟, „3=sometimes‟, „2=rarely‟,

„1=never‟) in the questionnaire – please refer to Table 3.1 on page 29. As for the classification, this study adapts Benson‟s (2011) theoretical framework which groups out-of-class language activities into three broad kinds self-instruction activities, naturalistic activities, and self-directed naturalistic activities.

Data analysis results from the questionnaires were first converted into numbers and presented into tables in Microsoft Excel. The mean scores for each activity were calculated in order to gain a preliminary data of frequency of students‟ out-of-class language activities. After that, the data were analyzed by

classifying the activities based on Benson‟s kinds of language activities. 2. Interview

The data gathered through interview were analyzed by comparing and contrasting to the theories mentioned in the previous section. For analysing the interview data, a content analysis method were used. In the analysis process, the

interviewee‟s responses to each question were firstly translated into English and

then transcribed. After that, the responses were analyzed in terms of themes related to the study objectives.

The last steps in analyzing the data were summarizing the results of the questionnaire and the results of the interview. Thus, the writer had the descriptive conclusion according to the data that had been analyzed.

F. Research Procedure

Since the data gathering technique used in this research is the survey method, the procedure of the research will be explained in this section. According to Ari et al. (2010), there are six basic steps in the survey method. Those steps are planning, defining the population, sampling, constructing the instrument, conducting the survey, and processing the data.

1. Planning

The researcher began the research by making some questions related to the research topic. There is one major research question in this study, “What kinds of out-of-class language activities were the eighth grade students of Joannes Bosco

Junior High School engaged in?” To support the study, the researcher planned to use survey method. As Ary et al. (2010) points out that survey method begins with a question that the researcher believes can be answered most appropriately by means of the survey method. After that, the researcher looked for literature review in order to support and to enrich the topic being discussed in this study. 2. Defining the Population

According to Ary et al. (2010), the defining population is essential for identifying the appropriate subjects to select and knowing to whom the results can be generalized. The population of this study was the eighth grade students of Joannes Bosco Junior High School.

3. Sampling

The researcher decided to choose randomly three classes, out of five parallel classes of Joannes Bosco Junior High School, as the sample of respondents.

To support the main data in the questionnaire, the researcher interviewing 4 participants. As stated by Ary et al. (2010), it is important to select a sample that will provide similar results to those that would have been obtained if the entire population had been surveyed. Because the interview intended to know deeper the engagement of learners related to their English activities outside the

class, the participants should be those who really engage themselves in out-of-class activities. Four learners were chosen to be interviewed with some considerations from the English teacher as mentioned before.

4. Constructing the Instrument

Ary et al. (2010) state that two basic types of data gathering instruments are interviews and questionnaires. The researcher used those two instruments in this study. The questionnaire instrument in this study was the close-ended questionnaire. Vaus (2002) points out that, close ended questionnaire is easier to code and quicker to answer, therefore close-ended questionnaire was selected as the main data gathering technique.

In interviewing the respondents, the researcher used the informal interview but based on structured questions. The interviewer read the questions to the respondents in a face-to-face setting and recorded the answer. The researcher also prepared the additional questions when the responses seemed incomplete or not entirely relevant.

5. Conducting the Survey

In conducting the survey, the step also included training the users of the instrument, interviewing subjects or distributing questionnaires to the subjects, and verifying the accuracy of the data gathered (Ary et al. 2010). The researcher distributed the questionnaire to all the students and interviewed four of them.

In order to obtain the data, the researcher asked permission to the school to do the research and got the permission to do the research in three classes. Then, the researcher explained this research to the English teacher. After that, the

researcher came to the school on 7 June 2016 to gather the data by distributing the questionnaire. The students were informed about this research and were asked to fill in the questionnaire honestly.

The researcher distributed 81 questionnaires to 81 eighth grade students of Joannes Bosco Junior High School, Yogyakarta and as a result, all the 81 questionnaire sheets were returned to the researcher. All of the students as the respondents filled in the questionnaires.

6. Processing the Data

The researcher interpreted the data in the form of an average score and contrasting the findings with the previous research. In processing the data, the researcher analyzed the data to obtain the information which can be used to answer the research problem and draw a conclusion.

