Student`s lived experience on the toughest place to be a Binman in CLS 1.

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ABSTRACT

Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers and Training and Education, Sanata Dharma University

The use of authentic videos have been implemented in Critical Listening and Speaking 1 class. Videos appear as interactive ways to engage CLS 1 students’ attentions. The students do not only learn about the class material, but they can also get other knowledge besides the material itself. For instance, the use of The Toughest Place to be a Binman video. The video gives the students meaningful learning. The students do not only get the material but they can also get the moral value through the social and environment issues that appear in the video. Thus, the students are expected to have their own experience towards the use of The Toughest Place to be a Binman video in CLS 1.

The aim of this research was to have a better understanding on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research had one research question. The question was what The Toughest Place to be a Binman means to the students in CLS 1.

This research employed phenomenology study because this research focused on the students’ lived experience. The instruments of this research were in-depth interview and reflection. Meanwhile, the participants of this research were three students of CLS 1 academic year 2014/2015. All of the data were analyzed using combination methods from Moustakas and Van Kaam.

As a research result, the research showed the participants’ stories and the interpretation. There were four emerging themes that appeared from the data processed. Those were meaningfulness, compassion, motivation, and action. The participants got meaningfulness because they did not only get the material but they also got environment and social issues from the video. The participants also felt sympathy after they watched the video because they never imagined the real fact about trash in Jakarta. Afterward, they had some motivations to make the differences or to do something better. The participants also had their own actions towards the environment around them.

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ABSTRAK

Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penggunaan video otentik telah dilaksanakan di kelas Critical Listening and Speaking 1. Video muncul sebagai cara yang sangat interaktif untuk memikat perhatian siswa. Dengan melihat video, siswa tidak hanya tertarik pada materi yang diajarkan, akan tetapi siswa juga dapat belajar pengetahuan lain yang dapat diambil dari video yang digunakan. Sebagai contoh, penggunaan video The Toughest Place to be a Binman. Video ini menfasilitasi mahasiswa tidak hanya dalam pemahaman materi, tetapi mahasiswa juga mendapatkan nilai moral dari masalah sosial yang muncul di video tersebut. Dengan adanya hal tersebut maka mahasiswa diharapkan memiliki pengalaman hidup terhadap penggunaan video The Toughest Place to be a Binman di kelas CLS 1.

Tujuan dari penelitian ini adalah untuk memahami lebih dalam tentang pengalaman hidup mahasiswa terhadap video The Toughest Place to be a Binman di kelas CLS 1. Penelitian ini hanya memiliki satu pertanyaan penelitian yaitu apakah arti The Toughest Place to be a Binman di kelas CLS 1 dalam kehidupan mahasiswa.

Penelitian ini mengunakan penelitian fenomenologi karena penelitian ini berfokus pada pengalaman hidup mahasiswa. Pengumpulan data dalam penelitian ini menggunakan wawancara mendalam dan refleksi. Partisipan penelitian ini adalah tiga mahasiswa dari kelas CLS 1 tahun akademik 2014/2015. Semua data pada penelitian ini dianalisis menggunakan metode kombinasi dari Moustakas dan Van Kaam.

Sebagai hasil penelitian, penelitian ini menunjukkan cerita patisipan dan interpretasi dari data yang terkumpul. Terdapat empat tema yang muncul dari pengolahan data. Tema-tema tersebut adalah pembelajaran yang bermakna, tenggang rasa, motivasi, dan aksi. Kebermaknaan yang didapatkan partisipan tidak hanya dalam materi tetapi mereka juga mendapatkan isu-isu mengenai lingkungna dan sosial dari video tersebut. Partisipan juga merasakan rasa simpati yang muncul setelah melihat fakta yang terjadi di Indonesia. Oleh sebab itu, partisipan memiliki motivasi untuk melakukan suatu perubahan atau melakukan sesuatu yang baik. Untuk merealisasikannya, setiap partisipan memiliki aksinya sendiri terhadap lingkungan di sekitarnya.

. Kata kunci: Lived experience, The Toughest Place to be a Binman, CLS 1

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STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Martha Pritzanda Pudhika Student Number: 121214044

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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STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Martha Pritzanda Pudhika Student Number: 121214044

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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DEDICATION PAGE

2 Chronicles 15:7

but you, take courage!

Do not let your hands be weak,

for your work shall be rewarded

Proverbs 16:3

Commit your works to the Lord

and your plans will be established

1 Kings 8:57

The Lord our God be with us

as He was with our Father,

may He not leave us or forsake us

I dedicate this thesis to My Lord, Jesus Christ,

my parents, Harri Pramono and Ismiatiningastuti, and my family

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ABSTRACT

Pudhika, Martha Pritzanda. (2016). Students’ Lived Experience on The Toughest Place to be a Binman in CLS 1. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers and Training and Education, Sanata Dharma University

The use of authentic videos have been implemented in Critical Listening and Speaking 1 class. Videos appear as interactive ways to engage CLS 1 students’ attentions. The students do not only learn about the class material, but they can also get other knowledge besides the material itself. For instance, the use of The Toughest Place to be a Binman video. The video gives the students meaningful learning. The students do not only get the material but they can also get the moral value through the social and environment issues that appear in the video. Thus, the students are expected to have their own experience towards the use of The Toughest Place to be a Binman video in CLS 1.

The aim of this research was to have a better understanding on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. This research had one research question. The question was what The Toughest Place to be a Binman means to the students in CLS 1.

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viii ABSTRAK

Penggunaan video otentik telah dilaksanakan di kelas Critical Listening and Speaking 1. Video muncul sebagai cara yang sangat interaktif untuk memikat perhatian siswa. Dengan melihat video, siswa tidak hanya tertarik pada materi yang diajarkan, akan tetapi siswa juga dapat belajar pengetahuan lain yang dapat diambil dari video yang digunakan. Sebagai contoh, penggunaan video The Toughest Place to be a Binman. Video ini menfasilitasi mahasiswa tidak hanya dalam pemahaman materi, tetapi mahasiswa juga mendapatkan nilai moral dari masalah sosial yang muncul di video tersebut. Dengan adanya hal tersebut maka mahasiswa diharapkan memiliki pengalaman hidup terhadap penggunaan video The Toughest Place to be a Binman di kelas CLS 1.

Tujuan dari penelitian ini adalah untuk memahami lebih dalam tentang pengalaman hidup mahasiswa terhadap video The Toughest Place to be a Binman di kelas CLS 1. Penelitian ini hanya memiliki satu pertanyaan penelitian yaitu apakah arti The Toughest Place to be a Binman di kelas CLS 1 dalam kehidupan mahasiswa. Penelitian ini mengunakan penelitian fenomenologi karena penelitian ini berfokus pada pengalaman hidup mahasiswa. Pengumpulan data dalam penelitian ini menggunakan wawancara mendalam dan refleksi. Partisipan penelitian ini adalah tiga mahasiswa dari kelas CLS 1 tahun akademik 2014/2015. Semua data pada penelitian ini dianalisis menggunakan metode kombinasi dari Moustakas dan Van Kaam.

Sebagai hasil penelitian, penelitian ini menunjukkan cerita patisipan dan interpretasi dari data yang terkumpul. Terdapat empat tema yang muncul dari pengolahan data. Tema-tema tersebut adalah pembelajaran yang bermakna, tenggang rasa, motivasi, dan aksi. Kebermaknaan yang didapatkan partisipan tidak hanya dalam materi tetapi mereka juga mendapatkan isu-isu mengenai lingkungna dan sosial dari video tersebut. Partisipan juga merasakan rasa simpati yang muncul setelah melihat fakta yang terjadi di Indonesia. Oleh sebab itu, partisipan memiliki motivasi untuk melakukan suatu perubahan atau melakukan sesuatu yang baik. Untuk merealisasikannya, setiap partisipan memiliki aksinya sendiri terhadap lingkungan di sekitarnya.

. Kata kunci: Lived experience, The Toughest Place to be a Binman, CLS 1

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ACKNOWLEDGEMENTS

First, I would like to express my greatest gratitude to Jesus Christ, for the unlimited blessing that has been given to me. His spirit and believe are always be my biggest motivation in my everyday life. With and in His hands, finally I can finish this thesis.

