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Plagiat Merupakan Tindakan Tidak Terpuji
Plagiat Merupakan Tindakan Tidak Terpuji
ABSTRACT
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PE
ERCEPTION
N
ON THE USE
U OF SEL
LF-ACCES
SS LANGUA
AGE LEAR
RNING (SALL)
A Thesis
By
Rina C
Candrawati
Student Num
mber: 041214085
LISH LANG
ENGL GUAGE ED
DUCATIONN STUDY PR
ROGRAM
DEPARTMENT OF
O LANGUUAGE AND
D ARTS EDU
UCATION
FACU
ULTY OF TE
EACHERS TRAINING
G AND EDU
UCATION
SANATA DHAR
RMA UNIVVERSITY
YOGYYAKARTA
2011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PE
ERCEPTION
N
ON THE USE
U OF SEL
LF-ACCES
SS LANGUA
AGE LEAR
RNING (SALL)
A Thesis
By
Rina C
Candrawati
Student Num
mber: 041214085
LISH LANG
ENGL GUAGE ED
DUCATIONN STUDY PR
ROGRAM
DEPARTMENT OF
O LANGUUAGE AND
D ARTS EDU
UCATION
FACU
ULTY OF TE
EACHERS TRAINING
G AND EDU
UCATION
SANATA DHAR
RMA UNIVVERSITY
YOGYYAKARTA
2011
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Rina Candrawati
041214085
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
THE PERCEPTION
ON THE USE OF SELF-ACCESS LANGUAGE LEARNING (SALL)
AMONG STUDENTS OF SMK NEGERI 2 DEPOK, SLEMAN, YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Yang menyatakan
Rina Candrawati
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Rina Candrawati
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Suggestions ……………………………………………….. 69
REFERENCES ………………………………………………………………. 71
APPENDICES ……………………………………………………………….. 74
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
3.1. Research Respondents by Class and Number ………………………. 28
3.2. Observation Blueprint of Students’ Behavior in SALL ……………. 30
3.3. Questionnaire Blueprint of Students’ Perception toward SALL …… 32
3.4. Framework of Interview Questions in using SALL ………………... 33
3.5. Scoring grades for Questionnaire on Students’ Perception ………… 35
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
1.1 The relation between students’ perception, motivation, and behavior… 5
4.1. Students’ response to self-confidence in facing achievement related
task …………………………………………………………………….. 47
4.2. Students’ response to their persistence in case of failure ……………... 50
4.3. Students’ response to preference of level of difficulties ………………. 51
4.4. Students’ response to time perspective ………………………………... 53
4.5. Students’ response to competition with others ………………………... 54
4.6. Students’ response to implication ……………………………………... 55
4.7. The percentage of students’ responses to all statements in the
questionnaire …………………………………………………………... 56
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
A. Observation Checklist …………………………………………………. 74
B. Questionnaire of Students’ Perception ………………………………... 78
C. Angket Persepsi Siswa ………………………………………………… 80
D. Interview Question …………………………………………………….. 82
E. Data of Student’s Perception Score …………………………………... 84
F. Frequency of the Students’ Responses to Each Statement of the
Questionnaire ………………………………………………………….. 85
G. Percentage of the Students’ Responses to Each Statement of the
Questionnaire ………………………………………………………….. 87
H. The Students’ Interview Transcript …………………………………… 89
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This research investigates the students’ perception on the use of Self Access
Yogyakarta. This introductory chapter contains six major sections, namely (1)
research background, (2) problem formulation, (3) problem limitation, (4) research
A. Research Background
There are many ways in order that people can learn English effectively and
joyfully. Some are trying to find the appropriate ways to learn it, either through
first foreign language. Beyond its importance in human life, students are expected to
be able to learn English in order to pass exams and graduate. Teachers are responsible
to help their students in learning English so they try to find suitable activities in their
teaching and learning processes. In addition, they also have to choose selective media
in order to vary the learning practices. One of them is using Self Access Language
Learning (SALL).
In the past few years, SALL has received considerable interest, as evidenced
by the proliferation of SACs in Mexico, Hong Kong, Spain, Austria, Egypt, Taiwan,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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and South East Asia (Gremmo and Riley, 1995, p.157). Gardner & Miller’s (1997)
defined SALL as the learning in which students take more responsibility for their
situation in which the learner is totally responsible for all of the decisions concerned
with his or her learning and implementation of those decisions. From these two
definitions, we can conclude that the learners must be independent thinkers and
should have a clear view of the whole learning process, including the purpose of
learning, the aim of learning, the way of learning, the choice of materials in learning,
etc. In another words, it includes everything concerned with their learning activities.
