1 THE BROADCASTING STUDENTS’ PERCEPTION OF THE ENGLISH JARGON USED IN THE BROADCASTING PROCESS A Thesis Presented to the Graduate Program in English Language Studies in Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum.) i
THE BROADCASTING STUDENTS’ PERCEPTION OF THE ENGLISH JARGON
USED IN THE BROADCASTING PROCESS
A Thesis Presented to
the Graduate Program in English Language Studies
in Partial Fulfilment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies
by
Natalia Dwi Prasetyowati
056332037
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
This is to certify that all of the ideas, phrases, and sentences unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s idea, phrase, or sentence without a proper reference.
Yogyakarta, Dec 18, 2008 Natalia Dwi Prasetyowati
ABSTRACT
Natalia Dwi Prasetyowati. 2008. The Broadcasting Students’ Perception of the English
Jargon Used in the Broadcasting Process. Yogyakarta: English Language Studies. Graduate
Program. Sanata Dharma University.Broadcasting cannot be separated from English since there are lots of English jargons with their specified meanings and/or referents used in the broadcasting processes. Before being able to use the jargons appropriately, students need to have accurate perception of the jargons. Perception in this study covered the knowledge of what the jargons are (definitions), of what the jargons are used for (functions), and of what the students can do with the jargons (actions).
This study aimed at revealing the answer of a research question in describing what the broadcasting students’ perception of the English jargons used in the broadcasting process was. The question was broken down into three more specific ones: 1) What meanings or definitions do the broadcasting students know of the English jargons used in the broadcasting process? 2) What functions do the broadcasting students know of the English jargons used in the broadcasting process? and 3) How do the broadcasting students use the English jargons in the broadcasting process?
This study was a case study of a specific bounded system which took place at the broadcasting department of Putra Tama Vocational High School (VHS). It involved three participants, all from grade XII. Originally, the research investigated their perception of four broadcasting jargons: ID’s, call sign, smash and jingle. However, the number of words under investigation increased to ten as the data collection progressed. The additional six words were
fade in, fade out, tune in, tune out, intro , and extro. The instruments used to gather data were
interviews, studio observation, classroom observation, curriculum vitae (CV), and announcing script. The collected data were then triangulated and analyzed to lead to the answer of the research question.
The research findings showed that participants had different perception of the jargons. The students’ knowledge of the definitions of three of the original jargons, namely ID’s, smash, and jingle, was partly accurate with middle and high level of accuracy. Their knowledge of the functions of the same jargons was partly accurate with middle level of accuracy, whereas their knowledge of the actions was partly accurate with middle and low level of accuracy.
Meanwhile, the students’ perception of call sign and the additional six words was totally inaccurate. One emergent issue was the assignment of different meanings to one jargon, smash, by different radio stations.
Based on the research findings, a recommendation to both the broadcasting students and production teachers is proposed. They are supposed to take an advatage of the teaching and learning activities in the form of class discussion to have a discussion on the assignment of different meanings of a particular jargon in different radio stations. This study is also expected to give a contribution in the enhancement of broadcasting study, especially for the production teacher, in deciding the best teaching and learning activities in to avoid partly and totally inaccurate perception.
ABSTRAK
NATALIA DWI PRASETYOWATI. 2008. The Broadcasting Students’ Perception of the
English Jargon Used in the Broadcasting Process. Yogyakarta: English Language Studies.
Graduate Program. Sanata Dharma University.Broadcasting , atau penyiaran, tidak bisa dipisahkan dari bahasa Inggris dikarenakan
banyaknya istilah-istilah bahasa Inggris yang digunakan dalam proses penyiaran. Istilah-istilah tersebut memiliki arti tersendiri dalam dunia penyiaran. Sebelum para siswa mampu menggunakan istilah-istilah tersebut dengan tepat, mereka harus memiliki persepsi yang tepat akan istilah-istilah tersebut. Persepsi dalam penelitian ini mencakup pengetahuan akan definisi, fungsi, dan aksi dari istilah-istilah tersebut.