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter deals with the presentation and discussion of the research results which provide an answer to the research question. The research problem is what kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in. In this chapter, the data presentation and discussion will be presented and analyzed in two sub-chapters. The first sub-chapter is about the frequency and the mean score of out-of-class language activities and the second one is about the classification of out-of-class language activities.

A. The frequency of out-of-class language activities

The result from the questionnaire about the frequency of the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in can be seen in Table 4.1 on page 40. In listening skill, Table 4.1 presents that 26 students said that they were very often involved themselves in listening to songs. 24 of them said that they often listening to songs. The other 18 students admitted that they sometimes listening to songs. There were 9 and 4 students admitted that they never or rarely listening to songs. It can be said that students spent their time mostly to listen to songs.

Table 4.1 Frequencies and mean score of out-of-class language activities Activities _Very often 5 Often 4 Someti mes 3 Rare ly 2 Ne ver 1 ∑n ∑ fx ̅ ∑ _∑ Students/ Freq Watching movies Students

(x) 10 25 27 13 6 81

263 3.25 Freq

(fx) 50 100 81 26 6

Listening to songs

Students

(x) 26 24 18 9 4 81

302 3.73 Freq

(fx) 130 96 54 18 4

Reading student books

Students

(x) 8 22 28 22 1 81

257 3.17 Freq

(fx) 40 88 84 44 1

Reading novels

Students

(x) 0 8 15 37 21 81

172 2.12 Freq

(fx) 0 32 45 74 21

Speaking with friends

Students

(x) 0 4 32 33 12 81

190 2.35 Freq

(fx) 0 16 96 66 12

Speaking with family or native speakers Students

(x) 0 0 24 34 23

81

163 2.01 Freq

(fx) 0 0 72 68 23

Writing status in FB

Students

(x) 8 18 32 12 11 81

243 3.00 Freq

( fx) 40 72 96 24 11

Writing diary

Students

(x) 0 2 18 31 30 81

154 1.90 Freq

(fx) 0 8 54 62 30

From the interview, when asked how frequent students spent their time to listen to songs , one of the students said:

I listen to the songs in my home from the mobile phone whenever I want. I listen also the songs from the radio in the car when I go to the school or go back from the school. I listen to the songs mostly in Prambors radio station. The songs in Prambors are mostly in English and I like it.

Furthermore, from Table 4.1 on page 40, it can be seen that 10 students said that they very often watched movies. 25 students and 27 students said that they often and sometimes watched movies. It can be said that students spent most of their time by watching movies besides listening to songs. From the interview, when asked how frequently they watched movies, one student said:

I spend most my time at home, and what I do is I just watch English movies. That’s all.

In reading skills, 8 students claimed that they very often reading student books, 22 students often reading student books, 28 students sometimes read student book, and 22 of them rarely read student books. It is interesting that one of them never read student books. It can be said that students spent their time mostly to read students books rather than to read novels. It is interesting that none of the students said that they very often reading novels, even 21 of them claimed that they never read novels. 8 of them admitted that they often read novels and the other 15 and 37 students noted as those who sometimes and rarely read novels. When asked why they did not read novels, one of them said:

I think some novels are too thick for me. I feel bored when I read novels and it is hard to understand the content. There are no pictures too. I even found novels for teenagers. It was thin, hmmm, I forgot the title, but I am not interested to read the novels so far. One day, I may read the novels, but not now.

nonton film”.

Peneliti : “Nonton filmnya pake bahasa Inggris Amerika atau Inggris British?”

Murid 1 : “Inggris Amerika...soalnya pake bahasa gaul gitu. Jadi mudah ngertinya”.

Peneliti : “Trus kalau dengerin lagu tuh berapa lama seharinya?”

Murid 2 : “Ngga mesti sih tapi sering sekali...dalam seminggu pasti adalah ....kadang dengerin di radio kalau mau ke sekolah atau pulang dari sekolah, radio di mobil, Sus..tapi kadang juga di rumah dari HP”. Peneliti : “Ooo..radio stasiun apa tu?”

