STUDENTS’ ATTITUDES TOWARD INDIVIDUAL ENGLISH HOMEWORK
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Rizza Faoziah 112012066
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2016
STUDENTS’ ATTITUDES TOWARD INDIVIDUAL ENGLISH HOMEWORK
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Rizza Faoziah 112012066
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2016
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published by any person except where due reference is made in the text. Copyright@ 2016. Rizza Faoziah and Anne Indrayanti Timotius, M.Ed. All right reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University Salatiga.
Rizza Faoziah:
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TABLE OF CONTENT
Cover Page........................................................................................................................... i Approval Page...................................................................................................................... ii Copyright Statement............................................................................................................ iii Publication Agreement Declaration.................................................................................... iv Table of Content.................................................................................................................. v Abstract ............................................................................................................................... 1 Introduction ......................................................................................................................... 1 Literature Review................................................................................................................. 3 Definition of Homework ..................................................................................... 3 Types of Homework ........................................................................................... 4 Purposes of Homework ....................................................................................... 4 Advantages of Homework.................................................................................... 5 Disadvantages of Homework.................................................................................5 Effective Homework Practice ...............................................................................6 Attitude .................................................................................................................6 Previous Research ................................................................................................7 The Study ............................................................................................................................ 9 Context of the Study ............................................................................................... 9 Participants ............................................................................................................. 9 Instrument of Data Collections .............................................................................. 10 Data Collections Procedures .................................................................................. 11 Data Analysis Procedures ...................................................................................... 11
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Findings and Discussion ................................................................................................... 12 English Homework in SMP N 1 Banyubiru.......................................................... 12 Students’ Cognition ...............................................................................................13 Students’ Affection ................................................................................................17 Students’ Behavior ................................................................................................ 19 Conclusion ........................................................................................................................ 23 References...........................................................................................................................25 Acknowledgements.............................................................................................................27 Appendix.............................................................................................................................28
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STUDENTS’ ATTITUDES TOWARD INDIVIDUAL ENGLISH HOMEWORK Rizza Faoziah ABSTRACT There were several behaviors or habit of the students when they got individual English homework. The students might have their own reasons why they did not complete their individual English homework (Carlsson, 2010). Therefore, this research focuses on individual English homework with particular concern on students‟ attitudes after they receive homework. Therefore, this study is aimed to find out what the students‟ attitudes toward individual English homework. A semi-structured interview was used in this study. Individual interview was conducted with 9 of 9 th grade students in one of junior high school in Banyubiru in order to gain the data. The result showed that the students in above average strata (≥ 80-100) and average strata (60-79.9) indicated a positive attitude toward individual English homework. They tend to complete English homework at home by themselves frequently and hand it in the class on time. Meanwhile, the students in below average strata (0-59.9) indicated negative attitude. They did not always complete English homework because of various reasons. The most major reasons were they did not understand the materials or the instruction and they were already tired with several activities after class hour ends. Therefore, they completed English homework at school before the class begins to copy English homework from their friends. Keywords: Individual English homework, homework INTRODUCTION English plays a very important role as a global language and many people consider English language worth learning. Especially English as a mother tongue in many countries that become a dominant language of communication throughout the world. In Indonesia, English is taught as a compulsory subject from elementary school until senior high school. English subject aims to develop communicative ability and the language skills that are necessary for international contacts, and an increasingly internationalized labor market (Permendiknas, 2013). It is also similar to Nasir (2015), he stated in Jakarta Post that English as international language will be designed by the government as a new compulsory subject in
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university curriculum. Therefore, the government will prepare the next generation to compete in the international organizations such as ASEAN (Permendiknas, 2013). In junior high school, the teacher may often give individual or group English assignment that is enable the students to complete the assignment outside the school hours with the aim to give them more exposure in learning English subject. In every education field, especially in foreign language teaching, homework can be considered as an essential part of learning which provides learners various opportunities to practice and improve their language skills both within and out of the class time (Cooper, 1989). Homework is defined as written/oral individual or group task that is completed by the students at home or out of school time with the purpose of getting prepared for a new learning material (Cooper, 1989). However, the previous study by Carlsson (2008) shows that the students do not complete the homework well and bring it in the class on time because students have their own various reasons to not complete the homework. Darling-Hammond and Olivia (2006) share a number of reasons why students do not complete their homework assignments. One of the most frequent reasons is they do not know how to do and begin to do the homework. Especially in individual English homework, the students do not understand the instructions of their homework assignment that is given by the teachers. Therefore, it may discourage them to complete English homework. Since every student has their own opinion toward homework, they might have different behavior or habit when they are given an English homework. For example, the students common to complete English homework before an English class begins or they always complete English homework at home. Therefore, the aim of this study is to find out student‟s attitudes toward individual English homework in junior high school. The research question is “What are students‟ attitudes toward individual English homework?” The findings of this study may help the students to develop good habits and self-discipline by fostering
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initiative and independence to complete the English homework. Moreover, the findings of this study may encourage and support the students to do English homework. LITERATURE REVIEW This literature review focuses on two primary areas. The first area focuses on a definition of homework, types of homework, the purposes of homework, the advantages and disadvantages of homework, and effective homework practices. The second area focuses on the definition of attitude and three types of attitudes. Definition of Homework Cooper (2001) stated that “homework has been conducted to determine its effectiveness in increasing student achievement”. Cooper (2007) defined homework as “tasks assigned to students by school teachers that are intended to be carried out during non-school hours”. In the other words, homework provides an opportunity for practice and learning to occur outside the classroom. This includes both the completion of work not finished in class and set work for the students to complete after school. According to Abdrahim (1996), homework is the school‟s effective activity done by the students outside the school activities related to the teachers‟ request and their guidance for the preparation of a specific subject. Furthermore, school systems need to give serious attention “to increase the awareness of homework motivation and preferences for children and parents to providing them with the information and techniques required to accommodate homework assignments to these preferences as well as their motivation levels and sources” (Hong & Milgram, 2000). In this study homework refers to individual English homework. Individual English homework is English homework that is done individually to enhance students‟ learning ability and help them become familiar with new words, especially in English subject.