Penelitian ini ditujukan untuk menjawah satu permasalahan, yaitu memberikan deskripsi mengenai persepsi siswa jurusan broadcasting tentang istilah-istilah bahasa Inggris yang digunakan dalam proses penyiaran. Pertanyaan ini mengarah kepada tiga permasalahan lain yang lebih spesifik, yaitu: 1) Apa yang diketahui para siswa berkaitan dengan definisi dari istilah-istilah tersebut? 2) Apa yang diketahui para siswa berkaitan dengan fungsi dari istilah- istilah tersebut? dan 3) Bagaimana para siswa menggunakan istilah-istilah tersebut dalam proses penyiaran?
Penelitian ini adalah studi kasus yang meneliti suatu sistem khusus yang bersifat terbatas, dalam hal ini jurusan broadcasting di Sekolah Menengah Kejuruan (SMK) Putra Tama. Penelitian ini mengambil tiga siswa yang duduk di kelas tiga sebagai partisipan. Pada awalnya, penelitian ini hanya meneliti persepsi mereka akan empat kata, yaitu ID’s, call sign, smash, dan
jingle . Tetapi jumlah kata yang diteliti meningkat menjadi sepuluh seiring dengan data yang
terkumpul. Enam kata tambahan tersebut meliputi fade in, fade out, tune in, tune out, intro, dan
extro . Instrumen yang digunakan untuk mengumpulkan data adalah wawancara, observasi
studio, observasi kelas, daftar riwayat hidup, dan naskah siaran. Data yang terkumpul ditriangulasikan dan dianalisa untuk mendapatkan jawaban dari pertanyaan penelitian.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki persepsi yang berbeda- beda tentang istilah-istilah tersebut. Pengetahuan para siswa akan definisi dari ID’s, smash, dan
jingle hanya sebagian akurat dengan level akurasi tinggi dan menegah. Pengetahuan mereka
akan fungsi dari istilah-istilah tersebut juga sebagian akurat dengan level akurasi menengah, sedangkan pengetahuan akan aksi juga hanya sebagian akurat dengan level akurasi rendah dan menengah. Sedangkan persepsi para siswa akan call sign dan enam kata tambahan yang lain ternyata sama sekali tidak akurat. Ada satu hal yang mencuat dari penelitian ini berkaitan dengan penerapan makna yang berbeda akan satu istilah, yaitu smash, di stasiun radio yang berbeda.
Berdasarkan hasil tersebut, ada sebuah rekomendasi yang ditujukan untuk para siswa jurusan broadcasting dan guru mata pelajaran produktif broadcasting. Mereka disarankan untuk melakukan diskusi tentang perbedaan persepsi akan istilah yang sama di beberapa stasiun radio yang berbeda dalam diskusi kelas. Penelitian ini juga diharapkan bisa memberikan kontribusi untuk peningkatan pendidikan, terutama bagi guru mata pelajaran produktif broadcasting, dalam menentukan kegiatan belajar mengajar yang paling tepat untuk menghindari terjadinya persepsi yang hanya sebagian atau bahkan sama sekali tidak akurat.
ACKNOWLEDGEMENTS
First of all, I would like to thank my Ye-Ye, JESUS CHRIST, for the love and the strength He gives, especially during my hard time. I would also like to give my great honour and special thanks to Dr. F.X. Mukarto, M.S., my father, for being so much understanding in assisting me in the thesis writing and sharing stories during the consultations. My deep gratitude goes to all lecturers: Dr. J. Bismoko, Dr. B.B. Dwijatmoko, M.A., Dr. Novita Dewi, M.S., M.A. (Hons), Dr. Fr. B. Alip, M.Pd., M.A. for the knowledge they have shared.