As for autonomous learning, both the teacher and learners have larger role in
structuring the learning regarding time and pace, content, sequence, and evaluation
however, is the kind of learning that takes place in a Self Access Center (SAC).
Sheerin (1989, 1997) stated that the SAC is a means to cater for individual learners’
needs which requires effort on teachers’ part to provide learning materials. Jones
(1995), on the other hand, stated that the SAC is where both teachers and learners
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
would have to change their attitudes and approaches whereby learners could take a
more active role in determining their own learning objectives and processes. In
schools is SMK Negeri 2 Depok, Sleman. The school is the only vocational school in
Yogyakarta province that has a SAC. In 2005, the school was appointed by the
2005) as the English Testing Center (ETC) for Sleman District. One of the duties of
the school is to facilitate the regional and international TOEIC test for third graders of
SMK schools students and their English teachers. ETC requires that the school
In return, Directorate allocated some fund for the school to set up Self Access
and support the autonomous learning for the students. A team of local English
teachers then organized an action plan for realizing the SAC by purchasing some
electronic equipments and self-producing materials needed for the students. From an
interview with one of the senior teachers of SMK Negeri 2 Depok, Sleman, the
researcher found that there are approximately three hundreds folders of Self Access
As the class starts, the students enter the SAC. They start learning English by
self-choosing the learning materials available in the shelves and doing the tasks.
Before doing them, they have to read the topic, and objectives. When they finish they
check and score their works. Their marks are recorded in their own progress report
sheet which they have to submit to their teacher at least two weeks before final
grading is done. In mark recording it is required that they have to write the code, date
of learning, material classification, and marks. In this setting, the students actually
carry out two things, namely exploring their knowledge of English and at the same
have genuine dissimilar perception in the practice of SALL. The personal perception
of the students on the use of SALL as a learning model is, therefore, interesting and
challenging to observe for many English teachers in Indonesia are not yet familiar
with.
experience of the world. Perception describes one’s ultimate experience of the world
and typically involves further processing of sensory input. It means that perception
also plays an important role in students’ ways of seeing their experience in learning
1983:120). When students have positive perception, it would lead them to succeed in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
obtaining their goal. It is able to make them possess high motivation to learn which
can be seen through their interest in the learning processes. On the other hand, when
the students’ perception is negative and they have negative behavior in the learning
motivation
perception
behavior
Figure 1.1 The relation between students’ perception, motivation, and behavior
learning process. When a teacher decides to use one method in teaching English, the
teacher also needs to consider the students’ perception. As Ames said (1988:260)
teaching learning strategies. Knowing that the students’ perception is important, the
B. Problem Formulation
1. What are the students’ perceptions on the use of Self-Access Language Learning
2. What are the suggestions given by students to improve and to maximize the use
C. Problem Limitation
English learning which can be seen through the students’ behavior and motivation. It
maximize the use of SALL in English learning at school. The research was conducted
at a vocational school, SMK Negeri 2 Depok, Sleman, Yogyakarta. The school was
(SAC) in Yogyakarta. In addition, the school is highly accessible to acquire the data
D. Research Objectives
follows:
1. To know the students’ perception on the use of SALL in English learning at SMK
Negeri 2 Depok, Sleman, Yogyakarta which can be seen through the students’
2. To obtain the suggestions from students as to improve and to maximize the use of
E. Research Benefits
It is hoped that the findings of the study will be beneficial to the followings:
The study will help the teachers to understand the importance of students’
perception on the use of SALL in English learning so that the teachers can make
know that students have positive perception, they are able to consider the use of
SALL in teaching their students. Otherwise, if the teachers know that students have
negative perception, they have to find what makes the students have negative
perception on the use of SALL. The teachers can improve the activities or the
learning. The study may also encourage the teachers, educational managers and other
through SALL.
The result of the research is expected to help university students who are
interested in conducting research in learning English using SALL. They may use the
result of this research to enhance their own research on related issues of SALL. The
autonomous learning. Through the interpreted narratives, the study may contribute to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
F. Definition of Terms
misunderstanding. :
1. Students’ Perception
world (Foley, 2007). Perception, in this research, refers to the second grade of
through SALL which can be seen through the students’ behavior and motivation.
