A Thesis. Presented as TRAINING YOGYAKARTA 2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE PE ERCEPTION N ON THE USE U OF SEL LF-ACCES SS LANGUA AGE LEAR RNING (SALL) AMO ONG STUDENTS OF SMK S NEGE ERI 2 DEPO OK, SLEMA AN, YOGYA AKARTA

A Thesis

Presented ass Partial Fulffillment of thhe Requirem ments to Obtain the Sarjaana Pendidikkan Degree inn English Laanguage Eduucation

By Rina C Candrawati Student Num mber: 041214085

LISH LANG GUAGE ED DUCATION N STUDY PR ROGRAM ENGL DEPARTMENT OF O LANGU UAGE AND D ARTS EDU UCATION ULTY OF TE EACHERS TRAINING G AND EDU UCATION FACU SANATA DHAR RMA UNIV VERSITY YOGY YAKARTA 2011


THE PE ERCEPTION N ON THE USE U OF SEL LF-ACCES SS LANGUA AGE LEAR RNING (SALL) AMO ONG STUDENTS OF SMK S NEGE ERI 2 DEPO OK, SLEMA AN, YOGYA AKARTA

A Thesis

Presented ass Partial Fulffillment of thhe Requirem ments to Obtain the Sarjaana Pendidikkan Degree inn English Laanguage Eduucation

By Rina C Candrawati Student Num mber: 041214085

LISH LANG GUAGE ED DUCATION N STUDY PR ROGRAM ENGL DEPARTMENT OF O LANGU UAGE AND D ARTS EDU UCATION ULTY OF TE EACHERS TRAINING G AND EDU UCATION FACU SANATA DHAR RMA UNIV VERSITY YOGY YAKARTA 2011 i


ii


iii


STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, March 8, 2011 The Writer

Rina Candrawati 041214085

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ABSTRACT Candrawati, Rina. 2011. The Perception on the Use of Self-Access Language Learning among Students of SMK Negeri 2 Depok, Sleman, Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Autonomy in language learning has been a topic of widespread discussion over the last 20 years. The implementation of this approach requires that students be autonomous learners as shown by their learning behaviors, knowledge about learning and the attitudes that enable them to use these learning skills confidently, flexibly, appropriately and independently. SALL is one of the learning media to support the autonomous learning and has been implemented in some schools in Indonesia. One of the schools is SMK Negeri 2 Depok, Sleman, Yogyakarta. Since every student is a uniquely different, they have different perception in the way they learn things including learning English using SALL. The students’ perception is truly useful to pay attention to as it will be used to help teachers whether or not to continue and maximize the use of SALL in teaching English to their students. This research investigated the students’ perception on the use of SALL in learning English. It addressed questions, (1) What are the students’ perceptions on the use of Self-Access Language Learning (SALL) in learning English at SMK Negeri 2 Depok, Sleman, Yogyakarta? (2) What are the suggestions given by students to improve and maximize the use of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta? The research was also to acquire preliminary description and interpretation about students lived experience of their motivation and learning behavior. The researcher employed a survey research by observing the students’ behavior, distributing questionnaire and interviewing the students. The research participants were the second year students of SMK Negeri 2 Depok, Sleman, Yogyakarta in the Academic Year of 2009/2010. The population of this study consisted of 288 students. The sampling technique of this research was a random sampling. The result of the tossing was the class of Teknik Perbaikan Body Otomotif. From the analysis of the students’ behaviors during the observation and from the analysis of the students’ responds to the questionnaire, the results showed that, in general, the most students had positive perception on the use of SALL in their English learning. In addition, from the interview, it was shown that students had positive response in the application of SALL. They liked learning English using SALL, though several students did not like using SALL. They also made effort when they had difficulties. Furthermore, the students also had positive response on the activities. They gave suggestion to add the activities so that it can be more varied. Apart from that, the students claimed that their speaking and listening skills improved by native speakers pronunciation and new words they learned from the recorded materials. The students also recommended that the SALL collection of materials, the condition of the class, the activities, the time outside the learning in the classroom, and the duration of the learning need improving.

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ABSTRAK Candrawati, Rina. 2011. The Perception on the Use of Self-Access Language Learning among Students of SMK Negeri 2 Depok, Sleman, Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Otonomi dalam pembelajaran bahasa telah menjadi topik diskusi yang berkembang luas selama lebih dari 20 tahun. Penerapan pendekatan ini mengharuskan siswa menjadi pembelajar yang otonom seperti yang ditunjukkan melalui tingkah laku belajar, pengetahuan tentang belajar dan sikap yang memungkinkan siswa untuk menggunakan keterampilan belajar mereka dengan percaya diri, fleksibel, tepat dan mandiri. SALL merupakan salah satu media pembelajaran yang digunakan untuk mendukung pembelajaran otonom dan telah diterapkan di beberapa sekolah di Indonesia. Salah satu sekolah tersebut yakni SMK Negeri 2 Depok, Sleman, Yogyakarta. Karena setiap siswa adalah pribadi yang unik dan berbeda, mereka tentu memiliki persepsi dan cara belajar yang berbeda, termasuk juga dalam belajar bahasa Inggris menggunakan SALL. Penelitian ini menyelidiki persepsi siswa pada penggunaan SALL dalam belajar bahasa Inggris. Ada dua permasalahan yang dipecahkan: (1) Bagaimana persepsi siswa terhadap penggunaan SALL dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Sleman, Yogyakarta? (2) Apa saran-saran untuk mengembang dan memaksimalkan penggunaan SALL dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Sleman, Yogyakarta? Penelitian ini juga diharapkan untuk mendapatkan gambaran awal serta interpretasi pengalaman siswa terhadap motivasi dan perilaku belajar mereka. Peneliti menggunakan metode survei; yaitu dengan mengamati perilaku siswa, menyebar kuisioner dan mewawancarai siswa. Peserta dari penelitian ini adalah siswa kelas dua SMK Negeri 2 Depok, Sleman, Yogyakarta tahun ajaran 2009/2010. Populasi pada penelitian ini terdiri 288 siswa. Sedangkan teknik sampling yang digunakan adalah sampling acak. Kelas Teknik Otomotif terpilih sebagai sampel dalam penelitian ini. Hasil penelitian menunjukkan bahwa secara umum, siswa memiliki persepsi positif terhadap penggunaan SALL dalam pembelajaran bahasa Inggris mereka. Selain itu, hasil wawancara menunjukkan bahwa siswa mempunyai respon positif terhadap penggunaan SALL. Mereka menyukai belajar dengan SALL, meskipun ada beberapa siswa tidak menyukainya. Mereka juga berusaha mengatasi kesulitan jika mereka mengalaminya. Selain itu, siswa juga memberikan respon positif pada setiap kegiatan dalam belajar menggunakan SALL. Siswa juga mendapat banyak keuntungan dengan belajar menggunakan SALL; seperti keterampilan berbicara dan mendengarkan mereka mengalami kemajuan. Para siswa memberi saran: penambahan koleksi soal serta variasi kegiatan; penambahan waktu dalam belajar baik di dalam maupun di luar jam pelajaran.

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

: Rina Candrawati

Nomor Mahasiswa

: 041214085

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: THE PERCEPTION ON THE USE OF SELF-ACCESS LANGUAGE LEARNING (SALL) AMONG STUDENTS OF SMK NEGERI 2 DEPOK, SLEMAN, YOGYAKARTA

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 8 Maret 2011

Yang menyatakan

Rina Candrawati

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ACKNOWLEDGEMENTS

Many people had contributed to the completion of this thesis. My very first eternal gratitude is conveyed to Jesus Christ for everything He had given to me, His great blessings, graces, love and mercy. Without Him, I am but nothing. From the very sincerest bottom of my heart, I am thankful to ibu Dr. Retno Muljani, M.Pd., my advisor, for her enormous guidance, advice, suggestions, corrections and patience so that the thesis finally could be finished. With all my grateful heart, I thank my dearest husband, Fero Kurniawan, for his patience and prayers, for giving me endless love, support, affection, encouragement, happiness and for helping me passed all these processes. My gratitude also flows to my dearest parents Tri Suko Bambang Wiyono and Suprihati for their unconditional and undying love, care, kindness, support, sacrifices and prayers. My gratitude is also extended to my brother Mas Wawan and his wife, Mbak Arin, for their supports and prayers. They all are very loving and wonderful persons and always by my side especially when I am in need of help. They are the ones who always lift me up when I am down. I am also thankful to my parents-in-law for their prayers and encouragement. Again, I heartily thank them for everything they have done for me. Another deep gratitude of mine flies to the second year of students of SMK Negeri 2 Depok in the academic year of 2009/2010, especially Andika, Ardi, Ari, Bayu, Doffy and Faisal for helping me answer the given questionnaire and participate in the interviews so that the required data could be collected. My gratitude also flies to my good friends, Eveline, Ani (Nobita), cik Aline, Festy and pakdhe Nugroho, who always brighten my life. We like to share ideas, life experiences and we strengthen one another; also Tika, a friend who shared the same “fight” in finishing the thesis. My gratitude also flies to my classmates of English Education Study Program whom I do not mention here one by one for their support, prayers and making the world a better place for me during my study, with their personalities, smiling faces, helpful minds and loving hearts. May you all be happy, friends. Finally, I would like to thank them all my benefactors whose names could not be mentioned here, seen and unseen, and known and unknown for their prayers and encouragement. May God bless them all.

Rina Candrawati

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TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………...

i

APPROVAL PAGES ..……………………………………………………….

ii

STATEMENT OF WORKS’ ORIGINALITY ………………………………

iv

ABSTRACT ………………………………………………………………….

v

ABSTRAK ……………………………………………………………………………..

vi

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………………..

vii

ACKNOWLEDGEMENTS………………………………………………...

viii

TABLE OF CONTENTS …………………………………………………….

ix

LIST OF TABLES …………………………………………………………...

xii

LIST OF FIGURES ………………………………………………………….. xiii LIST OF APPENDICES ……………………………………………………..

xiv

CHAPTER I. INTRODUCTION A. Research Background ……………………………………..

1

B. Problem Formulation ……………………………………...

5

C. Problem Limitation ………………………………………..

6

D. Research Objectives ……………………………………….

6

E. Research Benefits ………………………………………….

7

F. Definition of Terms ………………………………………..

8

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

10

1. Theory of Perception ……………………………………

10

a. Definition of Perception ……………………………..

10

b. Perception in Learning ………………………………

12

2. Theory of Learning English ……………………………

13

a. Learning ……………………………………………..

13

b. Language Learning …………………………………..

15

3. Motivation ………………………………………………

16

a. Definition of Motivation …………………………….

16

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b. Importance of Motivation …………………………...

17

4. Theory of Self-Access Language Learning …………….

19

5. Vocational School ………………………………………

21

B. Theoretical Framework ……………………………………

23

CHAPTER III. METHODOLOGY A. Research Method ………………………………………….

26

B. Research Participant ……………………………………….

27

C. Research Instruments ……………………………………...

29

1. The Observation Checklist ……………………………...

29

2. The Questionnaire ………………………………………

31

3. The Interview ……...……………………………………

32

D. Data Gathering Technique ………………………………...

34

E. Data Analysis Technique ………………………………….

34

F. Research Procedures ……………………………………….

37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Students’ Perception on the Use of SALL in Learning English at SMKN 2 Depok Sleman, Yogyakarta ………….

40

1. Students’ Perception Based on the Observations of Students’ Behavior in the Teaching-Learning Process Using SALL ……………………………………………

40

2. Students’ Perception on the Use of SALL in Learning English Based on The Questionnaire…………………...

46

3. Students’ Perception on the Motivation, Activities and Implication on the Use of SALL in Learning English Based on the Interview …………………………………

57

a. Students’ Perception on Motivation in Their English Learning using SALL ……………………………….

58

b. Students’ Perception on the Activities Using SALL ...

60

c. Students’ Perception on the Implication after Learning Using SALL ………………………………

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B. Students’ Recommendation to Improve and to Maximize the use of SALL in English Learning …………………...

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ………………………………………………..

x

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B. Suggestions ………………………………………………..

69

REFERENCES ……………………………………………………………….

71

APPENDICES ………………………………………………………………..

74

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LIST OF TABLES

Table 3.1. Research Respondents by Class and Number ……………………….

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3.2. Observation Blueprint of Students’ Behavior in SALL …………….

30

3.3. Questionnaire Blueprint of Students’ Perception toward SALL ……

32

3.4. Framework of Interview Questions in using SALL ………………...

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3.5. Scoring grades for Questionnaire on Students’ Perception …………

35

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LIST OF FIGURES

Figure 1.1 The relation between students’ perception, motivation, and behavior…

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4.1. Students’ response to self-confidence in facing achievement related task ……………………………………………………………………..

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4.2. Students’ response to their persistence in case of failure ……………...

50

4.3. Students’ response to preference of level of difficulties ……………….

51

4.4. Students’ response to time perspective ………………………………...

53

4.5. Students’ response to competition with others ………………………...

54

4.6. Students’ response to implication ……………………………………...

55

4.7. The percentage of students’ responses to all statements in the questionnaire …………………………………………………………...

56

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LIST OF APPENDICES

Appendix A. Observation Checklist ………………………………………………….

74

B. Questionnaire of Students’ Perception ………………………………...

78

C. Angket Persepsi Siswa …………………………………………………

80

D. Interview Question ……………………………………………………..

82

E. Data of Student’s Perception Score …………………………………...

84

F. Frequency of the Students’ Responses to Each Statement of the Questionnaire …………………………………………………………..

85

G. Percentage of the Students’ Responses to Each Statement of the Questionnaire …………………………………………………………..

87

H. The Students’ Interview Transcript ……………………………………

89

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CHAPTER I INTRODUCTION

This research investigates the students’ perception on the use of Self Access Language Learning (SALL) in an English class at SMK Negeri 2 Depok, Sleman, Yogyakarta. This introductory chapter contains six major sections, namely (1) research background, (2) problem formulation, (3) problem limitation, (4) research objectives, (5) research benefits, and (6) definition of terms.

A. Research Background There are many ways in order that people can learn English effectively and joyfully. Some are trying to find the appropriate ways to learn it, either through formal or non-formal settings. Since English is known as an international language, Indonesian government has made English as a compulsory subject at schools as the first foreign language. Beyond its importance in human life, students are expected to be able to learn English in order to pass exams and graduate. Teachers are responsible to help their students in learning English so they try to find suitable activities in their teaching and learning processes. In addition, they also have to choose selective media in order to vary the learning practices. One of them is using Self Access Language Learning (SALL). In the past few years, SALL has received considerable interest, as evidenced by the proliferation of SACs in Mexico, Hong Kong, Spain, Austria, Egypt, Taiwan,

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and South East Asia (Gremmo and Riley, 1995, p.157). Gardner & Miller’s (1997) defined SALL as the learning in which students take more responsibility for their learning than in teacher directed settings. Ideally SALL offers varying degrees of guidance that encourages students to move towards autonomy. According to Holec, “autonomy” is defined as the ability to take charge of one’s own learning. Furthermore, Dickinson illustrated autonomy as a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and implementation of those decisions. From these two definitions, we can conclude that the learners must be independent thinkers and should have a clear view of the whole learning process, including the purpose of learning, the aim of learning, the way of learning, the choice of materials in learning, etc. In another words, it includes everything concerned with their learning activities. As for autonomous learning, both the teacher and learners have larger role in structuring the learning regarding time and pace, content, sequence, and evaluation which contributes to various degrees of learner autonomy (Ning et all, 2008). SALL can be regarded as a manifestation of learner autonomy in the way that SALL provides materials and organizational systems that accommodate for individualization and promotion of independent learning (Sheerin, 1997). SALL, however, is the kind of learning that takes place in a Self Access Center (SAC). Sheerin (1989, 1997) stated that the SAC is a means to cater for individual learners’ needs which requires effort on teachers’ part to provide learning materials. Jones (1995), on the other hand, stated that the SAC is where both teachers and learners


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would have to change their attitudes and approaches whereby learners could take a more active role in determining their own learning objectives and processes. In accordance to Reinders (2000), SAC is a means of promoting learner autonomy and it is a place where SALL is done by students. SALL has been implemented in some schools in Indonesia. One of the schools is SMK Negeri 2 Depok, Sleman. The school is the only vocational school in Yogyakarta province that has a SAC. In 2005, the school was appointed by the Director of Vocational Education (letter No: 0543/C5./MN/2005 dated March 23, 2005) as the English Testing Center (ETC) for Sleman District. One of the duties of the school is to facilitate the regional and international TOEIC test for third graders of SMK schools students and their English teachers. ETC requires that the school should have a SAC facility. In return, Directorate allocated some fund for the school to set up Self Access Center (letter No: 1662b/c5.3/Ku/200 dated August 6, 2006). It is meant to facilitate and support the autonomous learning for the students. A team of local English teachers then organized an action plan for realizing the SAC by purchasing some electronic equipments and self-producing materials needed for the students. From an interview with one of the senior teachers of SMK Negeri 2 Depok, Sleman, the researcher found that there are approximately three hundreds folders of Self Access materials at present covering materials for listening, speaking, reading, writing, grammar, and vocabulary.