I would like to express my gratitude to my thesis advisor, Fidelis Chosa Kastuhandani, S.Pd., M.Hum., for guiding me from the beginning until the end of finishing this thesis. I thank for all the suggestions and evaluations for this thesis. I especially thank Veronica Tripihatmini, S.Pd., M.Hum., M.A. for being my academic advisor for these four years. I thank for the inspirations and suggestions for my academic progress. I thank all the lecturers, especially Christina Lhaksmita Anandari, S.Pd., Ed.M. for the preliminary information and data for this thesis. I sincerely thank Maria Septiyani for becoming a motivator to finish this thesis.

I also would like to express my gratitude to my parents, Harri Pramono and Ismiatiningastuti, who always love me, support me, and give their warmest hug when I complain about everything. I also thank my brothers and sisters in law, Diaz Parandika, Ariel Ishardhika, Lindawati, and Vina Dini, for always being the best brothers and sisters in supporting and giving me motivation to believe in myself that I can do this thesis. For my nephews, Didda, Dinda, and Lillo, thank you for always cheering me up. I also thank my lovely grandmothers, Hj. Sumiati Iskandari and Sumiyati Harsono () for their love.

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I thank my old best friends, Abie Andana, Alfi Muhammad, Natalita Desnawati, Debora Sakti, Lala Mareta, Titah Hayu, Sandi Suko, Muhammad Arifudin, Edo Rizki, Laurensia Arista, and Tama Rireliga for always supporting me with their jokes and craziness. I thank my college best friends, Maria Vita, Riski Aninda, Steffany Dian, Fransiska Neny, Ria Resti, and Gisela Bertiantari for the best friendship in college and the supports in finishing this thesis. I also thank my seniors in college, Desca, Theo, Hanung, Nadya, and Rosa for giving me suggestions for this thesis. I thank Mirra Putri for being the best competitor in finishing this thesis.

I did not forget to thank all my friends in Class A batch 2012 for being my friends in these four years and also my friends in proposal seminar for the support and motivation, so that I can finish this thesis. I also thank everybody who helps me in finishing this thesis. The last but not least, I thank Bagas Raharjo Ranggen for the love and all the supports.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENTS OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Problem... 4

C. Problem Limitation ... 4

D. Research Objective... 4

E. Research Benefits ... 5

1. English Language Education Study Program ... 5

2. Lecturers of CLS 1 ... 6

3. Students of English Language Education Study Program ... 6

4. Future Researchers ... 7

F. Definition of Terms ... 7

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xii

2. The Toughest Place To Be A Binman ... 8

3. Video ... 8

4. CLS 1 ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Critical Listening and Speaking ... 9

a. Integrated Skills ... 10

b. Critical Listening and Speaking 1 ... 12

2. Video-Based Learning ... 13

a. Special Attributes of Video ... 14

b. Students’ Motivation ... 15

c. Students’ Achievement ... 17

d. Advantages of Video-Based Learning ... 18

3. Summary of The Toughest Place to Be a Binman ... 20

4. Environmental Awareness ... 21

B. Theoretical Framework ... 23

CHAPTER III. RESEARCH METHODOLOGY ... 27

A. Research Method ... 27

B. Research Setting ... 29

C. Research Participants ... 29

D. Research Instruments and Data Gathering Techniques ... 30

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F. Research Procedure ... 34

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 36

A. Text Description ... 36

1. Participant A’s Story ... 37

2. Participant B’s Story ... 38

3. Participant C’s Story ... 40

B. Interpretation ... 41

1. Meaningfulness ... 42

2. Compassion ... 44

3. Motivation ... 45

4. Action ... 47

CHAPTER V. CONCLUSION AND RECOMMENDATIONS ... 50

A. Conclusion ... 50

B. Recommendations ... 52

1. Lecturers of CLS 1 ... 52

2. Students of ELESP ... 53

3. Future Researchers ... 53

REFERENCES ... 55

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xiv

LIST OF FIGURES

Page Figure 2.1. The relationship of motivation’s sources ... 15 Figure 2.2. The construct of the research ... 26

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LIST OF APPENDICES

Page

Appendix 1 Course Outline ... 60

Appendix 2 Summary of The Toughest Place to Be a Binman ... 63

Appendix 3 Interview Guideline ... 64

Appendix 4 Information Letter and Consent Form ... 66

Appendix 5 Sample of Verbatim ... 71

Appendix 6 Sample of Horizonalization... 78

Appendix 7 Theme Table... 79

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1 `CHAPTER I INTRODUCTION

This chapter provides some information related to the background of the research. This chapter consists of six parts. First is research background which describes the background knowledge about this research. Second is research problem which contains one research question. Third is problem limitation which presents the limitation of this research. The fourth is research objective which presents the purpose of this research. Fifth is research benefits which provide the explanation about some benefits of this research. Lastly is the definition of terms which explains some terms that are used in this research in order to avoid any misunderstanding.

A. Research Background

The uses of authentic videos in English learning are not the new techniques of teaching, especially for the 21st-century learners. Therefore, authentic videos appear as one of the interactive media in teaching English language. This kind of media brings some benefits to language learners, for instance, increasing students’ interest in learning a language and providing an interactive media. Marshall (2002)

says “the ability of authentic video to engage the learner, activate emotional states,

initiate interest in a topic, and allow for absorption and processing of information can make meaningful learning” (p.7). Authentic videos also serve as a bridge for the students to relate their classroom condition into their real world. As an addition,

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Jonassen (2000) says that learners should be facilitated with many opportunities to interact with the society around them. The main purpose of doing it is to help them visualizing the world through authentic videos.

In English Language Education Study Program of Sanata Dharma University, the uses of authentic videos also have been implemented in Critical Listening and Speaking 1 (CLS 1) and those videos were used by the lecturers as one of the media in CLS 1 course. There were some authentic videos that were chosen as learning media in CLS 1 and those videos were taken from various sources such as TED, TEDx, BBC, and The Ellen Show. The types of the videos were documentary videos, talk show videos, and speech videos. The videos were chosen based on topics were taught in the class. The reasons why the videos were used in the class were to support the material and to attract CLS 1 students’ interest in the topics were taught in the class. In teaching learning activity, the videos facilitate students to visualize the real world and the recent things that happen. Furthermore, the videos are expected to give students experiences and to make them realize both explicit and implicit messages in the videos.

One of the videos which was played in the CLS 1 is The Toughest Place to be a Binman. This video may carry a very meaningful message for the students. The video entitled The Toughest Place to be a Binman is a documentary video from BBC UK. This video tells the audience about the experience of an English binman who heads to Jakarta and tries to live like an Indonesian binman. The conditions in Jakarta are very different from his origin. Jakarta has many problems with waste

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managements. Meanwhile, London has great management not only on the trash but also for the binmen themselves.

Furthermore, after watching The Toughest Place to be a Binman video, the students are expected to be more aware of the environment around the students, especially the trash. The video is very simple, but it carries a meaningful message for the students. The video can also be a reminder for the students as part of Indonesia citizen so that they can be more aware of the environment around them. Another expectation after watching the video is the students are expected not to litter. It is a very simple action for the students. If the students do this action, it will have a big effect on the environment around them and it will also lead the students to have good habits.

The video is also expected to increase students’ sympathy, especially to Indonesian binmen. Nowadays, in real life, some people still do not care about the work conditions of the binmen. The proof can be seen from people who only care about the cleanliness of the environment, but some of them still litter everywhere and every time. Therefore, the reality of Indonesian binmen through The Toughest Place to be a Binman video will give the students a chance to see and realize that Indonesian binmen’s lives are not as easy as people think. Indonesian binmen must deal with many problems, like the trash itself, their environment, unregulated trash managements, financial problems, the family problems, and also the relationship with other binmen. This shows that the students already have big sympathies to the Indonesian binmen. Starting from those backgrounds, the researcher wants to have

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a better understanding of others’ lived experience after watching The Toughest Place to be a Binman video in CLS1.

B. Research Problem

The aim of this research is to know about students’ lived experience on The Toughest Place to be a Binman in CLS 1. Therefore, the research problem is formulated as follow:

What does watching The Toughest Place to be a Binman video in CLS 1 mean to the students?

