THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY STUDENTS OF SMP KRISTEN LENTERA
THESIS Submitted in Partial Fulfillment of the Requirements of the Degree of Sarjana Pendidikan
Elisabeth Novia Tayl 112009022
ENGLISH LANGUAGE TEACHING DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013
THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY STUDENTS OF SMP KRISTEN LENTERA
THESIS Submitted in Partial Fulfillment of the Requirements of the Degree of Sarjana Pendidikan
Elisabeth Novia Tayl 112009022
ENGLISH LANGUAGE TEACHING DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013
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COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To be the best of my knowledge and my belief, this contains mo material previously published or written by any other person except where due reference is made in the text. Copyright@ 2013. Elisabeth Novia Tayl and Martha Nandari, M.A. All rights 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 Teaching Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. Elisabeth Novia Tayl
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PUBLICATION AGREEMENT DECLARATION As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name Student ID Number Study Program Faculty Kind of Work
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Elisabeth Novia Tayl 112009022 English Language Teaching Department Faculty of Language and Literature Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled: THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY STUDENTS OF SMP KRISTEN LENTERA along with any pertinent equipment. With this non-exclusive royalty free right, SWCU maintains the right copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer. This declaration is made according to the best of my knowledge. Made in Date
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Elisabeth Novia Tayl
Approved by Thesis Supervisor
Thesis Examiner
Martha Nandari, M.A.
Anne Indrayanti Timotius, M.Ed. iv
THE USE OF ENGLISH OUTSIDE THE CLASSROOM BY STUDENTS OF SMP KRISTEN LENTERA Elisabeth Novia Tayl Abstract Many Indonesian students learn English. However, they have a small chance to use it outside the classroom as a daily communication language because English is a foreign language in Indonesia. Therefore, this study is aimed to investigate what kind of activities of using English the students do outside the classroom and how the activities help them in learning English. A total of 130 SMP Kristen Lentera students in three different levels of study participated in filling in the questionnaire and were grouped into several categories. Then, five of eleven participants who strongly agree with all statements in the questionnaire were involved in an interview. The study revealed that the five participants used English outside the classroom to communicate, do a free voluntary reading, sing or listening to English songs, watch English videos or movies, surf to the internet and use mobile phone, and write pieces of writing. It was found those activities help learners in improving their English, especially in speaking and vocabulary. The results of the study suggest that teachers can utilize the students’ outside classroom activities of using English as part of the teaching materials to enhance successful learning. Key words: using English outside classroom INTRODUCTION Language is a communication tool for human being. By using a language, we could express our opinions, hopes, and dreams (Tavil, 2009). Therefore, many people try to learn other languages in order to be able to share their opinions, hopes, and dreams with people who speak in different languages. Nowadays, the language many people learn is English due to the fact that English is an international language, so that it becomes a liaison media for everyone to communicate with people from different parts of the world. This situation happens in Indonesia. Many Indonesian students learn English from the primary school to the senior high. Some of them do enjoy learning the language and decide to continue their
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study in a college that offers English language learning program when they graduate from senior high school. On the other hand, Indonesian students have a very small chance to use English in daily life because English is a foreign language in Indonesia (i.e. English is not used in daily communication). Commonly, many Indonesian students use the language only in the classroom during the teaching and learning activity. This situation will inhibit the students to have successful language learning. Huang and Naerssen claimed that successful oral communication involves functional practice such as speaking to other people, watching films and TV programs (cited in Pickard, 1996). The statement brought an idea that learning English in the classroom is not enough if the English learners want to have a successful learning in order to reach the goal of learning the language, such as having a successful oral communication. Therefore, it becomes a challenge for English teachers to make their students use English outside the classroom, so that the students will get a successful learning. Considering the two contrary situations in which many Indonesian students learn English but have very small chance to use it in daily life, the writer was interested in doing a research on outside classroom activities of using English. The writer chose a junior high school from one private school in Ambarawa as the research site. The aim of the study was to find out whether the junior high school students use English outside the classroom, how they use it, and how the activities of using English outside classroom help them to learn English. The study is worth studying because teachers may find materials for outside classroom activities in order to enhance successful English language learning. The main question to be answered
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was “Do SMP Kristen Lentera students use English outside classroom?” Then, subresearch questions were developed as follows: 1. How do SMP Kristen Lentera students use English outside classroom? 2. How do the activities of using English outside classroom help SMP Kristen Lentera students learn English? Outside classroom In this study, outside classroom refers to the setting of using English, which is not done in the teaching and learning activity of English in the classroom. Several examples of outside classroom activities taken from several different studies (Tılfarlıoğlu and Kınsız, 2011; Macleod and Larrson, 2011; Knight, 2007) are: 1. Communicating in English Having a communication in English with other people is one way to use English in which people use their listening skill to listen and understand the content of the conversation and their speaking skill to address their ideas to the interlocutor. In a study about using English outside the classroom, Knight (2007) proposed several examples of communicating in English, such as talking to customers, speaking with friends, talking to co-workers, and talking to supervisors. Associated with the use of English in communication, scholar argued that having a communication in English would help someone to improve his or her spoken English. One of the best ways to acquire a language is by using the target language for communication because communication brings an interaction, so that people will get more input and it will help them to improve their speaking skill (Noonan, 2005).