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As the class starts, the students enter the SAC. They start learning English by self-choosing the learning materials available in the shelves and doing the tasks. Before doing them, they have to read the topic, and objectives. When they finish they check and score their works. Their marks are recorded in their own progress report sheet which they have to submit to their teacher at least two weeks before final grading is done. In mark recording it is required that they have to write the code, date of learning, material classification, and marks. In this setting, the students actually carry out two things, namely exploring their knowledge of English and at the same time acquiring some new learning experiences. As every human is pedagogically different in their leaning manner they may have genuine dissimilar perception in the practice of SALL. The personal perception of the students on the use of SALL as a learning model is, therefore, interesting and challenging to observe for many English teachers in Indonesia are not yet familiar with. Perception is a psychological term, which is described by Foley (2007) as a process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Perception describes one’s ultimate experience of the world and typically involves further processing of sensory input. It means that perception also plays an important role in students’ ways of seeing their experience in learning English. As cited by Christina (2008:1) perception is very important because it can influence students’ motivation in learning and behavior or attitudes (Bootzin, 1983:120). When students have positive perception, it would lead them to succeed in


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obtaining their goal. It is able to make them possess high motivation to learn which can be seen through their interest in the learning processes. On the other hand, when the students’ perception is negative and they have negative behavior in the learning process and it may cause failure accordingly.

motivation perception behavior

Figure 1.1 The relation between students’ perception, motivation, and behavior

Teachers’ and students’ perception cannot be separated from teaching and learning process. When a teacher decides to use one method in teaching English, the teacher also needs to consider the students’ perception. As Ames said (1988:260) students’ perception has to be known by teachers because it can influence further teaching learning strategies. Knowing that the students’ perception is important, the researcher carried out a research to investigate of the students’ perception in learning English using SALL.

B. Problem Formulation The study, therefore, aims to address the following research questions: 1.

What are the students’ perceptions on the use of Self-Access Language Learning (SALL) in learning English at SMK Negeri 2 Depok, Sleman, Yogyakarta?


2.

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What are the suggestions given by students to improve and to maximize the use of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta?

C. Problem Limitation The research focused on revealing students’ perception on the use of SALL in English learning which can be seen through the students’ behavior and motivation. It also focused on SALL’s benefits in teaching and learning environment at SMK Negeri

2 Depok, Sleman, Yogyakarta and finding suggestions to improve and

maximize the use of SALL in English learning at school. The research was conducted at a vocational school, SMK Negeri 2 Depok, Sleman, Yogyakarta. The school was chosen because there is no other vocational school having a Self-Access Center (SAC) in Yogyakarta. In addition, the school is highly accessible to acquire the data needed both from the students and teachers.

D. Research Objectives Based on the problem limitation, this research has several objectives as follows: 1. To know the students’ perception on the use of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta which can be seen through the students’ behavior and motivation. 2. To obtain the suggestions from students as to improve and to maximize the use of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta.


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E. Research Benefits It is hoped that the findings of the study will be beneficial to the followings: 1. For English Teachers of SMK Negeri 2 Depok, Sleman, Yogyakarta The study will help the teachers to understand the importance of students’ perception on the use of SALL in English learning so that the teachers can make decisions to use SALL or not in their teaching-learning activities. If the teachers know that students have positive perception, they are able to consider the use of SALL in teaching their students. Otherwise, if the teachers know that students have negative perception, they have to find what makes the students have negative perception on the use of SALL. The teachers can improve the activities or the methods or the self-access materials in order to fulfill students’ needs in English learning. The study may also encourage the teachers, educational managers and other professionals to take into account in promoting their students in autonomous learning through SALL.

2. For University Students The result of the research is expected to help university students who are interested in conducting research in learning English using SALL. They may use the result of this research to enhance their own research on related issues of SALL. The research may also provide a model of survey research in education in general, particularly to know students’ point of view as an attempt to promote their autonomous learning. Through the interpreted narratives, the study may contribute to


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the development of education in general, language teaching, and how autonomous learning can be fostered.

F. Definition of Terms Below are the terminologies which need to be defined in order to avoid misunderstanding. : 1. Students’ Perception Perception is a psychological term which is defined as a process by which organisms interpret and organize sensation to produce a meaningful experience of the world (Foley, 2007). Perception, in this research, refers to the second grade of vocational school of SMK Negeri 2 Depok students’ opinion on learning English through SALL which can be seen through the students’ behavior and motivation. What is meant by students’ perception is how students see and think during their experience in learning English through SALL, whether the teaching learning process using SALL can fulfill students’ needs or not, whether the activities are interesting or not, whether students’ English skill improve or not, also whether the teachinglearning is successful or not.

2. Self-Access Language Learning (SALL) SALL is learning a language through the use of a self-contained learning environment which provides an independent study with readily accessible materials, makes available a form of help -- either through answer keys or through counseling, and possibly offers the latest technology (Dickinson, 1987). Gardner & Miller (1997)


9

defined SALL as a learning in which students take more responsibility for their learning than in teacher directed settings. Ideally, SALL offers varying degrees of guidance and encourages students to move towards autonomy.’ SALL can be regarded as a manifestation of learner autonomy in the way that SALL

provides

materials

and

organizational

systems

that

accommodate

individualization and the promotion of independent learning (Sheerin, 1997). It allows learners with different learning needs and styles to outline their learning objectives, decide what to do, find materials that suit their needs, use the material assess their learning, attain their goals, and learn on their own (Dickinson, 1987; Sheerin, 1997). In this study, SALL refers to the language learning activities that take place in a SAC which involves the development of learner autonomy.

3. SMK Negeri 2 Depok, Sleman, Yogyakarta SMK Negeri 2 Depok, Sleman, Yogyakarta is a school where the students learn English using SALL. The school has its own self-access center (SAC). The teachers use SALL in order to help the students in acquiring, understanding English, and also train the students to be independent in learning English. The teachers use self-access materials as one of the teaching media. They are ready to be the facilitators when students face problem in their learning session. From forty-eight meetings, the teachers use fifteen meetings for teaching English using self-access. In this school, SALL is used as one of the media in teaching English subject.


CHAPTER II THEORETICAL REVIEW

This chapter attempts to contextualize some related theories to address the research problems. It consists of two major sections, namely (1) theoretical description, and (2) theoretical framework.

A. Theoretical Description There are four major areas discussed; they are theory of perception, theory of learning English, theory of motivation, and theory of Self-Access Language Learning (SALL).

1. Theory of Perception This part presents the theory of perception including the definition of perception and perception in learning. a. Definition of Perception According to Foley (2008), perception is a psychological term which can be defined as a process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one’s ultimate experience of the world and typically involves further processing of sensory input. In practice, sensation and perception are virtually impossible to separate because they are part of one continuous process. In line with Foley’s 10


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definition, according to Sternberg (1988: 8), perception is defined as the way a person gives meaning to the world. Perception, then, is defined as a process of understanding and interpreting sensations and messages that come from the surrounding so that it can be meaningfully interpreted. The forming of perception is influenced by experience and human sensory senses. Even though some people are given the same stimuli, they will see, think and give response to the stimuli differently. It is because the forming of perception is subjective. However, perception does not solely involve sensory processes but also a mental process. Hardy and Heyes as cited in Kurniyati (2006: 9) state that “the basic form of perception is people’s born talent; meanwhile perceptional ability is the result of learning, which is determined by the environment.” Perception on something can affect one’s behavior toward it. When someone understands the stimuli that he receives, he will give response to the stimuli. If someone believes that the stimuli fulfill his needs and expectation, it will make him have positive perception on the stimuli. Every person has different perception based on his needs and expectation. Expectation and previous experience constantly interact with one another to influence our perception of sensory events...Perception is also substantially influenced by our motivation and needs.…Our expectation, past experiences, and psychological states combine, setting us to perceive the world in certain ways. (Bootzin, 1983: 119-120) There are three steps in the process of forming perception; those are 1) attention to the stimuli, 2) recognition and interpretation of the stimuli into some messages, 3) action in responding the messages. It can be said that perception is a


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form of behavior that allows individuals to interact with or adjust to the varying demands of environment.

b. Perception in Learning Related to the theory of perception, perception on learning has relation to belief and concept. It has connection with belief about knowledge that is able to influence students’ behavior toward the learning. It means that perception on learning has a big role in the process of obtaining the knowledge. In obtaining the knowledge, there is a system which relates the concept with the environment. The concept is formed by the stimuli which come from the environment. It is called interactive system. Interactive system has three elements; those are presage, process and product or learning outcome (Biggs, 1992: 3-6). 1) Presage Presage is an indicator of future occurrence. It includes learning conception and learning context such as teachers and school attributes, and also students’ understanding about knowledge. The examples of presage are educational practices, students’ preparation, and the procedures of assessment. 2) Process Process is a factor that includes students’ perception on the learning environment and specific learning strategies that they experience in learning tasks. Learning strategies have a role in influencing the process of learning. An example of process is a process how students learn the target materials during English teaching-learning activities.


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3) Product Product or learning outcome is influenced by the learning strategies used. Students can have good learning outcome when the learning strategies that are used are suitable for them, and can make them have positive perception on the learning. Students’ perception on English learning is influenced by the implementation of English teaching-learning activities. Champbell (2001: 173-186) mentioned those three elements are also mentioned in the five elements of language teaching-learning activities that build students’ perception. Those five elements cover 1) the way the teacher teaches the students, 2) the kind of material that the teacher wants the students to learn, 3) the students behavior in class during the process of learning, 4) the material that the students learn, and 5) the the goals of learning the language. In perception on learning, the students’ behavior can be changed through the process of learning. For example, at first, a student experiences that listening activity is difficult. However, since listening activities are adjusted to the students’ condition and interest, and also he can choose his own topic, he, then, considers the listening activities interesting. This theory helps the researcher analyzes parts of perception on learning using SALL from the students’ point of view that need to be observed.

2. Theory of Learning English a. Learning In psychology and education, a learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently


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complex process of learning. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts (http://en.wikipedia.org/wiki). Bower and Hilgrad (1987: 12) state that learning is the process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation, or temporary states of the organism. Meanwhile, Kimble and Garmezy (1963: 133) define learning as a relatively permanent change in a behavioral tendency that occurs as a result of reinforced practice. In line with the above statements, as cited from Wiyono (2008: 18) Gary and Kingsley stated that learning is a process by which behavior is originated or changed though practice or training. According to Winkel (1991: 36), learning is a mental activity which happens in active interaction with the environment that results changes in understanding of knowledge, skill, and attitudes. The changes are relatively constant and they can be traced. It means that learning can only happen if there is an active interaction between the learner and his environment. More clearly, Brown (2000: 6) breaks down the definition of learning as follows: 1) Learning is acquisition of information or skill. 2) Learning is retention of information or skill.


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3) Retention implies storage systems, memory, and cognitive organization. 4) Learning involves active, conscious focus on and active upon events outside or inside the organism. 5) Learning is relatively permanent, but subject to forgetting. 6) Learning involves some forms of practice, perhaps reinforced practice. 7) Learning is a change in behavior. In line with Brown’s statement, Mahmud (1989: 121-122) clarifies that learning is behavioral change, which can be or cannot be traced directly and it happens in someone’s life through experience. From all definitions of learning above, it can be conclude that learning is a process which is experienced by an individual to get behavioral changes which are the results of training or experience from the interaction with environment. In fact, nearly all the definitions of learning include the concepts of change, behavioral, and experience.

b. Language Learning

Byrne in Brown (2000: 17) states that language is not knowledge, but a set of skills. The learning therefore must be different from the learning of a science that is a set of concepts of varying degrees of abstraction. This is a study of language. Kingsley and Gary (1965:130) state that there are many variables affect the aspects of the learning process. The aspects fall into three categories: individual variables, task variables, and methods variables. The individual variables are maturation, sex, previous experience, motivation and capacity. Tasks refer to the length, difficulty, and meaningfulness of the material being learned. The methods include knowledge of results, incentives, guidance, and degree of learning.


Brown (2000: 56) stated

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that learning a new language involves the

mastery of the sound system to understand and to approximate their production, the mastery of the features of arrangement that constitute the structure of the language, and the mastery of sufficient to operate the structures and represent the sound system in actual use. Learning a new language, according to Nunan (2004: 62) means learning the expression, the content, and their association for rapid use both in speaking and listening to the target language. Beside these aspects, there is another aspect that should be taken account that is the cultural items of the new language.

3. Motivation a. Definition of Motivation According to Kleinginna as cited in Huitt (2001), motivation defined as an internal condition that activates behavior and gives it ways, desire that strengthens and leads to goal-oriented behavior. Motivation also strengthens the influence of needs and desires on the intensity and direction of behavior. Davidoff (2004: 287) states that motivation refers to an internal state that may result from a need. According to Lefton (2004: 137) motivation is defined as any internal condition within an organism that appears to produce goal – directed behavior. The situation may develop because of physiological needs and drives, or because of more complex desires. From those three definitions, it can be inferred that the key of motivation is the needs that function as an inner active force that affects an individual’s thinking, feeling, behavior, and interpretation of values.


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b. Importance of Motivation Motivation is very important in the learning process because according to cognitive approach called attribution theory, motivation influences individual’s behavior in the learning process (Christina, 2008). Cognitive approach has stressed the importance of motivation in language learning. Motivation is a tricky concept as there are different kinds. Deci & Ryan (1985) distinguish between intrinsic and extrinsic motivation. Extrinsic motivation is motivation external to a person as, for example, provided by an examination one needs to pass in order to graduate from school. Intrinsic motivation is internal, that comes from within a person. For example a desire to be part of certain group can be a motivation to learn a language. However, the distinction is not so clear-cut (Van Lier, 1996) because one can have to pass an examination to graduate from school, but at the same wish to learn from it for one’s own benefit. Intrinsic motivation is not necessarily better than extrinsic motivation. An active participation in the learning process relates learning content to students’ personal goals and is therefore a way to increase intrinsic motivation. It brings the individual to the success or failure. As cited from Wiyono (2008:12), one objective of education is to assist students to achieve knowledge and skills (Klausmeier and Goodwin, 2005:222). According to Atkinson as cited by Gorman (2004:134) the tendency to achieve success in an individual in connection with any task or activity, or in other words, achievement motivation, is a function of three variables. They are an intrinsic motivation to achieve success, expectancy that the performance of a task will be


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followed by a success and an incentive value after achieving success. Thus, whether or not a person will strive to reach goal depends on: 1) basic need for achieving a degree of excellence 2) how certain (or probable) that they will be successful 3) how attractive reaching the goal is In line with Deci & Ryan, Gardner and Lambert (1972) also distinguished two types of motivation: integrative motivation and instrumental motivation. Integrative motivation is motivation that comes from the students themselves to learn the target language without any outside factors that influence them. On the other hand, instrumental motivation is motivation that comes because there are factors from outside that force the students to learn the target language, for instance, they learn English because they have to pass the English exam, or because they want to obtain a job. As cited from Christina (2008: 27) motivation refers to goal-directed behavior, and when one is attempting to measure motivation and attention, it can be directed toward a number of features of the individual. The motivated individual expends effort; he is persistent and pays attention to the task at hand; he has goals, desires, and aspirations; he enjoys the activity; he experiences reinforcement from success and disappointment from failure, and he makes strategies to aid in achieving goals. That is, the motivated individual exhibits many behaviors, feelings, cognitions, and the individual who is unmotivated does not. According to Gardner and Lambert (1972), another reason why motivation is very important is because motivation can influence students’ attitudes toward the learning.