What is meant by students’ perception is how students see and think during their
experience in learning English through SALL, whether the teaching learning process
using SALL can fulfill students’ needs or not, whether the activities are interesting or
not, whether students’ English skill improve or not, also whether the teaching-
makes available a form of help -- either through answer keys or through counseling,
and possibly offers the latest technology (Dickinson, 1987). Gardner & Miller (1997)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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defined SALL as a learning in which students take more responsibility for their
learning than in teacher directed settings. Ideally, SALL offers varying degrees of
allows learners with different learning needs and styles to outline their learning
objectives, decide what to do, find materials that suit their needs, use the material
assess their learning, attain their goals, and learn on their own (Dickinson, 1987;
Sheerin, 1997). In this study, SALL refers to the language learning activities that take
learn English using SALL. The school has its own self-access center (SAC). The
teachers use SALL in order to help the students in acquiring, understanding English,
and also train the students to be independent in learning English. The teachers use
self-access materials as one of the teaching media. They are ready to be the
facilitators when students face problem in their learning session. From forty-eight
meetings, the teachers use fifteen meetings for teaching English using self-access. In
this school, SALL is used as one of the media in teaching English subject.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
THEORETICAL REVIEW
A. Theoretical Description
There are four major areas discussed; they are theory of perception, theory
Learning (SALL).
1. Theory of Perception
a. Definition of Perception
eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes
one’s ultimate experience of the world and typically involves further processing of
separate because they are part of one continuous process. In line with Foley’s
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11
sensations and messages that come from the surrounding so that it can be
and human sensory senses. Even though some people are given the same stimuli,
they will see, think and give response to the stimuli differently. It is because the
Hardy and Heyes as cited in Kurniyati (2006: 9) state that “the basic form
someone understands the stimuli that he receives, he will give response to the
stimuli. If someone believes that the stimuli fulfill his needs and expectation, it
will make him have positive perception on the stimuli. Every person has different
There are three steps in the process of forming perception; those are 1)
attention to the stimuli, 2) recognition and interpretation of the stimuli into some
form of behavior that allows individuals to interact with or adjust to the varying
demands of environment.
b. Perception in Learning
belief and concept. It has connection with belief about knowledge that is able to
with the environment. The concept is formed by the stimuli which come from the
those are presage, process and product or learning outcome (Biggs, 1992: 3-6).
1) Presage
conception and learning context such as teachers and school attributes, and also
2) Process
environment and specific learning strategies that they experience in learning tasks.
of process is a process how students learn the target materials during English
teaching-learning activities.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13
3) Product
Students can have good learning outcome when the learning strategies that are
used are suitable for them, and can make them have positive perception on the
students’ perception. Those five elements cover 1) the way the teacher teaches the
students, 2) the kind of material that the teacher wants the students to learn, 3) the
students behavior in class during the process of learning, 4) the material that the
the process of learning. For example, at first, a student experiences that listening
activity is difficult. However, since listening activities are adjusted to the students’
condition and interest, and also he can choose his own topic, he, then, considers
the listening activities interesting. This theory helps the researcher analyzes parts
of perception on learning using SALL from the students’ point of view that need
to be observed.
a. Learning
how people and animals learn, thereby helping us understand the inherently
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14
Bower and Hilgrad (1987: 12) state that learning is the process by which
organism.
reinforced practice. In line with the above statements, as cited from Wiyono
(2008: 18) Gary and Kingsley stated that learning is a process by which behavior
constant and they can be traced. It means that learning can only happen if there is
an active interaction between the learner and his environment. More clearly,
the results of training or experience from the interaction with environment. In fact,
nearly all the definitions of learning include the concepts of change, behavioral,
and experience.
b. Language Learning
Byrne in Brown (2000: 17) states that language is not knowledge, but a set
of skills. The learning therefore must be different from the learning of a science
language. Kingsley and Gary (1965:130) state that there are many variables affect
the aspects of the learning process. The aspects fall into three categories:
variables are maturation, sex, previous experience, motivation and capacity. Tasks
refer to the length, difficulty, and meaningfulness of the material being learned.
learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 16
Brown (2000: 56) stated that learning a new language involves the
the mastery of the features of arrangement that constitute the structure of the
language, and the mastery of sufficient to operate the structures and represent the
the expression, the content, and their association for rapid use both in speaking
and listening to the target language. Beside these aspects, there is another aspect
that should be taken account that is the cultural items of the new language.