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2. Singing or listening to English songs Most people love to listen to songs. Furthermore, songs can be used as a medium of learning English outside classroom. A study among Chinese college students to find strategies of learning English vocabulary from English pop songs revealed that most of students learn English pronunciation and meaning from English songs (Xiaowei, 2010). Another study entitled Using English Songs: an Enjoyable and Effective Approach to ELT revealed that singing or listening to English songs can lead people to ask questions about the language, and before people sing the songs, they will be encouraged to learn how they have to speak the language and pronounce the words in the song (Shen, 2009). It was also claimed that most people are excited to understand what the singers of English songs try to convey in the songs, so that they will look up for the meaning and indirectly remember the words (Shen, 2009). 3. Doing a free voluntary reading Krashen (2004) defined free voluntary reading as "recreational reading”. In other words, it is reading for personal pleasure or desire. The examples can be reading novels, short stories, textbooks etc. Scholar argued that free voluntary reading could help the readers to improve their English ability. Free voluntary reading will bring an effect on the readers’ reading comprehension, writing style, vocabulary, grammar, and spelling (Krashen, cited in Yamashita, 2008). In another paper, it was claimed that free voluntary reading increases the language development in terms of reading comprehension, vocabulary, grammar, and
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writing because when someone reads voluntarily, the person will get a comprehensible input in an enjoyable and low-pressure situation (Krashen, 2003). 4. Watching TV programs, videos or movies in English Some scholars argued that watching English movies would help someone to improve their English vocabulary. English movies could be used as an encyclopedia because in the movies, there are many kinds of vocabulary items, voice stuffs, and cultural things (Chenchen, 2011). Another scholar claimed that movies helped students understand the language more easily because they give students audio and visual objects (Hu, 2006). The statement was in line with Chenchen (2011) who claimed that the situation and the communication in a movie were so real. Furthermore, if people watch a movie, they will know what the speaking situation of the target language is like and they will pick up the target language in a natural way, especially for the conversation. 5. Surfing to the internet and using mobile phone Another way of using English is by surfing to the internet or using mobile phone in which English is used as the language setting for the technologies. Lightbown and Spada (2003) stated that the use of World Wide Web will help learners to apply the skill in comprehending the English instructions (cited in Macleod & Larrson, 2011). 6. Writing story or experience in English. In relation to writing in English, Browne conducted a study to find vocabulary acquisition. In the study, he (2003) found that learners learn new
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vocabularies from writing. He added that it is possible for learners to enhance their vocabulary knowledge through writing activity. Some studies were done to investigate whether the students use English outside classroom or not. One example is a study to investigate the exposure to English toward the Swedish students between the age of 14 and 16. The study revealed that nowadays, teenagers are exposed to English in a daily life through technology, such as internet, film, or music (Macleod & Larrson, 2011). In the study, the exposure of English was divided into four basic skills of English. They were: Listening skill: the researchers found that music is the highest media that expose English to the students. Speaking skill: the researchers found that a few students use English to communicate with their friends or relatives whereas many students use English outside classroom through singing the English songs. Reading skill: the researchers found that female students use their reading skill through reading sing lyrics, magazines, books and internet whereas the male students use their reading skill through reading instructions from the computer games and the internet. Writing skill: the researchers found that the students use their writing skill of English in the internet chat room rather than writing a poem or short story. Another example is a study done to find out-of-class language learning strategy. The study revealed that the participants did outside classroom activities of using English, such as reading newspaper and novel, listening to the radio, and watching TV programs or films (Pickard, 1996). By doing the activities, the
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participants supplement their learning activities outside the classroom (Bialystok, 1981, cited in Pickard, 1996). Another study of using English outside the classroom revealed that using English outside the classroom can be useful supplement for learning and help students in the language acquisition (Knight, 2007). The study also revealed that there is a correlation between learners outside classroom activities and their language proficiency (Knight, 2007). THE STUDY Context of the Study In order to find the students’ outside classroom activities of using English and how the activities help them in learning English, the writer chose Sekolah Kristen Lentera (SKL) as the research site. The school was chosen because English is one of the school subjects and it is located in the small town of Ambarawa, Central Java, Indonesia that belongs to foreign language learning context. Moreover, because it is near to the writer’s neighborhood and the writer has already known many of the students, the school is easily accessible to the writer. The school has three educational levels, such as kindergarten, elementary school, and junior high school. English is used as a medium of instruction in the English language learning. Participant A total of 130 junior high school students from three different levels of study participated in filling in the questionnaire and were grouped into several categories based on the questionnaire results. Junior high school students were chosen because they are English foreign language learners and easily accessible in gathering the data. Since there was no participant who strongly disagrees with the five statements, the
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writer took five participants who strongly agree toward all statements in the questionnaire to be involved in an interview. The participants were chosen because their positive responses toward all statements in the questionnaire indirectly showed that they have a high positive attitude toward learning English, which could be assumed that the more positive attitude toward learning English they have, the more they use English. By interviewing the five participants, the writer could find many outside classroom activities of using English and how the activities helped them in learning English. Research Instrument The study was a descriptive qualitative study that used two research instruments, which were questionnaire and interview. To choose the participant to be interviewed by categorizing them based on their attitude toward learning English, the writer used a questionnaire that was adapted from AMTB (Attitude Motivation Test Battery) developed by Gardner. It has five positive statements with six options to be chosen. The questionnaire was translated into Bahasa Indonesia in order to ease the participants in filling-in the questionnaire. To get the data about how the students use English outside the classroom and how the activities help them in learning English, the writer conducted an interview with the five students who strongly agree with all statements in the questionnaire. Data collection The questionnaire was administered to 130 junior high school students of SKL. In the questionnaire, the participants had to give a checklist toward the options given below each statement. Demographic information such as name, class/level of