I owe a lot to my research participants: Tyas, Chyta, and Ogie for being so much cooperative in giving the needed information and also to the broadcasting production teacher,
Mas Takar, for all his help. He was my tour guide who introduced me to the radio broadcasting
world. I would also like to thank SMK Putra Tama for giving me an opportunity and permission to conduct a research there.
To the 05 generation of ELS evening class, I thank you all for letting me become a member of our new family. It is lovely to have you all as brothers and sisters. I love you all.
My special thanks are addressed to my family, especially to my mother and father, for forcing me to take this scholarship program. With their tremendeous support, I am finally able to come to this end point of my study. I could not find proper words to express how much I thank my husband for his endless and unconditional love. Last but not least, I thank my beloved son, Titus Axl Nathaniel, for bringing me sunlight in my life. He is my only reason to survive.
Natalia Dwi Prasetyowati
TABLE OF CONTENTS
TITLE PAGE ..................................................................................................................i
ADVISOR’S APPROVAL PAGE ................................................................................. ii
THESIS COMMITTEE’S APPROVAL PAGE .......................................................... iii
STATEMENT OF ORIGINALITY.............................................................................. iv
ABSTRACT .................................................................................................................... v ABSTRAK .......................................................................................................................vi
DEDICATION PAGE .................................................................................................... vii
ACKNOWLEDGEMENTS ........................................................................................... viii
TABLE OF CONTENTS ............................................................................................... ix
LIST OF TABLES.......................................................................................................... xiii
LIST OF FIGURES........................................................................................................xiv
LIST OF EXCERPTS .................................................................................................... xv
LIST OF ABBREVIATIONS ........................................................................................ xvii
CHAPTER I INTRODUCTION A. Background of Study ..................................................................................................
1 B. Problem Identification ................................................................................................
5 C. Problem Limitation ..................................................................................................
6 D. Problem Formulation ..................................................................................................
7 E. Goal and Objectives of Study .....................................................................................
7 F. Significance of Study...................................................................................................
8
CHAPTER II THEORETICAL REVIEW A. Review of Related Literature ......................................................................................
9 1. Broadcasting ........................................................................................................
9 a) Radio Broadcasting .......................................................................................
9 b) English Jargon in Radio Broadcasting ..........................................................
11 c) Radio Broadcasting Process ..........................................................................
12 2. Perception ............................................................................................................
14 3. Word Meaning .....................................................................................................
22 B. Theoretical Framework ...............................................................................................
27 CHAPTER III METHODOLOGY A. Nature of Research ......................................................................................................
30 B. Data Setting and Sources ............................................................................................
31 C. Data Collection Instruments .......................................................................................
33 D. Data Collection ...........................................................................................................
37 E. Data Processing ...........................................................................................................
40 F. Data Analysis ..............................................................................................................
42 CHAPTER IV RESEARCH FINDINGS A. Data Presentation ........................................................................................................
45 1. The Profile of the Research Setting: SMK Putra Tama Bantul ...........................
45 2. The Profile of the Research Participants ..............................................................
47 a. Chyta .............................................................................................................
47 b. Tyas ...............................................................................................................
48 c. Ogie ...............................................................................................................
48
3. The Profile of the Broadcasting production Teacher: Pak Takar ........................
50 4. Data from Interview .............................................................................................
50 5. Data from Studio Observation .............................................................................
56 6. Data from Announcing Script ..............................................................................
63 7. Data from the Participants’ Curriculum Vitae (CV) ............................................
66 8. Data from Classroom Observation ......................................................................
69 9. Data Verification ..................................................................................................
73 B. Findings .......................................................................................................................
77 1. The Result of the Data Verification with the Broadcasting Students ..................