3. Motivation
a. Definition of Motivation
internal condition that activates behavior and gives it ways, desire that strengthens
Davidoff (2004: 287) states that motivation refers to an internal state that
may result from a need. According to Lefton (2004: 137) motivation is defined as
any internal condition within an organism that appears to produce goal – directed
behavior. The situation may develop because of physiological needs and drives, or
because of more complex desires. From those three definitions, it can be inferred
that the key of motivation is the needs that function as an inner active force that
b. Importance of Motivation
school. Intrinsic motivation is internal, that comes from within a person. For
language. However, the distinction is not so clear-cut (Van Lier, 1996) because
one can have to pass an examination to graduate from school, but at the same wish
to learn from it for one’s own benefit. Intrinsic motivation is not necessarily better
In line with Deci & Ryan, Gardner and Lambert (1972) also distinguished
learn the target language without any outside factors that influence them. On the
other hand, instrumental motivation is motivation that comes because there are
factors from outside that force the students to learn the target language, for
instance, they learn English because they have to pass the English exam, or
behavior, and when one is attempting to measure motivation and attention, it can
individual expends effort; he is persistent and pays attention to the task at hand; he
strategies to aid in achieving goals. That is, the motivated individual exhibits
many behaviors, feelings, cognitions, and the individual who is unmotivated does
not. According to Gardner and Lambert (1972), another reason why motivation is
very important is because motivation can influence students’ attitudes toward the
learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19
activities that lead to success. The following aspects will be used as the basis for
following aspects:
Those aspects will be used as the basis for the construction of the
questionnaire measurement.
that SALL provides materials and organizational systems that cater for
SALL allows learners with different learning needs and styles to outline their
learning objectives, to decide what to do, to find materials that suit their needs,
and to use the material to assess their learning, to attain their goals, and to learn on
choosing from among different resources that are available. It focuses on student
Gardner and Miller (1999), SALL creates a learning environment where teachers,
learners, resources provided and the systems are organized to function as a quasi-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 20
independent unit which engages learners in studying outside the classroom. This
digital centers with various types of computer- and Internet-based resources. What
resources are available and how students are guided to use them depend on the
does not have to be self-directed by saying that if autonomy is the aim, then self-
they can benefit from working in a SAC. As cited by Dickinson (1987: 116),
choices about what to learn, when to learn and how to learn it, as well as to
monitor progress and evaluate outcomes. The SAC can give students the
opportunity to learn by themselves, and to make their own decisions about their
In other words, SALL can be said to be the learning that takes place in a
SAC. It involves the development of learner autonomy and it caters for learners
with different needs. In line with the previous definitions of SALL, Reinders
learning (SALL) is learning in which students take more responsibility for their
learning than in teacher directed setting. Ideally SALL offers varying degrees of
5. Vocational School
also gives opportunities to students to continue their education to the higher level.
subjects in vocational school also differentiate from those that are in high school
school are grouped into six groups, such as agriculture and forestry group,
prosperity group, tourism group, and last art and craft group.
Indonesia, before admitting to the school some students have been learning
English at least three years at Junior High School. Some others, however, may
have been learning five or six years, three years at junior high school and two or
English plays an important role in the students’ current and future lives.
For their current lives, English as an adaptive subject can help them understand
cultures where English is spoken. They can understand how English words are put
together to make meaningful sentences, how words are correctly pronounced, etc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 23
The role for their future is to help them prepared to take parts in the global era
can get better job and lives by working for business sectors in foreign countries.
B. Theoretical Framework
learn and behaviors or attitudes. In order to answer the first research question, that
employed four theories. They are first, the theory of perception (Bootzin, 1983,
and Biggs, 1992), second, the theory of language learning (Brown, 2000), third,
the theory of motivation (Gardner and Lambert, 1972), and last, the theory of
learning English using SALL in line with the case that happened in vocational
schools.
The theory of perception was employed in order to know what exactly the
meaning of perception, and also the factors that cause a student to have a certain
perception such as presage, process and product. Those three aspects were used as
the basis for the construction of the questionnaire. Knowing that perception can
motivation, the importance of motivation and the relation among perception and
motivation. The theory of motivation in learning was also used as the basis for the
theory of learning English using SALL in order to identify the activities that were
used in learning using SALL. It also discovered the advantages and disadvantages
of using SALL in English learning. In the theory of learning English using SALL,
the researcher drew the relationship between good language learners and SALL.