C. Problem Limitation

This research focuses on the students’ lived experience on The Toughest Place to be a Binman in CLS 1. The researcher chooses three students of CLS 1 in academic year 2014/2015 who have ever watched The Toughest Place to be a Binman video in their class as the participants of this research. In order to have a deeper understanding of their lived experience, this research used in-depth interviews and reflections. The limitation of this research is on the students’ lived experience on The Toughest Place to be a Binman video in CLS 1.

D. Research Objective

This research aims to have a better understanding of students’ lived experience, especially on The Toughest Place to be a Binman video in CLS 1. The researcher believes that every people will have their own perspectives and

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experiences toward what happened in their life. Therefore, the objective of this research is to find out more about the students’ lived experience on The Toughest Place to be a Binman video in CLS 1. The researcher seeks more explanations about how the students give meaning to the use of The Toughest Place to be a Binman video as one of the teaching materials in CLS 1.

E. Research Benefits

This research is beneficial for the educational development, especially in English language teaching and learning. Those benefits are directed for English Language Education Study Program, for the lecturers of CLS 1, for the students of English Language Education Study Program, and also the future researchers. Those benefits are explained detail as follows:

English Language Education Study Program

This research is beneficial to English Language Education Study Program. The Toughest Place to be a Binman video in teaching learning activities may attract

students’ interest. This research will also show whether the use of authentic video

brings valuable meaning to the students or not. The use of authentic videos may bring valuable knowledge for the students, this research can be the recommendation for this study program to use authentic videos, especially documentary videos in teaching learning activities.

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Lecturers of CLS 1

This research is expected to give a better understanding to the lecturers of CLS 1 about the students’ lived experience after watching The Toughest Place to be a Binman video in CLS 1. The video is expected to give the participants the real experience of a binman since it is a documentary video. Therefore, it is expected to be used again when the results of this research show a positive value on the use of the video. However, once the participants do not have any good experience after watching the video, the lecturers can find other videos or media which are more interesting to stimulate the students in improving their lives.

Students of English Language Education Study Program

This research also gives benefits to the students of English Language Education Study Program at Sanata Dharma University. This research can help the students to realize that The Toughest Place to be a Binman video contains a meaningful learning. This research can also be a reference for teacher candidates to use videos for their learning materials.

Future Researchers

The researcher expects that the research can be an inspiration for future researchers who are interested in this topic. This can also be a reference and additional information related to the topic, such as the students’ lived experiences, the use of authentic videos, students’ awareness, and The Toughest Place to be a Binman as teaching media. After reading this research, future researchers hopefully

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can find new other problems related to lived experience or the use of teaching media.

F. Definition of Terms

There are some terms which are presented in this research. Those terms are lived experience, The Toughest Place to be a Binman, videos, and CLS 1. The researcher writes the description of each term in order to avoid misunderstanding, as follow:

Lived Experience

Lived experience is a part of the phenomenological study. This research aims to gain a better understanding of the meaning of the participants’ daily experiences pre-reflectively. In this research, lived experience is used to gather a better understanding of students’ lived experience on The Toughest Place to be a Binman in CLS 1. The lived experience that appears from the students can be various, good or bad, depends on each student.

The Toughest Place to be a Binman

The Toughest Place to be a Binman is one of the documentary videos in the series of The Toughest Place to be by BBC UK. This video tells the audience that there are big differences between an English binman and an Indonesian binman. This video appears as one of the videos which was played in CLS 1 class. The Toughest Place to be a Binman video, in this research, is expected to give CLS 1

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students meaningful learning. This video is expected to give an environmental awareness to the students after they watched the video. Thus, the students can change their bad habits into good habits or improve their good habits to be better.

Video

Video is a set of some motion pictures which has a message gathered in electronic media format (Smaldino, 2012). Videos have a lot of contributions in language teaching with the uniqueness. Videos facilitate language learners to learn the real condition of native speakers. They can also learn three aspects – the language, cultural, and visual in one time. Videos, in this research, appear as one of the media which are commonly used in CLS 1 Class.

CLS 1

CLS 1 stands for Critical Listening and Speaking 1. This is one of the required courses in English Language Education Study Program of Sanata Dharma University. There are two grades of CLS courses; those are Critical Listening and Speaking 1 (CLS 1) and Critical Listening and Speaking 2 (CLS 2). CLS 1 should be taken in the third semester; the prerequisite courses are Basic Listening, Intermediate Listening, Speaking 1, and Speaking 2.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of some theories related to the topic of the research which will be divided into two sections. First section is the theoretical description. The theoretical description discusses some theories that will support this research. Second section is the theoretical framework which explains the summary of the theories.

A. Theoretical Description

The researcher uses three main theories related to the research. The first theory is about critical listening and speaking; this theory starts from integrated skills and CLS 1. Second is a theory about video-based learning. Third is a summary of The Toughest Place to be a Binman. Last theory is related to the environmental awareness.

Critical Listening and Speaking

Critical Listening and Speaking is an integrated course from listening course and speaking course. This course is offered and required for students in English Language Education Study Program of Sanata Dharma University in the third and fourth semester. In this part, the researcher explains some theories about the nature of Critical Listening and Speaking 1.

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a. Integrated skills

Roberts and Kellough (2000) as cited in Tajzad & Namagi (2014) define integrated learning in teaching learning activities as “a way of planning and organizing the instructional program for interrelating the discrete disciplines of subject matter in an appropriate design that brings about effective learning” (p.93). Integrating four skills is important in language teaching for some situations in daily life, language learners must use more than one language skills. The integration of four skills and their component can complement each other which will lead to one of the characteristics of Communicative Approach (Hinkel, 2010). According to Oxford (2001), integrated language teaching is one of the powerful strategies to learn a language in a whole way. Widdowson (1978) as cited in Tajzad and Namaghi (2014) believes that integrating the four language skills in language

teaching is to raise language learners’ proficiency levels and to enable advanced

language learning.

According to Sill International (1999) as cited in Clausen (2009), there are two parameters which can classify four language skills. The first one is the mode of communication which are oral and written communication. Oral communication includes listening and speaking. Meanwhile, written communication is related to reading and writing skills. Second one is the direction of communication. It is divided into two directions; those are receiving and producing which are also known as receptive and productive skills. Meanwhile, listening and reading are known as receptive skills; while reading and writing are known as productive skills.

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Sill International (1999) as cited in Clausen (2009) states that those parameters can be a base for integrating four skills, including integrated listening and speaking into one integrated course. Tavil (2010) states that in real life, listening and speaking are always in integration. It also supports the integration between listening and speaking into a course. Moreover, when listening and speaking are used in a course, the course activity must be in an interactive way. Thus, he also adds that integrated course leads the language learners to have a big willingness to practice more. Then, after they are successful practicing, they will feel the actual outcome. There are some ways to make interactive class; one of them is using authentic materials (Tavil, 2010). This can be a bridge between classroom conditions and real life conditions. It will bring a result that integrating listening and speaking into one course leads to the real contribution for communication. Further, he also states that this approach will be a good success if the teacher has “a task to comprehend and make use of how closely listening is related to the speaking skill and how listening can be integrated with speaking through information-gap

tasks” (p.766).

In fact, there are some advantages that language learner got from the implementation of integrated course. According to some experts as cited in Tajzad and Namaghi (2014), there are explanations about the advantages of integrated course. Strang (1972) believes that integrated course helps learners to combine the language skills and to develop a knowledge from a skill to another skill. It facilitates and helps the language learners to improve their skills. Second advantage is to stimulate language learners to be more enthusiastic. Thus, the positive classroom

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environment can motivate the language learners to gain their interest in the learning activities (Richard-Amato, 1996). It is also stated by Mitrofanove & Chemezov (2011) that integrated course will be accepted by language learners with positive attitudes because it will lead them to gain material comprehensions.