77
2. The Result of the Data Verification with the Broadcasting Production Teacher
83
3. Emergent Themes ................................................................................................. 102
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ................................................................................................................ 106 B. Recommendations ...................................................................................................... 107
BIBLIOGRAPHY .......................................................................................................... 109
APPENDICES Appendix 1. Transcript of the First Interview Appendix 2. Coding of the First Interview Appendix 3. Studio Observation Notes Appendix 4. Announcing Scripts Appendix 5. The Participants’ CVs Appendix 6. Classroom Observations NotesAppendix 7. Transcript of the Data Verification – The Second Interview with the Participants Appendix 8. Coding of the Data Verification – The Second Interview with the Participants Appendix 9. Transcript of the Data Verification – An Interview with the Broadcasting
Production Teacher Appendix 10. Coding of the Data Verification – An Interview with the Broadcasting Production
Teacher Appendix 11. The Participants’ Perception Appendix 12. Photographs Taken During the Observations
LIST OF TABLES
1. Table 2.1. What is Involved in Knowing a Word ....................................................23 2. Table 2.2. The Semantic Features of smash and bridge...........................................
25 3. Table 3.1. Blueprint for Interview ..........................................................................
34 4. Table 3.2. Blueprint for Observation . ....................................................................
36 5. Table 4.1(a). The Participants’ Series of Actions in the Announcing – Studio .....
64 6. Table 4.1(b). The Participants’ Series of Actions in the Announcing – Script ......
65
7. Table 4.2. The Students’ Knowledge of the Definitions of the Jargons Used in the Broadcasting Process ........................................................................
81
8. Table 4.3. The Students’ Knowledge of the Functions of the Jargons Used in the Broadcasting Process ..............................................................................
82
9. Table 4.4. The Students’ Knowledge of How to Use the Jargons in the Broadcasting Process ..............................................................................
82
10. Table 4.5. Emergent Themes .................................................................................. 102
11. Table 4.6. Partly Accurate Perception .................................................................... 103
12. Table 4.7. Level of Accuracy of the Students’ Perception ...................................... 104
LIST OF FIGURES 1. Figure 2.1. The Influence of Context on Perception ..............................................
17 2. Figure 2.2. Perceptual Organizers .........................................................................
18 3. Figure 2.3. The Word bridge Seen from Two Different Contexts ........................
18 4. Figure 2.4. Model of Second Language Learning .................................................
21
5. Figure 2.5. The Broadcasting Students’ Perception of the English Jargons Used in Broadcasting Skills .........................................................................
28 6. Figure 3.1. Data Collection ....................................................................................
38 7. Figure 3.2. Data Processing ...................................................................................
41 8. Figure 3.3. Data Analysis ......................................................................................
43
LIST OF EXCERPTS 1. Excerpt 3.1. Guiding Questions for Interview .......................................................
61 14. Excerpt 4.9(a). Studio Observation Notes – Tyas (3) ...........................................
74 23. Excerpt 4.16. Data Verification with the Participants – Tyas .................................
72 22. Excerpt 4.15. Data Verification with the Participants – Chyta ...............................
71 21. Excerpt 4.14. Classroom Observation Notes (3) ......................................................
70 20. Excerpt 4.13. The Participants’ Perception Taken from Classroom Observation ...
69 19. Excerpt 4.12. Classroom Observation Notes (2) .....................................................
68 18. Excerpt 4.11. Classroom Observation Notes (1) .....................................................
63 17. Excerpt 4.10. Data from the Participants’ CVs .......................................................
62 16. Excerpt 4.9(c). Studio Observation Notes – Ogie (3) ............................................
62 15. Excerpt 4.9(b). Studio Observation Notes – Chyta (3) .........................................
60 13. Excerpt 4.8. Studio Observation Notes – Ogie (2) ................................................
36 2. Excerpt 4.1(a). Interview # 1 – Chyta ...................................................................
59 12. Excerpt 4.7. Studio Observation Notes – Chyta (2) ..............................................
59 11. Excerpt 4.6. Studio Observation Notes – Tyas (2) ................................................
58 10. Excerpt 4.5(c). Studio Observation Notes – Ogie (1) ...........................................
58 9. Excerpt 4.5(b). Studio Observation Notes – Chyta (1) .........................................