One of the characteristics in a good language learner is that he/she is an active and
learn English and the SALL in vocational schools. It also helped the researcher to
discover whether the use of SALL can fulfill students’ needs or not.
needs in learning English can be fulfilled by the use of SALL in their English
learning, it can lead them to have positive behavior toward the learning, which
showed that the students have positive perception. Conversely, if only few of
students’ needs in learning are fulfilled by the use of SALL in their English
learning, it can lead them to have negative behavior toward the learning, which
important. The results of the research can be used to improve the quality of the
use of SALL in English learning. It can also encourage other schools whether or
Bootzin (1983:120), if students have positive behavior toward the learning, they
will have positive perception on the learning. On the other hand, if students have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 25
negative behavior toward the learning, they will have negative perception. Based
on that theory, the researcher analyzed the students’ behavior toward the use of
This research addresses two research questions. The first research question
is the perception of the students on the use of SALL in their English learning
activities. In order to find out the answer, the researcher employed a class
observation, a questionnaire, and an interview. Then, the data results are analyzed,
of SALL in order to improve and maximize the use of SALL in SMK Negeri 2
Depok, Sleman, Yogyakarta. In order to answer it, the researcher observed the
learning process and interviewed some students. The data results then are
CHAPTER III
METHODOLOGY
research are presented in this chapter. This chapter is organized into six major
sections, namely (1) the research method, (2) research participants, (3) research
instruments, (4) data gathering technique, (5) data analysis technique, and (6)
research procedure.
A. Research Method
This research was considered as a survey since the research was aimed to find
out the students’ perception on the use of Self-Access Language Learning (SALL)
Center (SAC) in English learning. Survey studies are usually used to find the facts by
collecting the data directly from population or sample. It is the most commonly used
in educational researches. The researcher, therefore, collected the data to describe the
existing events.
1990).
26
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27
(2004a: 2), a survey is one of the most methods that is commonly used in the social
sciences. Its aim is to understand the social phenomena, the society work and also to
test theories of behavior. It means that a survey research is one that is used to
understand the human behavior and the characteristics of the targeted people.
According to Trochim (2006), in a survey research, the researcher can also distribute
This study is a survey research since this research was aimed to discover and
understand the social phenomena of the students’ perception on the use of SALL in
English learning. This study also uses questionnaires and structural interviews for the
data collection. Since survey research uses human experience to be observed, the
results obtained in this research are in the form of statements, sentences, and words
B. Research Participants
inhabit an area (Encarta Dictionaries, 2008). The target population of this research
was the second year students of SMK Negeri 2 Depok Sleman in the Academic Year
Class Number
1. Teknik Kimia Analis 32
2. Teknik Kimia Industri 32
3. Teknik Audio Video 32
4. Teknik Elektronika Industri 32
5. Teknik Geologi Pertambangan 32
6. Teknik Perbaikan Body Otomotif 32
7. Teknik Gambar Bangunan 32
8. Teknik Komputer Jaringan 32
9. Teknik Permesinan 32
Total 288
However, since the population was large in number, it would not be possible
to survey the entire population of the students. The stratified random sampling
technique was then used. Stratified random sampling is a method of sampling, which
stratified random sampling, the strata are formed based on their members sharing a
names of the classes in pieces of paper, rolling them and putting each roll into a glass
separately and taking the rolled paper from the glass. The result of the tossing was the
class of Teknik Perbaikan Body Otomotif. The total number of students in the class
was thirty two students. Those students were required to fill in questionnaire. From
thirty-two students, the researcher took six students to be interviewed. Those six
students were meant to represent the students who had high scores, middle scores and
C. Research Instruments
The research used three instruments to gather data. In line with Gardner &
questionnaire, and an interview. The instruments were used to gather the data in order
1. Observation Checklist
checklist was used twice. The first observation was done on January 27, 2010 and the
second observation was done on February 03, 2010. It was used to answer the first
research question. The list was prepared by the researcher before the observation was
held.
The preliminary research was done before the first observation was held.
According to Cohen, Manion, and Morrison (2000: 293), “Observational data are
attractive as they afford the researcher the opportunity to gather “live” data from
“live” situation”. In other words, by carrying out observation, the researcher would be
able to look at the real condition of the participants being observed. The researcher
used observation since it gave data on every action taking place in the classroom.
Morrison (2000: 293) stated that observation will enable the researcher to gather data
nonparticipant observation, the observer did not really involve in the teaching and
learning process or activities of the group (Razavieh. 2002: 430). The researcher
purely observed the students in the classroom. It was done in order to minimize the
missing data on the students’ progress and provide truthful data. Therefore, a
indicators shown in following Table 3.2. The indicators were made by considering
the interactive system (Biggs, 1992: 3-6) that has three elements: presage, process
INDICATORS ITEMS
TOTAL 20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
2. Questionnaire
questionnaire on February 24th, 2010. According to Seliger and Shohamy (1989: 172)
questionnaire was used to obtain information about the students’ perception on the
was also used to determine the six students that would be interviewed. This research
practical because the answers can be returned at the same time as when the
questionnaire is distributed.