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Types of Homework According to Arthurs and Templeton (2009, p. 256), there are two types of homework. The first one is collaborative homework that includes group work assignments. Therefore, this homework will be done by a group of people who will work together and share their opinion. This collaborative homework may create a good relationship among group members and improve personal interest toward the material. The second one is individual homework or personal homework that is done individually. This kind of homework has a purpose to improve self-motivation and to create an independent learner. It will produce the best outcome for the learners since they are mastering the material by themselves. Different to Arthurs and Templeton (2009, p. 256), Marzano (2007, p.70) divided homework into four types. First is a practice to review and reinforce students‟ skills of the concept that is taught in the classroom. Second is completion of unfinished in class assignment because of time limitation that is given by the teacher. Third is preparation that prepares the students for the upcoming lesson or unit. The last is extension in which the students explore the materials in classroom learning further. Related to English homework, the teacher usually gives practice, preparation, and extension homework for the students to reinforce their skills in reading, writing, speaking, and listening, prepare them for upcoming English materials, and explore their knowledge. Purposes of Homework It is important to consider the various purposes of homework. The main purpose of homework, especially English homework, is to give more exposure to the students in order to make them become familiar with new words (vocabularies) and improve their understanding of the English materials. Moreover, there are two other common purpose; the topic and theme that are given in the class activity and the preparation for upcoming materials (Xu & Yuan,
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2003). Based on Fisher and Frey (2008), teachers use homework for “fluency building (providing opportunity for practicing one or two skills), application (using skill to solve a problem, or applying to a new situation), spiral review (confirming understanding), and extension (using variety of skills and/or resulting in new understandings)”. Advantages of Homework Homework has the advantages to enhance academic and non-academic success (Cooper & Valentine, 2001). Enhancing academic success means that the teacher gives homework to the students to make sure that they already understand the materials and nonacademic success means that the students complete English homework by themselves with the purpose to increase their responsibility awareness in completing English homework. Moreover, Markow, Kim, and Liebman (2007) also found that secondary school teachers commonly use homework to develop students‟ critical thinking skills and to develop students‟ interests in materials that are given by the teacher. Furthermore, one of the advantages of English homework is improved students‟ understanding ability for mastering the concept of English subject and develops their problem-solving ability such as how to find the meaning of a difficult word effectively. Disadvantages of Homework Homework has many disadvantages. First, homework may threatening the students since they have different background knowledge and English proficiency level. The effect is they are unable to complete English homework by themselves. Second, the students already do various assignments in the classroom and do some extracurricular activities in school such as soccer, basketball, sewing, and cooking (Darling-Hammond & Olivia, 2006). These school activities may finish at night and the students are tired after they arrive home. Therefore, the students become stressful to complete several tasks at home. In addition, homework may reduce social relationship and their self-time to relax (Kohn, 2007). Darling-Hammond and
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Olivia (2006) also reported the students thought that homework was not meaningful since they did not get any feedback from the teacher. Effective Homework Practice A number of researchers have investigated the effectiveness of homework based on time spent completing homework. It is because how long the students complete homework shows the level of difiiculties of homework (Kitsantas, Cheema, & Ware, 2011). Kitsantas, Cheema, and Ware (2011) argue that the students have to know the purpose of completing homework. Therefore, for homework to be effective, students must have the resources they need to complete the homework. Teachers should check to make sure that the students have the motivation to complete the homework assignment effectively (Markow, Kim, & Liebman, 2007). Completing English homework depends on how the students understand English materials because it is related to the time of students complete English homework. it means that the students who already understand the materials may not spend much time to complete English homework or they may complete homework effectively. Attitude This study looks into the concept of attitude as one of the major factors in learning a foreign language (Cooper, 2001). The concern on the learners‟ attitudes towards the target language was emphasized by Gardner (1985). He stated that the learners‟ attitudes towards learning another language such as English language play a key role in enhancing and motivating them to learn that language. Meanwhile, Kara (2009) stated that attitudes towards language learning, besides opinions and beliefs, have an obvious influence on students‟ behaviors and performance. It is argued that those students who possess positive beliefs about language learning have a tendency to increase more positive attitudes toward language learning.
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The term attitude refers to an individual mental state, which is based on his /her beliefs or value system, emotions, and tendency to act in a certain way (Abu-Hilal, 2013). In social psychology perspectives attitude is “evaluation of an attitude object, ranging from extremely negative to extremely positive.” According to Abu-Hilal (2013), attitude is “a predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation.” Here, Abu-Hilal (2013) defined three types of attitudes; cognitive, affective, and behavior. Cognitive attitude represents someone‟s thoughts, beliefs, and ideas toward any person, object, or situation. Usually this comes to stereotypes like all teenagers are lazy. Affective attitude focuses on someone‟s emotions or feelings toward any person, object, or situation, such as fear or hate. For example, I love green color because it represents the nature. Behavior attitude represents individual attitude or behavior toward any person, object, or situation. For example, I will not do Math assignment because I do not like the teacher. Previous Research Wilson and Rhodes (2010) investigated various reasons why students did not complete homework assignment. She investigated the ninth grade students‟ perspectives toward homework. She used a questionnaire for her method that includes 4 points response scale (strongly agree, agree, strongly disagree, and disagree). The participants were 136 ninth grade freshmen student from a public high school. According to the data obtained 39% from the 136 freshmen respondents completed their homework frequently. Sixty-nine percent of the students indicated that homework was important and encouraged them to improve their understanding of the materials, while 64% of the students disagreed with the statement that homework was not meaningful and did not have a significant purpose. Based on the results from this study, educators might need to help students to see and knew that their homework
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assignments were meaningful and that it was not just "busy work". Students needed to realize that homework could help them succeed academically and intellectually. Carlsson (2008) investigated students‟ beliefs and thought toward English homework in South of Sweden. He found that the home context is one of the important factors in students‟ engagement for doing homework. In his study, he used group work interview that was conducted in Senior High School. The interviewees were 8 ninth grades of Senior High School students that were divided into two focus groups; 4 boys and 4 girls.
The results
show that all eight students have the main reasons to do English homework. First, they learn how to take the responsibility and they can improve their vocabulary knowledge by doing English homework. However, the results also show that homework creates stress, especially when the students have another activity in school, for example, a student has to skip his football class because he has to complete his English homework. In conclusion, the interview result showed that vocabulary task was the main purpose to do the homework since the homework task was not in individualized in English classroom. Wilson-Rhodes (2010) and Carlsson (2008) have the same purpose that they investigated the students‟ perspectives toward homework. However, those two previous studies have some differences. First is Wilson and Rhodes (2010) investigated the students‟ perspectives toward homework in general in public high school and Carlsson (2008) investigated students‟ perspectives toward English homework in senior high school. Second is Wilson and Rhodes (2010) used questionnaire and Carlsson (2008) used interview for data instrument. Therefore, the differences of this study are the researcher is going to investigate the students‟ attitude toward individual English homework. The attitude itself consist of 3 components such cognitive, affective, and behavior. Moreover, the data collection will be done by using the interview. The participant will be interviewed individually to get various personal opinion, thought, and behavior toward English homework.
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THE STUDY This study used qualitative method. According to Cassell and Symon (1994, p.7), qualitative method is “a focus on interpretation rather than quantification, flexibility in a process of conducting research, a concern with context regarding behavior situation as inextricably linked in forming experience.” Context of the Study The research was conducted in SMP N 1 Banyubiru. This school is located in Banyubiru, Semarang regency, Central Java, Indonesia. The researcher chose SMP N 1 Banyubiru because of several reasons. First is the English teacher in SMP N 1 Banyubiru gave English homework for 3 until 4 times per week. Second is the location which is accessible and easy to access. Third, the researcher did Teaching Practicum in SMP N 1 Banyubiru. Therefore, the researcher had an access to do the research there. It made the researcher easier to get the permission to collect data. Participants The researcher investigated ninth grade students of SMP N 1 Banyubiru. The researcher chose ninth grade students because of three main reasons. The first one is that the 9th graders already experienced more various English homework compared to the 7th and 8th graders. Second, based on Permendiknas No.22 (2006), the intensity of English course in ninth grade class is more than the other class (seventh and eighth grade class) to prepare them for national examination. The last one is the researcher did teaching practicum in SMP N 1 Banyubiru. Furthermore, the participants were chosen based on stratified purposeful sampling strategy. The purpose of stratified purposeful sampling is to describe the characteristic of each subgroup or strata and the variations of the attitudes of the students. It is proven by Patton (1990) who acknowledges that “the purpose of a stratified purposeful sample is to
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capture major variations rather than to identify a common core, although the latter may also emerge in the analysis” (p. 4). By using the strategy, 9th grade students from SMP N 1 Banyubiru are divided into 3 strata based on the students‟ grade in their first semester on English course. The strata were divided into the below 3 subgroups: 1.