Another advantage of this integrated course is to motivate language learners to have a meaningful understanding of language by accessing authentic language learning. This is one of the advantages of integrated course offers to the language learners (Myers & Hilliard, 1997). Jing (2006) states that by having all the advantages, integrated course will lead the language learners to have good communicative competence in English.

b. Critical Listening and Speaking 1

Critical Listening and Speaking (CLS) is an integration of two skills namely listening and speaking. In English Language Education Study Program of Sanata Dharma University, there are two courses of critical listening and speaking (CLS), CLS 1 and CLS 2. According to the English Language Education Study Program, Sanata Dharma University Academic Guidance (2012), Critical Listening and Speaking 1 Course is designed to introduce students to various listening materials focusing on giving a personal respond. The course requires the students to employ integration skill in order to comprehend and to summarize the advanced extended discourse. Therefore, for the outcomes, the students are asked to give critical oral responds and reflections based on the topic in the form of individual or group presentations. Critical Listening and Speaking 1 encourages the lecturers and

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learners to think about the sociopolitical nature of the texts to which they listen, certainly an important consideration in an interconnected world.

The concern of this research is in CLS 1. Therefore, the researcher feels the urge to explain deeper about CLS 1. There are some activities required in CLS 1, which are listening and speaking. Speaking activities begin with impromptu speech, argumentative presentation, and persuasive speech. Meanwhile, listening activities include listening for details, note taking, summarizing, and paraphrasing. Both speaking and listening activities go through the same themes. CLS 1 academic year 2014/2015 syllabus states that there are three major themes which are used in that semester. Those themes are technology, health, and environment.

To support those activities, there are some supporting teaching media which are used in CLS 1. Tavil (2010) states that teaching integrated course is more effective when it is engaged by media. The media which are used in CLS 1 are from various online sources, podcasts, videos, and movies. Videos appear as one of the teaching media which is commonly used in CLS 1.

Video-Based Learning

Smaldino (2012) defines video as some motion pictures which have message gathered in electronic media format. He also says that video can facilitate the students to learn and to prepare them for the real work in the future. Yousef, Chatti, & Schroeder (2014) also believe that video-based learning is a rich and powerful model used in English second language class to improve the learning outcomes as well as the learners’ satisfactions.

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a. Special Attributes of Video

Video is one of the media to produce a realistic image of the world. However, video cannot be separated from the basic attributes of video itself which are the ability to manipulate temporal and spatial perspectives (Smaldino, 2012). He also adds that there are four special attributes. Those are manipulation of time, manipulation of place, animation and video convention.

Duration in the video can be adapted based on the purpose of the video; it can be decreased or increased. That is what is called by manipulation of time. There are three types of time manipulation. First, removal of time deals with deleting some scene. Second, compression of time which is usually called by time lapse. The last expansion of time is called slow motion technique. Videos can also manipulate a place. He also says that by videos, students can get the information although it happens miles away from the students. The students can also watch two events at one time and a place through videos.

The next special attribute is animations. The purpose of the animations are to draw the complex process into a simple way. Smaldino (2012) states animation is a combination of photographs, drawing, or computer images with some small movements in a short time in one frame. He says that the flexibility of a video makes a video can be modified based on the purpose which is called by convention. This technique is important but is not commonly used by people who do not know about multimedia. This technique requires more attention from the teacher because some students will not be familiar with this technique.

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Cognition Physiology Emotion

b. Students’ Motivation

Sherman (2003) also states that video-based learning can increase students’ motivation in learning. This part provides some theories related to the nature of

students’ motivation. Harmer (2001) says that motivation is an internal support

which drives people to have and to achieve something. Schunk (2008) also states

that “motivation is a process whereby goal-directed activity is instigated and

sustain”. In other words, motivation is a process in individual’s conscious towards

something that he/she is trying to attain.

There are three sources of motivation. Those are emotion, cognition, and physiology. Emotion is a feeling which can activate the willingness to do the action. Next, cognition is a thought which can affect the action. Meanwhile, physiology is an adrenaline which can produce fight responses. Each source has their own relationship to the other sources. The relationship between those three sources is presented in a diagrammatic form.

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Therefore, motivation is also important in an educational environment. According to Schunk (2008), motivation can affect both new learning and also the

previous learning. Students’ motivation is also important for the language learners.

At this point, the motivation is not only to learn the language but also to motivation new experiences.

Motivation affects what learners pay attention to and how effectively they process it. For instance, motivated learners often make a concerted effort to truly understand classroom material—to learn it meaningfully—and consider how they might use it in their own lives (Eccles & Wigfield, 1985; Pintrich & Schunk, 2002; Pugh & Bergin, 2006 as cited in Ormrod, 2014, p.2)

In short, motivation includes the relation of learning and action. It is affected by what students do and learn. Motivation is also important because of its potential link to the achievement in the students’ daily lives and in the future (Choy, 2005).

There are two types of motivation, those are intrinsic motivation and extrinsic motivation. Those two types of motivation have their own characteristics. Harmer (2001) says intrinsic motivation is a motivation to engage something for their own purpose. While extrinsic motivation is a motivation to do something only for fulfilling the purpose. In short, extrinsic motivation comes from outside forces. For illustration, the students are active answering the questions because they believe that it will result in desirable outcomes such as extra points, applauses, or teacher praise (Schunk, 2008).

Meanwhile, intrinsic motivation is usually done to get the satisfaction. This kind of motivation comes from within a person. Lepper and Hodell (1989) as cited in Schunk (2008) state that there are four sources of instincts motivation: challenge, curiosity, control, and fantasy. Motivation comes when the students feel some

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challenges in their learning. Moreover, they will be more motivated because they want to achieve the challenge. Next is curiosity by providing extraordinary material as an illustration, for instance, the students are given the material which makes them to think because they do not really familiar with it. It makes them feel curious and feel motivated to know what the material is about (Barlyne, 1960, 1963; Hunt, 1963; Lepper & Hodell, 1989 as cited in Schunk (2008). Third, a control is also an important source of intrinsic motivation. Teachers can provide the students with a choice and a sense of control. The students can choose their own role in learning the language. Therefore, they will be more motivated to do their own jobs and to attain their responsibilities for their choices. Last, fantasy. Lepper & Hodell, (1989)

as cited in Shunck, Pintrich, & Meece (2008) state that “fantasy is the activities that

involve learners in fantasy and make-believe through simulations and games that present with a situation that is not actually presents” (p.236).

c. Students’ Achievement

According to Smaldino (2012), various videos bring larger education resource for students to improve themselves in four aspects. Those are cognitive, affective, psychomotor, and interpersonal.

First is a cognitive achievement. The students can gather more knowledge through video and know how something can happen. The students can also be motivated because of the color, sound, and motion which appear in the video.

The story in a video will bring a good effect in students’ attitudes for their affective achievement (Smaldino, 2012). The story in the video will touch students’

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emotion. Therefore, they will change their perspective. Through video, students can learn other cultures from many countries around the world which will lead them to respect those cultures.

Smaldino (2012) states that students’ motoric skill can be stimulated

through video. For instance, there is in a video about the process of the rain, teachers can play the video and then stop it in one time. The teachers can ask the students to explain the detail after watching the video. This activity can activate their motoric system. The students can also get the interpersonal achievement. Videos will also facilitate the students to develop their interpersonal skill. It can be done through the case studies, discussions, and also observations on the behavior of others (Smaldino, 2012).

d. Advantages of Video-Based Learning

Video-based learning also brings some advantages for the students. Smaldino (2012) finds seven advantages of video-based learning. Those are motion, risk-free observation, dramatization, affective learning, problem-solving, cultural understanding, establishing togetherness. Joynt (2008) states that language model also is one of the advantages of video-based learning.

Motions are important in learning because it attracts the students and will help the students to understand better. Smaldino (2012) says motions give more benefits than a picture. It allows students to organize information more effectively. In addition, they also will be able to prior knowledge (DiCarlo 1994 as cited in Joynt, 2008). Videos bring a story which relates to people personalities called

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dramatization. Referring to that point, the students can learn, observe, and analyze human interaction in real life. It can also increase their motivation. Videos as learning materials, based on Hovland, Lumsdaine & Sheffield (1949) as cited in Yousef, Chatti, & Schroeder (2014) is to capture the attentions of learners. It can also increase their motivations and enhance their learning experiences. Sherman (2003) states the power of motivation is by concentration on a short sequence. Videos also bring people to understand and enjoy the real things.

Videos can lead the students to build their emotional and personalities through the story of the video. Smaldino (2012) states that documentary videos often give a good impact on students’ attitude. Those advantages will also bring the students to develop their cultural understanding. Videos can help the students to develop compassion to respect other cultures by showing their daily life. Sherman (2003) says that videos are a window which gives access to global culture product. The students can know how people life, think and behave.