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Wiyono (2008: 16) summarized that students’ motivation is the tendency to increase or keep as high as possible students’ capabilities in all their learning activities that lead to success. The following aspects will be used as the basis for the constructing of the motivation measurement. Students’ motivation contains the following aspects: 1) Self-confidence in facing achievement related task, 2) Persistence is case of failure, 3) Preference for levels of difficulties, 4) Preference for partners in doing tasks, 5) Competition with others. Those aspects will be used as the basis for the construction of the questionnaire measurement. 4. Theory of the Self-Access Language Learning (SALL) SALL can be regarded as a manifestation of learner autonomy in the way that SALL provides materials and organizational systems that cater for individualization and the promotion of independent learning (Sheerin, 1997). SALL allows learners with different learning needs and styles to outline their learning objectives, to decide what to do, to find materials that suit their needs, and to use the material to assess their learning, to attain their goals, and to learn on their own (Dickinson, 1987; Sheerin, 1997). SALL promotes the approach where students study independently choosing from among different resources that are available. It focuses on student responsibility and active participation for students’ own learning. According to Gardner and Miller (1999), SALL creates a learning environment where teachers, learners, resources provided and the systems are organized to function as a quasi-


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independent unit which engages learners in studying outside the classroom. This style of instruction is most often done in the setting of a self-contained learning environment or self-access center (SAC). In accordance to Rodden (2007), SAC can be as simple as a classroom set aside with dictionaries and shelves of paper-based exercises to state-of-the-art digital centers with various types of computer- and Internet-based resources. What resources are available and how students are guided to use them depend on the financial resources available and how much learner autonomy an institution decides to give students. As cited from Reinders (2000), Benson (1998) summarizes that SALL does not have to be self-directed by saying that if autonomy is the aim, then selfdirection is a means to this end, and self-access is an environment within which it can be achieved. So learners need to be equipped with a number of skills before they can benefit from working in a SAC. As cited by Dickinson (1987: 116), Cousin (1985) summarizes some of these necessary skills: “They must be accustomed to finding their way around a resource, which may require familiarity with the use of a public library, for instance. They must obviously be sufficiently fluent readers to be able to make use of a considerable amount of written instructions and must have the self discipline and habits of study to be able to concentrate on an academic task without outside supervision. It seems unlikely that this is to be achieved without experience of formal education.” Furthermore, students need to develop skills that allow them to make choices about what to learn, when to learn and how to learn it, as well as to monitor progress and evaluate outcomes. The SAC can give students the opportunity to learn by themselves, and to make their own decisions about their learning although this does not have to be the case.


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In other words, SALL can be said to be the learning that takes place in a SAC. It involves the development of learner autonomy and it caters for learners with different needs. In line with the previous definitions of SALL, Reinders (2000) proposed the definition of SALL as follows: “Self-Access Language Learning is learning that takes place in a SelfAccess Centre. A Self-Access Centre consists of a number of resources (in the form of materials, activities and help), usually in one place, that accommodates learners of different levels, styles, and with different goals and interests. It aims at developing learner autonomy among its users.” Moreover, Gardner & Miller (1997) defined that ‘Self-access language learning (SALL) is learning in which students take more responsibility for their learning than in teacher directed setting. Ideally SALL offers varying degrees of guidance but encourages students to move towards autonomy. According to the definition above, SALL in SMK 2 Depok is meant to make students experience learning English autonomously and individually, so that they can take responsibilities to make their own learning. Of course, group work is perfectly possible in a SAC and can be a good example of autonomous learning.

5. Vocational School Vocational school is a formal secondary education of education system in Indonesia. The aims of the vocational school in Indonesia are: a. to prepare students in the field of work and to develop a professional attitude. b. to prepare students in order to be able to choose their carrier, to compete, and to develop them-selves. c. to prepare middle level labors for business world and industries at the present time and the future. d. to prepare graduates in order to be productive, adaptive, and creative citizen (Depdiknas, 2003: 3).


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According to the aims above, it means that a vocational school has a special characteristic which differentiates between other educational institutions. A vocational school has a characteristic of vocation that organizes an educational program appropriated with various fields of work. Moreover, a vocational school is a vocational secondary education which also gives opportunities to students to continue their education to the higher level. Such a thing differentiated from a non-formal vocational education. So that, the subjects in vocational school also differentiate from those that are in high school or in a non-formal vocational education. The subjects in a vocational school are general subjects and vocational subjects (Depdiknas, 2003: 8). Then, a vocational school organizes educational program that agrees with various fields of work. According to that, educational programs in vocational school are grouped into six groups, such as agriculture and forestry group, technology and industry group, business and management group, public prosperity group, tourism group, and last art and craft group. With regard to English as a foreign language for Vocational School in Indonesia, before admitting to the school some students have been learning English at least three years at Junior High School. Some others, however, may have been learning five or six years, three years at junior high school and two or three years at elementary school. English plays an important role in the students’ current and future lives. For their current lives, English as an adaptive subject can help them understand cultures where English is spoken. They can understand how English words are put together to make meaningful sentences, how words are correctly pronounced, etc.


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The role for their future is to help them prepared to take parts in the global era community. With adequate competence in English, vocational school graduates can get better job and lives by working for business sectors in foreign countries.

B. Theoretical Framework As what the previous research revealed, perception is an important factor that influences successful learning since it influences someone’s motivation to learn and behaviors or attitudes. In order to answer the first research question, that is students’ perception on the use of SALL in learning English, the researcher employed four theories. They are first, the theory of perception (Bootzin, 1983, and Biggs, 1992), second, the theory of language learning (Brown, 2000), third, the theory of motivation (Gardner and Lambert, 1972), and last, the theory of learning English using SALL in line with the case that happened in vocational schools. The theory of perception was employed in order to know what exactly the meaning of perception, and also the factors that cause a student to have a certain perception such as presage, process and product. Those three aspects were used as the basis for the construction of the questionnaire. Knowing that perception can influence students’ motivation in learning, as a result, the researcher employed the theory of motivation which helped the researcher to know the definition of motivation, the importance of motivation and the relation among perception and motivation. The theory of motivation in learning was also used as the basis for the construction of the motivation measurement. The researcher also employed the


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theory of learning English using SALL in order to identify the activities that were used in learning using SALL. It also discovered the advantages and disadvantages of using SALL in English learning. In the theory of learning English using SALL, the researcher drew the relationship between good language learners and SALL. One of the characteristics in a good language learner is that he/she is an active and autonomous learner. And being active-autonomous learners, the student may conduct SALL in SAC. The research also analyzed the relation between students’ strategies to learn English and the SALL in vocational schools. It also helped the researcher to discover whether the use of SALL can fulfill students’ needs or not. The result of students’ perception on the use of SALL in learning English could be positive or negative. Based on the theories above, if most of students’ needs in learning English can be fulfilled by the use of SALL in their English learning, it can lead them to have positive behavior toward the learning, which showed that the students have positive perception. Conversely, if only few of students’ needs in learning are fulfilled by the use of SALL in their English learning, it can lead them to have negative behavior toward the learning, which showed they have negative perception. Researching second grade vocational school students’ perception is important. The results of the research can be used to improve the quality of the use of SALL in English learning. It can also encourage other schools whether or not to use SALL in their English teaching-learning activities. According to Bootzin (1983:120), if students have positive behavior toward the learning, they will have positive perception on the learning. On the other hand, if students have


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negative behavior toward the learning, they will have negative perception. Based on that theory, the researcher analyzed the students’ behavior toward the use of SALL in learning English. This research addresses two research questions. The first research question is the perception of the students on the use of SALL in their English learning activities. In order to find out the answer, the researcher employed a class observation, a questionnaire, and an interview. Then, the data results are analyzed, interpreted and written in paragraphs. The second research question is the students’ recommendations to the use of SALL in order to improve and maximize the use of SALL in SMK Negeri 2 Depok, Sleman, Yogyakarta. In order to answer it, the researcher observed the learning process and interviewed some students. The data results then are analyzed, interpreted and writer in paragraphs and would be described in the suggestions part in chapter five.


CHAPTER III METHODOLOGY

The research methodology and procedures that will be employed in the research are presented in this chapter. This chapter is organized into six major sections, namely (1) the research method, (2) research participants, (3) research instruments, (4) data gathering technique, (5) data analysis technique, and (6) research procedure.

A. Research Method This research was considered as a survey since the research was aimed to find out the students’ perception on the use of Self-Access Language Learning (SALL) and students’ recommendation to improve and maximize the use of Self-Access Center (SAC) in English learning. Survey studies are usually used to find the facts by collecting the data directly from population or sample. It is the most commonly used in educational researches. The researcher, therefore, collected the data to describe the nature of the existing condition as to determine the relationships of the specific existing events. As cited from Creswell (2003:14), a survey research includes cross-sectional and longitudinal studies using questionnaires or structured interviews for data collection, with the intent of generalizing from a sample to a population (Babbie, 1990).

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According to Groves, Fowler, Couper, Lepkowski, Singer, and Tourangean (2004a: 2), a survey is one of the most methods that is commonly used in the social sciences. Its aim is to understand the social phenomena, the society work and also to test theories of behavior. It means that a survey research is one that is used to understand the human behavior and the characteristics of the targeted people. According to Trochim (2006), in a survey research, the researcher can also distribute questionnaire to gather the data. This study is a survey research since this research was aimed to discover and understand the social phenomena of the students’ perception on the use of SALL in English learning. This study also uses questionnaires and structural interviews for the data collection. Since survey research uses human experience to be observed, the results obtained in this research are in the form of statements, sentences, and words rather than numbers.

B. Research Participants A population is defined as total number of people in a particular group who inhabit an area (Encarta Dictionaries, 2008). The target population of this research was the second year students of SMK Negeri 2 Depok Sleman in the Academic Year 2009/2010 as shown in Table 3.1.


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Table 3.1 Research Respondents by Class and Number

Class 1. 2. 3. 4. 5. 6. 7. 8. 9.

Teknik Kimia Analis Teknik Kimia Industri Teknik Audio Video Teknik Elektronika Industri Teknik Geologi Pertambangan Teknik Perbaikan Body Otomotif Teknik Gambar Bangunan Teknik Komputer Jaringan Teknik Permesinan Total

Number 32 32 32 32 32 32 32 32 32 288

However, since the population was large in number, it would not be possible to survey the entire population of the students. The stratified random sampling technique was then used. Stratified random sampling is a method of sampling, which involves the division of a population into smaller groups, known as strata. In stratified random sampling, the strata are formed based on their members sharing a specific attribute or characteristic (Investopedia, 2010). It was done by writing the names of the classes in pieces of paper, rolling them and putting each roll into a glass separately and taking the rolled paper from the glass. The result of the tossing was the class of Teknik Perbaikan Body Otomotif. The total number of students in the class was thirty two students. Those students were required to fill in questionnaire. From thirty-two students, the researcher took six students to be interviewed. Those six students were meant to represent the students who had high scores, middle scores and low scorers from the questionnaire data results.


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C. Research Instruments The research used three instruments to gather data. In line with Gardner & Miller (1997) the instruments in the study were an observation checklist, a questionnaire, and an interview. The instruments were used to gather the data in order to answer the research questions in the problem formulation.

1. Observation Checklist The first instrument was the observation checklist. As cited from teachingenglish.org.uk (2009) “an observation checklist is a list of things that an observer is going to look at when observation is done in a class”. The observation checklist was used twice. The first observation was done on January 27, 2010 and the second observation was done on February 03, 2010. It was used to answer the first research question. The list was prepared by the researcher before the observation was held. The preliminary research was done before the first observation was held. According to Cohen, Manion, and Morrison (2000: 293), “Observational data are attractive as they afford the researcher the opportunity to gather “live” data from “live” situation”. In other words, by carrying out observation, the researcher would be able to look at the real condition of the participants being observed. The researcher used observation since it gave data on every action taking place in the classroom. Morrison (2000: 293) stated that observation will enable the researcher to gather data on physical setting, human setting, interactional setting, as well as program setting.


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There are two types of observation; participant observation and nonparticipant observation. In doing the research, the researcher used nonparticipant observation. In nonparticipant observation, the observer did not really involve in the teaching and learning process or activities of the group (Razavieh. 2002: 430). The researcher purely observed the students in the classroom. It was done in order to minimize the missing data on the students’ progress and provide truthful data. Therefore, a nonparticipant observer would be very helpful in this research. The instrument on class observation was constructed by considering the indicators shown in following Table 3.2. The indicators were made by considering the interactive system (Biggs, 1992: 3-6) that has three elements: presage, process and product or learning outcome. Table 3.2 Observation Blueprint of Students Behavior in SALL INDICATORS A. Students’ behavior before learning English using SALL 1. time perspective 2. self-confidence 3. preparation B. Students’ behavior while learning English using SALL 1. self-confidence in facing achievement related task 2. preference of levels of difficulties 3. persistence in case of failure 4. competition with others 5. time perspective C. Students’ behavior after learning English using SALL 1. time-perspective 2. self-confidence in facing problems related task TOTAL

ITEMS

2 2 2 2 2 2 2 2 2 2 20


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2. Questionnaire The second instrument was a questionnaire. The researcher distributed the questionnaire on February 24th, 2010. According to Seliger and Shohamy (1989: 172) “a questionnaire is printed forms for data collection which includes questions or statements to which the subject of the research is expected to answer.” The questionnaire was used to obtain information about the students’ perception on the activities, motivation and implication of using SALL. Afterwards, the questionnaire was also used to determine the six students that would be interviewed. This research used closed form questionnaire. According to Ary et al. (2002) a questionnaire is practical because the answers can be returned at the same time as when the questionnaire is distributed. The questionnaire blueprint was made by considering the interactive system (Biggs, 1992: 3-6), the elements of language teaching-learning activities (Champbell, 2001: 173-186), the definition of learning (Brown, 2006: 6), and the aspects that were used as the basis for the constructing of the motivation measurement as cited from Wiyono’s (2008: 16). This closed form of a questionnaire consisted of twenty-five statements, covering six categories: 1) self-confidence in facing achievement related tasks, 2) persistence in case of failure, 3) preference of level of difficulties, 4) time perspective, 5) competition with others, and 6) implication. Table 3.5 presents some questions in students’ perception questionnaire.


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Table 3.3 Questionnaire Blueprint of Students’ Perception toward SALL CATEGORIES 1. Self-confidence in facing achievement related tasks. - being optimistic to accomplish tasks - feeling satisfactory of the result of self-work 2. Persistence in case of failure - being encouraged to gain better result - being willing to overcome constraints - having a spirit to keep participating in unpleasant activities - being fearless to experience failure 3. Preference of level of difficulties - choosing moderate difficulties 4. Time perspective - using extra time to check the accomplished task - substituting cancelled activities with other useful activities - coming on time in any activities 5. Competition with others - being encouraged to engage in a competitive situations - having a desire to outperform others - having curiosity to know the position on oneself achievement among others 6. Implication - having better skill and understanding

NUMBERS

TOTAL

1, 2, 3, 4

4

5, 6, 7, 8, 9, 10, 11

7

12, 13

2

14, 15, 16, 17, 18

5

19, 20

2

21, 22, 23, 24, 25

5

Total

The questionnaire used Bahasa Indonesia because the mother tongue of the participants was Bahasa Indonesia. Therefore, Bahasa Indonesia was used to make them easier in understanding the statements in the questionnaire.

3. Interview The third instrument was an interview. According to Kvale, as cited in Cohen, Manion, and Morrison (2000: 267),”the use of interview in research marks a move away from seeing human subjects as simply manipulatable and data as somehow


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external to individuals, and towards regarding knowledge as generated between humans, often through conversations.” The interview was conducted to the research participants in order to answer the research questions. Further, the interview also strengthened the data to answer the research questions. The interview used in the research was a structured interview. Structured interview, which was used as one of the instruments of the research means that the questions for interviewee were already prepared before the interview was done. There were twenty five questions prepared and asked by the researcher. Meanwhile, the interview was constructed by considering the indicators shown bellow. The interview questions used Bahasa Indonesia in order to make the students easier in understanding the questions. The interview items were made by considering the second research instrument (questionnaire items) that had been modified in order to make sure about the students’ responses. The interview questions were divided into four parts: motivation (1), activities (2), implications (3), and critics and suggestions (4) that would be used to answer the second research problem. Table 3.4 Framework of the Interview Questions in using SALL Interview Questions

Number of Statements

Total Items

1. Motivation

1, 2, 3, 4, 5, 6, 7, 8, 9

9

2. Activities

10, 11, 12, 13, 14, 15, 16, 17, 18

9

3. Implications

19, 20, 21, 22, 23

5

4. Critics and suggestions

24, 25 Total

2 25


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D. Data Gathering Technique As stated before that the researcher used three instruments in order to gather the data to answer the questions of the research. This sub-chapter explained how the instruments worked and also how the data were gathered. In the first step of data gathering from the participants, the researcher maximized the use of observation form. The researcher observed the students’ behavior before learning, while learning, and after learning. For obtaining deep findings from the students, the researcher interviewed six students who were chosen from the scores they obtained ion the questionnaire. Based on the scores of the questionnaire, the researcher took two students representing highest scorers, two middle scorers, and two the lowest scorers. The researcher interviewed them one by one in order to obtain more reliable data.