> 0-59.9 (Below Average)
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> 60-79.9 (Average)
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> 80-100 (Above Average)
For selecting the participants, the researcher cooperated with English teacher who teach the class. Therefore, the researcher selected 9 students of 9th grade students from the class who were on the strata provided. There were 3 students in the above average strata, 3 students in the average strata, and 3 students in the below average strata. Perry (2011, p. 69) stated that stratified purposeful sampling does not necessarily use large participants or samples. Therefore, the main reason to divide the students into 3 of each stratum was the researcher could obtain richer data and various attitudes from the different strata in order to help the researcher analyzed the students‟ attitudes toward individual English homework. Instrument of Data Collection The researcher used semi-structured interview for obtaining the data from participants. The advantages of the interview are the researcher will get richer data, opinions, patterns, and various thoughts toward the topic (Trost, p.7 as cited in Carlsson, 2008). Furthermore, according to Saunders, Lewis, and Thornhill (2007), the researcher has the possibility to control the collections process of the primary data and the possibility to get deeper data in face to face interviews. The researchers adapted the interview questions from a research journal entitled „Homework for English from the Students‟ Perspective‟ which is written by Carlsson (2008). The researcher divided the question into several parts because the some questions were double-barreled. In the interview session, the researcher gave follow-up
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questions to get thoughtful and richer data. Moreover, the researcher translated the interview questions into Indonesian since the participants are junior high school students. Therefore, the interview was in Indonesian to make the participants understood the interview questions easily and was recorded by using mobile phone. The interview questions were divided into 3 aspects of attitude, they are students‟ cognition (beliefs or opinion), students‟ affection (feeling and emotion), and students‟ behavior (attitude). Data Collection Procedures There were several steps in the data collections. First, the researcher asked the permission to conduct the interview in SMP N 1 Banyubiru. Second, the researcher made an appointment to conduct the interview. Third, the researcher divided the students into 3 subgroups according to their grade. Then, the interview was done around 10 minutes per participant in SMP N 1 Banyubiru and was recorded using mobile phone. The participants are interviewed individually and it focused on the participants‟ attitude or behavior when they received an English homework. Data Analysis Procedures After the interview and collect data, the data were transcribed into 3 main subgroups of attitude which were students' cognition (beliefs or opinion), students' affection (feeling and emotion), and students' behavior (attitude). Therefore, the data was analyzed based on the classification of the content or themes from the participants. This theme classification helped the researcher to analyze the data easily. For example in behavior questions part there were positive behavior and negative behavior from the participants after they received English homework. Moreover, this classification became the theme in each question and the interview result was translated into English in the findings and discussion part. Those sections and subsections used a clear transcription of the interview result to classify the answers belong to the subsections provided.
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FINDINGS AND DISCUSSION This part explains the findings and result after the researcher conducted the interview with 9 of ninth grades in SMP N 1 Banyubiru. The participants were divided into 3 groups based on their grade in the first semester. The following table is 3 groups of participants using pseodonyms: Above Average (≥ 80) (AA) Nasya
Average (60-79.9) (A) Avi
Below Average (0-59.9) (BA) Lensi
Yasti
Damma
Junu
Fanna
Wiwit
Arin
After conducting the interview with 9 students in SMP N 1 Banyubiru, there were several facts related to individual English homework that were found. The discussion is divided into two parts. First is the description of English homework in SMP N 1 Banyubiru and second is students‟ attitudes toward individual English homework that are divided into three sections with the following subsections that were arranged based on the answers of the participants. A. English Homework in SMP N 1 Banyubiru According to the 9 participants from SMP N 1 Banyubiru, the students received English course 3 times per week; Monday 1 hour, Wednesday 1 hour, and Thursday 2 hours. They got English homework 1-2 times every week. The participants explained that in second semester, English teacher often gave multiple choice exercises to prepare them for the national examination and they should complete it individually. They also mentioned that the teacher gave English homework after explain the materials. Below are some statements from the students:
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“We received English course 3 times in every week; Monday 1 hour, Wednesday 1 hour, and Thursday 2 hours (Avi (A), my translation). “We get English homework 1-2 times per week” (Lensi (BA), my translation). “My English teacher explain the material before give us an English homework” (Junu (BA), my translation). To conclude, they received individual English homework once or twice every week after the teacher explained the material. B. Students’ Attitude toward English Homework This section discusses students‟ cognition (belief and opinion), students‟ affection (feeling and emotion), and students‟ behavior (attitude). 1. Students’ Cognition (belief and opinion) According to the participants, English homework had advantages and disadvantages that indicated whether they completed English homework or not. All participants explained that completing English homework influenced their grade. Therefore, the following subsections give a deeper analysis of students‟ opinion and belief toward individual English homework in junior high school. a. Advantages of Doing English Homework According to the participants, there were several advantages of English homework. First, 4 of the total participants explained that English homework made them familiar with new vocabulary and improve their vocabulary knowledge. Here are some interview excerpts of the participants: English homework helps me to improve my vocabulary knowledge (Lensi (BA), my translation). Completing English homework makes me familiar with new vocabularies that are used in the text. For example, my English teacher gives us individual English homework about procedure text. Therefore, it helps me to be familiar with vocabularies that are used in procedure text. (Junu (BA), my translation). 13
The topic for this week is about descriptive text. I really like this topic because I know new vocabularies in descriptive text (Yasti (AA), my translation). Second, 4 participants also explained that completing English homework helped them to enhance their understanding of the material in order to help them in doing English test. It means that it may help the students to get a perfect score by understanding the materials more. Here are some excerpts of 4 participants: Completing English homework give me the opportunity to measure my understanding toward the material. So, I will study more if I am not really understood about the material (Avi (A), my translation). I will complete English homework by myself first. After that, I will ask my teacher to check my English homework because I think it is good to measure my comprehension skill toward the materials and it is very help me in doing my English test to get a perfect score (Nasya (AA), my translation). Doing English homework gives me the opportunity to understand the materials (Fanna (AA), my translation). Third, 2 of the participants stated that English homework was useful to improve their English basic skill such as speaking or conversational skill. The students explained that English teacher often asked the students (in pair) to make a conversation that the topic is chosen by English teacher. Then, the students (in pair) should read their conversation in front of the class. It means that it may give the students opportunity to improve their vocabularies and enhance their speaking skill because they may know how to speak accurately and fluently. Below are the interview excerpts of the students: The advantage of English homework is to enhance my speaking skill or conversation skill (Arin (BA), my translation). Since English is an international language, so it is very important to enhance my speaking skill. Therefore, I will find some new vocabularies that will help me to improve my speaking skill by completing English homework (Nasya (AA), my translation).
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The last is one participant explained that she could understand the exercise concept more by completing English homework such as the pattern of present tense in descriptive text. Here is an excerpt of her: By doing English homework, I become understand the exercise concept more. For example, my English teacher gives us homework to translate descriptive text from Indonesian to English. At first, I confused because I do not really understand the pattern of present tense but after completing English homework, I understand the pattern of descriptive text (Wiwit (A), my translation). According to the interview above, homework has an important role to improve their vocabulary knowledge, enhance their understanding of the materials, help them to improve their speaking skills in communicating with people around the world, and make them know about the exercise concepts. Similar to Cooper and Valentine (2001), homework has the important role to expand their opportunities through exposure and practice or review the materials that already explained in the classroom. Therefore, it may help them to achieve their expected goals in language learning such as a satisfied grade in their test. b. Disadvantages of Doing English Homework From to the interview, there were different standpoints that come up in the students mind. 3 of 9 participants explained that there were some disadvantages of doing individual English homework. First, English homework created confusion how to completed English homework since the students did not understand the materials or the instruction. Here are some excerpts of participants: English homework makes me confused if I do not understand the instruction. (Lensi (BA), my translation). English homework is confusing if I do not understand the materials. I do not like past tense because I have to memorize verb 1 and verb 2. (Fanna (A), my translation).