Video-based learning also brings advantages in the development of

students’ linguistics skills. That is called as a language model. Sherman (2003)

states that videos provide up to date linguistic resource of accent, vocabulary, grammar, syntax, and all kinds of language features. Sometimes, videos will provide some specific language items. Joynt (2008) says it also allows students to witness current and authentic examples of various linguistic situations that would be found in the target culture.

The last three advantages are problem solving, build togetherness, and risk-free observation. Videos facilitate the students to discuss a certain situation. The

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students can think how to solve the problem. They can also work in a group to solve the problem or at least watch videos together. That condition will facilitate the students to develop their social skill. Smaldino (2012) states that it can build up a common base of an experience to discuss an issue effectively. Smaldino (2012) states the reason why video is risk-free observation. It is because videos give a chance to the students to see dangerous phenomena directly without any risk, for instance, the phenomena of an eclipse, volcano eruption, civil war, warfare.

Summary of The Toughest Place to be a Binman

The Toughest Place to be a Binman is one of documentary series of The Toughest Place to be a series by BBC Two. This program is to challenge English worker to do their job in some toughest condition and place around the world. The producer of this program is Simon Davies. The Toughest Place to be a Binman is a video published in a second series, episode one of this program. The film firstly aired on BBC on 29 January 2012.

The Toughest Place to be a Binman is a video which shows the different conditions between an English binman and an Indonesian binman. The video also shows the different environment between London and Jakarta. The English binman heads to Jakarta to have ten days spent with a local binman. He does all the jobs of an Indonesian binman which is very different from what he is usually done in London. This video shows the negative side of Indonesia in term of trash.

This video belongs to a documentary video because a documentary video is always related to a real life; a true story about a real situation and people (Smaldino,

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2012). The purpose of documentary videos is to bring a real life or an event into the class. Grifeu (2011) says a documentary is one of the most powerful and efficient tools to explain non-fictional stories of reality. Documentary videos have often been found to a measurable impact on students’ attitudes. Sherman (2003) defines documentary as a program which shows facts or opinion about one subject in a quite long duration and highly-planned program.

According to Sherman (2003) documentary has two sections. The first section will start with a teaser about what their concern in a statement, a question, or they will explain what they want to do. Next section is to present and explain, tell the story, answer the question. In an educational field, documentaries have a lot of scopes usually, they are topical but the durations are longer than news (Sherman, 2003).

Environmental Awareness

In an educational field, awareness is defined as the time when students are noticing by paying attention to what the teacher taught (Lier, 1996). It means that

the students focus on one’s consciousness or one powerful meaning and they are

ready to process it. The process, in this occasion, means the ability of the students to make a connection between what they are perceived and how it is related to outside world (Lier, 1996). Bocher, W (2005) as cited in Kolmuss & Agyman (2002) also states that awareness involves incorporating knowledge of contemporary issues, discovers what action which can make a difference for surrounding and also a self-awareness.

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Meanwhile, Kolmuss & Agyman (2002) define environmental awareness as an individual perception on the impact of human activities and the environment. Dunlap & Jones (2002) as cited in Yadav & Pathak (2013) state that environmental awareness is “the degree to which people are aware of problems regarding the environment and support efforts to solve them or indicate the willingness to

contribute personally to their solution” (p. 2938). The more someone has awareness

about environmental issues, the more he has pro-environmental behavior. Hines, Hungerford & Tomera (1987) as cited in Yadav & Pathak (2013) also argue that an environmental awareness and pro-environmental behavior have a direct relationship.

According to Kollmus & Agyman (2002), a pro-environmental behavior is

“a behavior that consciously seeks to minimize the negative impact of one’s actions

on the natural and built world” (p.240). Pro-environmental behavior is a real action

that the people do for the environment around them. There are some aspects that influence pro-environmental behavior based on Ajzen and Fishbein’s theory as cited in Kollmus & Agyman (2002).

First is knowledge of issues. In this aspect, environmental problem and issues have to be known well because it will be the knowledge for a person. Second, knowledge of action strategies which lead the person to know how she/he helps to decrease the environment damage. Third is locus control which related to an individual perception about their ability to do changes.

Locus control represents an individual’s perception of whether he or she has the ability to bring about change through his or her own behavior. People with a strong internal locus of control believe that their actions can bring about change. People with an external locus of control, on the other

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hand, feel that their actions are insignificant, and feel that change can only be brought about by powerful others. (Kollmus & Agyman, 2002, p.243) Fourth is attitudes. Attitudes also influence pro-environmental behavior. The stronger the attitudes, the more pro-environmental behavior is achieved. Next is verbal commitment. A verbal commitment is defined as a communicated willingness to have some action towards the environment and also showed the willingness to the other people that he/she wants to engage in a pro-environmental behavior. Last, an individual sense of responsibility. Someone who wants to have a pro- environmental behavior must have a high individual sense of responsibility because the higher people’s responsibility toward the environment, the closer they engage in a pro-environmental behavior.

B. Theoretical Framework

The researcher synthesizes this theoretical framework to answer problem

formulation. The problem formulation is “what does watching The Toughest Place

to be a Binman video mean to students in CLS 1?”. CLS 1 is one of the courses in English Language Education Study Program, Sanata Dharma University. This course is an integrated course between listening and speaking. Integrated language teaching is one of the powerful strategies to learn a language in a whole way (Oxford, 2011). Myres & Hilliard (1997) as cited in Tajzad & Namaghi (2014) believe, integrated learning can motivate language learners to have meaningful understanding of language by accessing authentic language learning. Therefore, there are some authentic media that are used to support teaching learning activities

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in CLS 1. One of authentic teaching media which has been implemented in CLS 1 is videos. Yousef, Chatti, & Schroeder (2014) state video is a powerful media which facilitates the students to learn more and give them the real world situation. Videos can also increase students’ motivation because video have some special attributes that the other media do not have (Smaldino, 2012). Therefore, pointing at the uniqueness in the videos itself, he also states that there are seven advantages from the use of videos in teaching learning process; those are motion, risk-free observation, dramatization, affective learning, problem solving, cultural understanding, and establishing togetherness. Joynt (2008) adds that language model also is one of the advantages of video-based learning. Sherman (2003) also believes that language model and motivation are also the advantages.

Thus, one of the videos was used in CLS 1 is The Toughest Place to be a Binman. The video was one of documentary series from BBC UK. The Toughest Place to be a Binman is a video which is related to the environment. Through this video, the audience can see some environment condition differences between London and Jakarta. Through the social and environmental issues which are presented in this video, the students can improve themselves to have motivation to do better. As Choy (2005) states that motivation is important for the students’ daily life and also for their future.

This video which is about environment can lead the students to increase their environmental awareness by giving the students environmental knowledge (Dunlap & Jones, 2002 as cited in Yadav & Pathak, 2013). The awareness will be processed to be environmental attitude and it will lead to pro-environmental

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behavior. Those two have direct relationship (Hines, Hungerford & Tomera, 1987, as cited in Yadav & Pathak, 2013)

From that perspective, the researcher argues that the video will give students environment knowledge and motivate the students to be more aware of environment around them which will also lead them to be better people. The students are also expected to have good environmental experiences after watching this video. The students can do some action related to the environment and social conditions in their surroundings, such as respecting other people, making environment to stay clean, or doing any campaign about environment.

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Figure 2.2. The construct of the research P o in te rs o f S tu d e n ts ' Li v e d E x p e ri e n ce o n T h e T o u g h e st P la ce t o b e a B in ma n in C LS 1 Language learners Student's backgrounds Educational backgrounds Motivations

Belief about English skills

Weakness

Strength

CLS 1

Belief about the integration

Belief about CLS 1

The advantages The disadvantages Activities Listening activities Speaking activities Video-based learning The advantages The disadvantages Interested teaching media The Toughest Place to

be a Binman

Belief about The Toughest Place to be

A Binman

UsingThe Toughest Place to be a Binman

Video in CLS 1

Understanding

Any satisfaction

Any challenge

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27 CHAPTER III

RESEARCH METHODOLOGY

This section provides research methodology which is used in this research in order to answer the problem formulation in chapter 1. The objective of this research is to have a better understanding of students’ lived experience after watching The Toughest Place to be a Binman in CLS 1. There are six sections in this chapter, namely research method, research setting, research participant, research instrument and data gathering techniques, research analysis, and research procedure.