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the study (e.g. 2nd grade of junior high school), gender, and phone number were obtained from the participants themselves through personal information form given in the questionnaire. Using the questionnaire, the writer grouped the participants and chose five participants who strongly agree with all statements in the questionnaire to be involved in an interview in order to find the data about outside classroom activities of using English the students do and how the activities help them in learning English. Data analysis Bar chart and a brief description were presented to give a clear explanation of the questionnaire results. The interview results about outside classroom activities of using English and how the activities help them in learning English were translated into English, presented in the form of clean transcriptions and analyzed descriptively using the literature review used by the writer. FINDINGS AND DISCUSSION This chapter presented the results of the research done in Sekolah Kristen Lentera (SKL). It was divided into two sections. The first section presented the result of the questionnaire that was distributed to the 130 Junior High School students of SKL. The second section presented the results of interview toward five students who strongly agree toward all statements in the questionnaire, which was aimed to find whether students use English outside the classroom, what the activities are, and how the activities help the students in learning English. A. Attitude toward Learning English This section provides the questionnaire results, which were used to categorize the participants.
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Figure 1. Attitude scale toward English language learning
The questionnaire result was divided into seven categories in which 20 – 29 points became the central limit of the seven categories. The writer chose the participants to be interviewed from the participants who got the highest score, which is 50 points, and the lowest score, which is 0 point. From the statistical data shown, 11 students got 50 points, which means they chose “Strongly Agree” to all statements in the questionnaire. However, none of 130 students got 0 point or none of them strongly disagree toward all statements in the questionnaire. Therefore, the writer only involved five of 11 students who strongly agree with all statements to be interviewed. B. Outside Classroom Activities of Using English This section provides the interview results toward five of eleven students who strongly agree toward all statements in the questionnaire (i.e. 50-points group) in order to find outside classroom activities of using English and how the activities help them in learning English. The interview results were divided into several categories, which are: 1. Communicating in English
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The five participants used English for communication. Three participants stated that it was quite often for them to use English, whereas the others gave seldom and sometimes as their time frequency of using English to communicate with people around them, such as friends, family or their English teachers. Even though the time frequency of using English was different, the main point is they used English for communication and they did not only use it inside the classroom but also outside the classroom, such as in their home, in the school, on the road, and even everywhere. Then, two participants said that speaking in English was enjoyable and the three others said that it was good. The two examples responses were “It is enjoyable and can improve my English in term of speaking” (Participant B, March 27, 2013) and “It is good because it can improve my English in term of having conversation” (Participant C, March 27, 2013). The responses brought an idea that having a conversation with other people in English help the students to increase their English speaking skill. This is in line with the Noonan’s theory (2005) who said that communication brought an interaction, so that people will get more input and it will help them to improve their speaking skill. 2. Doing a free voluntary reading Four of the five students interviewed read English reading texts, such as novels, comic strips and textbooks. From the four students, two participants read English reading texts almost every day and the two others read them sometimes.
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When they were asked to give opinion toward the texts, four of them gave positive responses. One example of the responses taken from participant C who likes to read the English version of Avatar stories was “It is really enjoyable because as what I said before, it can improve my English” (Participant C, March 27, 2013). The word enjoyable showed the participant’s pleasure in reading the Avatar stories, and this participant claimed that the activity improved the English ability. Participant D who likes to read English comic strips (e.g. Detective Conan and Donald Duck) also claimed similar response specifically. “It is good because we can practice to translate the meaning of a word. It is easier to remember the meaning through reading comic strips” (Participant D, March 27, 2013). The data indicated that reading English comic strips gave a contribution to English vocabulary improvement. This situation is in line with Krashen’s theory (cited in Yamashita, 2008) that free voluntary reading will bring an effect on the readers’ reading comprehension, writing style, vocabulary, grammar, and spelling. This happened because when someone reads voluntarily, the person will get a comprehensible input in an enjoyable and low-pressure situation (Krashen, 2003). Therefore, free voluntary reading is good to be done because it helps learners to improve their English, especially in vocabulary. 3. Singing or listening to English songs Three of five participants stated that they often sang English songs whereas the others only listened to the songs, and some of them stated that they understood enough the meaning of the songs. When the participants were asked to
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give their opinions toward singing or listening to English songs, the participants looked it as an enjoyable and good activity. Three of them stated that by singing or listening to English songs, they could improve their English. One example of the responses was: Listening to English songs is really exciting because by using the language that we do not use daily, we do not only listen to how good the songs are, but we are more motivated to find the meaning of the songs. (Participant C, March 27, 2013) The statement above brought an idea that English songs can become motivational stimulant for someone to learn English new words. This is in line with Shen (2009) who said that singing or listening to English songs can lead them to ask questions about the language, and before people sing the songs, they will be encouraged to learn pronouncing the words in the songs and look up for the meaning so that they indirectly remember the words. Therefore, singing or listening to English songs are good outside classroom activities because they help EFL learners to improve their English, especially in vocabulary and pronunciation. 4. Watching English videos or movies Five participants who were interviewed watched English videos or movies. When one participant was asked about what movie or video he watched, he stated that he watched animation movie recently as a preparation for the story telling competition. Then, the participant also stated that watching English movies was like learning English.