E. Data Analysis Techniques The first step was observing the phenomenon happening in the SALL class. In order to answer the first and the second formulated problems, the researcher analyzed the observation data collection of the students’ behavior in learning English using SALL. According to Bootzin (1983:120), if students have positive behavior toward the learning, they will have positive perception on the learning. On the other hand, if students have negative behavior toward the learning, they will have negative perception. Based on that theory, the researcher analyzed the students’ behavior


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toward the use of SALL in learning English. The data would be presented in paragraphs. The second part was analyzing the questionnaire data. The questionnaire used Likert Scale, a scale with a number of points that provides ordinal scale measurement (Wiersma, 1995: 183). The questionnaire consisted of 25 items which had a five point Likert type scale ranging from Always (selalu), Often (sering), Sometimes (kadangkadang), Rarely (jarang), and Never (tidak pernah). “Always” was assigned a score of 5, “Often” got a score of 4, “Sometimes” got 3, “Rarely” got 2, and “Never” got 1; this is due to the more accurately and efficiently handling of the scoring to avoid haphazard answers which were given by the students without reading and understanding the statements. The scoring technique for the questionnaire will be shown in the following table. Table 3.5 Scoring grades for questionnaire on Students’ Perception Option

Score

Always Often Sometimes Rarely Never

5 4 3 2 1

To find out what choices of the respondents, they were asked to put a tick on the column based on their choices. For the total items in the questionnaire, the scoring was done by counting the scores that each subject got in the questionnaire. To evaluate the students’ perception on the use of SALL in English learning, the ideal mean (M) and standard deviation (SD) need to be found out.


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Σ In where: Σ

= the sum of all the members of a set = the number of members of the set

Then, after getting the categories of the students’ scores, the researcher chose six students to be interviewed. The two students represented the highest scorers; two other students represented the medium scorers and the others represented the low scorers. The third part was interviewing. From those data, the researcher was able to determine the students who would be interviewed. The students’ responses on the interviews were recorded, so that the researcher could analyze every single word of their answers. Afterward, the recorded responses were transferred into text so that it could be further analyzed. After that, the researcher analyzed the results of the interview. The topic of the interview questions was quite similar to the questionnaire. In the interview, however, there were questions to ask the reasons or background the students gave in certain answers. The researcher did the interview twice in order to obtain reliable data.


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F. Research Procedures There were some steps used in the research. Before conducting the research, the researcher first designed the blueprint of the research, such as choosing the problem to be solved, deciding the school and participants of the research. Next, the researcher did the preparation steps. In these steps, the researcher asked a legal letter from the English Language Education Study Program of Sanata Dharma University. Afterwards, the researcher gave the letter to the secretariat of SMK Negeri 2 Depok, Sleman to conduct a research at the school. Then, the researcher had a meeting with the English teacher of SMK Negeri 2 Depok, Sleman in order to arrange the appropriate schedule to conduct the research. Afterwards, the researcher did preliminary research that was the library research in order to gain knowledge and find appropriate theories for the research. The researcher additionally did pre-observation and observations on the participants. After the researcher observed twice, she gathered necessary information she could get from the learning activities in classroom. After that, the researcher constructed questionnaire and interview materials. Then, she distributed the questionnaire to the participants. After getting the questionnaire feedback, the researcher analyzed the questionnaire in order to choose the participants who would be interviewed. The researcher then, conducted an interview with the participants in order to obtain more information needed to answer the research questions. The researcher interviewed the participants twice using the same questions in order to confirm the participants’ answers in the first interview. The next step was analyzing


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the data gathered from the observations, and the interview. The first research question was answered through the observations, the questionnaire and the interview and. the second research question was answered through the interview. Afterward, the data gathered were synthesized and interpreted. After the data were interpreted, the researcher made conclusion based on the interpretation. As the last step, the researcher reported the results of the research. In the following page shows briefly how the steps in the research procedure were conducted systematically:


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RESEARCH PROCEDURE (The Students’ Perception on the Use of SALL in Learning English at SMK Negeri 2 Depok, Sleman)

BLUEPRINT (Library Research)

CONCLUDE

ENGLISH CLASS OBSERVATION ON THE USE OF SALL

DISCUSS

Result: Observation Data (Learning Activities and Students’ Behaviors)

CONSTRUCT QUESTIONS FOR QUESTIONNAIRE AND INTERVIEW Result: Questionnaire and Interview Questions

SYNTHESIZE ALL DATA

Result: Students’ Perception and Suggestion

ANALYZE SHARED STUDENTS’ PERCEPTION ON THE USE OF SALL

Result: Confirmed Interview Data from the First Interview

DISTRIBUTE QUESTIONNAIRE Result: Raw Questionnaire Data

ANALYZE DATA Result: Students’ Perception in General and Interviewee Candidates CONDUCT INTERVIEW

CONDUCT SECOND INTERVIEW

Result: Data Transcript of Students’ Perception and Suggestion TRANSCRIBE DATA Result: Recorded Interview Data a (Students’ Perception and Suggestions


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the research. The research was conducted to find out the students’ perception on the use of on the use of selfaccess learning in learning English and students’ suggestions to improve and to maximize the use of self-access language learning in learning English. The findings were divided into two parts. They are part A that explained the students’ perception and part B that explained the students’ suggestions.

A. Students’ Perception on the Use of SALL in Learning English at SMKN 2 Depok Sleman, Yogyakarta The data were obtained through three instruments; they were an observation, a questionnaire, and an interview. Each instrument would be separately analyzed. These instruments were used to answer the students’ perception on the use of SALL in learning English and also to answer the students’ suggestions to improve and to maximize the use of SALL.

1. Students’ Perception Based on the Observations of Students’ Behavior in the Teaching-Learning Process Using Self-Access Language Learning (SALL).

According to Cohen, Manion, and Morrison (2000: 293), “Observational data is attractive as they afford the researcher the opportunity to gather “live” data

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from “live” situation”. In other words, by carrying out observation, the researcher would be able to look at the real condition of the participants being observed. The observations were divided into three parts: students’ behavior before learning with SALL (1), students’ behavior while learning with SALL (2) and after learning with SALL (3). The first observation was done on January 20, 2010. The total number of present students was 32. The teaching and learning process took place in a classroom equipped with SAC. The classroom condition was unusual. It was a special room for teaching English which was not shared with the room for teaching other subject. The classroom was about 8 x 10 meters with two ACs, good ventilation and sufficient light. The room was big enough for 32 students to move their chairs because the setting arrangement was not fixed: there were no tables. Each student had their own chair with a small board attached to it, made it possible for students to write and put their books on it. There was some electronic equipment such as a 29 inch television set, fans, overhead projector, tape recorders, and VCD player available in the classroom, and also a shelf—located in the corner of the classroom—full of printed and recorded SAC materials. In the first section of the observation, the observer entered the class before the students came; so that she could observe the students’ behaviors from the students’ first step when entering the classroom. Based on the observation, most of the students were not late. Students preferred to sit in front rows than in back rows. Most students had prepared their English book on the tables. Before the students learned English using SALL, they were explained that they would learn English using Self-Access Language Learning. Most students paid attention to the


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teacher seriously. Few of them were talking softly while the teacher explaining for about five minutes. The teacher also gave several questions to the students. The students were quite active in answering the teacher’s questions. Before SALL began, the students were divided into six groups. It was meant to organize the students so that they could experience all kinds of self access materials — listening, speaking, reading, writing, vocabulary, grammar. Group A; number 1-6, did the listening part, group B; number 7-13, did the speaking part, group C; number 14-20, did the reading part and group D; number 21-27,

did the

vocabulary part, and Group E; number 28-32, did grammar. When every student finished with the first part, they could take and do other self-access material. On the second section, the students began to use SALL. After having explanation to what they were going to do, they did what they had to do and responded it quickly. They walked to take self-access material orderly and did their assignment seriously. They looked familiar to SALL. While doing their task individually, some students had trouble in operating the cassette-tape player, but they were not afraid to ask for help from the teacher. The teacher was really helpful. After several minutes, some students walked to find dictionaries. There were some dictionaries on the shelf. Meanwhile, the teacher also played soft instrumental music, so that students could feel relax. The students looked enjoying in doing their tasks. At the corner, some students were sitting in a group. When one of them finished with a folder of self access material, the other member of that group challenged to do more than their friends. They looked happy and enthusiastic in SALL. It could be observed from their mimics and their behavior when doing the tasks. The allocation time for SALL was about seventy minutes.


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When the time was up, the students asked the teacher to give them some more time to do more tasks. As the allocated time was over the learning should stopped and they were told that they could have SALL on the other meeting. On the third section—after seventy minutes, the students were asked to fill in the record sheet. The record-sheet was meant to record their progress of their learning and what they had learned so far in seventy minutes. They were not being asked to make self reflection on what they had learned and experienced in writing. Less than five students looked tired and sleepy after the learning. At last, there were two students stayed in the class and they had conversation with the teacher. They discussed their difficulties on grammar with the teacher. The second observation was done on February 3, 2010. The total number of present students was 31. The teaching and learning process took place in the same classroom equipped with SAC as the first observation was done. On the first section, the students prefer sitting in the front rows, so that students who came late sat in the back rows. The students had prepared their English book on the table. They paid attention when the teacher began the lesson by giving instruction to learn English using SALL. Some students asked about whether they could use the books on the shelf. Before they learned using SALL, they were asked to compile the record-sheet of their previous work. In the second section, they learned using SALL. Same as the first observation, students learned and did the tasks seriously, though some students looked sleepy and tired because they just had had exercise class. A few students talked with their friends. Most of them made notes while doing the tasks. When they had difficulties in operating the media, they asked the teacher for help.


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Students looked more familiar with this kind of learning. They took the material orderly. There were some students working in pairs at the corner. A student asked the teacher to help him in operating the cassette tape player. The student could not hear the recording, so the teacher replaced the headset. The third section, on the last minutes before the learning was done, the students were asked to share their experience in learning using SALL in front of class. Three students raised hands to share their experiences and feelings. They claimed they experienced and felt the same things. After sharing their feelings and experiences, students were asked to fill the record sheet. The bell rang, meaning that the English time was over. The students left the class to have a break. On the other side, two students stayed in class to consult their problem with the teacher. After several minutes, they left the class. They looked enthusiastic in sharing their experiences. From the observation above, there was information that could be analyzed and concluded. The information focused on the students’ behavior. So, the perception could be revealed. Below was the analysis. The students’ behavior before learning using SALL was considered positive. They were active in answering teacher’s questions. Most students also paid attention to the teacher’s explanation about the learning. Most students were active in responding the teacher’s questions. Moreover, the students were not afraid to ask the teacher when they had problems. Therefore, the students’ behavior related to self confidence was also considered positive. On the second section, the student’s behavior was also considered positive. The students looked enthusiastic when taking the self-access materials. They took


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the material orderly and did not take away the material by force. The students looked familiar with SALL. Some students also used dictionaries to help them in doing the tasks. On the other part, some students looked challenged to do more tasks than their friends. The researcher could hear “ayo akeh-akehan” on their conversation. The students’ behavior on the third section was quite positive. They made a sound “woaah” and some students said, “Five more minutes, Sir.” They listened to the teacher’s instruction. They raised hands and wanted to be chosen to share their feeling and experiences. However, the researcher observed that three to four students did not pay attention seriously. They had another topic that was chatted with their friends. In the first observation, no students looked sleepy. In contrast, in the second observation, the researcher found two students who yawned. Perhaps, they became bored since they did nothing only listening to their friends’ speech. It indicated that students preferred being active to passive. On the other hand, the students who were sharing their feeling and experiences in front of the class were enthusiastic. They spoke in loud and clear voice. Even though they made some mistakes, they tried to correct them and continued speaking. It showed that students who did the speaking did not feel bored. They looked happy since they could obtain the chance to share to their friends. The researcher really observed that most students who were enthusiastic and enjoyed the learning process using SALL. From the analysis of the students’ behavior in the observation above, the researcher could draw some conclusions. First, the students enjoyed learning English using SALL. Second, they liked to do tasks by choosing the materials


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they liked. The last, in general, the students were interested in learning English using SALL since they showed positive behavior toward the use of SALL in the learning process. According to the theory from Bootzin (1983: 120) that perception can influence students’ behavior and motivation, it can be said that if students have positive perception, it will lead them to have positive behavior. It proved that students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof, based on the observations, had positive perception because they had positive behavior toward the use of SALL in learning English.

2. Students’ Perception on the Use of SALL in Learning English Based on The Questionnaire The researcher distributed the questionnaire on February 24th, 2010. There were thirty-one questionnaires distributed. The total students of Teknik Perbaikan Body Otomotif class actually were thirty-two. One student did not come since he had to attend an OSIS meeting, hence, only thirty-one students filled in the questionnaire. As presented in Chapter 3, the data of students’ achievement motivation were taken from their responses to the 25 items of the questionnaire. The result of the data analysis showed that the observed mean was 90.52 and the highest score was 103 while the lowest was 72. The students’ responses to each statement are presented in the form of data frequency. And the data percentage could be seen in Appendix 6.


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Therre were five numbers off values thatt the studennts could cho oose. They w were 5 for always, a 4 foor often, 3 ffor sometim mes, 2 for raarely, 1 for never. n The f frequencies and percentages that weere showed in i Appendixx 6 were obtained from t students’’ responses to the t each stateement. Therre were fivee indicators in the quesstionnaire. The T first paart was the s students' ressponses to self-confiden s nce in facinng achievem ment related tasks. The o obtained datta showed thhat the studeents’ percepttion was possitive. Theree was some e evidence in Figure 4.1 which w showeed that studeents’ percepttion on self-confidence

Percentage

i facing achhievement reelated tasks w in was positivee. 70 60 50 40 30 20 10 0 Always

1 0

2 12.9

3 25.8

4 3.2

Often

9.7

22.6

51.6

45.2

Sometimes

64.5

64.5

12.9

45.2

Rarely

19.4

0

6.5

6.5

Never

6.5

0

3.2

0

Figure 4.1 4 Students' responses too self-confiddence in faciing achiievement rellated tasks

It coould be seenn that the stuudents’ responses to thee first statem ment which s said “Every time I do self-access s llearning, I am a not confi fident with my m ability” w quite neegative. The statement was was w using a negative n stateement. It cou uld be seen t that 6.5% sttudents chose never, 19.4% chose raarely and 644.5% chose sometimes. s T The rest 9..7% studentts chose offten. It connfirmed thatt most stud dents were s sometimes u unconfident w their abbility in doin with ng SALL exeercises.


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Figure 4.1 also showed that students gave response to the second statement which said “I am sure I can do well all the exercises that I choose.” It showed that 12.2% students chose always, 22.6% chose often, and 64.5% chose sometimes. It proved that most students were sometimes sure in doing SALL exercises well. The students responses to the third statement that said “In doing exercises or tasks, I feel contented if I do them alone” were positive. There were 25.8% who chose always, 51.6% who chose often, 12.9% who chose sometimes, 6.5% who chose rarely, and 3.2% who chose never. From the percentages, it could be seen that most students felt contented if they did the SALL tasks by themselves. However, in the fourth statement that said “SALL is what I want in English class”, the students’ responses were quite positive. There were 3.2% students who chose always, 45.2% students who chose often, 45.2% who chose sometimes, and only 6.5% who chose rarely. It showed that most students wanted SALL in learning English. The second part was the students' responses to their persistence in case of failure. The data that were obtained showed that the students’ perception to their persistence in case of failure was positive. Figure 4.2 showed that students gave positive response to the fifth statement that said “Although I have ever got bad marks in tasks or exercises or tests, I keep being encouraged to study that I can get better marks” were positive. There were 16.1% students chose always, 48.4% students chose often, and 35.5% students chose sometimes. It meant that most students were kept being encouraged to study hard so that they could get better marks.


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Meanwhile, the students’ response to the sixth statement that said “I feel that once I make mistake I would always make mistakes” was negative. A negative statement was being applied in the eighth statement. There were 38.7% students who chose sometimes, and 61.3% who chose rarely. It meant that most students rarely felt that once they made mistake they would always make mistakes. The students’ responses to the statement number 7 that said, “It is burdening me to have English classes using SALL” was negative. A negative statement was also used in this statement. There were 38.7% students who chose never, 45.2% students who chose rarely, 12.9% who chose sometimes, and only 3.2% students who chose often. From the percentages, it could be concluded that most students were not burdened to use SALL in their English class. Meanwhile, the students’ response to the eighth statement that said “Using SALL makes me feel relax because I should not do tasks that I do not like” was positive. There were 54.8% students who chose always, 32.3% students chose often, and only 12.9% students who chose sometimes. From the percentages, it illustrated that most students felt that SALL made them feel relax, because they did not have to do tasks they did not like. The students’ response to the ninth statement that said “When I cannot answer questions in the tasks/exercises, I am encouraged to finish the tasks by asking teachers or friends” was positive. There were 16.1% students who chose always and 48.4% who chose often. Meanwhile, there were 35.5% students chose sometime. From the percentages, it can be seen that most students were often encouraged finishing tasks/exercises with friends or teachers.


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Figurre 4.2 also showed s the students’ reesponse to thhe tenth stattement that s said “When I find difficculties in dooing tasks, I try hard to overcome them”, t was p positive. It could be seeen that theere were 16 6.1% studennts who cho ose always, 6 61.3% studeents who cho ose often annd 19.4% stu udents who chose someetimes. The r of the students rest s who o chose nevver were 3.2%. It meantt that they often o really t tried hard to overcome their difficultties.