A. Research Method

This research used qualitative research as the research method. Ary et al. (2010) state that the aim of qualitative research is to find and understand the holistic picture and depth understanding of a phenomenon. Therefore, this research aimed to draw the holistic picture and get a better understanding of students’ lived experience after watching The Toughest Place to be a Binman video in CLS 1. In qualitative research, the researcher must also attempt to understand the participants’ reality. Hence, the intended result is a rich description, so that the researcher can understand the reality which is experienced by the participants. According to Ary et al. (2010), there are some types of qualitative research.

There are many differences types of qualitative research; we consider briefly eight of the most widely used approaches. Those are basic interpretative studies, case studies, document analysis, ethnography,

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grounded theory, historical studies, narrative inquiry, and phenomenological studies (p.32).

Based on that fact, it can be concluded that each approach mentioned above has their own purpose and research question in a research.

Meanwhile, lived experience defines as something that someone reflectively gives memory to it (Manen, 1990). Then, in order to answer the research question, the researcher designed this research employing phenomenological studies. Manen (1990) stated that a phenomenological study is a study of someone’s lived experience. Scharm (2003) as cited in Meriam (2009) also states that

“phenomenology is related to people’s experience of their life-world – everyday

life and social action.” These theories support the aim of this research which is to

seek the students’ lived experience both in their environmental and also social

actions after watching The Toughest Place to be a Binman video in CLS1.

A Phenomenological study is designed to describe and interpret an experience which has a meaning for the participant (Ary et al., 2010). There are some characteristics of a phenomenological research based on Ary et al. (2010) which become the characteristics of this research. Phenomenological research has its roots in philosophy and it also concerned with the essence of a phenomenon. This research also used the in-depth interview as the primary data collection and reflection as the secondary data collection. It also attempted to determine the

meaning of the participants’ thoughts and feelings. The last, the result of this

research would provide a rich description. The flow of this research was from the experiments that have been perceived by the participants to a universal essence and always related to the meaning of something.

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B. Research Setting

This research was conducted in Sanata Dharma University because the participants were the students of CLS 1 class in English Language Education Study Program of Sanata Dharma University, Yogyakarta. The in-depth interviews were conducted from March 9th, 2016 until March 11th, 2016 in Alive Fusion Dining Yogyakarta, Sanata Dharma University Library, Yogyakarta, and Sanata Dharma main office, Yogyakarta. Meanwhile, after the in-depth interviews were done, the participants were asked to write their own reflection. All of the reflections were collected at the end of March 2016.

C. Research Participants

This research aimed to know about students’ lived experience after watching The Toughest Place to be a Binman in CLS1. Therefore, the participants of this research were the students of English Language Education Study Program who have done their CLS 1 Class in academic year 2014/2015. The participants were those who have had direct experience of this phenomenon (Marriam, 2009). Kruger (1988) also adds that the participants of phenomenological study are those who have good verbal communication and are able to express their feeling, thought, and perception towards the topic. They must also have the willingness to explain about their experiences to the researcher. Therefore, the participants were taken from class A of CLS 1 course. The reason why class A was chosen was that the students had watched The Toughest Place to be a Binman video in the class and they were also agreed to be interviewed.

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The participants for this study were three students who were labeled by participant A, participant B, and participant C. In choosing the participants, the researcher asked CLS 1 lecturer who was in charge of class A to let the researcher

knew about participants’ academic final result in CLS 1. Therefore, the researcher

chose three participants from different grades of scores which were a high achiever, a middle achiever, and a lower achiever. The researcher chose those three criteria to minimize bias opinions about the participants’ background.

D. Research Instruments and Data Gathering Techniques

In order to know the deeper understanding of the participants’ lived experience after watching The Toughest Place to be a Binman video in CLS1, the researcher only used two research instruments, those were in-depth interview and reflection. Merriam (2009) states that to get the essence of the participants’ experience, in-depth interview is the primary method of data gathering. According to Moustakas (1994), in-depth interview in a phenomenological research involves informal, interactive process and utilizes open-ended comments and questions. In the in-depth interview, the researcher used audio recorder to record all of the

participants’ in-depth interview results.

This research aimed to know students’ lived experience and this is also part of phenomenological study, so the questions of the in-depth interview were open-ended question. Open-open-ended question is the characteristic of qualitative research. This kind of question also facilitates the students to elaborate their answers, so that

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in-depth interviews were done in Indonesian. The reason for choosing Indonesian in the in-depth interview is because Indonesian was the participants’ mother tongue. It would avoid misunderstanding between the participant and the researcher. The researcher also believed when the participants were talking Indonesian, they could fully express their feeling. Thus, the researcher could grasp deep meaning again.

In-depth interview guideline was also used in the in-depth interview in order to make it focuses in line. The in-depth interview guideline consisted of some supporting questions related to the research question. The questions which were asked to the participants in the in-depth interview were formal and informal. Ary et al. (2010) believe that informal in-depth interview facilitates the researcher to

explore the participants’ thoughts and feelings to grasp the essence of their

experiences. Some questions were made in order to rouse the participants to elaborate their answers.

After all of the in-depth interviews were done and the processed data were ready, the processed data were given back to each participant in order to check the validity of the data. Each participant had the right to do some rejections and corrections. If there were some rejections and corrections from the participant, the researcher revised them and turned the revised processed data back to the participant. This step was done repeatedly until there were no rejections and corrections.

The next steps, the researcher asked the participants to write their personal reflections related to CLS 1 class and the use of The Toughest Place to be a Binman in CLS 1. The use of reflections in this research helped the participants to bring the

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unconscious into consciousness (Ortlipp, 2008). A reflection also facilitated the participants to tell about their experiences which they did not mention it in the in-depth interview.

E. Data Analysis

In this research, the researcher elaborated two phenomenological data processes and analysis which were taken from Moustakas (1994) and Van Kaam method (1959 & 1966) as cited in Moustakas (1994). The steps were epoche, phenomenological reduction, clustering and thematizing, imaginative variation, and synthesis meaning and essence.

Figure 3.1. Phenomenological data process (Adopted from Moustakas and Van Kaam Method as cited in Moustakas (1994))

First step was epoche. Epoche is related to the naturalness (Moustakas, 1994). He also adds that epoche is a condition when the researcher does not see a

1. Epoche

• Validation of the data

2. Phenomenological reduction

• Horizontalization

• Textural description

3. Clustering and Thematizing

• Clustered invariant data

• Theme table

• Validation of the theme table 4. Imaginative variation

• Structural description

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phenomenon in their perspective and stay away from the prejudgment. The verbatim transcript was written originally as what was recorded in the in-depth interview section. The researcher also did collaborative work with the participants to check that the verbatim transcripts were originally based on their answers and it

was not affected by researcher’s perspective. In the end, epoche was important in

order to capture the participants’ lived experiences and to construct the meaning of

those experiences.

Meanwhile, a phenomenological reduction considers a phenomenon with an open mind and from different perspectives (Moustakas, 1994). In a phenomenological reduction, the first step is horizontalization. Moustakas (1994) states that horizonalization is a process when the researcher identifies and lists the important statements of the participants which are related to the topic and have the same value. The researcher deleted some repetitions, overlapping, and also some lack of clarity statements. This step also aimed to minimize biases from the researcher. In the end of this step, there was only the horizon of what the participants experience the phenomenon; it was also called by a textural description. Next step was clustering and thematizing. From the textual description, the researcher clustered the data which are called as clustered invariant data (Moustakas, 1994). Then, he also adds that the clustered invariant data are labeled by theme table. The researcher also checked the validity of the theme table. There were two requirements to check the validity. The data should be explicitly expressed or compatible. If the data did not require those two things, the data should be deleted.

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The fourth was imaginative variation. This step aims to find possible meaning through the imagination and seeing phenomenon from a divergent perspective, position, or purpose (Moustakas, 1994). The researcher constructed variety imaginations from the textural description. The fifth step was constructing a structural description based on the textural description and imaginative variation. The last step was constructing a textural-structural description of meaning and essences of the experience, incorporating invariant constituents and themes.