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Out of the film quality, watching English movies is fun because besides improving our English skills, we are also more motivated to seek the meaning of the language. Because of that, watching movies is like learning English in a different way. (Participant C, March 27, 2013) The participant’s positive statement above indicated that while watching English videos or movies without reading the subtitles, people actually learn English and improve their English, especially in vocabulary. This associated with Chenchen (2011) who said that English movies could be used as an encyclopedia because in the movies, there are any kinds of vocabulary items, voice stuffs, and cultural things. Knowing this situation, it can be concluded that when someone watches an English movie, they increase their English vocabulary because there are many new words they will get from the movies. Not only improving the vocabulary, when another participant was asked to give their opinion toward watching English movies or videos without reading the subtitles, the participant also stated that it could improve her knowledge of English conversation. “It is good because it can improve the English knowledge in terms of vocabulary and conversation” (Participant A, March 27, 2013). The participant A’s response indicated that watching English movies gives EFL learners a visualization of how English conversation happened. Therefore, people will know how to apply the grammar, words or sentences in a conversation. This is in line with Chenchen (2011) who said that the situation and the communication in a movie were so real. Furthermore, if people watch a movie,
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they will know what the speaking situation of the target language is like and they will pick up the target language in a natural way, especially for the conversation. 5. Surfing to the internet and using mobile phone The five participants said that they used English as the language setting for their mobile phone and the internet access. Participant C claimed that when he did chatting with his friends in Facebook, he quite often used English. In relation to the use of internet and mobile phone, all participants stated that using English as the language setting was good because they indirectly learned English through it. Below is one statement given by Participant D. Using English as the language setting is more convenient, and it is good for us. Indirectly, we learn English and if we get difficulties, we can look into Bahasa Indonesia what the meaning of the English word is. (Participant D, March 27, 2013) Participant D claimed that using internet or mobile phone in which English was used as the language setting indirectly helped to improve English vocabulary. The statement is in line with Lightbown and Spada (cited in Macleod and Larrson, 2011) who stated that the use of World Wide Web will help learners to apply the skill in comprehending the English instructions. Therefore, it could be said that using internet or mobile phone where English is used as the language setting will result in vocabulary enhancement, so that people will be able to comprehend the English instructions easily. 6. Writing in English Four of five participants who were interviewed wrote any pieces of writing (i.e. not a school assignment) in English, such as short story, experience and even
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long story. Participant C stated that he usually writes a piece of writing about Avatar story and even he is joined in Avatar story writer’s worldwide community where English is used to write the story and the members of the community are not only from inside but also outside Indonesia. Another participant who is participant D claimed that he started to write his experiences in English because he wanted to get a scholarship in Singapore. Therefore, he began to practice writing in English since the beginning of 2013. When all participants were asked to give opinion toward writing in English, they stated that it was good, challenging and enjoyable. One example statement was “We can get many vocabularies through writing. Therefore, if we go abroad, it will not be difficult to have a conversation in English” (Participant D, March 27, 2013). Participant D claimed that writing in English could improve the English vocabulary, so that the vocabulary improvement would help him in conversation. The response is related to a research done by Browne (2003: 62) who found that learners learn new vocabularies from writing. Therefore, when someone writes in English, it will enhance his or her vocabulary indirectly. CONCLUSION The study set out to determine what outside classroom activities of using English the students did and how the activities helped the students in learning English. The study revealed that the students use English in various activities outside the classroom, such as speaking to other people in English, reading English books and novels, listening to and singing English songs, watching English movies or TV
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programs, surfing to the internet, using English as the language setting for their mobile phone, and writing story or experience in English. In this study, the participants claimed that the activities help them learning English outside classroom. The result is in line with Bialystok’s theory (cited in Pickard, 1996) who claimed that the out-of-class activities supplement the students’ language learning. By doing the activities, students did not only learn English in the classroom but also they learned it out of the classroom. Moreover, using the language in the daily life, which is the real situation and not classroom-context, helped to improve the students in speaking skill and vocabulary learning. Pedagogical Implication Regarding to the result of the study above, English teachers are recommended to give out-of-class activities, so that the students will not only learn English in the classroom, but they can also learn English outside the classroom. Furthermore, the students can apply the theory that they got from the teaching and learning activity in their daily life. By applying the theory, they will practice to use the language in the real life. Knight (2007) said that using English outside the classroom can be useful supplement for learning and help them in the language acquisition. He (2007) added that there is a correlation between learners outside classroom activities and their language proficiency. Therefore, it is hoped if teachers gave outside classroom activities of using English, the students’ language proficiency would be better and result in the language acquisition. Limitation of the Study Limitation of this study is only involved five junior high school students who strongly agree toward all positive statements of English language learning, in which it 17
can be concluded that all of them have positive attitude toward learning English. Therefore, this study could not show how the outside classroom activities helped the students who had negative attitude toward English language learning. Another missing point is that the study did not include computer game as the outside classroom activity whereas it was mentioned briefly in the literature review. However, the study reveals that outside classroom activities mentioned in the study help learners to enhance successful learning. The Future Research For the future research, it was suggested to present the data about how the outside classroom activities mentioned in the study, including playing computer games, improve students’ academic achievement in learning English. The writer hoped that there will be the same research conducted in which the students who do not like to learn English become the participants of the study. In my opinion, it is important because we need to know whether the students who do not like to learn English have the same perceptions with the students who like to learn English or not.