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Second, English homework made the students tired since they had several activities after class hour end such as joining extracurricular activities and meeting OSIS organization and they should do another homework at the same time. Here are some of the excerpts: English homework makes me tired because I have to do another homework at the same time (Wiwit (A), my translation). The disadvantage of English homework is tiring since I join extracurricular activities after class hour ends. It will not has a disadvantage if I do not have other activities on that day because I will not tired, so I will do my English homework (Avi (A), my translation). Third, English homework decreased the student‟s time to play with their friends. Here is the excerpt of the participant: It will decrease my time to play because I need a lot of time to complete it (Lensi (BA), my translation).
According to the interview above, the students explained several disadvantages of English homework. The students thought that English homework was tiring and created confusion when they did not understand the material. Besides, they were tired after doing other activities after class hours end. It seemed that doing English homework decreased their rest and leisure time. Similar to this finding, Kohn (2007) found that homework may reduce social relationship and their self-time to relax because they did not have a lot of time to play or do with their friends. Besides, Kohn (2007) explained that the teacher may need to help students to see and know that their homework assignments are meaningful and that it is not just "busy work". It means the students may need to realize that homework can help them succeed academically and intellectually.
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c. Students’ Grade of Completing English Homework All participants believed that completing English homework would influence their grade. It means that they would get a good grade if they completed English homework because they understood the materials more. Meanwhile, they would get a bad grade since they did not understand the English materials. Here are the excerpts of them: I always complete English homework because it makes me understand the materials more. So, I will get a good grade by completing English homework (Arin (BA),my translation). It will influence my grade if I do not complete English homework because I will not understand the materials and as a result I will not be able to do my English test well (Nasya (AA), my translation). I will get a bad grade if I do not complete English homework because I do not understand the materials. (Arin (BA), my translation). Based on the statements above, it seems that completing English homework might help them to enhance their understanding of the materials. In the other words, it helped the students to do English test more easily. Therefore, it is true that homework is important to enhance academic and non-academic success (Cooper & Valentine, 2001). It also similar to Cooper, Robinson, and Patall (2006), they claimed that the role of the teacher is important to give them a feedback after they complete English homework. The teacher feedback may help them to know their strength and weakness in order to motivate them in getting a good grade. It cannot be denied that a good grade is one of the factors to achieve academic success as a student. 2. Students’ Affection (feeling and emotion) There were positive and negative feelings after the students received English homework. Below is the further explanation.
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a. Students’ Feeling or Emotion after Received an Positive Feelings From the interview of 9 participants, there were positive feelings and negative feelings. First, positive feeling appear when the students are motivated to complete English homework because they loved English course. Nasya stated that: I think English is challenging and fun, so I complete English course first rather than other courses (Nasya (AA), my translation). Second, three participants explained that they were happy to complete English homework because they already understood the materials. One participant explained that she would not take a long time to complete English homework if they understood the materials. Besides, they also liked the topic. Here are some statements from them: English homework makes me happy if I understand the materials because I do not have to take a long time to complete it (Avi, (A) my translation). I am happy to complete my English homework if I understood the materials (Damma (AB), my translation). I am happy when my teacher gives me homework about procedure text because through that homework I know how to make something in English context and I already familiar with the vocabularies that are used in procedure text (Wiwit (A), my translation).
However, negative feeling appeared when the students were confused with the instructions and the materials. It means that they did not know how to complete English homework which related to the materials. Besides, completing English homework depends on student‟s mood. Here are some statements of the participants: The feeling after receive English homework depends on my mood. If it is easy of course I will be happy but it makes me angry if it is difficult (Arin (BA), my translation). I will complete English homework if I understand the materials and I like the topic. If the material is difficult I will not do my English homework (Junu (BA), my translation). 18
I am confused if I do not understand the instruction or the material (Arin (BA), my translation). To conclude, their positive or negative feelings depend on the topic and their understanding of the materials. Hommand and Olivia (2006) shared a similar finding with this. They shared a number of reasons why the students did not complete their English homework. One of the most frequent reasons is the students feel confused and burdened because they do not know how to do the homework. It means that they may do not understand the instruction of English homework that is given by the teacher. Therefore, they may not complete English homework if they have a negative feeling after received English homework. b. Difficulty Level of English Homework The difficulties level of English homework showed the students‟ feeling. Some of the participants mentioned that their positive or negative feeling depend on the difficulties of the materials. Here are several different statements of the participants: I am happy if the English homework is easy to but of course, it makes me confused if it‟s complicated (Yasti (AA), my translation). I like procedure text because it is fun to know how to make something. Therefore, it gives me the motivation to complete English homework (Wiwit (A), my translation). I am happy when my teacher gives me English homework about descriptive text. Descriptive text is fun because I understand the pattern of simple present tense. I am not really interested when my teacher gives us English homework about narrative text because I have to read a long story and I have to find verb 1 first before knowing the meaning (Fanna (AA), my translation). According to the findings above, one of the topics that made him happy was descriptive text. Fanna explained that descriptive text was easy because he understood the pattern of simple present tense. Besides, it would improve his vocabulary knowledge
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although at the same time he faced a difficulty to arrange the sentence. The topic that they liked also motivated them to complete English homework. The findings above presented their personal interest of the topic that motivated them to complete English homework. Markow, Kim, and Liebman (2007) argued that develop critical thinking skill and students‟ interest in materials is helpful to increase the students‟ motivation in language learning because it also presents their feeling toward English materials. Other examples, Nasya mentioned that she completed English homework because she liked the topic although the material was difficult. Therefore, it shows her positive feeling to complete English homework although the materials may difficult for them. 3. Students’ Behavior (attitude) This section is divided into several subsections including; the reasons why the students complete and not complete English homework, place of Doing English homework, time spent of doing English homework. a. The Reasons Why the Students Complete and Not Completing English Homework The students in above average and average group explained the reason in completing English homework. They had a good grade in English course because they completed English homework frequently. 2 of 9 participants explained that completing English homework was a responsibility as students. English teacher also gave the students punishment if they did not complete English homework. Besides, they stated that English homework helped them to improve their language proficiency. Here are some different statements of them: I always do my English homework because my English teacher will angry if I do not complete my homework (Lensi, my translation). I always do my English homework because it is my responsibility as a student, so I always submit my English assignment on time. Besides, I have a dream to be a diplomat or work in export-import Company (internal motivation). I would prefer to do my English homework rather than other homework such as math, science, etc (Nasya, my translation). 20
I always do my English homework because it makes me more understand toward the materials, so I will get a good grade and improve my language proficiency. Besides it will help me to a higher education (Yasti, my translation).