F. Research Procedure

This research was started from the possibilities expectations of using The Toughest Place to be a Binman video in CLS1. The use of the video may give someone a new meaning of life which lead them to have better habits or new perspectives. From that perspective, the researcher also wanted to know more about the meaning of The Toughest Place to be a Binman video in CLS 1 for students’ life. Therefore, the researcher conducted the research to have a better understanding

of students’ lived experience on The Toughest Place to be a Binman in CLS 1.

This research was a qualitative research and the approach of this research was a phenomenology. Phenomenology was the study of lived experience, thus this research belonged to a phenomenological study. The participants of this research were three students of CLS 1 class in academic year 2014/2015 and belonged to class A. The class was chosen because the students of that class have already watched The Toughest Place to be a Binman video in their class. The researcher also made an information letter and consent form for the participants before joining

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this research in order to minimize the biases about the data from the participants. The data collection of this research was gathered by in-depth interviews and reflections. Each in-depth interview used interview guideline and also was recorded by voice recorder. After the in-depth interviews were done, the researcher also asked each participant to write their personal reflection about CLS 1, especially about the use of The Toughest Place to be a Binman in CLS 1.

The data obtained from the participants would be analyzed by following elaboration steps from Moustakas (1994) and Van Kaam method to answer the research question. Those steps were epoche, phenomenological reduction, clustering and thematizing, imaginative variation, and synthesis meaning and essence. Meanwhile, the participants’ personal reflections were used as a

complementary data to support participants’ answers from the in-depth interview.

For the last steps, the researcher used the data which were obtained for the next chapters.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the findings of this research which have been collected using in-depth interview and reflection. The findings of this research are to answer the research question which is what watching The Toughest Place to be a Binman video means to the students. Therefore, this chapter discusses students’ lived experience on The Toughest Place to be a Binman video in CLS 1. There are two parts in this chapter. First is text description which explains about participants’ background. Second is an interpretation which discusses the interpretation of the findings.

A. Text Description

This part discusses participants’ background which includes participants’ personal identities, their motivations to learn English, their learning styles, their perceptions about English skills and their integrations. This part also discusses the implementation of video-based learning in CLS 1 on participants’ perspectives and also about The Toughest Place to be a Binman video in general. Those backgrounds can affect their lived experiences on The Toughest Place to be a Binman video in CLS 1. The participant who prefers listening and speaking skills and who has some positive perspectives related to the research has more experiences on The Toughest Place to be a Binman in CLS 1.

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Participant A’s Story

He was a six-semester student of English Language Education Study Program. He began learning English since he was in the third grade of elementary school. At that time, he also learned English in one of English courses in Batam. At first, he was not sure to learn English deeper, but he realized that English would be beneficial for him especially in this globalization era. Therefore, he started to learn English seriously. He preferred to learn English in silence or in a peaceful moment because he could understand class materials easily. In addition to it, he also preferred listening to music when he was studying.

He used to listen to someone’s talking. He also enjoyed speaking than writing because he did not like writing. However, he said that four English skills were important. Those skills were related one and another; for instance, listening and speaking. He said that when someone was talking, he automatically listened to who was talking. However, when he was speaking, other people will listen to him. This also happened to the other skills like writing and reading.

CLS 1 for him was a course which focused on listening and speaking skills. However, this course did not only focus on those two skills, but it also encouraged CLS 1 students to learn deeper about listening and speaking. In speaking, he was interested in hot seat activities. These activities were challenging because he did not know what topics that he was going to talk about. He said that the hot seat activities would make him have better speaking skill. One thing that he learned a lot from CLS was about the accent. He said that this course facilitated him to learn about accents from some countries. The use of video in CLS 1 also facilitated him

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to have the real example about accents. Furthermore, videos also gave him the moral values which are delivered in those videos. Thus, he did not only get the material but also the moral value because he could see the real example of his life. He also said that the use of videos helped him because he did not need to imagine the situation, but he could see the image and also listen to audio at once. He likes humorous videos. He did not like motivational videos which had expressionless speakers. However, videos also brought distraction for him. The most common distraction was when he was excited and overjoyed at the video. In fact, he did not do the particular task from CLS 1 lecturer.

He saw The Toughest Place to be a Binman video for the first time in CLS 1. He said that the video was about a job exchange between an Indonesian binman and an English binman. He learned some new things from the video. The first thing that he learned in the video was about a British accent that was used by the English binman. The second was pronunciations that appeared along the video. He did not only learn about those two things but also got the moral value from the video which was about a different environment condition between Jakarta and London.

Participant B’s Story

He was a student in the sixth semester. He began to learn English since he was in the third grade of elementary school. His motivation in learning English was for preparation for his future jobs. He realized that someday he would face globalization era where English language ability was one of the requirements as an

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employee candidate. He realized that by learning English, he would have more chance of getting jobs.

He used to learn English without any pressure. There are some factors that influence his learning process. First factor was lecturers. He felt more comfortable when the lecturers were friendly with the students. The next one was class materials. The class materials that he preferred were the materials which were related to the real life. He believed that if the materials were related to the real life, he could easily imagine what happened around us. The last was the situation around him. He said that the learning process could be easily understood if classroom condition was quite. In learning English, he believed that four English skills were important for him. The skill that he preferred the most was listening. He said that every time he listened to something, he could learn some new things. It also led him to practice his writing skill because he preferred to write down something new. However, he did not really prefer speaking because he did not feel comfortable when he had to present something in front of people. To solve this problem, he always worked hard in preparing his speech and practiced it many times.

CLS 1 course was identical with listening. In CLS, he listened and watched videos, then wrote the messages that he got from the videos. After that, he presented what he got in front of the class. He preferred watching videos because by watching videos, he did not need to imagine the situation. However, he would feel bored when the videos were not interactive. He also preferred documentary videos because he could see the real conditions and he also could see someone’s daily activities without any dramatic effects. Watching The Toughest Place to be a

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APPENDIX 6. Sample of Horizonalization Participant C 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Itu tentang pemulung. Tentang kehidupan pemulung di Indonesia sama di luar negeri itu kehidupannya sangat jauh. Perbedaanya sangat jauh. Ya miris sih ternyata kok Indonesia kok seperti ini gitu. Yang di luar negeri aja namanya pemulung aja sangat diberi kehidupan yang sangat layak dan mereka itu juga bisa dari segi, membuang sampah dari segi apa aja bisa tertib. Indonesia kok sembarangan, miris sih. Orang Indonesia harus lebih harus lebih apa lebih sadar diri, misalkan kamu membuang sampah dimanapun sembarangan harus memikirkan orang yang nantinya akan membersihkan itu gimana. Kita gak hanya boleh egois, memikirkan diri sendiri seenaknya tetapi kita harus memikirkan orang lain. Kalo menurut pendapat aku yang pasti sesuai dengan listening. Itu kan translate dari Amerika juga apa Inggris apa itu lah translate juga. Yang jelas satu tujuannya buat listening. Kedua itu kan ada nilai moral. Kita harus sadar Imam Syafii dia aja masih mau mensyukuri dan istilahnya kita harus sadar kita gak boleh buang sampah sembarangan. Tidak mudah buat pemulung itu buat apa ya buat membersihkan. Ya berharap temen-temen ini, maksudnya bisa lebih menghargai supaya membuang sampah jangan sembarang, jangan senaknya. Selalu bersyukur terus harus selalu bersyukur dan harus bisa belajar dari orang luar negeri juga harus bisa membuang samah pada tempatnya. Iya gak sadar-sadar, baru kemarin sadarnya, tapi sekarang balik lagi. Soale kasihan kadang kalo liat kayak gitu. Puas, Ya kalo hanya ditunjukin ke kita ya gak terasa puas harusnya ditunjukin ke seluruh masyarakat indionesia. Pembelajarannya itu harus selalu bersyukur, kita harus melihat bahwa masih banyak orang, yang harus kita bantu istilahnya masih kita gak boleh dikit-dikit ngeluh kita harus melihat kalo kita gak mau jadi Imam Syafii kita harus belajar yang bener. Kalo berbuat nyata, saya gak bisa berbuat nyata maskudnya langsung real ke semua orang, harus sadar diri dulu sih harus membuang sampah itu ya jangan sembarangan buang sampah, sembarangan gitu. Sadar diri aja. Sejauh ini sih kalo inget iya. Kalo gak inget yaudah. Ya itu, tadi yang lainnya. Bersyukur aja lah. Ya karena paling menarik itu yang paling menyampaikan nilai moral. Nilai moral yang sangat banyak yang sangat. Yang real gitu dan juga ada nilai moralnya juga kan.