Murid 2 :“Prambors...kan di Prambors tu kebanyakan lagunya bahasa Inggris..Sus”

Peneliti : “Wah..sama dong dengan Suster hhehehe...terus itu dengerin lagu intensi atau tujuannya mau belajar atau sekedar dengar gitu?” Murid 2 : “Yah..kadang kalau ada kata sulit ya cari liriknya di You tube

atau kamus kalau ketemu kata yang ga dimengerti”.

Peneliti : “Trus biasanya kata-kata yang ditemui di lagu tuh dipake kapan? Di sekolah atau...?”

Murid 2 : “Kadang sih..tapi lebih sering pake kalau dengan teman”.

Peneliti : “Ooo...trus kalau dengerin lagu, nonton film..itu kemampuan apa yang mau di perbaiki”.

Murid 1 : “Cara ngomongnya”.

Peneliti : “Maksudnya pronouncenya ya…pengucapannya ya?”

Murid 1 : “Iya Sus…pengucapannya biar bisa lebih kaya orang Inggris gitu Sus hehehe”.

Murid 2 : “Ya..penerapannya”.

Peneliti : “Oo..maksud penerapannya tuh praktek ya?” Murid 1 & 2 : “Betul Sus..prakteknya”.

Peneliti : “Trus cara menerapkan atau prakteknya tuh gimana?” Murid 1 : “Kalau aku sih ngomongnya sama Rey, temanku”.

Peneliti : “Wah bagus ya..itu ngobrolnya di mana?” Murid 1 : “Yah kadang di rumah kadang di sekolah”.

Murid 2 : “Kadang BBM an pake bahasa Inggris atau FB an”.

Peneliti : “Wah bagus ya..jadi ngomong bahasa Inggrisnya hanya pada yang bisa bahasa Inggris ya..trus kalau yang ga bisa gimana?” Murid 2 : “Yah campur-campur ngomongnya Sus...Inggris campur bahasa

Indonesia gitu Sus”.

Peneliti : “Hmmm..kalian hebat...trus apakah ada hal lain yang menurut kalian baik dilakukan untuk memperbaiki bahasa Inggris kalian?” Murid 1 : “Hmmm..apa yah..kalau aku sih hanya nonton film sama main

game..soalnya dirumah terus sih hehehe”.

Peneliti : “Ooo..begitu ya...nah...Suster mau tahu juga kenapa yah kok ga milih untuk baca novel bahasa Inggris atau surat kabar atau majalah bahasa Inggris?”

Murid 1 : “Hmmm..kalau aku sih suka ngantuk kalau baca Sus hehehhehe...soalnya tebal novelnya...dan ga banyak gambar juga sih”.

Murid 2 : “Kalau aku karena Susah..bahasanya Susah ...kan kita jadi Susah ngerti isi novelnya Sus”.

Peneliti : “Heheh..jadi itu alasanya..tapi kalau dapatkan novel mudahkan, lagian ada yang tipis kalau ga salah....bisa di dapat di..”

Murid 2 : “Iya..di toko-toko buku ada”.

Murid 1 : “Pernah sih baca yang tipis..tapi lupa judulnya..Cuma jarang banget”.

Murid 2 : “Pernah juga...aku baca novel mistery Sus”.

Peneliti : “Apakah ada keinginan suatu hari nanti mau baca novel juga?” Murid 1 & 2 : “Pengen sih cuma ga sekarang aja.. hehehe”.

Peneliti :”Eh ngomong-ngomong ada rencana ga buat kegiatan apa gitu untuk ngobrol bahasa Inggris..misalnya bentuk kelompok bahasa Inggris?”

Murid 2 : “Belum segitu sih Sus..tapi gini..Jogja kan banyak turis...yah..mau praktek ngomong aja dulu sama turisnya”.

Interview 2 dengan murid 3 dan 4

Peneliti : “Selamat pagi adik-adik. Apa kabar? Senang bertemu kalian. Suster mau minta tolong kalian berdua membantu Suster menjawab beberapa pertanyaan untuk penelitian Suster. Jangan takut....ini tidak berpengaruh pada nilai kalian...kita mulai aja ya. Menurut kalian berdua...bahasa Inggris tuh penting ga?”

Murid 3 : “Penting”. Murid 4 : “Penting sih”. Peneliti : “Kenapa penting?”