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ACKNOWLEDGMENTS I give my greatest gratitude to Jesus Christ because I will never be able to finish this thesis without Him. This thesis will not also finish without the support of my thesis supervisor, Martha Nandari, M.A. who guided me patiently in completing it, and my thesis examiner, Anne Indrayanti Timotius, M. Ed. who was willing to examine it. Special thanks go to my participants, SMP Kristen Lentera students for their contribution in this study, and to the headmaster, teachers and staffs who permitted me to conduct the study in the school. My deepest appreciation goes to my family who supported me in completing my thesis. I would like to thank to Widha, Dian Pratiwi, Meykke, Inggit, Mela, Novince, and all 2009 students who supported each other in passing difficult moments, and Anggara who reminded me to keep my health while working on this thesis.
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REFERENCES Browne, C. (2003). Vocabulary Acquisition through Reading, Writing, and Tasks: A Comparison. Retrieved April 12, 2013, from http://www.wordengine.jp/research/pdf/Vocabulary_acquisition.pdf Chenchen, X. (2011). How to Use English Movies to Improve a Student’s Listening and Speaking Ability in Chinese ESL Culture Learning Classrooms. Retrieved April 10, 2013 from http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ca d=rja&ved=0CC8QFjAA&url=http%3A%2F%2Fminds.wisconsin.edu%2Fbit stream%2Fhandle%2F1793%2F52537%2FXing%2C%2520Chenchen.pdf%3 Fsequence%3D1&ei=i4h3UePAGcPmrAfA1oHQBw&usg=AFQjCNFDyGqq uVrtSd0H3GWJ5T19Z3baIg&sig2=mVccGqwZcpoH9lC3qy2Yg&bvm=bv.45580626,d.bmk Hu, S. F. (2006) On teaching non-English majors listening and speaking through videos. China English Language Education Association Journal, 29(2),42-48. Retrieved April 10, 2013 from http://www.elt-china.org/teic/66/66-42.pdf Knight, T. L. (2007). Beyond the Classroom Walls: A Study of Out of Class English Use by Adult Community College ESL Students. Retrieved February 28, 2013, from http://www.labschool.pdx.edu/research/current/Knight%20thesis.pdf Krashen, S., (2003). Free Voluntary Reading: Still a Very Good Idea. Retrieved April 24, 2013, from http://www-bcf.usc.edu/~genzuk/Free_Voluntary_ReadingKrashen/FVReading3-Krashen.pdf Krashen, S., (2004). Free Voluntary reading: New Research, Applications, and Controversies. Retrieved April 24, 2013, from http://wwwbcf.usc.edu/~genzuk/Free_Voluntary_Reading-Krashen/FVReading1Krashen.pdf Tılfarlıoğlu, F. Y., & Kınsız, M. (2011). Reason for Learning English in Turkey and the activities learners do to reach their goals. Contemporary Online Language Education Journal, 1, 52-61. Retrieved February 20, 2013 from http://www.colej.org/vol-1/colej_5_tilfarlioglu.pdf
Macleod, F., & Pia, L. (2011). Exposure to English Outside the Classroom. Retrieved February 25, 2013, from http://dspace.mah.se/bitstream/handle/2043/12177/T9,%20Final%20Dissertati on,%20Fraser%20MacLeod%20and%20Pia%20Larsson.pdf?sequence=2 Noonan, F. J. (2005). How To Improve Your Spoken English. Retrieved April 8, 2013 from http://www.gdyzy.edu.cn/yxx/DocLib16/How%20To%20Improve%20Your% 20Spoken%20English.pdf
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Pickard, N. (2008). Out-of-class language learning strategies. ELT Journal, 50(2), 150-159. Retrieved April 21, 2013 from http://203.72.145.166/ELT/files/50-27.pdf Shen, C. (2009). Using English Songs: an Enjoyable and Effective Approach to ELT. ELT Journal, 2(1), 88-94. Retrieved April 10, 2013 from http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ca d=rja&ved=0CCwQFjAA&url=http%3A%2F%2Fwww.ccsenet.org%2Fjourn al%2Findex.php%2Felt%2Farticle%2Fdownload%2F341%2F305&ei=LiV2U fjrNM6IrAf_5YGICw&usg=AFQjCNFn4Ln1YsiWGwMnjRZ5G08l0rPoAQ &sig2=AKe8UfTyup7OT_iCsRSCOw&bvm=bv.45512109,d.bmk Tavil, Z. (2009). Parental Attitudes towards English Education for Kindergarten Students in Turkey. Kastamonu Education Journal. 