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APPENDIX 7. Theme Table

Participant Clustered invariant

data Structural

Core theme of experiences A 6-8, 16-20, 29-30, _- _{Did not only learn the}

classroom materials, but also learned about moral values through the video.

Meaningfulness B 4-6, 19-20, 45-51

C 2, 4-6, 11-14, 32-33

A 8-9, 23

- Felt what Indonesian binmen might feel in doing their works.

Compassion

B 32-35

C 2-7, 9-11, 21-22

A 9, 11, 24-27, 30-33

- Had willingness to do something.

- Had willingness to make Indonesia better than before.

Motivation B 36-39, 64-66, 68-71,

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APPENDIX 8. Reflections

Reflection of Participant A

Mata kuliah CLS atau Critical Listening and Speaking 1 adalah salah satu mata kuliah mahasiswa Pendidikan Bahasa Inggris yang diambil di semester 3. Kelebihan yg dimiliki oleh mata kuliah ini yaitu, menvisualisasikan bahan ajar, dengan, mahasiswa bisa belajar secara langsung atau melihat dan mendengar langsung materi yang diajarkan melalui audio dan LCD atau proyektor. Selain itu mata kuliah tersebut mengajarkan bagaimana cara berbicara yang baik dan benar di depan umum. Kekurangan yang dimiliki oleh CLS adalah kurangnya CLS 1 dalam mengembangkan kreatifitas menulis.

Penggunaan video di CLS 1 memiliki kelebihan dan kekurangan. Kelebihannya yaitu dapat menunjukan secara langsung bagaimana cara berbicara yg baik fun benar di depan orang banyak. Selain itu, CLS 1 juga menampilkan video-video yang untuk dalam artian video yang dapat memotivasi mahasiswa. Sedangkan kekurangan yang dimiliki oleh CLS 1 saat menampilkan video pembelajaran adalah ada pada mahasiswanya. Terkadang mahasiswa lupa mencari poin-poin yang ada di CLS 1 sehingga ketika ada pertanyaan, mahasiswa tidak dapat menjawab. Menurut saya, penggunaan The Toughest Place to be a Bin Man sangat berguna. Dikarenakan, video tersebut memiliki konten yang menarik. Dimana video tersebut menceritakan mengenai tukang sampah yang mempelajari bagaimana menjadi tukang sampah di Indonesia dimana dikatakan bahwa Indonesia adalah terberat untuk menjadi Tukang Sampah.

Pengalaman saya setelah melihat video tersebut saya merasa bahwa saya telah gagal menjadi WNI yang baik. Maka, setelah saya menonton video tersebut saya berjanji untuk membuang sampah pada tempatnya.

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Refelection of Participant B

Menurut pendapat saya, kelebihan dari critical listening and speaking adalah: Kelasnya enjoy dan santai karena hanya masuk kelas dan mendengarkan atau melihat video. Bahan ajarnya juga mudah dan tidak sesulit pelajaran lain. Melatih kemampuan mahasiswa untuk membentuk paragraph dalam menyimpulkan sebuah film/video.

Kelemahannya ialah terkadang bosan mendengarkan video yang tidak ada subtitlenya. Sehingga mahasiswa bias mengantuk.

Kita dapat melatih indra pendengaran kita untuk menmbiasakan mendengar percakapan atau film berbahasa inggris. Dengan demikian mahasiswa dapat memiliki kepekaan terhadap penggunaan bahasa inggris baik di dalam maupun diluar kampus.

Selain itu, CLS juga menggunakan video sehingga para mahasiswa tidak hanya berlatih mendengar tetapi juga belajar untuk membaca gerak mulut serta pronunciation yang tepat yang digunakan oleh native speaker.

Kelemahan yang ada di dalam CLS adalah ketika dosen menggunakan video yang kurang menarik dan hanya sebatas ceramah atau seminar. Mahasiswa akan merasa bosan karena tidak dapat mengikuti alur videop tersebut dan pada akhirnya tujuan dari pembelajaran tidak akan tercapai. Selain itu, bila mahasiswa kurang memahami isi dari percakapan, atau tidak dapat mengikuti percakapan dengan baik mereka akan ketinggalan dengan teman-temannya yang lain. Dan untuk mengejar ketiunggalannya trersebut ia harus memina dosen untuk memutar ulang video tersebut atau ia akan tidak paham samasekali.

Penggunaan The Toughest Place to be a Binman, menurut saya video tesebut sangat berkesan. Dengan melihat video tesebut saya bisa mendapat informasi yang baru

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botol serta plastic pembungkus makanan yang mereka tinggalkan begitu saja di dalam kelas. Tindakan tersebut membuat para pekerja kebersihan akan sangat kerepotan karena selain menyapu kjelas mereka juga harus memungut sampah-sampah yang berserakan di dalam kelas. Oleh karena itu sudah layak dan sewajarnya bila kita sebagai mahasiswa membantu mereka dengan menjaga kebersihan lngkungan kampus.

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Reflection of Participant C

Saya mendapatkan CLS 1 dan 2 di semester 3 dan 4. Dalam mata kuliah CLS ini banyak hal yang saya dapatkan. Pertama mengenai listening. Awalnya dosen meminta kita untuk menyaksikan sebuah video. Dari video tersebut kita diberi pertanyaan dengan jawaban yang bisa dikatakan harus kritis dan mempunyai pemahaman yang dalam mengenai materi tersebut. Sama halnya dengan speaking, kita harus berpidato lebih dari 10 menit. Dalam mencari isi pidato harus semaksimal mungkin agar waktu 10 menit tidak terbuang sia-sia. Sesuai dengan namanya “critical” berarti kita dituntut untuk berpikir lebih dalam. Berusaha memaknai video yang ditonton lebih dalam untuk mencari tujuan video tersebut dan sebagainya. Berbicara speaking 10 menit ketika tidak mempunyai materi yang cukup untuk diperbincangkan maka alur pidato kita tidak akan tentu arah. Intinya dalam CLS ini kita diminta untuk lebih menguasai materi secara mendalam. Pelajaran ini cukup berguna buat saya. Tergantung video yang akan disajikan oleh dosen. Jika video tersebut bermakna maka kita bisa mengambil pelajaran dari video tersebut. Untuk speakingnya, menuntut kita lebih berani lagi dan bertanggungjawab. Sebab dari hasil pidato kita terkadang ada banyak pertanyaan yang akan muncul dari teman-teman. Jadi kita harus siap dengan jawaban yang jelas dan menguasai materi mendalam.

Student`s lived experience on the toughest place to be a Binman in CLS 1.

STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

2 Chronicles 15:7

but you, take courage!

Do not let your hands be weak,

for your work shall be rewarded

Proverbs 16:3

Commit your works to the Lord

and your plans will be established

1 Kings 8:57

The Lord our God be with us

as He was with our Father,

may He not leave us or forsake us

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Dukungan

Links

Student`s lived experience on the toughest place to be a Binman in CLS 1.

STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

STUDENTS’ LIVED EXPERIENCE ON

THE

TOUGHEST PLACE TO BE A BINMAN IN CLS 1

2 Chronicles 15:7

but you, take courage!

Do not let your hands be weak,

for your work shall be rewarded

Proverbs 16:3

Commit your works to the Lord

and your plans will be established

1 Kings 8:57

The Lord our God be with us

as He was with our Father,

may He not leave us or forsake us

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The highly-motivated student`s lived experience of communication apprehension and fear of negative evaluation.

The participants` lived experience on feedback in Englicious Chatime.

The students` lived experience in web-based vocabulary learning.

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Reflections on studying lived experience in another culture.

English testing and learning at the vocational school : student`s lived experience.

The teacher and student lived experience in english class from the point of view of equity pedagogy.

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English testing and learning at the vocational school : student`s lived experience - USD Repository

Student`s lived experience on English language learning through self-access centre in vocational high school - USD Repository

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