According to the interview above, Nasya is motivated to advance her English proficiency because she deserves to be a diplomat or an employee in the international company. It means she motivated herself by completing English homework as the way to improve her English competence and enhance her English basic skill such as speaking skill. Meanwhile, Yasti had a different motivation for doing English homework. She explained that completing English homework helped her to improve their understanding of the materials. Meanwhile, the students who completed English homework rarely tend to get a bad grade in English course. They also shared the reasons why they did not complete English homework frequently. These are the explanation of them: Actually, I like English course but sometimes, I do not complete my English homework because there are so many assignments such as math and science at the same time (Junu (BA), my translation). Doing English homework depends on my mood. I will not do my English homework if the material is too difficult (Arin (BA), my translation). Junu and Arin tend to complete English homework rarely. They did not complete English homework frequently because of some reasons above. In a result, they had a bad grade in English course. The students‟ grade presents their achievement in completing English homework. 2 of 9 participants seemed less interest to complete English homework. In a result they did not complete homework frequently. Meanwhile, the rest of them showed their positive attitude to complete English homework frequently. Cooper, Robinson, and Patall (2006) stated that 6th grade and beyond, it should play an important role in improving standardized test scores and
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grades. It cannot be deny that the result of standardized test scores show their personal success achievement in language learning. In fact, the students in above average who complete English homework frequently have a good result in their test, comparing with the students in below average. One of the reasons is they already mastered the materials by assigning English homework. c. Place of Doing English Homework Doing English homework in school or home shows their attitude in completing English homework. A positive attitude is shown when the students completed English homework at home because they tend to give their effort to complete English homework by themselves rather than the students who completed English homework at school before English class began. The majority of the students confessed that they completed English homework at home. Here are the statements of the students: I always do my English homework at home because I will more concentrate (Fanna (AA), my translation). It is fun to complete English homework at home because if I do not understand the material, I will ask my sister (Nasya (AA), my translation). I prefer to do my English homework at home because I have plenty of time to complete my English homework rather than at school or my friends‟ house (Yasti (AA), my translation).
The statements above show that above average group showed their positive attitude in completing English homework because they prefer to complete English homework at home rather than at school before class began. The main reasons were they had a lot of time to complete English homework at home rather than in the school and they were more concentrate if they completed English homework at home. The students also stated that they asked their friends, sibling, or the internet if they found difficulties such as the meaning of the 22
word. The surprising statement came from Fanna. He explained that he never asked his friend or sibling if he faced the difficulties. He used the internet and did his best. Meanwhile, negative attitude is shown by the students when they completed English homework at school before English class began to plagiarize their friends‟ homework because they forget to do their homework or the English homework was too difficult to do at home. There are two different reasons from Junu and Damma: I ever forgot to complete English homework, so I completed it in the school before class begins (Junu (BA), my translation). Sometimes, I do not complete my English homework because the assignment is too difficult for me. So, I do it in the school before English course begin (Damma (A), my translation). Many students who start studying with enthusiasm become disheartened when they discover that little has been accomplished. As a result, negative attitude is shown when some of them did not have a desire to complete English homework. Therefore, this condition makes them complete English homework in school. d. Time Spent of Doing English Homework Each student has a different amount of time to complete English homework. They explained that time spent of doing homework depend on level difficulties of English homework. Here are the samples of interview excerpts: I just need 15 minutes to complete multiple choice of English homework (Damma (A), my translation). The teacher often gives us multiple choice exercise as a homework for national examination preparation and I need 1 hour to complete this English homework because I have to open the dictionary to know the meaning of difficult words (Yasti (AA), my translation). If I get another homework, I need 2 hours to complete English homework but I just need 1 hour if I do not have another homework (Wiwit (A), my translation).
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One of the more contentious issues in homework debate is a number of time students should spend on homework. Cooper (1989) reported that for junior high school students, they spend 1 to 2 hours to complete homework. A significant proportion of the research on homework indicates that the positive effects of homework relate to the amount of time to complete English homework. This finding also similar with Cooper (1989) that the students mention that they need 15 minutes until 2 hours to complete English homework. CONCLUSION The purpose of the study was to find out the students‟ attitude toward individual English homework in SMP N 1 Banyubiru. The research question is “What are the students‟ attitudes toward individual English homework?‟ The participants were 9 of ninth grader in SMP N 1 Banyubiru. English homework plays important roles in junior high school. The students explained that English homework was important to improve their language proficiency, especially in understanding English materials. They also believed that completing English homework helped them in doing English test. Moreover, one participant stated that completing English homework measure their ability in understanding the materials. It means she completed English homework to know her language proficiency level. The most important thing by conducting this research was the researcher found the surprising fact that their grade showed their negative and positive attitudes in completing English homework since the participants were divided into three strata based on their English grade in the first semester. The students in above average group (≥ 80-100) and average group (≥ 60-79.9) showed their positive attitude because they completed English homework frequently and gave their effort to complete English homework at home by themselves. Meanwhile, the students in below average (≥ 0-59.9) showed a negative attitude toward English homework because sometimes they completed English homework at school to
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plagiarize their friends‟ homework. Besides, one participant explained that she completed English depend on her mood. It means she completed English homework if she was in good feeling. The present study may help the students to develop good habits and self-discipline by fostering initiative and independence to complete English homework. Besides, it also may encourage and support the students to complete English homework. However, this study has some limitations. The first one is limited to time in doing the interview. English teacher in Banyubiru gave the researcher opportunity to conduct the interview with 9 participants in two meetings. It is because the students had to focus on national examination preparation since the participants were ninth grader of junior high school. The second one is the researcher had to follow English teacher‟s schedule in doing the interview. For further study, I hope that the researcher can investigate types of English homework that increase their motivation to complete English homework frequently.
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References Abdrahim, A, H. (1996). Project of implementing the school assignments to the 1st and 2nd Elementary grades inside the classroom under the school‟s supervision. Bulletin of the Faculty of Education, University of Qatar, 68, 121-152. Abu-Hilal, M. (2013). Attitudes toward school, homework, subject matter value, self-concept and positive affect: A structure equation model. Retrieved September 22, 2015 from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC-2013_AbuHilal_etal.pdf Arthurs, L., & Templeton, A., (2009). Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course. Journal of Geoscience Education, 57, 256. Carlsson, T. (2008). Homework for English from the students' perpectives. Sweden: Malmö Högskola. Retrieved September 22, 2015 from https://dspace.mah.se/bitstream/handle/2043/7664/dissertation%20thomas%20carlsso n.pdf?sequence=1 Cassell, C., & Symon, G., (Eds.). (1994). Qualitative research in work contexts. London: Sage. Cooper, H. (1989). Homework. White Plains, N.Y: Longman. Cooper, H. (2001). The battle over homework (2nd ed.). Thousand Oaks, CA: Corwin Press. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36 (3), 143-153. Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers and parents (3rd ed.). Thousand Oaks, CA: Corwin Press. Darling-Hammond, L., & Olivia, I. (2006). If They'd Only Do Their Work! Educational Leadership, 63 (5), 8-13. Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making "responsibility" possible. The English Journal, 98 (2), 40–45. Gardner, R. (1985). The role of attitudes and motivation. Social psychology and second language learning. London: Edward Arnold. Hong, E., & Milgram, R. M. (2000). Homework: motivation and learning preference. Westport, CT: Bergin Garvey.
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Kara, A. (2009). The effect of a learning theories unit on students‟ attitudes towards learning. Australian Journal of Teacher Education, 34 (3), 100-113. Kitsantas, A., Cheema, J., & Ware, H. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22 (2), 310– 339. doi:10.1177/1932202X1102200206 Kohn, A. (2007). Rethinking homework: Daily homework is the rule in most schools. Why not make it the exception?. Gazette, 5 (2). Markow, D., Kim, A., & Liebman, M. (2007). The homework experience. MetLife survey of the American teacher. Marzano, R. (2007). Research and theory on homework. The English Journal, 1 (1). 70-71. Nasir, M .(2015). Bilingual curriculum to be compulsory in universities starting from 2016. The Jakarta Post. I-3. Retrieved January, 18 2015 from http://www.thejakartapost.com//news/2016/01/18/bilingual-curriculum-becompulsory-universities-starting-2016.html Perry, F. L. (2011). Research in applied linguistics: Becoming a discerning consumer (2nd ed.). New York, NY: Routledge. Patton, M. (1990). In qualitative evaluation and research methods. Baverly Hills: CA Sage.