17(1), 331-340. Retrieved October 23, 2012, from http://www.google.co.id/url?sa=t&rct=j&q=Parental+Attitudes+towards+Engl ish+Education+for+Kindergarten+Students+in+Turkey&source=web&cd=1& cad=rja&ved=0CBwQFjAA&url=http%3A%2F%2Fwww.kefdergi.com%2Fp df%2Fcilt17_no1%2F331.pdf&ei=rGyGULKpOJCyrAeu1oGQBw&usg=AF QjCNEQ6sbSBjsSUE-6WSXuX0oeS3hE3w Xiaowei, F. (2010). Strategies of Learning Vocabulary from Pop Songs – A Study among College Students in China. Retrieved February 27, 2013, from http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ca d=rja&ved=0CDcQFjAB&url=http%3A%2F%2Fhkr.divaportal.org%2Fsmash%2Fget%2Fdiva2%3A326977%2FFULLTEXT01&ei=yn Z3UfG1FMHTrQeJ4YDwBg&usg=AFQjCNHG9mIcp6svsipkzt1zqNwlA3I Mqw&sig2=NQzSR9hdYk4MhtLXJMYmSw&bvm=bv.45580626,d.bmk Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System: An International Journal of Educational Technology and Applied Linguistics, 36 (4), 661-672. Retrieved April 24, 2013 from http://www.gsid.nagoya-u.ac.jp/yamashita/graduates/yamashita2008.pdf
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APPENDIX A
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APPENDIX B 1. Apakah Anda berkomunikasi dengan orang-orang di sekitar Anda dengan menggunakan bahasa Inggris? 2. Bagaimana intensitas waktu yang Anda miliki untuk berkomunikasi dengan orang-orang di sekitar Anda dengan menggunakan bahasa Inggris? 3. Kapan Anda berkomunikasi dengan orang-orang di sekitar Anda dengan menggunakan bahasa Inggris? 4. Dimana Anda berkomunikasi dengan orang-orang di sekitar Anda dengan menggunakan bahasa Inggris? 5. Bagaimana pendapat Anda terhadap penggunaan bahasa Inggris untuk berkomunikasi dengan orang-orang di sekitar Anda? 6. Apakah Anda membaca bacaan berbahasa Inggris? 7. Bagaimana intensitas waktu yang Anda miliki untuk membaca bacaan berbahasa Inggris? 8. Jenis bacaan seperti apakah yang Anda baca (novel, buku pelajaran, majalah, koran, dll)? 9. Bagaimana pendapat Anda terhadap membaca bacaan berbahasa Inggris? 10. Apakah Anda menyanyikan lagu berbahasa Inggris? 11. Bagaimana intensitas waktu yang Anda miliki untuk menyanyikan lagu berbahasa Inggris? 12. Bagaimana pendapat Anda terhadap menyanyikan lagu berbahasa Inggris? 13. Apakah Anda menonton film atau video berbahasa Inggris dengan berusaha memahami percakapannya tanpa membaca teks terjemahannya?
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14. Bagaimana intensitas waktu yang Anda miliki untuk menonton film atau video berbahasa Inggris dengan berusaha memahami percakapannya tanpa membaca teks terjemahannya? 15. Jenis video atau film seperti apakah yang Anda tonton (discovery channel, science fiction etc)? 16. Bagaimana pendapat Anda terhadap menonton video atau film berbahasa Inggris? 17. Apakah Anda menggunakan internet atau HP dengan pengaturan bahasa berbahasa Inggris? 18. Bagaimana intensitas waktu yang Anda miliki dalam menggunakan internet atau HP dengan pengaturan bahasa berbahasa Inggris? 19. Bagaimana pendapat Anda tentang penggunaan internet atau HP dengan pengaturan bahasa berbahasa Inggris? 20. Apakah Anda menulis dengan menggunakan bahasa Inggris? 21. Bagaimana intensitas waktu yang Anda miliki dalam menulis dengan menggunakan bahasa Inggris? 22. Jenis tulisan seperti apakah yang ditulis? 23. Bagaimana pendapat Anda terhadap penggunaan bahasa Inggris dalam menulis?
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APPENDIX C
Questions
Answers
Apakah Anda berkomunikasi dengan orang-orang di sekitar Anda dengan menggunakan bahasa Inggris?
Iya.
Biasanya komunikasi dengan siapa aja?
Dengan sahabat dan juga guru bahasa Inggris.
Dengan sahabat dan guru bahasa Inggris. Okay, bagaimana sih intensitas waktu yang Anda miliki untuk berkomunikasi dengan sahabat dan guru bahasa Inggris tersebut dengan menggunakan bahasa Inggris pastinya?
Lumayan sering. Hampir setiap hari saya menggunakan bahasa Inggris.
Lumayan sering dan hampir setiap hari?
(nodding)
Okay. Kapan sih biasanya kamu berkomunikasi pake bahasa Inggris itu dengan orang-orang tersebut?
Ketika jam pelajaran bahasa Inggris yang pasti dan juga ketika berdialog apa ya?
Ngobrol biasa?
Iya ngobrol dengan teman-teman.
Okay. Dimana biasanya kamu pake bahasa Inggris buat komunikasi itu?