Percentage

70 60 50 40 30 20 10 0 Alwaays

5 16.1 1

6 0

7 0

8 54 4.8

9 16.1

10 16.1

11 4 48.4

Ofteen

48.4 4

0

3.2

32 2.3

48.4

61.3

3 38.7

Sometimes

35.5 5

38.7

12.9

12 2.9

35.5

19.4

1 12.9

Rareely

0

61.3

45.2

0

0

0

0

Neveer

0

0

38.7

0

0

3.2

0

Figure 4.2 Students's reponse to thheir persistennce in casee of failure

The students’ ressponse to the eleventh statement thaat said “Afteer reporting t progresss result of my the m learningg, I feel enccouraged to get better result” r was p positive. There were 488.4% studentts who chosee always, 388.7% who chhose often, a only 12..9% who choose sometim and mes. From thee percentagees, it could be b seen that m studentts had a tenddency to feell encouraged most d getting bettter result. The third part was w the studeents' responnses to their preference of level of d difficulties. The obtained data shoown in Figuure 4.3 show wed that thee students’ r response waas positive. The T studentss’ response to o the twelfthh statement that t said “I


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l like doing exercises e whhich are nott difficult orr easy” wass positive. There T were 5 51.6% studeents chose always, a 35.55% students chose oftenn, and 12.9% % students c chose somettimes. It meeant that moost students liked doing exercises which w were

Percentage

n difficult or easy. not

60 50 40 30 20 10 0 Alwayys

12 51.6

13 25.8

Often n

35.5

51.6

Some etimes

12.9

12.9

Rarely

0

6.5

Neveer

0

3.2

Figu ure 4.3 Studeents's reponsse to prefereence of levvel of difficuulties

The students’ ressponse to the thirteenth statement thhat said “In order o that I d not lookk stupid, I will choosee the easiest materials”” was also considered do p positive. Fig gure 4.4 shoowed that thhere were 25.8% 2 studeents chose always a and 5 51.6% studeents chose often. o Meanw while, theree were 12.9% % students who chose s sometimes, 6.5% who chose rareely, and 3.2 2% who chhose never. From the p percentages, , we could see s that mosst students often chose tthe easiest materials m so t they didd not look stuupid. that The fourth part was the students’ respo onses to the time perspeective. The d data that were w obtaineed showed that the students’ s peerception too the time p perspective was positiv ve. There was w some evidence e whhich showeed that the s students’ peerception waas positive. F Figure 4.4 showed that students gavve positive


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response to the fourteenth statement that said “I am not scared being late to learn English.” Students who chose always were only 6.5%, and students who chose often were 45.2%. The rest of the students who chose sometimes were 48.4%. It revealed that most students were not scared being late to learn English. The students also gave positive response to the fifteenth statement that said “I consider that time is precious, so when there is a chance to learn using SALL, I will do it seriously.” There were 16.1% students who chose always, 41.9% students who chose often, and 38.7% students chose always. Meanwhile, there were only 3.2% students who chose rarely. It could be seen that most students were considered that time was precious, so when there was a chance to learn using SALL, they did it seriously. Moreover, the students’ response to the statement number 16 that said “I do not want to be late in English class so that I will not miss the SALL time” was also positive. There were 38.7% students who chose always and 45.2% students chose often. The rest of students who chose sometimes were 12.9% and only 3.2% who chose rarely. From the percentages, we could see that most students were often did not want to miss the SALL time in their English class. The students’ responses to the seventeenth statement that said “I like rechecking the finished exercises or tasks for the time is still available” was also positive. It could be seen that there were 35.5% students chose always and 38.7 students chose often. Only 25.8% students chose sometimes. It meant that the students liked to recheck their works when the time was still available. The figure 4.4 also showed that the students also gave positive response to the eighteenth statement that said “When my teacher is not around, I spend this


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o opportunity for using SA ALL”. It couuld be seen thhat there weere 16.1% stu udents who c chose alway ys, 61.3% sttudents whoo chose oftenn, and 19.4% % students who chose s sometimes. On the other side, theree were only 3.2% 3 studennts who chosse never. It m meant that most m studentts spent theiir time to stuudy using SA ALL when the t teacher w not arouund. was

Percentage

60 50 40 30 20 10 0 Alwayss

14 6.5

15 16.1 1

16 38.7 7

17 35.5 5

18 6.5 5

Often

45.2 2

41.9 9

45.2 2

38.7 7

29

Sometiimes

48.4 4

38.7 7

12.9 9

25.8 8

51.6 6

Rarely

0

3.2

3.2

0

9.7 7

Never

0

0

0

0

3.2 2

Figure 4.4 Students's S reeponse to thee time perspeective

The fifth part of the queestionnaire was the sttudents’ ressponses to among otheers. The dataa that were obtained c competition o shoowed that thhe students’ p perception on o the impliccation of SAL LL was relattively positivve. T There was some s proof that showedd that studennts’ perceptiion on the competition c w with others was positivve. The studdents’ respoonses to thee nineteenthh statement w which said “I “ am keen to o compete oover my classmates” werre quite posiitive. There w 9.7% students were s whoo chose alwaays, 22.6% who w chose offten, 38.7% who chose s sometimes, 2 22.6% who chose rarelyy, and 6.5% who w chose never. n


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Percentage

40 35 30 25 20 15 10 5 0 Always

7 9.7

25 29

Often n

22.6

3 38.7

Some etimes

38.7

2 22.6

Rarelly

22.6

9.7

Neveer

6.5

0

Figure 4.5 Studentss's reponse to o competitioon with otherrs

The students’ reesponses to the twentieth statement that said “When “ the t time is up, I want to knnow the resuult of my achievement aamong my classmates” c w also poositive. Therre were 29% students whho chose alw were ways, 38.7% who chose o often, 22.6% % who chosee sometimes and 9.7% who w chose rarrely. It meannt that most s students ofteen looked for their resultts among claassmates. The twenty-first part of the questionnaiire was the students’ reesponses to t implicattion of SALL the L. The data that were obtained o shoowed that the students’ p perception on o the impliccation of SAL LL was posiitive. Therre was somee evidence w which showeed that studeents’ percepttion on the i implication of SALL too their achieevement wass positive. Figure F 4.6 shhowed that s students gav ve quite posiitive response to the tw wenty-secondd statement that t said “I f find that my y listening skill s is betteer than befoore.” There w were 3.2% who chose a always, 54.88% who chhose often, 332.3% who chose someetimes and 9.7% who c chose rarelyy. From the percentages, p , it could bee concluded that the studdents often f found that thheir listeningg skill was better than beefore.


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Percentage

80 70 60 50 40 30 20 10 0 Always

21 3.2

2 22 3.2 3

23 3 16.1

24 6.5

25 6.5

Often

54.8

45 5.2

58.1

74.2

67.7

So ometimes

32.3

45 5.2

25.8

16.1

25.8

Raarely

9.7

3 3.2

0

3.2

0

Never

0

3 3.2

0

0

0

Figu ure 4.6 Studeents's reponsse to implicaation

Likew wise, the Figure 4.6 shoowed that stuudents also gave positivve response t the twentty-third stateement that saaid” I identiify that my sspeaking skiill is better to t than before.” There were 3.2% whho chose alw ways and 455.2% who chhose often. T rest of students wh The ho chose som metimes werre 45.2%, annd students who chose r rarely and never were 6..4%. It show wed that mosst students iddentified their speaking s skill was bettter. In thhe twenty-fo ourth statem ment that saiid “I know more vocabbularies in d doing SALL L exercises””, the studennts gave positive responnse. There were w 16.1% w chose always, 58.1% who chhose often and who a 25.8% w who chose sometimes. s F From the peercentages, it could be concluded that most sttudents obtaained more v vocabularies s while doingg SALL exeercise. Moreeover, in thee twenty-fiftth statement that said “I know that my m reading s skill is betteer than beforre”, the studdents gave poositive respoonse. There were 6.5% w chose always, 74.2% who chhose often, 16.1% who 1 who chose someetimes and


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3 3.2% who chose c rarelyy. From the percentages, it could be b seen thaat students’ r reading skilll was better than t before. Likew wise, the sttudents alsoo gave posittive responsse to the tw wenty-sixth s statement which w said “II recognize that t my writing skill is better than before.” It c could be seeen in Figuree 4.6, there were w 6.5% students s whoo chose alwaays, 67.7% w chose often who o and 25.8% who chhose sometim mes. From thhe percentages, it could b explainedd that their writing be w skill w was often beetter than beffore. Baseed on the anaalysis above,, it showed that t students’ perceptionn on the use o SALL in learning En of nglish were positive in general. Figgure 4.7 beloow showed t percentaages of the sttudents’ respponses to all statements iin the questioonnaire. the

40.4

50.0

6 30.6

40.0 30.0

17.9 8.4

20.0

2.7

10.0 0.0 5

4

3

2

1

Figure 4..7. The Percentages of S Students’ Ressponses to A All Statemen nts in the Q Questionnaire e

It coould be seenn that 40.4% of the tootal particippants chose column 4 “ “often” and 17.9% of thhe total partiicipants chosse column 5 “always” thhat showed t that they had h positivee response to every statement. These stud dents were c categorized to have possitive percepption on the use of SAL LL in learninng English. O the otherr hand, 30.6% On % chose coluumn 3 “som metimes” whiich meant that they had


57

middle perception. Moreover, 8.4% of the total participants chose column 2 “rarely” and 2.7% of the total participants chose column 1 “never” that they could be said to have negative perception. It could be concluded that most participants had positive perception on the use of SALL in learning English.

3. Students’ Perception on the Motivation, Activities and Implication on the Use of SALL in Learning English Based on the Interview. Based on the result of the observation and the questionnaire above, it was said that students’ perception on the use of SALL in learning English was positive. In order to obtain reliable data, the researcher carried out the interview to six students that represented the students who had high scores, middle score, and low score. The interview included three parts. They were motivation, activities and implication. a. Students’ Perception on Motivation in Their English Learning using SALL.

The students said that actually they learned English since they wanted to be able to communicate and speak in English. They believed that English would be used for their future life. Karena… itu bahasa asing dan juga sebagai persiapan aja untuk ke depan, juga sebagai soft skill. (Student 2, Interview) Untuk memenuhi tuntutan perkembangan jaman yang mengharuskan kita untuk bisa berbahasa Inggris dan berkomunikasi secara lancar. (Student 4, Interview)


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Since they wanted to be able to communicate and speak in English, from the observation, we could notice that they liked learning English using SALL. Similar to the observation, the interview also recorded that they liked and enjoyed to learn English using SALL. The students also had personal reasons on why they liked learning English using SALL. Some of them liked to use SALL because they could choose their own interest in learning English. Ya cukup senang dan bersemangat. Karena selain bisa memilih sendiri materi yang akan saya pelajari… (Student 2, Interview) Moreover, the students also liked learning English using SALL because they felt that their creativities were not delimited. Saya bersemangat karena Self-Access sendiri tidak membatasi kreatifitas saya dalam belajar bahasa Inggris. (Student 4, Interview) Some students also liked learning using SALL because they were challenged to do better than their classmates. Seneng, bersemangat. Karena saya lebih termotivasi untuk bersaing dengan temen-temen. (Students 6, Interview) Otherwise, some of the students also did not like learning English using SALL, because when they learned using SALL their teacher sometimes did not stay in the classroom. Moreover, they thought that when they had problems or difficulties they were not able to ask the teacher. Kalo SALL itu sebenarnya saya nggak suka…, soalnya nganu …, kan soalnya itu belajar sendiri nggak didampingi jadinya kan kalo kesulitan nggak diajari langsung. (Student 5, Interview) When they were asked the question whether they used to do all the SALL materials, they also had their own personal perception. Most students used to do


59

the exercises immediately. When they had time they took next exercises. Two of them shared: Kalau saya sih ya langsung dikerjain, pokoknya ambil gitu langsung dikerjain, kalau memang waktunya cukup ya dikerjakan semua ya kalo memang waktunya nggak cukup ya udah sebisanya. (Student 1, Interview) Berusaha. Ya sama seperti tadi, dilihat waktunya. Kalau baru dapat readingnya saja berarti saya baru dapat segitu saja. Yang penting saya bisa mengerjakannya. (Student 6, Interview) When they were asked about their desire to learn deeper about things that were related to English, most of them said that they wanted to learn things related to English. They said that after having experience using SALL, they were eager to know many things that were related to English. Also, the students got more proof that they still had inadequate English abilities, skills and vocabularies. Three of them shared: Tentu saja. Banyak vocabularies yang saya belum tau. Dengan self-access jadi nambah pengetahuan saya. (Student 6, Interview) Ya iya …. Soalnya banyak hal yang belum saya ketahui, seperti itu culturenya. (Student 5, Interview) Iya, karena banyak juga hal-hal yang saya belum dong, seperti grammar dan materi2 yang belum saya ketahui secara mendalam, sehingga membuat saya semakin ingin tau dan memahaminya. (Student 4, Interview)

When they had difficulties in understanding dialogues or reading passages, most students tried to overcome their difficulties. Likewise, when the students had problems in vocabularies, grammar, and also pronunciation, they tried to overcome their problems by asking friends. When their friends could not give the


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answers, they tried to find the solution by looking over in the dictionaries, notes, and also books. In solving their problems, they asked the teacher as the last alternative Kalo nggak bisa tanya temen. Kalo juga nggak bisa tanya temen lainnya lagi. Kalo udah mentok baru ya tanya guru. (Student 2, Interview) Tanya temen, soalnya kan takut mau tanya gurunya. Mending tanya temen, atau buka kamus. (Student 5, Interview) Sama Mbak. Tanya teman dulu, lihat buku, baru aternatif terakhir tanya gurunya. (Student 6, Interview) From their answers above, it could be concluded that they had positive response. They liked learning English using SALL, though several students did not like using SALL. They also made effort when they had difficulties. Through the answer above, it could be concluded that the students had positive perception on their motivation after learning English using SALL.

b. Students’ Perception on the Activities Using SALL Most students said that they often had many varied activities when learning using SALL such as reading stories, listening to music on cassette tape, doing crosswords, filling in the blanks on some statements, making letters of applications, and so on. Ada mendengarkan kaset, topiknya macam-macam. Terus ada juga yang mengerjakan paket soal, tapi soalnya juga bervariasi juga, jadi tidak sama semua. (Students 6, Interview) Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing, vocabulary, grammar, speaking. (Student 4, Interview)


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Most students said that through those activities, they were made happy and enthusiastic in learning English. Ya, karena guru tidak membatasi aktifitas siswa untuk belajar. Jadi saya bisa belajar sendiri. (Student 4, Interview) Kalo buat saya sih saya senang. Ya karena itu tadi saya bisa bebas memilih pelajaran yang mana,moodnya skrg itu mau belajar yg ini gitu ya milih ini. Lagi pengen ndengerin brarti ya listening ato lagi semangat nulis brarti ya writing. (Student 1, Interview) They also said that they were quite enthusiastic to use SALL, especially when they had listening part. It was because they could play and replay the listening as many as they wanted. Ya sudah cukup. Kadang ada yang agak susah dan tidak jelas pengucapannya dan sulit dipahami, tapi dengan self-access learning dengan tape dan kaset sendiri-sendiri jadi bisa saya ulang-ulang dan jadi lebih bisa dipahami. (Student 3, Interview) The students also said that the activities that they experienced so far helped them in improving their English skills such as listening, speaking, reading, and writing, and also helped to increase their vocabulary list and their pronunciation. Menurut saya ketrampilan kan dari banyak latihan, jadi kalo kita sering dengerin ya mungkin bisa lebih nambah. … (Student 1, Interview) Sesuai ... Ya, banyak contoh-contoh percakapan yang baru saya tau dengan mengerjakan soal-soal tersebut. Jadi banyak yang bisa saya pakai. (Student 2, Interview) Ya sesuai. Banyak latihan membaca dan menjawab soal-soal dari bacaan, untuk memahami jadi lebih terlatih. (Student 3, Interview) Ya. Karena banyak latihan untuk menulis surat misalnya. Atau menulis lamaran pekerjaan, pengumuman, kadang essay juga. (Student 6, Interview)


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The students’ answers on their preference part in SALL varied. Most students liked the listening part. Three of them shared: Listening, karena saya tau saya kurang bagus di listening jadi saya ingin lebih bagus lagi. (Student 6, Interview) Saya suka listening. Kadang-kadang dengar lagu juga. Ada kata-kata yg sulit dan susah dimengerti, jadi bisa lebih paham. (Student 3, Interview) Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata2nya belum pas dan belum jelas tadi. (Student 2,Interview)

Since every student had their own opinion and self-experience, they also had their personal preference on what they liked. Some of them liked the reading part. One of them shared: Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian reading, jadi saya bisa ngulang reading berulang-ulang sampai saya paham. Sama writing juga, saya suka nulis soalnya. (Students 1, Interview) Otherwise, some students also did not like writing; they thought that they had to write a lot. Some students also did not like the grammar part and the listening part. One of them shared: Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh menulis banyak jadi agak bingung juga. (Student 3, Interview) From their answers above, it could be seen that they had positive response on the activities. Although there was an activity that they did not like such as writing, it was normal. Their positive response also could be seen that they gave advice to add the activities so that it could be more varied. Through the answers


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above, it could be concluded that the students had positive perception on the activities using SALL.

c. Students’ Perception on the Implication after Learning Using SALL Revealing that the students liked the activities using SALL and they also had good motivation in learning English, the researcher then wanted to know what the advantages and disadvantages were that the students obtained so far as they learned using SALL. When the students were asked about the advantages and disadvantages that they obtained so far, most students said that the advantages were their listening and speaking skills improved, they knew new vocabularies and their knowledge about English increased. … bisa menambah pengetahuan, kosakatanya juga jadi bertambah, hapalannya itu bertambah. (Student 3, Interview) Positifnya ya menambah wawasan, kosakata, grammar, vocabulary dan kemampuan dalam bahasa inggrisnya bisa bertambah. (Student 2, Interview) Ya keuntungannya juga, bisa ngecek sendiri pekerjaannya jadi nggak malu kalau ada yg salah, dan tau kekurangan2 saya dalam bahasa inggris. (Student 2, Interview) Kerugiannya, ya saya melihat teman2 jadi nggak rata. Ada yg mampu mengerjakan banyak, ada yang sedikit. Jadi yg sedikit nglihat yang banyak itu ada rasa gimana gitu. (Student 2, Interview) … karena masih ada kunci jawabannya itu loh kadang-kadang ada yg ngeliat kunci dulu baru mengerjakan, jadi belajarnya tidak maksimal. (Student 3, Interview)


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From their answers above, it could be seen that through the SALL, students’ speaking and listening skills improved. They also obtained many advantages such as they knew new vocabularies, their knowledge about English increased, they knew how native speakers pronounced English words, and they enjoyed the teaching and learning process. Although there were disadvantages from learning English using SALL in the classroom, it was less than the advantages that they obtained. Through the answers above, it could be concluded that the students had positive perception.