58 8. Excerpt 4.5(a). Studio Observation Notes – Tyas (1) ...........................................
55 7. Excerpt 4.4. The Series of Actions Taken During the Studio Observation .........
54 6. Excerpt 4.3. The Participants’ Perception of smash and jingle in the Interview ..
53 5. Excerpt 4.2. The English Jargons Mentioned in the Interview .............................
52 4. Excerpt 4.1(c). Interview # 1 – Ogie .....................................................................
52 3. Excerpt 4.1(b). Interview # 1 – Tyas .....................................................................
75
24. Excerpt 4.17. Data Verification with the Participants – Ogie ..................................
90 33. Excerpt 4.26. Data Verification with the Broadcasting Production Teacher (4) .....
99
98 37. Excerpt 4.30. Data Verification with the Broadcasting Production Teacher (7) .....
96 36. Excerpt 4.29. Data Verification with the Broadcasting Production Teacher (6) .....
95 35. Excerpt 4.28. Data Verification with the Broadcasting Production Teacher (5) .....
34. Excerpt 4.27. The Participants’ Perception of Tune in, Tune out, Fade in, Fade out, Intro and Extro ..................................................................................
93
88 32. Excerpt 4.25. Data Verification with the Broadcasting Production Teacher (3) .....
77 25. Excerpt 4.18. The Participants’ Perception of Id’s .................................................
86 31. Excerpt 4.24. Data Verification with the Broadcasting Production Teacher (2) .....
85 30. Excerpt 4.23. Data Verification with the Broadcasting Production Teacher (1) .....
29. Excerpt 4.22. The Summary of the Participants’ Perception of Id’s Gathered in the Data Collection ...........................................................................
80
79 28. Excerpt 4.21. The Participants’ Perception of Jingle ..............................................
78 27. Excerpt 4.20. The Participants’ Perception of Smash ..............................................
78 26. Excerpt 4.19. The Participants’ Perception of Call Sign..........................................
38. Excerpt 4.31. Data Verification with the Broadcasting Production Teacher (8) ..... 101
AM : Amplitude Modulation CV : Curriculum Vitae FM : Frequency Modulation KAS : Keuskupan Agung Semarang KTSP : Kurikulum Tingkat Satuan Pendidikan MC : Master of Ceremony Prakerind : Praktek Kerja Industri SLA : Second Language Acquisition SLL : Second Language Learning SMK : Sekolah Menengah Kejuruan SW : Short Wave
VHS : Vocational High School problem identification, problem limitation, problem formulation, goal and objectives, and significance of study.
Broadcasting, like any other field of studies, has its own specific needs of English in the form of ESP (English for Specific Purposes) to lead its learners to meet their English needs. The current concern in ESP is on the authenticity of the material which will guide to authentic communication that learners need to practice to function effectively in the target situation (Hutchinson and Waters, 1994). Douglas (2000) states that learners may demonstrate the required language function in the classroom perfectly but fail to use the studied skills outside the classroom. The learners of ESP then need to learn the actual language use that they possibly encounter in the daily working activities.
Broadcasting world is inherent with English since there are numerous words or terms employed in its study. There are several books written in Indonesian containing necessary information to help the broadcasting students gain more knowledge in the related field. Nevertheless, there are English jargons in almost every page of it to refer to the terms usually employed in the broadcasting works. Even though the jargons have their own Indonesian equivalence, it is common for those working in the broadcasting field to employ the English jargons.
This study put the concern on broadcasting at the level of VHS (Vocational High School). The English jargons are introduced, studied, and practiced through some production skills. Broadcasting students need to comprehend the special meanings of the jargons before being able to use them in their actual contexts. The students’ perception of the jargons is regarded as an initial step in the attempt of employing the jargons. It also takes a part in building the students’ professional development in the broadcasting field. The discussion of perception in this study primarily involved the students’ knowledge toward the broadcasting English jargons that covered the knowledge of the definition, function and action of the jargons.