Republik Indonesia. (2006). Peraturan Menteri Pendidikan Nasional No.22 Tahun 2006 Tentang Standar Isi. Kemendikbud: Jakarta. Retrieved September 28, 2015 from http://sdm.data.kemdikbud.go.id/SNP/dokumen/Permendiknas%20No%2022%20Tah un%202006.pdf Republik Indonesia. (2013). Peraturan Menteri Pendidikan Nasional tentang kerangka dasar dan struktur kurikulum sekolah menengah kejuruan/madrasah aliyah kejuruan. Kemendikbud: Jakarta. Retrieved January, 18 2015 from http://luk.staff.ugm.ac.id/atur/bsnp/Permendikbud70-2013KD-StrukturKurikulumSMK-MAK.pdf Saunders, M., Lewis, P., & Thornhill, A. (2007). Research methods for business students (4th ed). Prentice Hall. Wilson, J., and Rhodes, J. (2010). Students perspectives on homework. Education, 131 (2), 351-357. Xu, J., & Yuan, R. (2003). Doing homework: Listening to students', parents', and teachers' voices in one urban middle school community. School Community Journal, 13, 25– 44.
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ACKNOWLEDGEMENT
This research was accomplished with the help of many people. First, I would like to thank to Allah SWT because Allah gives me a soul that never loses faith and my prophet Muhammad as my inspiration to write this thesis. I would like to appreciate and thanks for my supervisor Ibu Anne Indrayanti Timotius, M.Ed. and Ibu Rindang Widiningrum, M.Hum. because their patience and kindness in guiding me until I finished my thesis. Also, thanks for all participants who help me in collecting data. Special words for my family due to support and motivate throughout the whole thesis process. I am indebted to the participants for the patience and dedication to my thesis. The last but not least, I am also thankful for my best friends; Intan Ariani, Hapsari C. Hanandya, and Rahmawati Rifka Y. who always beside me.
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APPENDIX These are the original interview question from the previous study and the translate form: Attitudes towards homework
What advantages and/or disadvantages do you see about homework for English?
How do the students perceive the reasons for getting homework for English? To what extent are they involved in the process of setting and planning homework?
To what extent is homework discussed in class?
To what extent is homework stressful? To what extent does homework intrude on their social activities outside of school? To what extent do the students find that they have enough time for doing their homework for English?
Which alternatives to homework are there? What would it be like without homework for English? To what extent are they given extra time in school for homework, and what do they think about that?
The curriculum and the syllabus say that the students need to learn how to take responsibility. To what extent is homework an effective instrument for this?)
Engagement in homework
How much time is spent on homework in general? Time spent on English homework?
What do they think about being helped by someone at home when doing their homework for English? Do they have any siblings? If yes, what do their siblings think about homework? Who else can they turn to for help?
Where and how do they prefer to do their homework? Alone? With others? In school? At home?
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The nature of homework tasks
To what extent do they see that there are different kinds of homework tasks for English? Which are the different tasks?
To what extent do they see that different tasks are better than others, regarding how they learn new things? To what extent have they found a way to do their homework that suits them the best?
To what extent do they think that homework tasks are adapted to the individual learner‟s level and ways of learning English?
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Developed-Instrument A. Warm-up Phase a. Introduce self b. Tell the purpose of the interview c. Ask participants‟ demographic info, name, and students‟ grades on English course, and contact information. B. Opening Phase a. Berapa kali Anda mendapatkan mata pelajaran bahasa Inggris dalam seminggu? Berapa jam dalam sehari? b. Berapa kali Anda mendapatkan PR Bahasa Inggris dalam seminggu? c. Guru memberiakan PR bahasa Inggris dengan tipe soal seperti apa? (openended questions, multiple choice, matching, fill in the blank). d. Guru Anda memberikan PR bahasa Inggris sebelum atau setelah menjelaskan materi? C. Expanding Phase (Detail) 1) Students‟ cognition (beliefs or opinion) a. Menurut Anda apakah PR bahasa Inggris itu penting? b. Menurut Anda apa manfaat dari PR bahasa Inggris? c. Apakah ada kerugian dari PR bahasa Inggris? Jelaskan. d. Menurut Anda apakah mengerjakan/tidak mengerjakan PR bahasa Inggris akan memperngaruhi nilai bahasa Inggris Anda? 2) Students‟ affection (feeling and emotion) a. Apa yang Anda rasakan setelah mendapatkan PR Bahasa Inggris? Jelaskan. b. Materi bahasa Inggris tentang apa yang paling Anda sukai? 31
c. Contoh materi yang sulit/mudah dikerjakan tentang apa? 3) Students‟ behavior (attitude) a. Apakah PR bahasa Inggris yang diberikan guru selalu dikerjakan? Alasan. b. Apa yang Anda lakukan di kelas jika tidak mengerjakan PR bahasa Inggris? c. Apakah guru akan memberikan hukuman untuk siswa/siswi yang tidak mengerjakan bahasa Inggris? Contoh hukuman? d. Apakah PR bahasa Inggris yang diberikan oleh guru selalu dibahas atau didiskusikan dikelas? e. Lalu apa yang kamu lakukan saat guru mendiskusikan PR bahasa Inggris dikelas? Aktif bertanya? f. Jika Anda mengerjakan PR bahasa Inggris, dimana Anda biasa mengerjakan PR tersebut? Alasan? g. Apakah Anda mendapatkan bantuan ketika mengerjakan PR bahasa Inggris? h. Berapa lama Anda mengerjakan PR bahasa Inggris? Mengapa? i. Pernahkah Anda lupa untuk mengerjakan PR bahasa Inggris? Jika iya, apa yang akan kamu lakukan? D. Closing Phase a. Adakah hal lain yang ingin Anda sampaikan tentang PR bahasa Inggris yang diberikan oleh guru Anda? b. Saying thank you
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Interview Transcribe Lensi
9B / 14 years old
0-59.9 (BA)
Developed-Instrument A. Warm -up Phase a. Introduce self b. Tell the purpose of the interview c. Ask participants‟ demographic info, name, and students‟ grades on English course, and contact information. B. Opening Phase a. Berapa kali Anda mendapatkan mata pelajaran bahasa Inggris dalam seminggu? Berapa jam dalam sehari? 3 kali. Senin dan rabu 1 jam, kamis 2 jam. b. Berapa kali Anda mendapatkan PR Bahasa Inggris dalam seminggu? Kita mendapat 1-2 kali setiap minggu. c. Guru memberiakan PR bahasa Inggris dengan tipe soal seperti apa? (open-ended questions, multiple choice, matching, fill in the blank). Pilihan ganda. d. Guru Anda memberikan PR bahasa Inggris sebelum atau setelah menjelaskan materi? Bu Lisna selalu menjelaskan materi dahulu sebelum memberikan PR bahasa Inggris. C. Expanding Phase (Detail) 1) Students’ cognitive (beliefs or opinion) a. Menurut Anda apakah bahasa Inggris itu penting? Alasan. Bahasa Inggris itu penting karena bisa menambah wawasan, selain itu bahasa Inggris adalah bahasa seluruh dunia atau bahasa Internasional. b. Menurut Anda apa manfaat dari PR bahasa Inggris? PR bahasa inggris membantu saya untuk menambah wawasan tentang kosakata. Selain itu saya lebih mengerti materi yang disampaikan dengan mengerjakan PR bahasa Inggris jadi dapat membantu dalam mengerjakan tes karena lebih mengerti materinya. c. Apakah ada kerugian dari PR bahasa Inggris? Jelaskan.