Murid 3 : “Yah..pengen sekolah keluar negeri Suster...pengen dapat beasiswa untuk sekolah ke luar negeri. Nah sebelum keluar negeri kan siap-siap dulu dengan bahasa Inggrisnya”.

Murid 4 : “Sama Sus...saya juga pengen sekolah ke luar negeri”.

Peneliti : “Bagus.. tapi kan banyak sekolah dan universitas bagus di Indonesia ,...kenapa milih luar negeri?”

Murid 3 : “Supaya nambah-nambah pengalaman Sus”.

Peneliti : “Ooo begitu..nah untuk mendukung kemampuan bahasa Ingris kalian, selama ini kegiatan di luar kelas seperti apa yang kalian lakukan?”

Murid 3 : “Dengerin lagu sama main game”. Murid 4 : “Dengerin lagu”.

Peneliti : “Ooo...milih dengerin lagu tuh alasannya apa?”

Murid 3 : “Mudah sih Sus...kan asyik juga ..trus kalau ada lirik yang ga dimengerti ya cari di You tube, kadang juga senang karena menggambarkan perasaan kita”.

Murid 4 :”Kalau aku ya biar nambah perbendaharaan kosa kata”.

Peneliti : “Apakah ada yang mendorong melakukan kegiatan mendengar lagu atau inisiatif sendiri?”

Murid 4 : “Kalau aku , papa yang ngedorong..katanya dengerin lagu bisa bantu cepat bisa bahasa Inggris”.

Murid 4 : “Ngga Sus..tapi ngajar di sekolah internasional”.

Murid 3 : “Kalau aku..kakakku yang bilang, katanya de..dengerin lagu terus tuh ntar lama-lama kamu jadi bisa bahasa Inggris lho...aku manut..dan aku merasa terbantu”.

Peneliti : “Wah bagus tuh...trus dengan mendengarkan lagu tuh kemampuan apa yang mau diperbaiki?.

Murid 4 : “Kadang tuh kan guru ngomong di kelas kita ga ngerti jadi melatih pendengaran dengan dengerin lagu Sus”.

Murid 3 : “Nah kadangkan penasaran sama kata-kata yang didengar tuh penulisannya kaya apa sih...nanti cari lirik di Youtube atau kata-kata di kamus Sus”.

Peneliti : “Oo..jadi setelah dengerin lagu tuh ada kemauan untuk tahu artinya apa dan penulisannya gimana ya..btw..adik-adik merasa pede ga jika ngomong bahasa Inggris?”

Murid 3 : “Yah..tapi kadang-kadang aja sih ngomongnya..sedikit-sedikit aja takut salah hehehe”.

Murid 4 : “Ga sering ngomong sih..tapi sering nulis pesan atau status pake Inggris gitu”.

Peneliti : “Oh ya...kan bisa ya baca novel bahasa Inggris atau surat kabar kan? Sering ga baca novel?”.

Murid 3 : “Jarang Suster..udah takut tebalnya tuh loh Sus...belum-belum lihat tebalnya dah nyerah deh”.

Murid 4 : “Iya Sus..banyak kata-kata lagi”.

Peneliti : “Heehhe..Suster bisa paham..trus jika ada temanmu ada yang ingin memperbaiki kemampuan bahasa Inggrisnya tanpa les, kira-kira kamu nyaranin untuk lakukan apa?”

Murid 3 : “Aku sih nyaranin supaya kaya aku aja..dengerin lagu..soalnya aku merasa terbantu Sus”.

Muird 4 : “Dengerin lagu Sus”.

Peneliti : “Wah bagus tu..ok adik-adik..Suster merasa terbantu dengan informasi dari adik-adik. Terimakasih banyak ya”.

Tokan, Monika Barek. (2016). A Study on Out-of-Class Language Activities among the Eighth Grade Students of Joannes Bosco Junior High School Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.

Out-of-class language activities are considered as important elements for Junior High School students because out-of-class language activities can support English learning in the classroom. Junior High School students are expected to engage themselves in the proper kinds of out-of-class language activities to support their English learning in the classroom. In fact, not all Junior High School students can engage themselves in proper kinds of out-of-class activities. Knowing the kinds of out-of-out-of-class language activities carried out by students can help their teachers to encourage students to engage themselves in English activities outside the classroom in proper ways . The purpose of this study is to obtain the information about the kinds of out-of-class language activities that the eighth grade students of Joannes Bosco Junior High School engaged in.