Dimana saja.
Dimana saja?
(nodding)
Okay, bagus. Lalu, pendapat kamu sendiri ya. Menurut pendapat kamu itu menggunakan bahasa Inggris untuk komunikasi dengan orang-orang tersebut itu tadi seperti apa?
Maksudnya?
Pendapat kamu sendiri gitu. Apakah itu mungkin baik atau tidak baik? Pendapat kamu terhadap penggunaan bahasa Inggris itu seperti apa?
Ya… Baik. Karena dalam menggunakan bahasa Inggris, ketika kehidupan seharihari menggunakan bahasa Inggris itu dapat meningkatkan apa namane? Kemampuan berbahasa Inggris.
O jadi, dapat meningkatkan kemampuan berbahasa Inggris? Baik itu tadi ya?
(nodding)
Kenapa kok bisa meningkatkan kemampuan berbahasa Inggris dalam hal
Dalam hal berdialog. Karena kan semakin kesini juga apa namane?? Tuntutan… 25
apa?
Tuntutan berbahasa Inggris juga semakin meluas. Nek mau SMA… Mau kuliah saja mungkin harus menggunakan bahasa Inggris atau mungkin misalnya mau sekolah di luar negeri kan pastinya juga harus berbahasa Inggris. Maka dari itu kalau banyak berlatih otomatis akan makin bisa berbahasa Inggris dengan lancar.
Okay. Jadi, bisa membantu berbahasa Inggris. Untuk melatih berbahasa Inggris dengan lancar?
(nodding)
Okay, good. Pertanyaan selanjutnya. Apakah Anda membaca bacaan berbahasa Inggris?
Iya.
Ya. Lalu intensitas waktunya seperti apa kira-kira?
Hampir setiap hari saya membaca bacaan berbahasa Inggris.
Hampir setiap hari. Okay, good. Jenis bacaannya tuh seperti apa sih?
Cerita.. Bacaannya tuh seperti novel tapi disampaikan melalui via internet.
O via internet. Jadi novel. Soft filenya ya?
Iya.
Okay, novel tadi ya?
(nodding)
Ada yang lain selain novel?
Belum.
Belum. Jadi novel itu hampir setiap hari?
(nodding)
Buku pelajaran?
Tidak.
Tidak?
(nodding)
Okay, good. Lalu, kalau boleh tau novelnya itu judulnya apa sih?
Banyak sih bervariatif cuma kebanyakan bertemakan Avatar karena kan saya merupakan pengguna dari komunitas penulis Avatar di internet. Maka dari itu saya membaca cerita-cerita mereka.
Okay. Jadi Avatar pake bahasa Inggris itu tadi?
(nodding)
Okay. Kalo boleh tau seminggu itu bisa beberapa kali? Kalo tadi kan intensitasnya hampir setiap hari ya?
(nodding)
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Okay, hampir setiap hari. Okay, lanjut pertanyaan selanjutnya. Pendapat kamu sendiri terhadap membaca bacaan berbahasa Inggris itu apa?
Sangat menyenangkan karena juga seperti yang saya katakan tadi meningkatkan kemampuan berbahasa Inggris juga karena disana memang tuntutan untuk berbahasa Inggrisnya tinggi jadi harus banyak berlatih.
Disana? Di komunitas?
Di komunitas itu.
O di komunitas itu? Jadi komunitas itu memang komunitas pake bahasa Inggris semua?
Iya.
Okay, good. Lalu, apakah Anda menyanyikan lagu berbahasa Inggris?
Tidak menyanyikan cuma suka mendengarkan.
Suka mendengarkan tapi tidak menyanyikan?
(nodding)
Okay, kalo untuk mendengarkan sendiri itu tadi kira-kira paham gak sih sama isi lagunya?
Kadang-kadang iya. Kadang-kadang tidak.
Kadang-kadang iya? Kadang-kadang tidak?
(nodding)
Okay, intensitas waktunya seperti apa?
Kira-kira tidak terlalu sering tapi juga tidak terlalu jarang.
Tidak terlalu sering. Tidak terlalu jarang. Okay, kalo misalkan kita ukur dalam seminggu kira-kira berapa kali?
Tiga kali.
Tiga kali?
Ya.
Okay, tiga kali dalam seminggu. Lalu, bagaimana sih pendapat kamu sendiri terhadap mendengarkan lagu berbahasa Inggris tadi?
Pendapat saya mendengarkan lagu bahasa Inggris itu lumayan seru karena dengan menggunakan bahasa yang bukan bahasa kita katakan sehari-hari, jadi kita tidak hanya mendengarkan dari keenakan lagunya tapi kita jadi lebih terpacu untuk mencari makna-makna dari lagu tersebut.
Okay, good. Lalu apakah Anda menonton film atau video berbahasa Inggris dengan berusaha memahami percakapannya tanpa harus membaca
Iya.
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teks terjemahannya? Iya. Lalu, intensitas waktunya seperti apa?
Tidak terlalu sering sih karena kegiatan saya kan juga tidak hanya menonton film. Jadi, tidak terlalu sering.
Tidak terlalu sering. Kalau misalkan dalam seminggu, kira-kira bisa dikirakira gak berapa kali?
Dua kali.