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Kerugiannya terkadang PR bahasa Inggris membuat saya bingung jika tidak mengerti materinya dan membuat saya lelah jika saya harus mengerjakan PR lain diwaktu yang sama. Terus juga mengurangi waktu saya untuk bermain dengan teman-teman. d. Menurut Anda apakah mengerjakan/tidak mengerjakan PR bahasa Inggris akan memperngaruhi nilai bahasa Inggris Anda? Pengaruh karena jika tidak mengerjakan PR pastinya
tidak
mendapatkan nilai dan saya juga tidak mengerti tentang materi yang diajarkan oleh Bu lisna. Sedangkan jika saya mengerjakan saya akan lebih paham materi yang diajarkan. 2) Students’ affective (feeling and emotion) a. Apa yang Anda rasakan setelah mendapatkan PR Bahasa Inggris? Jelaskan. Bingung dan panik karena tergantung soalnya susah atau gampang. b. Materi bahasa Inggris tentang apa yang paling Anda sukai? Tentang procedure text karena jika ada tugas di sekolah bisa dipraktekan dirumah. Contohnya membuat kopi. c. Contoh materi yang sulit tentang apa? Materi yang sulit tentang tenses karena saya harus menghafalkan pola kalimatnya (pattern) contoh simple past tense dan present tense. 3) Students’ behaviour (attitude) a. Apakah PR bahasa Inggris yang diberikan guru selalu dikerjakan? Alasan. Selalu dikerjakan karena jika tidak mengerjakan akan dimarahi Bu Lisna. b. Pernahkah Anda lupa untuk mengerjakan PR bahasa Inggris? Jika iya, apa yang akan kamu lakukan? Pernah. Jika lupa mengerjakan, saya mencontek teman sebelum kelas dimulai. Tapi jujur saya tidak mengerti jika tidak mengerjakan sendiri. c. Apakah guru akan memberikan hukuman untuk siswa/siswi yang tidak mengerjakan bahasa Inggris? Contoh hukuman? Jika ada yang tidak mengerjakan PR bahasa Inggris Bu lisna akan memberikan hukuman dengan cara mengerjakan PR bahasa Inggris itu sendiri diluar kelas dengan soal yang sama. 34
d. Apakah PR bahasa Inggris yang diberikan oleh guru selalu dibahas atau didiskusikan dikelas? Selalu dibahas. e. Lalu apa yang kamu lakukan saat guru mendiskusikan PR bahasa Inggris dikelas? Aktif bertanya? Iya, jika saya tidak paham maka saya akan bertanya pada Bu Lisna dan teman saya yang sudah paham. f. Jika Anda mengerjakan PR bahasa Inggris, dimana Anda biasa mengerjakan PR tersebut? Alasan? Dirumah karena punya banyak waktu. Terkadang juga disekolah jika lupa untuk mengerjakan. g. Apakah Anda mendapatkan bantuan ketika mengerjakan PR bahasa Inggris? Kakak saya biasanya akan membantu saya mengerjakan bahasa Inggris karena dia lumayan pintar dalam pelajaran bahasa Inggris. h. Berapa lama Anda mengerjakan PR bahasa Inggris? Mengapa? Paling lama 1 jam, tergantung materi susah atau tidak. D. Closing Phase a. Adakah hal lain yang ingin Anda sampaikan tentang PR bahasa Inggris yang diberikan oleh guru Anda? Bu Lisna jangan galak terus. Kalau memberikan PR bahasa Inggris yang mudah saja. b. Saying thank you
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Wiwit
9B / 14 years old
60-79.9 (A)
Developed-Instrument A. Warm-up Phase a. Introduce self b. Tell the purpose of the interview c. Ask participants‟ demographic info, name, and students‟ grades on English course, and contact information. B. Opening Phase a. Berapa kali Anda mendapatkan mata pelajaran bahasa Inggris dalam seminggu? Berapa jam dalam sehari? 2 sampai 3 kali. Senin dan rabu 1 jam. Kamis 2 jam. Les bahasa Inggris setiap hari selasa. b. Berapa kali Anda mendapatkan PR Bahasa Inggris dalam seminggu? Jarang tapi setiap minggu pasti ada PR bahasa Inggris. 1-2 kali. c. Guru memberiakan PR bahasa Inggris dengan tipe soal seperti apa? (open-ended questions, multiple choice, matching, fill in the blank). Pilihan ganda untuk persiapan ujian nasional. d. Guru Anda memberikan PR bahasa Inggris sebelum atau setelah menjelaskan materi? Setelah menjelaskan materi . C. Expanding Phase (Detail) 1) Students’ cognitive (beliefs or opinion) a. Menurut Anda apakah bahasa Inggris itu penting? Penting karena di ujian nasional ada mata pelajaran bahasa Inggris. b. Menurut Anda apa manfaat dari PR bahasa Inggris? Saya lebih mengerti konsep materinya dengan mengerjakan bahasa Inggris. Contohnya guru bahasa Inggris memberikan PR untuk menerjemahkan descriptive text dari bahasa Indonesia kedalam bahasa Inggris. Pertamanya saya bingung karena saya tidak terlalu paham pola simple present tense tetapi setelah mengerjakan PR, sekarang mudah bagi saya untuk menerjemahkan descriptive text. c. Apakah ada kerugian dari PR bahasa Inggris? Jelaskan. Kadang merasa capek karena ada PR lain. 36
d. Menurut Anda apakah mengerjakan/tidak mengerjakan PR bahasa Inggris akan memperngaruhi nilai bahasa Inggris Anda? Mempengaruhi karena jika tidak mengerjakan tidak akan mendapatkan nilai. Selain itu jika saya mengerjakan PR bahasa Inggris jadi mengerti caranya terus saya lebih paham. 2) Students’ affective (feeling and emotion) a. Apa yang Anda rasakan setelah mendapatkan PR Bahasa Inggris? Jelaskan. Suka karena jika ada PR bahasa Inggris saya lebih paham materinya. Tapi kadang saya bingung jika tidak mengerti instruksinya. b. Materi bahasa Inggris tentang apa yang paling Anda sukai? Saya senang ketika guru bahasa Inggris saya memberikan PR tentang procedure text karena saya telah mengetahui kosakata yang digunakan dalam procedure text dan dari PR tersebut saya jadi tahu bagaimana membuat sesuatu menggunkan bahasa Inggris. c. Contoh materi yang sulit dikerjakan tentang apa? Tentang arti dan persamaan kata (sinonim dan antonim). 3) Students’ behaviour (attitude) a. Apakah PR bahasa Inggris yang diberikan guru selalu dikerjakan? Alasan. Selalu saya kerjakan. b. Pernahkah Anda lupa untuk mengerjakan PR bahasa Inggris? Jika iya, apa yang akan kamu lakukan? Pernah. Jika lupa saya akan mengerjakan sebelum pelajaran bahasa Inggris. c. Apakah guru akan memberikan hukuman untuk siswa/siswi yang tidak mengerjakan bahasa Inggris? Contoh hukuman? Hukumannya disuruh mengerjakan PR bahasa Inggris dan teman saya yang tidak mengerjakan PR bahasa Inggris akan disuruh Bu Lisna untuk membaca soalnya. d. Apakah PR bahasa Inggris yang diberikan oleh guru selalu dibahas atau didiskusikan dikelas? Selalu dibahas agar kita lebih paham materinya. 37
e. Lalu apa yang kamu lakukan saat guru mendiskusikan PR bahasa Inggris dikelas? Aktif bertanya? Mengoreksi dengan teliti. Saya akan tanya teman jika saya tidak paham karena takut tanya guru. f. Jika Anda mengerjakan PR bahasa Inggris, dimana Anda biasa mengerjakan PR tersebut? Alasan? Dirumah lebih bisa konsentrasi. g. Apakah Anda mendapatkan bantuan ketika mengerjakan PR bahasa Inggris? Biasanya saya menggunakan internet (google) dan tanya teman lewat BBM. h. Berapa lama Anda mengerjakan PR bahasa Inggris? Mengapa? Tidak tentu karena saya biasanya juga mengerjakan PR lain. Jika PR bahasa Inggrisnya sedikit, kurang dari 1 jam tapi paling lama sampai 2 jam. Contohnya mengartikan kosakata dan mendeskripsikan benda atau orang. D. Closing Phase a.