B. Students’ Recommendation to Improve and to Maximize the Use of SALL in English Learning

Revealing that the students had positive perception on the use of SALL in their English learning, the researcher also wanted to find recommendations from the students in order to improve and to maximize the use of SALL in English learning. Every student had their ideas to improve the use of videos. They had recommendations from many aspects such as the SALL materials, the condition of the class, the activities, the time outside the learning in the classroom, and the time duration of the learning. Below were their recommendations to the use of SALL. The student thought that it was better to add more exercises so that SALL had more collection. It was also revealed that the students wanted to experience SALL more than before, especially after class hour or during their spare time. Sarannya itu, soal-soalnya tambah variasinya jadi lebih banyak. Sama waktunya diitambah ndak cuma beberapa kali aja. (Student 1, Interview)


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Ditambah waktunya. Soalnya baru beberapa kali pakai self-access. Waktunya kurang. Kalau bisa ditambah. Itu saja.(Student 2, Interview) Ya materinya saja ditambahkan lagi. Biar nambah banyak pilihan. Waktu untuk self-access learning ditambahkan. Tidak hanya di jam-jam pelajaran saja. (Student 4, Interview) Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran. (Student 6, Interview)

Moreover, the students also said that it would be better if the discussion on each folder or materials was also provided in the Bahasa Indonesia. It would make them understand more easily. Meanwhile, the students also thought that the answer keys should not be attached to each folder. They thought that by attaching the answer keys to each folder, they could not do the exercises by themselves. They were fixated to read the answer key first. Itu Mbak, disetiap penjelasan materi itu, misalnya grammar focus …, disitu kan sudah dijelaskan gini-gini tapi dalam bahasa Inggris, nah kalo bisa dijelaskan juga dalam bahasa Indonesia. Biar jadi lebih paham. (Student 5, Interview) Ya mungkin kunci jawabannya harus dihilangkan dulu, suruh murid mengerjakan dulu baru nanti diberikan kunci jawabannya. Jadi biar mikir beneran dulu. (Student 3, Interview) The last but not least, the students also wanted that the teacher should stay in the classroom and helped them by asking if there was any problem, because some of them were afraid and did not have courage to ask the teacher. Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yang susah nggak?” Sebenarnya ada yang nggak ngerti tapi kok nggak berani tanya. (Student 5, Interview)


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From their recommendations, it could be seen that the students wanted to have more exercises in SALL. Most of them recommended having extra time after class hour, so that they could use their spare time to study. All the recommendations above hopefully could improve and maximize the use of SALL in learning English.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the research findings, suggestions for students, teachers and future researchers, and implications for SALL practices as follows. A. Conclusions From the research findings, it is concluded that: 1.

The students’ behavior was positively proven in the learning process using SALL. During the observation, it was shown by the learning atmosphere that the students enjoyed learning English using SALL. According to the theory from Bootzin (1983: 120) that perception can influence students’ behavior and motivation, it can be said that if students have positive perception, it will lead them to have positive behavior. It proved that students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof, based on the observations, had positive perception because they had positive behavior toward the use of SALL in learning English.

2.

Students’ perception on the motivation related to the students’ selfconfidence in facing achievement related task, persistence in case of failure, preference of difficulties level, time perspective, competition with others, implication

on the use of SALL in learning English based on the

questionnaire was in general positive. According to the theory from Bootzin (1983: 120) that perception can influence students’ behavior and motivation.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68

It can be said that if students have positive perception, it will lead them to have positive motivation. It proved that students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof, based on the motivation questionnaire, had positive perception because they had positive motivation toward the use of SALL in learning English. 3.

Students’ perception on the motivation, activities and implication on the use of SALL in learning English based on the interview was positive. They liked learning English using SALL, though several students did not like using SALL. They also made effort when they had difficulties. Although there was an activity that they did not like such as writing, it was normal. Their positive response also could be seen that they gave advice to add the activities so that it can be more varied. Through SALL, students’ speaking and listening skills improved. They also obtained many advantages. They got new vocabularies and their knowledge about English increased. They were exposed to correct pronunciation through listening exercises, and they enjoyed the teaching and learning process.

4.

From the discussion in Chapter IV, it could be seen that the students wanted to have more exercises in SALL. Most of the students recommended having extra time after class hour, so that they could use their spare time to study. All the recommendations above hopefully could improve and maximize the use of SALL in learning English.


B. Suggestions Based on the conclusion, some suggestion will be directed toward teachers, students and researchers.

1. To teachers Teachers need to develop and update the SALL materials, make condition of the class better, vary the task activities, add up material collection for exercises, expand the time outside the learning in the classroom, and consider the duration of the learning. In addition, teachers should also keep encouraging students to make use of the SAC at the most advantageous way. The use of multiple technologies in a more independent setting has been shown to improve motivation and increase students’ ability to work independently by taking more responsibility for their own learning. Students also report feeling more “empowered” by such modes of instruction.

2. To Students The students of SMK Negeri 2 Depok Sleman, Yogyakarta should optimally use the SALL in the SAC any time available. Depending on the individual, students can also set the level and content of their work. They can use SAC voluntarily or can have assignments to complete there. This center gives flexibility with the purpose of giving the students themselves the opportunity to get used to the learning autonomy more to their learning needs and styles than a more traditional mode of learning.


3. To Researchers The present study is focused on the students’ perception on the use of selfaccess language learning. Other aspects which may influence the perception on the use of self-access language learning such as motivation level, attitude, age, personality traits, and purpose for learning the language are also needed a further investigation.


REFERENCES

Ames, C., J. Archer. 1988. Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Process. Journal of Educational Psychology 80, 3, 260 - 267. Ary, D., L. C. Jacob., A. Razavieh. 2002. Introduction to Research in Education. 6th ed. Belmont, CA: Wadsworth Group. Babbie, E. 1990. Survey Research Methods. Wadsworth: Belmont. Biggs, J. B. 1992. From Theory to Practice: A Cognitive Systems Approach. Paper presented at the Annual Conference of the Higher Education Research and Development Society of Australasia. Melbourne: Monash University. Bootzin, R. R., E. F. Loftus, R. B. Zajone. 1983. Psychology Today: An Introduction. 5th ed. New York: Random House, Inc. Bower, G. H., E. R. Hilgard. 1981. Theories of Learning (5th ed.). Englewood Cliffs, New Jersey: Prentice Hall. Brown, H.D. 2000. Sociology of Education: An Introduction. Boston: Houghton Mifflin Company. Champbell, J., D. Smith., G. Boulton-Lewis, J. Brownlee, P. C. Burnett, Carrington, S. Claire, and N. Purdie. 2001. Students' Perceptions of Teaching and Learning: the Influence of Students' Approaches to Learning and Teachers' Approaches to Teaching. The Modern Language Journal, pages 173-186. Christina, E. 2009. Students’ Perception on the Use of Videos in Learning English at SMKN 2 Depok, Yogyakarta. Unpublished Thesis. Yogyakarta: Universitas Sanata Dharma. Cohen, L., L. Manion., K. Morrison. 2000. Research Methods in Education. London: Routledge Falmer. Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications, Inc. Davidoff, L.L. 2004. Introduction to Psychology. New York: McGraw-Hill Book Company.

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Deci, E. L., R. M, Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum. Dickinson, L. 1987. Self-instruction in Language Learning. Cambridge: Cambridge University Press. Foley, H. J. 2007. Perception (psychology). Microsoft® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation. Gardner, D., L. Miller. 1997. A Study of Tertiary Level Self-Access Facilities in Hong Kong. Hong Kong : ESEP, City University of Hong Kong. Gardner, R., W. E. Lambert. 1972. Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House. Gremmo, M-J. & P. Riley. 1995. Autonomy, Self-Direction and Self-Access in Language Teaching and Learning: the History of an Idea. In: System 23:2: p.151-164. Groves, Robert M., F. J. Fowler Jr., M. P. Couper, J. M. Lepkowski, E. Singer, R. Tourangean. 2004. Survey Methodology. Wiley-Interscience Huitt, W. 2001. Motivation to Learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/motivation/motivate.html, on December 8th, 2009. Kingsley, H.L., R. Garry. 1965. The Nature and Conditions of Learning, Englewood Cliffs: Prentice Inc. Kurniyati, C. D. 2006. Students’ Perceptions toward Teacher Written Feedback on their Compositions: A Case Study. Unpublished Thesis. Yogyakarta: Sanata Dharma University. Lefton, L.A. 2004. Psychology. Boston: Allyn and Bacon, Inc. Mahmud, M.D. 1989. Psikologi Pendidikan. Jakarta: Departemen Pendidikan dan Kebudayaan, Direktorat Jendral Perguruan Tinggi. Nunan, D. 2004. Designing Tasks for Communicative Classroom. Cambridge: Cambridge University Press. Reinders, H. 2000. Do It Yourself? A Learners’ Perspective on Learner Autonomy and Self Access Language Learning in an English Proficiency Programme. Netherlands: University of Groningen.


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Seliger, H. W., E. Shohamy, 1989. Second Language Research Methods. Oxford: Oxford University. Sheerin, S. 1989. Self-Access. Oxford: Oxford University Press. Sternberg, R. J., E. E. Smith. 1988. The Psychology of Human Thought. Cambridge: Cambridge University Press. Trochim, W. M. K. 2006. Research Methods Knowledge Base. Ithaca: New York. Retrieved from http://www.socialresearchmethods.net/kb/sampling.php, on December 8th, 2009. Van Lier, L. 1996. Interaction in the Language Curriculum. Awareness, Autonomy and Authenticity. Harlow: Longman. Wiersma, W. 1995. Research Methodology in Education. Massachusetts: A Simon and Schuster Company. Winkel, W. S. 1991. Psikologi Pengajaran. Jakarta: PT. Grasindo. Wiyono, T. S. B. 2006. Motivation, Learning Strategies, and Learning Achievement of the Students at Depok State 2 Vocational School, Sleman. Yogyakarta: Sanata Dharma University.


APPENDICES


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APPENDIX A OBSERVATION CHECKLIST (1st) January 20, 2010 Number of present students: 32 No.

1. 2. 3. 4.

5. 6.

Observed Yes No Part A: Students’ behavior before learning using Self-Access-Language Learning (SALL) Statement

Students come late for English class.

3

Students prefer sitting on the back row than the back row. Students have prepared their English book on the table. Students pay full attention when the teacher explains on what they are going. Students raise their hand when they do not understand on the teacher’s explanation. Students answer the question when the teacher asks questions.

3

Comment

3

3

Few students forgot to bring their book.

3

3

Two students looked sleepy.

3

Most students were active, but a few students were not.

3 3

Part B: Students’ behavior during SALL 7.

Students respond the teacher’s instruction.

3

8.

Students take the material orderly.

3

9.

Students are familiar with SALL.

3

10.

Students discuss the task with friends.

3

3

11.

Students do the task by themselves.

3

3

12.

Students ask for teacher’s help when they have difficulties.

3

13.

Students use dictionary to help them.

3

Students are challenged to do more tasks than their friends. Students are enthusiastic in learning process.

3

14. 15.

3

They started from the novice level.

Some students worked in pairs.

There were some dictionaries on the shelf.

3

Most students did it seriously, but a few students did not.


75

Part C: Students’ behavior after experiencing SALL 16.

Students record their work on the record-sheet.

3

17.

Students do reflection on what they have learned.

3

18.

Students look sleepy on the post-task.

19.

20.

Students look like they want to have extra time for learning English using SALL. Students have conversation with the teacher before leaving the class discussing their difficulties.

3

The teacher gave them the record sheet. Some students were asked to share their experience in front of class. Two students looked sleepy.

3 3

3

Only few students stayed in the class


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OBSERVATION CHECKLIST (2nd) February 3, 2010 Number of present students: 31 No.

1. 2. 3. 4.

5. 6.

Observed Yes No Part A: Students’ behavior before learning using Self-Access-Language Learning (SALL) Statement

Students come late for English class. Students prefer sitting on the back row than the back row. Students have prepared their English book on the table. Students pay full attention when the teacher explains on what they are going. Students raise their hand when they do not understand on the teacher’s explanation. Students answer the question when the teacher asks questions.

3

Comment

3 students

3 3 Two students looked sleepy.

3 3

They seemed to understand with the explanation.

3

Part B: Students’ behavior during SALL 7.

Students respond the teacher’s instruction.

3

8.

Students take the material orderly.

3

9.

Students are familiar with SALL.

3

10.

Students discuss the task with friends.

3

3

11.

Students do the task by themselves.

3

3

12.

Students ask for teacher’s help when they have difficulties.

3

13.

Students use dictionary to help them.

3

Students are challenged to do more tasks than their friends. Students are enthusiastic in learning process.

3

14. 15.

3

Some students worked in pairs.


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Part C: Students’ behavior after experiencing SALL 16. 17. 18. 19.

20.

Students record their work on the record-sheet. Students do reflection on what they have learned.

3

Students look sleepy on the post-task.

3

Students look like they want to have extra time for learning English using SALL. Students have conversation with the teacher before leaving the class discussing their difficulties.

3

3 3

3

The students did not have enough time in the classroom. Four students looked sleepy.


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APPENDIX B QUESTIONNAIRE OF STUDENTS’ PERCEPTION (English Version)

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Statement Every time I do self-access learning, I am not confident with my ability. I am sure I can do well all the exercises that I choose. In doing exercises or tasks, I feel contented if I do them alone. SALL is what I want in English class. Although I have ever got bad marks in tasks or exercises or tests, I keep being encouraged to study that I can get better marks. I feel that once I make mistake I would always make mistakes. It is burdening me to have English classes using SALL. Using SALL makes me feel relax because I should not do tasks that I do not like. When I cannot answer questions in the tasks/exercises, I am encouraged to finish the tasks by asking teachers or friends. When I find difficulties in doing tasks, I try hard to overcome them. After reporting the progress result of my learning, I feel encouraged to get better result. I like doing exercises which are not difficult or easy. In order that I do not look stupid, I will choose the easiest materials.

14. I am not scared being late to learn English. I consider that time is precious, so when there is 15. a chance to learn using SALL, I will do it seriously. I do not want to be late in English class so that I 16. will not miss the SALL time. I like rechecking the finished exercises or tasks 17. for the time is still available.

5

Respond 4 3 2

1


18.

When my teacher is not around, I spend this opportunity for using SALL.

19. I am keen to compete over my classmates. 20.

When the time is up, I want to know the result of my achievement among my classmates.