Perception is usually related to general psychology that commonly covers the human perceptual processes. It is also hard to separate it from sensation. Perception is defined as the awareness of both object and event in the environment which is brought about by the stimulation of the sense organs by selecting, organizing, and interpreting sensory information into useful mental representation of the world (Huffman, et al., 2000; Bootzin, et al., 1983). Other psychologists (Atkinson, et al., 1983: 162) give another definition of perception stated as “phenomena in which relation between stimulus and experience is more complex than for the phenomena considered under sensation. Perceptual phenomena are thought to depend on higher- level processes.” The complexity of the perceptual processes is the result of several factors affecting one’s perception, such as expectations, previous experiences, and psychological states (Braun and Linder, 1979). Mostly, those psychologists discuss about biological sense organs and procedures of how one perceives things and events around him/her.
The major supporting theory in the discussion of perception in this study is taken from the psychology of perception by Vernon (1982). He states that perception is related not only to the awareness but also to the conscious identification of objects and events. “The objects are out ‘there’ in space; they appear in their familiar aspects and therefore he knows what they are, what they do, and what he can do with them” (Vernon, 1982: 13). The knowledge of identification is highly useful and valuable since it guides to the appropriate reaction toward them. What they are shows the knowledge of the definition of objects or events. What they do is related to the
function . What he can do with them represents the knowledge of the action taken toward them.
Therefore, the broadcasting students’ perception describes their knowledge of the definitions, functions and actions of the broadcasting jargons.
Knowledge can be in the form of declarative (knowledge about) and procedural knowledge (knowledge how to) as stated in Johnson (2001). In the cognitive accounts of second language acquisition (SLA), the declarative knowledge is explicit, whereas procedural knowledge is implicit. Bialystock (1978) allows an interaction between the two types of knowledge in her model of second language learning (SLL). Explicit knowledge is possible to become implicit through formal practising. Explicit knowledge can also be derived from implicit knowledge by inferencing. The knowledge of the definition and function of the jargons is declarative, or explicit, knowledge. The knowledge of the action is procedural, or implicit, knowledge.
Another point of view comes from the discussion of perception seen from a cognitive view of educational psychology. Perception is a matter of “an immediate content of awareness as a result of interpreting perceived messages in the light of existing knowledge” (Ausubel, et
al ., 1978: 62). It gives significantly useful information that perception does not merely involve
the biological perceptual processes of an object or event for the first time. Perception is also possible to include the immediate content of awareness of the next encounters of the same perceived messages by using existing knowledge. “It immediately (without the intervention of any cognitive processes) conveys actual rather than merely potential meaning when next perceived” (Ausubel, et al., 1978: 63). Therefore, the next time one perceives the same message in which its meaning has already been grasped, the message is a perceptual product and no longer has a cognitive processes.
Perception in this study did not merely focus on the broadcasting students’ awareness of the English broadcasting jargons introduced to them for the first time. It instead discussed about the students’ perception of the jargons used in the broadcasting process that described the declarative knowledge of the definition (what the jargons were) and function (what they were used for), and the procedural knowledge of the action (what the students could do with them).
The knowledge of the jargons was also related to the vocabulary knowledge which dealt primarily with word meaning. Knowing a word means knowing the semantic value of a word and the limitations on the use of the word according to variations of function and situation (Richards, 1976 as cited by Read, 2000). Knowing a word involves knowing how to use it in suitable situations to stand for the meaning it represents (Nation, 1990). To define a word means to explain its meaning. Nation (1990) also states that the definition points to the features which belong to the concept as distinct from others and makes the boundaries of a concept clear.
Therefore, knowing of the meaning of a word means knowing its semantic range.