Dua kali. Okay. Jenis video seperti apa sih atau mungkin film seperti apa yang kamu tonton?
Film animasi.
Film animasi?
Ya.
Kalau boleh tau judulnya apa?
Kalau akhir-akhir ini karena persiapan lomba story telling bahasa Inggris, saya menonton Brave.
Brave. Okay. Kamu ikut lomba story telling juga?
Iya.
Okay. Lalu menurut kamu ya, menonton film Brave itu tadi atau film animasi lainnya berbahasa Inggris itu seperti apa menurut kamu?
Kalo dilihat dari di luar kualitas filmnya, menonton film bahasa Inggris itu asyik.
Kalo boleh tau kenapa bisa asyik?
Karena kita selain meningkatkan kemampuan berbahasa Inggris juga kita semakin terpacu untuk mencari makna dari bahasa Inggris itu. Jadi, menonton film itu seperti belajar bahasa Inggris dalam bentuk yang lain.
Jadi menonton film berbahasa Inggris sama seperti belajar bahasa Inggris dalam bentuk yang lain?
Ya.
Okay, good. Lalu, apakah Anda menggunakan internet atau HP dengan pengaturan bahasa berbahasa Inggris?
Ya.
Untuk HP settingannya bahasa Inggris bahasanya?
Ya.
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Intensitas waktunya seperti apa?
Setiap hari. Karena saya juga mengakses internet, saya lebih suka menggunakan bahasa Inggris karena bahasa Indonesia menurut saya sedikit aneh.
Sedikit aneh?
Iya.
Okay. Itu tadi untuk internet atau HP ya?
Internet dan HP, dua-duanya bahasa Inggris.
Internet, HP. Okay, intensitasnya berarti?
Setiap hari.
Setiap hari. Okay, biasanya kalo pake internet itu yang settingannya bahasa Inggris biasanya buat apa sih?
Browsing mencari informasi.
Informasi tentang?
Mencari untuk pembelajaran sehari-hari. Jejaring sosial saya juga menggunakan bahasa Inggris.
Jejaring sosial seperti?
Facebook.
Terus kadang juga chattingan?
Chattingan masih menggunakan bahasa Indonesia karena tidak semua orang bisa berbahasa Inggris dan saya juga masih harus meningkatkan kemampuan berbahasa Inggris saya.
Tapi pernah gak waktu chattingan pake bahasa Inggris?
Lumayan sering.
Lumayan sering?
(nodding)
Sekarang, pendapat kamu tentang penggunaan internet atau HP itu sendiri dengan pengaturan bahasa berbahasa Inggris itu seperti apa?
Itu lebih mudah dimengerti karena menurut saya misalnya kalau dalam pengaturan internet kan kita misalnya mencari cara untuk misalnya ada errorerror kan misalnya cari di internet kan biasanya juga menggunakan bahasa Inggris. Jadi, lebih mudah mencari jalanjalan. Misalnya photoshopnya kan rusak. Kan langkah-langkahnya pake bahasa Inggris jadi lebih mudah.
Jadi baik ya?
Iya.
Okay. Lalu pertanyaan selanjutnya.
Iya.
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Apakah Anda menulis dengan menggunakan bahasa Inggris?
Iya. Intensitas waktunya seperti apa?
Dulu ketika saya masih tergabung dalam komunitas penulis itu setiap hari namun sekarang saya sudah resign karena juga tuntutan sekolah membuat saya semakin sibuk.
Komunitas penulis apa kalau boleh tau?
Yang Avatar tadi.
O Avatar tadi. Jadi, komunitas penulis tadi ya?
Iya.
Jenis tulisannya seperti apa sih kalo boleh tau? Apakah jurnal atau mungkin diary atau cerpen atau apa?
Cerita.
Cerita?
Iya.
Sudah berapa tulisan yang kamu buat?
Masih dalam proses itu satu judul cerita namun berhenti di tengah perjalanan. Sekitar tujuh episode.
Tujuh episode?
Iya.
Okay, good. Jadi cerita pendek itu ya? Itu cerita pendek atau apa ya?
Kalo yang cerita panjang tujuh episode. Kalo yang cerita pendek sudah beberapa judul saya kerjakan.
Jadi cerita bersambung gitu?
Kalo yang tujuh episode itu iya. Kalo yang sendiri-sendiri itu tidak bersambung.
Jadi, sudah lumayan banyak juga ya?
Iya.
Pendapat Anda dalam penggunaan bahasa Inggris dalam menulis itu tadi apa?
Baik dan juga meningkatkan rasa kompetitif kepada penulis-penulis lain karena saya juga bukan penutur bahasa Inggris yang asli. Jadi, rasanya seru saja kalo kita dapat menandingi orang-orang yang sudah dapat berbahasa Inggris sejak lahir.
Jadi komunitasnya itu sedunia?
Iya.
Kamu jadi member penulis sedunia avatar itu tadi ya?
Iya.
Itu sedunia?
Iya.
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Okay, berarti saingannya dari luar Indonesia?
Iya.
Kebanyakan dari luar Indonesia?
Di Indonesia sendiri masih bisa dalam hitungan jari ya kira-kira kurang dari lima yang dari Indonesia.
Okay, good. Jadi itu tadi baik ya?
Iya.
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