21. I find that my listening skill is better than before. I identify that my speaking skill is better than before. I know more vocabularies in doing SALL 23. exercises. I know that my reading skill is improved than 24. before. I recognize that my writing skill is better than 25. before. 22.

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APPENDIX C ANGKET PERSEPSI SISWA (Bahasa Indonesia Version) No . 1. 2. 3. 4. 5. 6. 7. 8.

9.

10.

11.

12. 13. 14. 15.

Pernyataan Setiap kali menghadapi belajar mandiri saya merasa ragu dengan kemampuan saya sendiri. Saya yakin saya bisa mengerjakan semua latihan dan soal yang saya pilih. Dalam mengerjakan tugas dan latihan saya akan merasa puas bila saya mengerjakannya sendiri. SALL adalah metode yang saya inginkan selama ini. Bila pernah mendapatkan nilai jelek dalam soal Bahasa Inggris, saya terdorong untuk belajar lebih giat agar nilai saya menjadi lebih baik. Saya merasa bahwa sekali saya gagal, saya akan gagal terus. Mengikuti pelajaran Bahasa Inggris menggunakan SALL merupakan beban berat bagi saya. Menggunakan SALL membuat saya merasa santai karena saya tidak harus mengerjakan tugas yang saya tidak sukai. Ketika saya tidak dapat menjawab pertanyaan dalam tugas-tugas/latihan-latihan, saya tidak lagi terdorong untuk menyelesaikannya. Ketika saya mengalami kesulitan dalam mengerjakan tugas dan latihan, saya berusaha keras untuk mengatasinya. Setelah menulis hasil saya dalam catatan hasil, saya merasa terdorong untuk mendapatkan hasil yang lebih baik lagi. Saya akan memilih mengerjakan tugas-tugas yang tingkat kesulitannya tidak terlalu berat tetapi juga tidak terlalu gampang. Supaya tidak terlihat bodoh, saya akan memilih paket soal yang mudah saja. Saya tidak takut terlambat mengikuti pelajaran Bahasa Inggris. Saya menganggap waktu adalah sangat berharga, jadi bila ada kesempatan untuk belajar mandiri, saya akan serius belajar.

5

Respon 4 3 2

1


16. 17. 18. 19. 20. 21. 22.

Saya tidak mau terlambat masuk kelas Bahasa Inggris supaya tidak ketinggalan dalam pelajaran. Jika selesai mengerjakan tugas atau soal sementara waktu masih tersisa, saya akan memeriksa kembali jawaban atau tugas yang telah saya kerjakan. Bila guru berhalangan hadir, saya akan mempergunakan waktu itu untuk belajar mandiri. Saya enggan terlibat dalam suasana persaingan dengan teman-teman sekelas. Ketika waktu belajar SALL habis, saya ingin tahu posisi nilai saya di antara teman-teman sekelas. Ketrampilan mendengarkan saya menurun dari sebelumnya. Ketrampilan berbicara saya lebih baik dari sebelumnya.

23. Kosakata Bahasa Inggris saya bertambah. Ketrampilan membaca saya menurun dari sebelumnya. Saya menyadari ketrampilan membaca saya 25. meningkat dari sebelumnya. 24.

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82

APPENDIX D INTERVIEW QUESTIONS (Bahasa Indonesia Version)

Aspek A

B

Motivasi

Aktifitas

No.

Pertanyaan

1.

Apa tujuanmu belajar bahasa Inggris?

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa?

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-Access?

4.

Apakah kamu berusaha mengerjakan banyaknya paket soal materi self-acces?

5.

Apakah belajar bahasa Inggris dengan materi selfaccess membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris?

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access?

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan?

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan?

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan?

10.

Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL?

11.

Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa?

12.

Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa?

sebanyak-


C

Implikasi

83

13.

Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa?

14.

Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa?

15.

Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa?

16.

Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa?

17.

Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa?

18.

Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa?

19.

Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material?

20.

Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level)

21.

Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa?

22.

Ketrampilan apa yang menurutmu paling berkembang?

23.

Ketrampilan berkembang?

apa

yang

menurutmu

kurang

D

Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaranbahasa Inggris dengan Self-Acces Material?

E

Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material?


APPENDIX E DATA OF STUDENT’S PERCEPTION SCORE

No. 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.

Abbreviated Name APR DM ADTR DIN ACU AS AWP ANO ACD DAM AH AF AGK FB AN BR ASI BP EP AES AF DK DH BK ESO AS AW APRY AM ARD ES

Perception Score 103 101 100 100 99 99 97 97 96 95 94 94 93 93 92 92 91 91 90 87 87 87 86 85 85 83 83 81 81 72 72

84

85


APPENDIX F FREQUENCY OF THE STUDENTS’ RESPONSES TO EACH STATEMENT OF THE QUESTIONNAIRE No. 1. 2. 3. 4.

Statement Every time I do self‐access learning, I am not confident with my ability. I am sure I can do well all the exercises that I choose. In doing exercises or tasks, I feel contented if I do them alone. SALL is what I want in English class.

Respond 3 2

5

4

1

0

3

20

6

2

4

7

20

0

0

8

16

4

2

1

1

14

14

2

0

5

15

11

0

0

0

0

12

19

0

Although I have ever got bad marks in tasks or exercises or tests, I keep being encouraged to study that I can get better marks. I feel that once I make mistake I would always make mistakes. It is burdening me to have English classes using SALL. Using SALL makes me feel relax because I should not do tasks that I do not like. When I cannot answer questions in the tasks/exercises, I am encouraged to finish the tasks by asking teachers or friends. When I find difficulties in doing tasks, I try hard to overcome them. After reporting the progress result of my learning, I feel encouraged to get better result.

0

1

4

14

12

17

10

4

0

0

5

15

11

0

0

5

19

6

0

1

15

12

4

0

0

12.

I like doing exercises which are not difficult or easy.

16

11

4

0

0

13.

In order that I do not look stupid, I will choose the easiest materials.

8

16

4

2

1

14.

I am not scared being late to learn English.

2

14

15

0

0

5

13

12

1

0

12

14

4

1

0

11

12

8

0

0

2

9

16

3

1

5. 6. 7. 8. 9. 10. 11.

15. 16. 17. 18.

I consider that time is precious, so when there is a chance to learn using SALL, I will do it seriously. I do not want to be late in English class so that I will not miss the SALL time. I like rechecking the finished exercises or tasks for the time is still available. When my teacher is not around, I spend this opportunity for using SALL.

19.

I am keen to compete over my classmates.

3

7

12

7

2

20.


9

12

7

3

0

86


21.

I find that my listening skill is better than before.

1

17

10

3

0

22.

I identify that my speaking skill is better than before.

1

14

14

1

1

23.

I know more vocabularies in doing SALL exercises.

5

18

8

0

0

2

23

5

1

0

2

21

8

0

0

139

313

237

65

21

24. 25.

I know that my reading skill is improved than before. I recognize that my writing skill is better than before. TOTAL


87

APPENDIX G PERCENTAGE OF THE STUDENTS’ RESPONSES TO EACH STATEMENT OF THE QUESTIONNAIRE No.

Statement

Every time I do self‐access learning, I am not 1. confident with my ability. I am sure I can do well all the exercises that I 2. choose. In doing exercises or tasks, I feel contented if I do 3. them alone. 4. 5. 6. 7.

SALL is what I want in English class. Although I have ever got bad marks in tasks or exercises or tests, I keep being encouraged to study that I can get better marks. I feel that once I make mistake I would always make mistakes. It is burdening me to have English classes using SALL. Using SALL makes me feel relax because I should not do tasks that I do not like. When I cannot answer questions in the tasks/exercises, I am encouraged to finish the tasks by asking teachers or friends. When I find difficulties in doing tasks, I try hard to overcome them. After reporting the progress result of my learning, I feel encouraged to get better result.

5 0.0

Respond (%) 4 3 2 9.7

64.5 19.4

1 6.5

12.9 22.6 64.5

0.0

0.0

25.8 51.6 12.9

6.5

3.2

3.2

45.2 45.2

6.5

0.0

16.1 48.4 35.5

0.0

0.0 0.0

0.0

0.0

38.7 61.3

0.0

3.2

12.9 45.2 38.7

54.8 32.3 12.9

0.0

0.0

16.1 48.4 35.5

0.0

0.0

16.1 61.3 19.4

0.0

3.2

48.4 38.7 12.9

0.0

0.0

12.

I like doing exercises which are not difficult or easy. 51.6 35.5 12.9

0.0

0.0

13.

In order that I do not look stupid, I will choose the easiest materials.

25.8 51.6 12.9

6.5

3.2

14.

I am not scared being late to learn English.

6.5

0.0

0.0

3.2

0.0

3.2

0.0

0.0

0.0

9.7

3.2

22.6 38.7 22.6

6.5

8. 9. 10. 11.

15. 16. 17. 18.

45.2 48.4

I consider that time is precious, so when there is a 16.1 41.9 38.7 chance to learn using SALL, I will do it seriously. I do not want to be late in English class so that I will 38.7 45.2 12.9 not miss the SALL time. I like rechecking the finished exercises or tasks for 35.5 38.7 25.8 the time is still available. When my teacher is not around, I spend this 6.5 29.0 51.6 opportunity for using SALL.

19.

I am keen to compete over my classmates.

9.7

20.


29.0 38.7 22.6

9.7

0.0


21.

I find that my listening skill is better than before.

3.2

54.8 32.3

9.7

0.0

22.

I identify that my speaking skill is better than before.

3.2

45.2 45.2

3.2

3.2

23.

I know more vocabularies in doing SALL exercises.

16.1 58.1 25.8

0.0

0.0

6.5

74.2 16.1

3.2

0.0

6.5

67.7 25.8

0.0

0.0

17.9 40.4 30.6

8.4

2.7

24. 25.

I know that my reading skill is improved than before. I recognize that my writing skill is better than before. TOTAL

88


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APPENDIX H THE STUDENTS’ INTERVIEW TRANSCRIPT (Bahasa Indonesia Version)

Name : Student 1 1.

Apa tujuanmu belajar bahasa Inggris? Ya, tujuan belajar bahasa inggris tu kan ya sekarang kita tau kan bahasa Inggris itu kan sudah bahasa internasional ya. Ya makanya itu kan paling nggak harus bisa menguasailah untuk apa ya bisa ber.. apa namanya ya berkomunikasi dengan orang-orang luar gitu kalo misalnya ketemu dan kalo kita apa mungkin suatu saat kita kan bisa dalam suatu pembelajaran dengan orang-orang asing gitu kan bisa berkomunikasi dengan lancar.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Kalo menggunakan self-access learning ini jujur saya suka ya dengan ini karena disini kita tuh bebas untuk memilih, maksudnya mau belajar apa hari ini itu bebas, jadi saya bisa memilih tentang apa yang mau saya lakukan sesuai dengan yang saya inginkan. Gitu aja.

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Kalau saya sih ya langsung dikerjain, pokoknya ambil gitu langsung dikerjain, kalau memang waktunya cukup ya dikerjakan semua ya kalo memang waktunya nggak cukup ya udah sebisanya.

4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Kalau saya mengerjakan itu, gimana ya, bebas saja santai gitu loh sedapatnya saja gitu gimana.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Eee.. ya terus terang bisa. Ya karena di SAL ini kan kita bisa, apa, emm..dapat soal-soal yg belum pernah dapat ato mendapatkan kata-kata yang masih belum ngerti. Ya jadi pengen terus belajar lagi.


90

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Kalo tentang dialog sih ada yg tau ada yg enggak, kalo misalnya sedang listening itu kan kadang2 percakapannya itu cepet banget, ini ngomong apa gitu.Kalo yg gampang ya saya dong..hehehe.

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan? Nebak-nebak aja Mba kira-kira apa gitu, kadang tanya teman juga.. hehehe.

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Kalo kesulitan grammar saya nanya-nanya teman yg lebih tau. Pasti ada yg lebih tau lah ya, mungkin ada yg masih ingat gitu. Kalo nggak ya tanya pembimbingnya aja.

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Kalo itu sih ya gimana ya, tanya teman juga. Bacanya gimana gitu. Ato cari kamus, baru tanya sama guru yang terakhirnya.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ya nyoba-nyoba semua soal yang ada Mbak, kan ada reading, writing, listening, coba-coba aja gimana soal-soalnya. Jadi semua sudah tak coba. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Kalo buat saya sih saya senang. Ya karena itu tadi saya bisa bebas memilih pelajaran yang mana,moodnya skrg itu mau belajar yg ini gitu ya milih ini. Lagi pengen ndengerin brarti ya listening ato lagi semangat nulis brarti ya writing. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Menurut saya ketrampilan kan dari banyak latihan, jadi kalo kita sering dengerin ya mungkin bisa lebih nambah. Jadi ya cocok-cocok aja Mba. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa?


91

Kalo speaking udah lah. Ya ada percakapan sehari-hari gitu, jadi kalo misal greeting ya gini contohnya. Tinggal prakteknya aja kok Mbak. Kan itu tertulis ya soal-soal speakingnya. 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Kalo saya rasa belum ya Mbak,soalnya kalo saya harus berkali-kali baca baru dong artinya itu bacaan gimana. 15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalo writing udah Mbak. Kan udah beberapa kali latihan writing jadi lebih luwes aja buat nulis. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian reading, jadi saya bisa ngulang reading berulang-ulang sampai saya paham. Sama writing juga, saya suka nulis soalnya. 17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Kalo yg nggak suka tuh, nggak ada. Saya nggak ada yg nggak saya suka. Nggak senengnya kalo ada yg soal sulit trus nggak nemu jawabannya, hahahaha… 18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Emm.. apa ya? Soalnya aja ditambah banyak lagi. Jadi banyak pilihan buat milihnya. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungannya, saya jadi lebih bisa belajar mandiri Mbak, nggak perlu disuruh2 gurunya. Bisa milih sendiri yg seperti apa, ngerjakan sendiri. Jadi lebih bebas. Kerugiannya, waktunya kurang lama, jadi belum puas rasanya. 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level)


92

Meningkat Mbak, dulu awalnya ngerjain yg hijau (novice) kok lama-lama itu terlalu gampang, jadi pengen ngerjakan yg kuning. Jadi pas lah kesulitan sama ngerjainnya. 21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya Mbak. Ya kalo ngerjakan soal-soal yang laen diluar SA jadi bisa nambah bisa. Soalnya belajarnya kalo pake SAM lebih nyantai jadi bisa ngena. 22. Ketrampilan apa yang menurutmu paling berkembang? Kalo saya grammarnya Mbak. Itu kan ada penjelasannya juga mbak di map itu. Jadi sebelum ngerjakan soal sudah ada contoh-contohnya dulu sama rumus-rumusnya, jadi oh ini gini ta. Yg dulu pernah dijelaskan tapi belum tanya eh di paket map ada penjelasannya. 23. Ketrampilan apa yang menurutmu kurang berkembang? Yg belum berkembang readingnya Mbak. Susah buat memahami bacaan saya itu. Jd masih pengen terus latihan. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Sarannya itu, soal-soalnya tambah variasinya jadi lebih banyak. Sama waktunya diitambah ndak Cuma beberapa kali aja. 25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Kritiknya, ndak ada mbak. Saya menikmati soalnya belajar dengan SALL.

Name : Student 2 1.

Apa tujuanmu belajar bahasa Inggris? Karena… itu bahasa asing dan juga sebagai persiapan aja untuk ke depan, juga sebagai soft skill.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Ya cukup senang dan bersemangat. Karena selain bisa memilih sendiri materi yang akan saya pelajari juga bisa mengetahui langsung apa yang menjadi kekurang dan kelemahan saya dalam hal materi yg dikerjakan karena disitu ka


93

nada kunci jawabannya juga. Jadi setelah mengerjakan langsung koreksi sendiri. 3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Tiap-tiap paket materi sudah saya kerjakan.. Tapi belum semua yang ada di rak itu.

4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Ya, pengennya mengerjakan yang banyak, kan ada writing, ada vocab, ada listening, ya itu saya pengen coba semua dalam hari itu.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Ya semakin menarik ya, dan membuat saya ingin banyak belajar. Karena pilihannya semakin bermacam2. Jadi banyak hal yang ingin saya lebih tau. Apalagi dengan SA saya bebas memilih topic yang ingin saya pelajari. Jadi bisa memuaskan yang saya ingin pelajari.

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Sebagian ada yang ngerti sebagian ada yang belum. Ya sebisa mungkin saya pahami.

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan? Kalo nggak bisa tanya temen. Kalo juga nggak bisa tanya temen lainnya lagi. Kalo udah mentok baru ya tanya guru.

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Ya kalo yang pertama ya tanya teman. Baru tanya guru.

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Sama Mbak. Tanya teman dulu, baru tanya guru atau lihat buku.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL?