This study used survey method. The researcher used a questionnaire as an instrument for this research. This study used a five-point Likert scale. The researcher distributed the questionnaires to eighty one students who were the eighth grade students of Joannes Bosco Junior High School Yogyakarta.

The results showed that most students of the eighth grade of Joannes Bosco Junior High School Yogyakarta, as teenagers students, were frequently engaged in self-directed activities which were intrinsically interesting to them such as listening to songs, watching movies, and writing status on FB. The reason was the average score from the questionnaire in these kinds of activities were the highest one. In addition, the study also found that students were frequently engaged in self-instruction activities for the sake of learning English if the activities associated with school assignments.

The findings of this study can be used to help English teachers of Joannes Bosco Junior High School Yogyakarta to encourage students to engage in activities which are considered as the interesting activities for them but also can support their English. In other words, out-of-class language activities conducted by junior high school students can be used to support English learning in the classroom as far as teachers give attention to this out-of-class language activities.

Keywords: Out-of-class language activities, self-directed activities, self-instruction activities, eighth grade students of Joannes Bosco Junior High School Yogyakarta

ABSTRAK

Tokan, Monika Barek. (2016). A Study on Out-of-Class Language Activities among the Eighth Grade Students of Joannes Bosco Junior High School Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Out-of-class language activities merupakan unsur pentingbagi para siswa SMP karena dapat digunakan untuk melengkapi pembelajaran di kelas bahasa Inggris. Siswa SMP diharapkan agar dapat terlibat dalam out-of-class language activities untuk mendukung pembelajaran bahasa Inggris di kelas. Namun dalam kenyataanya, tidak semua siswa SMP terlibat dalam out-of-class language activities secara tepat. Dengan mengetahui jenis-jenis out-of-class language activities yang dilakukan siswa, para guru dapat terbantu untuk mendorong para siswa agar terlibat dalam kegiatan-kegiatan tersebut dengan cara yang tepat. Tujuan dari penelitian ini adalah untuk memperoleh informasi tentang jenis-jenis out-of-class language activities yang dilakukan oleh siswa kelas VIII SMP Joannes Bosco Yogyakarta.

Penelitian ini menggunakan metode survei. Peneliti menggunakan kuesioner sebagai instrumen untuk penelitian ini dan juga menggunakan lima poin skala Likert. Peneliti menyebarkan kuesioner kepada delapan puluh satu siswa yang merupakan siswa kelas VIII SMP Joannes Bosco Yogyakarta.

Hasil penelitian menunjukkan bahwa kebanyakan siswa kelas VIII SMP Joannes Bosco Yogyakarta sebagai pelajar remaja terlibat dalam kegiatan kegiatan self-directed yang secara intrinsik menarik untuk mereka seperti mendengarkan lagu, menonton film, dan menulisdi FB. Alasannya adalah skor rata-rata siswa dari hasil kuesioner dalam jenis-jenis kegiatan ini adalah yang tertinggi. Disamping itu, penelitian juga menemukan bahwa siswa terdorong melakukan kegiatan self-instruction untuk kepentingan pembelajaran bahasa Inggris sejauh kegiatan itu berkaitan dengan tugas-tugas sekolah.

Temuan dari penelitian ini dapat membantu para guru bahasa Inggris dari SMP Joannes Bosco Yogyakarta untuk mendorong siswa agar terlibat dalam kegiatan-kegiatan yang dianggap sebagai yang menarik bagi mereka tapi sekaligus penting untuk mendukung bahasa Inggris mereka. Dengan kata lain, out-of-class language activities yang dilakukan para siswa SMP dapat digunakan untuk mendukung pembelajaran bahasa Inggris di dalam kelas apabila para guru juga terlibat dengan memberi perhatian untuk out-of-class language activities ini.

Kata kunci: Out-of-classs language activities, self-directed, self-instruction, siswa kelas VIII SMP Joannes Bosco Yogyakarta