A word has a set of semantic features within its meaning boundary. There are also other features outside the boundary which belong to the semantic range of other words. It is possible for the features to overlap with each other based on the mapping of the features in a semantic boundary. Semantic mapping is the identification of whether given semantic features are inside, partly inside, or totally outside the semantic range of a word. An investigation of the semantic mapping of the students’ knowledge of the jargons led to the level of accuracy of the students’ perception. However, instead of putting the focus on the discussion of language system, this study emphasized on the human behaviour in using the language. The students’ knowledge of the meaning and function of the jargon, added by the action they took in using the jargon was the manifestation of their behaviour in using the language.
Broadcasting is a newly developed department in the level of VHS in Indonesia. There is neither a specific reference as a source of study specially designed for this department nor any research conducted in this scope of study. Moreover, journals on the study of perception seem not to give much contribution since they do not discuss a lot about the coverage of perception. Instead, they go straight to the topics being perceived. Therefore, this research tried to offer a new analysis of perception seen from the psychology of perception and the cognitive accounts of SLA.
SMK Putra Tama is the only VHS in Yogyakarta that offers broadcasting as one of its departments. Therefore, it was considered rich and accessible for the setting of the study.
Perception in this study dealt with the students’ knowledge of the definitions, functions, and actions of the jargons. I believed that perception was the initial step in the attempt of using the jargons in their actual use. It was considered necessary then to conduct a study of it to finally present a description of the broadcasting students’ perception of the English jargons used in the broadcasting proces.
Each field of study has its own needs of English as the lingua franca of the world. Most information and new findings are written in English as it has now globally taken into a general means of communication worldwide. Therefore, authentic communication becomes the main current concern in the discussion of the specific needs of English. Broadcasting is a field of study that employs English jargons in its processes. It is a newly developed department at the level of VHS in Indonesia which educates students to become competent broadcasters. Similar to any other scopes of study, broadcasting also has its own English jargons with their specified meanings and/or referents.
It is a common practice for broadcasters to use the English jargons in the broadcasting process due to a matter of time effectiveness. The word bridge, for example, is used to refer to music, usually in the form of instrumental one, that connects one segment to the other in a radio program. It has an Indonesian equivalence as described by the broadcasting production teacher as musik yang menjembatani antara satu segmen dengan segmen yang lainnya dalam suatu
acara atau program radio . Nevertheless, it is rare for people involved in the broadcasting
process to use the definition. They commonly prefer to employ the English term. It is obvious then that English and broadcasting are tightly connected to each other.
Broadcasting students need to get themselves familiar with the jargons. It is quite often that the students sometimes have inaccurate perception of the jargons. In fact, perception does not merely involve the biological perceptual procedures. In this study, perception involved a deeper discussion of the students’ knowledge shown by what they know about the definition and function of the English jargons supported by the knowledge of the proper action in using the jargons in the broadcasting process. Before being able to use the jargons appropriately, the students need to have accurate perception of the jargons. Therefore, research on this was considered necessary since it would help them comprehend their perception better as it was considered as an initial step in employing the jargons in its actual use.
This study took place at SMK Putra Tama Bantul as the only rich and accessible setting since it is the only VHS in Yogyakarta that has broadcasting as one of its departments.
Broadcasting has two major interests: radio broadcasting and television broadcasting. The first is the main focus in the teaching and learning of the broadcasting study in this VHS since television broadcasting is only given in the last year of study. Moreover, there are inadequate facilities that support the later kind of broadcasting study to be taught and practiced thoroughly.
Therefore, this study emphasized on the broadcasting students’ perception of the radio broadcasting English jargons used in the radio broadcasting process. The discussion of the students’ perception itself was restricted to the students’ knowledge of the definition, function, and action of the jargons. This research put the focus on the human behaviour in using language shown in the students’ perception of the jargons.
Since the study was qualitative, it was to reveal the facts and the findings were in the form of interpretative results without any inferential statistics. It was highly possible for unpredicted issue to emerge since the nature of this kind of research is emergent rather than tightly prefigured (Creswell, 2003). Therefore, this research was not to provide generalization, but to expose the emerging facts and/or truth. As this study was specific and applicable only to the broadcasting students of Putra Tama VHS, a case-study was therefore best implemented here. The participants of this study were also restricted to a limited number of students. It involved three participants; all were from grade XII.