94

Semua sudah pernah Mbak. Listening, speaking, writing. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Bersemangat Mbak. Karena banyak cara untuk belajar bahasa inggris, jadi nggak bosan dengan cara yang gitu-gitu saja. Dengan SALL jadi ada cara lain. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya lumayan sesuai ya. Apalagi listening, soalnya saya kurang bisa jadi dengan ini bisa nambah ketrampilan bisa diulang-ulang sendiri. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Sesuai Mbak. Ya, banyak contoh-contoh percakapan yang baru saya tau dengan mengerjakan soal-soal tersebut. Jadi banyak yang bisa saya pakai. 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Kalo reading cocok. Sesuai. Karena pas baca pertama-tama banyak yang tidak paham kata-katanya jadi saya bisa belajar untuk memahami bacaan itu. 15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalo writing itu ya mungkin sama dengan reading ya, banyak kata-kata yg belum dimengerti,jadi kalo sebelum nulis dalam bahasa inggris nulis dalam bahasa Indonesia, tapi kok inggrisnya nggak tau jadi ya sesuai untuk peningkatan ketrampilan saya. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata-katanya belum pas dan belum jelas tadi. 17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Paling tidak suka writng, karena nulisnya banyak banget.


95

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Apa ya, ditambahain lagi saja koleksi soal2nya biar tambah banyak. Supaya tidak bosan. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Positifnya ya menambah wawasan, kosakata, grammar, vocabulary dan kemampuan dalam bahasa inggrisnya bisa bertambah. Ya keuntungannya juga, bisa ngecek sendiri pekerjaannya jadi nggak malu kalau ada yg salah, dan tau kekurangan2 saya dalam bahasa inggris. Kerugiannya, ya saya melihat teman-teman jadi nggak rata. Ada yg mampu mengerjakan banyak, ada yang sedikit. Jadi yg sedikit nglihat yang banyak itu ada rasa gimana gitu. 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Ya meningkat, luamyanlah. Paling tidak bertambah lah, tapi juga ndak terlalu banyak. 21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya mbak, apalagi vocabnya dan reading. Karena banyak kan itu kata-kata yang saya tidak ngerti terus tanya-tanya dan cari artinya. Jadi tambah perbendaharaan kata-katanya. 22. Ketrampilan apa yang menurutmu paling berkembang? Writing. Karena saya suka nulis. 23. Ketrampilan apa yang menurutmu kurang berkembang? Eee.. kalo menurut saya yang listening, tapi karena mungkin saya baru 1x nyoba listeningnya Mbak. Jadi belum terasa sekali perubahannya. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Ditambah waktunya. Soalnya baru beberapa kali pakai self-access. 25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Waktunya kurang. Kalau bisa ditambah. Itu saja.


96

Name : Student 3

1.

Apa tujuanmu belajar bahasa Inggris? Biar biasa memahami. Jadi kalo ketemu orang asing dapat berbicara dengan bahasa Inggris.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Ya, semangat Mbak dan cukup senang karena bisa melatih apakah sudah bisa atau belum gitu dalam pelajaran bahasa Inggris.

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Ya tentu. Berusaha pokonya Mbak.

4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Ya, saya berusaha mengerjakan sebisa saya. Kalau gampang dapat banyak. Kalau sulit sedikit dapatnya.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Ya tentu saja. Karena bahasa inggris itu luas sekali isinya, jadi dengan SA membuat saya ingin belajar yang saya pahami. Dan apalagi dengan cara berbicaranya… pengucapannya. Ingin menguasai ya.

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Ya berusaha memahaminya. Kadang ada yg tidak paham juga.

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan? Membaca kamus biasanya, melihat kamus, trus biasanya juga tanya teman, baru tanya guru.

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Biasanya melihat catatan sambil dipelajari juga yang ada di paket itu. Kalo saya masih kesulitan ya dikira-kira. Trus tanya guru, nanti guru memberi tau baru ditirukan.


9.

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Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Bercerita, bertanya, dan itu semua keterampilan sudah saya coba.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ya cukup senang dan bersemangat, karena bisa tau saya sudah bisa bahasa inggris atau belum. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya sudah cukup. Kadang ada yg agak susah dan tidak jelas pengucapannya dan sulit dipahami, tapi dengan self-access learning dengan tape dan kaset sendiri-sendiri jadi bisa saya ulang-ulang dan jadi lebih bisa dipahami. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya sudah Mbak. Soalnya bisa nambahin pola-pola dan cara ngomong orang asing dalam situasi tertentu. Jadi ya lebih tau. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Ya sudah Mbak. Soalnya bisa nambahin pola-pola percakapan yang biasa dilakukan dalam situasi tertentu. Jadi lebih tau. 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya sesuai. Banyak latihan membaca dan menjawab soal-soal dari bacaan, untuk memahami jadi lebih terlatih. 15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalau ini belum Mbak. Soalnya mungkin saya kurang paham dengan bagaimana cara menulis pola-polanya gimana. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Saya suka listening. Kadang2 dengar lagu juga. Ada kata-kata yg sulit dan susah dimengerti, jadi bisa lebih paham.


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17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh menulis banyak jadi agak bingung juga. 18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Permainan-permainan mungkin bisa ditambahkan ya. Atau modelnya mengerjakan kuis. Biar tidak bosan. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungan: bisa menambah pengetahuan, kosakatanya juga jadi bertambah, hapalanya itu bertambah. Kerugiannya: karena masih ada kunci jawabannya itu loh kadang-kadang ada yg ngeliat kunci dulu baru mengerjakan, jadi belajarnya tidak maksimal. 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Iya dulu pertama saya milih yang paling mudah dulu yang hijau (novice) sudah cukup bisa lalu tertantang untuk yg kuning. Jadi saya rasa level saya meningkat. 21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Meningkat Mbak. Saya cukup bisa memahami dan bisa berkomunikasi dengan bahasa Inggris. Karena SA ini menambah latihan saya disamping belajar dengan cara lain. 22. Ketrampilan apa yang menurutmu paling berkembang? Speaking dan writing Mbak. 23. Ketrampilan apa yang menurutmu kurang berkembang? Ndak ada Mbak. Biasa aja. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Ya mungkin kunci jawabannya harus dihilangkan dulu, suruh murid mengerjakan dulu baru nanti diberikan kunci jawabannya. Jadi biar mikir beneran dulu.


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25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Saat ini belum ada. Sudah bagus.

Name : Student 4

1.

Apa tujuanmu belajar bahasa Inggris? Untuk memenuhi tuntutan perkembangan jaman yang mengharuskan kita untuk bisa berbahasa Inggris dan berkomunikasi secara lancar.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Saya bersemangat karena Self-Access sendiri tidak membatasi kreatifitas saya dalam belajar bahasa Inggris.

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Selama ini saya ngerjain semua soal paket yg sudah saya dapat. Karena soalnya juga masih mudah dan materina bisa dipahami.

4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Iya. Karena metodenya menyenangkan dan tidak membosankan.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Iya, karena banyak juga hal-hal yang saya belum dong, seperti grammar dan materi-materi yang belum saya ketahui secara mendalam, sehingga membuat saya semakin ingin tau dan memahaminya.

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Ya, saya sebagian besar paham Mbak, sudah cukup jelas dan mengerti dialogdialog yang ada dalam materi tersebut.

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan?


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Saya akan menanyakannya pada guru pembimbing atau teman2 dekat saya yang lebih tau dari saya. 8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Berusaha mencari tau sendiri apa yang saya belum ketahui apabila masih belum bisa baru saya tanya guru atau yg lebih tau.

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Kalo ini saya minta bantuin teman saya dalam mengucapkannya.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing, vocabulary, grammar, speaking. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya, karena guru tidak membatasi aktifitas siswa untuk belajar. Jadi saya bisa belajar sendiri. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya. Cukup memadahi, karena adanya kaset dan tape bisa membantu untuk belajar mendengarkan, bisa diulang-ulang untuk diri sendiri. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Ya. Karena bisa membuat saya semakin lancar untuk berbicara. 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya karena banyak cerita yang bisa dibaca. Dan semakin banyak berlatih untuk bisa memahami suatu bacaan. 15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa?


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Ya. Dalam latihan writing sendiri kita bisa memilih topiknya untuk ditulis jadi bisa bebas berkreasi, yang sudah diajarkan bisa diterapkan langsung di writing. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Writing, karena saya bisa menggunakan apa yg sudah diajarkan dalam writing. 17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening, karena membutuhkan konsentrasi tinggi. 18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Koleksinya saja ditambah banyak lagi. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungangannya kemampuan reading, writing, reading dan lain-lain meningkat. Kerugian nggak ada Mbak. 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Iya, pada awalnya beraninya masih hijau, sekarang saya sudah mencoba mengerjakan yg merah. 21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya. Soalnya dengan belajar mandiri ini suasana kelas tidak tegang, jadi lebih gampang dan lebih masuk. 22. Ketrampilan apa yang menurutmu paling berkembang? Rata Mbak, soalnya saya suka semuanya. 23. Ketrampilan apa yang menurutmu kurang berkembang? Tidak ada kalo saya. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material?


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Ya materinya saja ditambahkan lagi. Biar nambah banyak pilihan. 25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Waktu untuk self-access learning ditambahkan. Tidak hanya di jam-jam pelajaran saja.

Name : Student 5 1.

Apa tujuanmu belajar bahasa Inggris? Kalau saya ya tujuannya buat pengetahuan ya Mbak. Soalnya kan besok kita kalo di dunia kerja kan customer kita ndak hanya, insyaallah, dari luar negeri jg yang merekrut, sesuai jurusan saya kan otomotif, itu kan dibantu Toyota nah kan perusahaan internasional jd ya harus bs bhs inggris.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Kalo SALL itu sebenarnya saya nggak sukae Mbak, soalnya nganu Mbak, kan soalnya itu belajar sendiri nggak didampingi jadinya kan kalo saya kesulitan nggak diajari langsung.

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Ya saya mencobanya,walaupun mungkin banyak yg salah, saya coba-coba.

4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Kalau saya sih santai ya Mbak ya.. Nggak punya target saya. Yg penting kalau ada waktu ya saya gunakan belajar mengerjakan soal-soal itu.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Ya iya Mbak. Soalnya banyak hal yang belum saya ketahui, seperti itu culturenya.

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Ya kadang-kadang. Kadang-kadang tau, kadang-kadang enggak.


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7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan? Tanya temen, soalnya kan takut mau tanya gurunya. Mending tanya temen, atau buka kamus.

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Sama Mbak, tanya temen atau lihat buku catatan.

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Sama juga, tetep tanya temen. Kalau nggak tahu ya buka kamus. Pilihan terakhir baru tanya guru.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Listening itu ya mendengarkan pakai tape itu Mbak. Kalo writing ya mengerjakan soal itu. Kalo pakai self-access itu ya mengerjakan dan belajar sendiri Mbak. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya. Kadang Mbak. Ada kalanya ingin belajar sendiri jadi saya bersemangat. Tapi seringnya saya lebih seneng kalo diajar seperti biasanya. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Iya Mbak. Banyak dengar jadi banyak belajar, hehehe. Soalnya pakai headset jadi kan nggak terganggu sama suara2 lain. Jadi ya banyak ngajari saya. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Speaking, ya sebenarnya gabungan Mbak. Listening itu banyak dialog,jadinya saya juga belajar gimana buat berbicara juga. Pengucapannya gimana, terus pola gimana. 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya Mbak. Banyak baca soalnya kalo pakai self-access. Jadi latihan baca cepet dan memahami sendiri.


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15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Ya meningkat Mbak. Kalau pake self-access bebas milih mau nulis topik apa gitu. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening Mbak. Soalnya kan tinggal ndengerin. Kalau udah selesai dan belum dong ya diulangi lagi. 17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Yang grammar focus Mbak. Soalnya kan kita harus ngafalin rumus-rumus itu loh. 18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Mungkin itu Mbak, topiknya saja ditambah. Tentang budaya-budaya gitu Mbak. Trus kayak permainan Mbak,walaupun belajar mandiri tapi bisa dimasukin permainan kata-kata gitu. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungannya buat saya itu yang listening Mbak. Jadi belajar mendengarkan lebih tajam. Soalnya kalau listening itu kan yang ngomong asli bule Mbak. Udah cepet dan kadang nggak jelas. Ya jadi biar terbiasa dengerin seperti itu Mbak. Kerugiannya, ya itu Mbak. Belajar sendiri itu kan nggak dijelasin gurunya. Kalau saya ya kadang jadi males. Saya lebih senang kalo diajar guru daripada suruh belajar sendiri seperti itu. 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Sedikit iya. Pertama mengerjakan yg hijau, gampang2. Trus nyoba yang merah, kok susah banget, terus saya kembalikan. Terus saya ambil yg kuning, yaa bisa sih Mbak, tapi lama mengajinnya. 21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa?


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Lumayan meningkat. Ya itu kan belajar bahasa inggris dr segala aspek ya Mbak. Ada listening, speaking, writing, ada vocabulary juga, ada grammar juga. Jadi banyak juga kata2 yg belum kenal jadi kenal. Pengucapan yg benar juga. 22. Ketrampilan apa yang menurutmu paling berkembang? Speaking. Saya itu malu kalau suruh ngomong. Takut salah. Tapi ya sekarang sudah lumayan. 23. Ketrampilan apa yang menurutmu kurang berkembang? Listening, susah dengerin orang bule ngomong. Cepet banget. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Itu Mbak, disetiap penjelasan materi-materi itu, misalnya grammar focus ya Mbak, disitu kan sudah dijelaskan gini-gini tapi dalam bahasa inggris, nah kalo bisa dijelaskan juga dalam bahasa indonesia. Biar jd lebih paham. 25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yg susah nggak?” Sebenarnya ada yg gak ngerti tapi kok nggak berani tanya.

Name : Student 6

1.

Apa tujuanmu belajar bahasa Inggris? Yang jelas untuk meningkatkan ketrampilan biar nanti kalau kerja bisa digunakan.

2.

Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan materi Self-Access? Mengapa? Seneng, bersemangat. Karena saya lebih termotivasi untuk bersaing dengan temen-temen.

3.

Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi SelfAccess? Kalau mengerjakan semuanya ya dilihat dari waktunya. Paket soal yang saya ambil saya kerjakan sesampainya dimana.


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4.

Apakah kamu berusaha mengerjakan sebanyak-banyaknya paket soal materi self-acces? Berusaha. Ya sama seperti tadi, dilihat waktunya. Kalau baru dapat readingnya saja berarti saya baru dapat segitu saja. Yang penting saya bisa mengerjakannya.

5.

Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris? Tentu saja. Banyak vocabularies yang saya belum tau. Dengan self-access jadi nambah pengetahuan saya.

6.

Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada dalam pembelajaran menggunakan materi self-access? Ya nggak semua Mbak. Kalau nggak tau saya buka teorinya atau cari buku grammar biar saya mengerti. Kalo tidak paham, ya dilewatkan saja.

7.

Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang kamu lakukan? Tanya temen, buka kamus.

8.

Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang kamu lakukan? Sama Mbak. Tanya teman dulu, lihat buku, baru aternatif terakhir tanya gurunya.

9.

Jika kamu mengalami kesulitan dalam melafalkan kosa kata (pronunciation) apa yang kamu lakukan? Kalau ini pas temen tidak tau saya lihat kamus kan ada cara pengucapannya. Kalau tetep tidak bisa baru tanya guru.

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ada mendengarkan kaset, topiknya macam-macam. Terus ada juga yang mengerjakan paket soal, tapi soalnya juga bervariasi juga, jadi tidak sama semua. 11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa?


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Bisa membuat bersemangat bisa juga tidak membuat bersemangat. Ya kalau pas males ngerjain bisa tambah males saya. Sedapatnya saja. Tapi kalo moodnya lagi bagus, selesai satu paket ambil lagi yang laen, ambil lagi, gitu. 12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Sesuai. Yang saya dengarkan itu kebanyakan orang asli Amerika atau Inggris jadi bisa belajar nyimak dan ngerti. 13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? 14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? 15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Ya. Karena banyak latihan untuk menulis surat misalnya. Atau menulis lamaran pekerjaan, pengumuman, kadang essay jg. 16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening, karena saya tau saya kurang bagus di listening jadi saya ingin lebih bagus lagi. 17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Reading. Karena bacaannya banyak banget. 18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Saya rasa sudah cukup itu Mbak, karena self-access tidak digunakan setiap hari jadi cukup. 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? 20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Ya, cukup Mbak.


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21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Nilai bahasa Inggris kurang tau apa karena self-access atau karena belajar dengan ya lain ya Mbak. Kalau saya belajar nilainya bagus. 22. Ketrampilan apa yang menurutmu paling berkembang? Listening. 23. Ketrampilan apa yang menurutmu kurang berkembang? Reading, karena saya tidak suka membaca. 24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran. 25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Tidak ada Mbak.

A Thesis. Presented as TRAINING YOGYAKARTA 2011

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