Adakah hal lain yang ingin Anda sampaikan tentang PR bahasa Inggris yang diberikan oleh guru Anda? Tidak ada.
b. Saying thank you
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Nasya
9B/ 15 years old
80-100 (AA)
Developed-Instrument A. Warm-up Phase a. Introduce self b. Tell the purpose of the interview c. Ask participants‟ demographic info, name, and students‟ grades on English course, and contact information. B. Opening Phase a. Berapa kali Anda mendapatkan mata pelajaran bahasa Inggris dalam seminggu? Berapa jam dalam sehari? 3 kali. Senin dan rabu 1 jam. Kamis 2 jam. Saya sangat menyukai bahasa Inggri jadi kalau hanya 1 jam sehari kurang sekali. b. Berapa kali Anda mendapatkan PR Bahasa Inggris dalam seminggu? Tidak tentu, kadang 2 kali kadang 1 kali. c. Guru memberiakan PR bahasa Inggris dengan tipe soal seperti apa? (open-ended questions, multiple choice, matching, fill in the blank). Semester 1 dulu isian dan pilihan ganda. Tapi semester 2 ini lebih sering pilihan ganda untuk melatih kita menghadapi ujian nasional. d. Guru Anda memberikan PR bahasa Inggris sebelum atau setelah menjelaskan materi? Review materi yang lalu setelah itu menjelaskan materi dan memberikan PR bahasa Inggris. C. Expanding Phase (Detail) 1) Students’ cognitive (beliefs or opinion) a. Menurut Anda apakah bahasa Inggris itu penting? PR bahasa Inggris penting untuk meningkatkan skill percakapan saya karena bahasa Inggris adalah bahasa International. Jadi dengan menyelesaikan PR bahasa Inggris, saya akan menemukan kosakata baru untuk meningkatkan skill percakapan saya. b. Menurut Anda apa manfaat dari PR bahasa Inggris? Saya sangat menyukai pelajaran bahasa Inggris jadi saya selalu mengerjakan PR bahasa Inggris dahulu sebelum mengerjakan PR lain. Setelah itu saya akan meminta guru saya untuk mengecek PR bahasa 39
Inggris yang sudah saya kerjakan karena saya pikir itu bagus untuk mengetahui tingkat pemahaman saya terhadap materi dan juga dapat membantu saya untuk mengerjakan test bahasa Inggris agar mendapatkan nilai sempurna. c. Apakah ada kerugian dari PR bahasa Inggris? Jelaskan. Tidak ada kerugian dari PR bahasa Inggris sama sekali karena memang dari dulu saya sangat menyukai bahasa Inggris jadi saya selalu mengerjakan PR bahasa Inggris terlebih dahulu daripada PR lain. d. Menurut Anda apakah mengerjakan/tidak mengerjakan PR bahasa Inggris akan memperngaruhi nilai bahasa Inggris Anda? Pengaruh sekali karena jika tidak mengerjakan PR bahasa Inggris saya tidak mengerti materinya jadi saya belum tentu bisa mengerjakan tes bahasa Inggris dengan baik. 2) Students’ affective (feeling and emotion) a. Apa yang Anda rasakan setelah mendapatkan PR Bahasa Inggris? Jelaskan. Saya pokoknya harus bisa dan senang juga. Dulu saya tidak bisa Bahasa Inggris dari SMP tapi gara-gara les private jadi bisa dan suka jadi lebih mengerti dasarnya. b. Materi bahasa Inggris tentang apa yang paling Anda sukai? Semua suka tapi saya paling suka tentang report text bagian speaking untuk melaporkan sesuatu. c. Contoh materi yang sulit dikerjakan tentang apa? Menurut saya tidak ada yang sulit jika saya belajar dan berusaha untuk bertanya pada guru. 3) Students’ behaviour (attitude) a. Apakah PR bahasa Inggris yang diberikan guru selalu dikerjakan? Alasan. Pastinya selalu saya kerjakan karena itu tanggung jawab saya sebagai siswa. Jadi saya selalu tepat waktu mengumpulkan tugas dan PR bahasa Inggris. Selain itu saya menjadi duta besar/diplomat atau kerja diperusahaan ekspor dan impor jadi saya termotivasi dari itu (Internal motivation).
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b. Pernahkah Anda lupa untuk mengerjakan PR bahasa Inggris? Jika iya, apa yang akan kamu lakukan? Saya tidak pernah lupa karena jika ada PR dan tugas bahasa Inggris selalu saya catat dibuku. c. Apakah guru akan memberikan hukuman untuk siswa/siswi yang tidak mengerjakan bahasa Inggris? Contoh hukuman? Biasanya teman saya yang tidak mengerjakan PR dihukum untuk mengerjakan PR bahasa Inggris diluar kelas. d. Apakah PR bahasa Inggris yang diberikan oleh guru selalu dibahas atau didiskusikan dikelas? Selalu dibahas jadi saya lebih paham materinya. e. Lalu apa yang kamu lakukan saat guru mendiskusikan PR bahasa Inggris dikelas? Aktif bertanya? Tentu aktif bertanya karena itu penting. Nanti kalau saya malu bertanya saya tidak akan bisa mendapat nilai bagus dalam ulangan dan tes semester. f. Jika Anda mengerjakan PR bahasa Inggris, dimana Anda biasa mengerjakan PR tersebut? Alasan? Saya selalu mengerjakan bahasa Inggris dirumah karena jika tidak paham materinya, saya bisa bertanya kakak perempuan saya. g. Apakah Anda mendapatkan bantuan ketika mengerjakan PR bahasa Inggris? Dikerjakan sendiri atau tanya guru les. h. Berapa lama Anda mengerjakan PR bahasa Inggris? Mengapa? 1.5 sampai 2 jam karena saya harus teliti mengerjakan PR bahasa Inggris agar mendapatkan nilai bagus. D. Closing Phase a.
Adakah hal lain yang ingin Anda sampaikan tentang PR bahasa Inggris yang diberikan oleh guru Anda? Saya sangat menyukai bahasa Inggris karena saya ingin mewujudkan cita-cita saya suatu saat nanti.
b. Saying thank you
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