This study was aimed at revealing the answer of one research question; it was: “What is the broadcasting students’ perception of the English jargons used in the broadcasting process?” The question was broken down into three more specific questions; those were:
1.1. What meanings or definitions do the broadcasting students know of the English jargons used in the broadcasting process?
1.2. What functions do the broadcasting students know of the English jargons used in the broadcasting process?
1.3. How do the broadcasting students use the English jargons in the broadcasting process?
The main goal to attain in this research was to describe the broadcasting students’ perception of the English jargons used in the broadcasting process. The goal was elaborated further into several objectives of study; those were: describing the broadcasting students’ knowledge of the definitions of the jargons used in the broadcasting process, describing the broadcasting students’ knowledge of the functions of the jargons used in the broadcasting process, and describing the broadcasting students’ knowledge of how to use the jargons used in the broadcasting process.
This study was to provide a description of the broadcasting students’ perception of the English jargons used in the broadcasting process. Studies of perception are usually restricted to the point of view of general psychology that merely involves the human biological perceptual procedures. Other studies which also adopt the construct do not specify the coverage of perception. They directly analyze the perceived object or issue and merely state that perception is a matter of belief, comment, interpretation or opinion (Borg, 2001; Jeon and Hahn, 2006; Liu and Zhang, 2007). This study offered a study of perception taken primarily from the psychology of perception supported by a discussion on the cognitive accounts of SLA.
As the first research in broadcasting, so far as I know, this study may provide a model of a qualitative research that described the broadcasting students’ perception of the broadcasting jargons used in the broadcasting process. It hopefully offers a contribution to the enhancement in the teaching and learning process in the broadcasting department of the VHS. I believe that the result of this study can serve as a guide for broadcasting production teachers to decide on the appropriate teaching and learning activities both to avoid inaccurate perception and to help students comprehend the jargons better so that eventually they will be able to use them appropriately in their actual use. lead to the theoretical framework of the research to arrive at the tentative theoretical answer of the research problem.
Three topics are covered in the discussion of theoretical review. They are related to the definition and coverage of both broadcasting and perception as two main constructs of the research, added by a discussion of word meaning.
The discussion of broadcasting covers four issues related to radio broadcasting, English jargon in radio broadcasting, and radio broadcasting process.
Definitions about broadcasting in general that will be narrowed down into a discussion of radio broadcasting become an introduction to the discussion of English jargon in radio broadcasting. As stated in the dictionary, broadcast has several meanings: 1) to send out programs by radio or television, 2) to speak or appear on radio or television, 3) to make something widely known, and 4) to scatter seeds over a large area, especially by hand (Hornby, 1995). This study adopted the first three definitions and omitted the last one. Bittner (1985: 7) also gives two definitions of broadcast as “scattered over a wide area” or “in a scattered manner; far and wide”. He adds that words similar in meaning to the term broadcast include
disperse, generalize, let fall, cultivate, communicate, publish, telecommunication, and oration. It is considered unnecessary to encounter people who would agree with each of those meanings since every community has its own standard to refer to the same term. As this study put the focus on radio broadcasting, the term is associated with telecommunication and best defined into communication activities transmitted by signals via radio.
Most people merely take for granted on what happen when they turn on a radio set. The box that can, at the touch of a switch, bring into one’s place the voice of someone speaking or playing music. As a matter of fact, lots of preparations are made to finally present something, a certain program, through electronic waves transmitted via equipment called radio. It is “a sound broadcasting as radio communicates by sound alone, the sound of human voice and speech, the sound of music and the sound of sound effects” (Hilliard, 1976: 23). The preparations are in the form of activities that badly need skills and knowledge of related field of work, one of which is the competence toward the English jargons used in the broadcasting process.