2001: 173-186), the definition of learning (Brown, 2006: 6), and the aspects that were
used as the basis for the constructing of the motivation measurement as cited from
perspective, 5) competition with others, and 6) implication. Table 3.5 presents some
Total
The questionnaire used Bahasa Indonesia because the mother tongue of the
participants was Bahasa Indonesia. Therefore, Bahasa Indonesia was used to make
3. Interview
Manion, and Morrison (2000: 267),”the use of interview in research marks a move
away from seeing human subjects as simply manipulatable and data as somehow
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
the research questions. Further, the interview also strengthened the data to answer the
research questions. The interview used in the research was a structured interview.
Structured interview, which was used as one of the instruments of the research means
that the questions for interviewee were already prepared before the interview was
done. There were twenty five questions prepared and asked by the researcher.
bellow. The interview questions used Bahasa Indonesia in order to make the students
The interview items were made by considering the second research instrument
(questionnaire items) that had been modified in order to make sure about the students’
responses. The interview questions were divided into four parts: motivation (1),
activities (2), implications (3), and critics and suggestions (4) that would be used to
As stated before that the researcher used three instruments in order to gather
the data to answer the questions of the research. This sub-chapter explained how the
In the first step of data gathering from the participants, the researcher
maximized the use of observation form. The researcher observed the students’
For obtaining deep findings from the students, the researcher interviewed six
students who were chosen from the scores they obtained ion the questionnaire. Based
on the scores of the questionnaire, the researcher took two students representing
highest scorers, two middle scorers, and two the lowest scorers. The researcher
The first step was observing the phenomenon happening in the SALL class. In
order to answer the first and the second formulated problems, the researcher analyzed
the observation data collection of the students’ behavior in learning English using
SALL.
the learning, they will have positive perception on the learning. On the other hand, if
students have negative behavior toward the learning, they will have negative
perception. Based on that theory, the researcher analyzed the students’ behavior
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
toward the use of SALL in learning English. The data would be presented in
paragraphs.
The second part was analyzing the questionnaire data. The questionnaire used
Likert Scale, a scale with a number of points that provides ordinal scale measurement
(Wiersma, 1995: 183). The questionnaire consisted of 25 items which had a five point
Likert type scale ranging from Always (selalu), Often (sering), Sometimes (kadang-
kadang), Rarely (jarang), and Never (tidak pernah). “Always” was assigned a score
of 5, “Often” got a score of 4, “Sometimes” got 3, “Rarely” got 2, and “Never” got 1;
this is due to the more accurately and efficiently handling of the scoring to avoid
haphazard answers which were given by the students without reading and
understanding the statements. The scoring technique for the questionnaire will be
Option Score
Always 5
Often 4
Sometimes 3
Rarely 2
Never 1
To find out what choices of the respondents, they were asked to put a tick on
the column based on their choices. For the total items in the questionnaire, the scoring
was done by counting the scores that each subject got in the questionnaire. To
evaluate the students’ perception on the use of SALL in English learning, the ideal
In where:
Then, after getting the categories of the students’ scores, the researcher chose
six students to be interviewed. The two students represented the highest scorers; two
other students represented the medium scorers and the others represented the low
scorers.
The third part was interviewing. From those data, the researcher was able to
determine the students who would be interviewed. The students’ responses on the
interviews were recorded, so that the researcher could analyze every single word of
their answers. Afterward, the recorded responses were transferred into text so that it
could be further analyzed. After that, the researcher analyzed the results of the
interview. The topic of the interview questions was quite similar to the questionnaire.
In the interview, however, there were questions to ask the reasons or background the
students gave in certain answers. The researcher did the interview twice in order to
F. Research Procedures
There were some steps used in the research. Before conducting the research,
the researcher first designed the blueprint of the research, such as choosing the
problem to be solved, deciding the school and participants of the research. Next, the
researcher did the preparation steps. In these steps, the researcher asked a legal letter
from the English Language Education Study Program of Sanata Dharma University.
Afterwards, the researcher gave the letter to the secretariat of SMK Negeri 2 Depok,
Sleman to conduct a research at the school. Then, the researcher had a meeting with
the English teacher of SMK Negeri 2 Depok, Sleman in order to arrange the
preliminary research that was the library research in order to gain knowledge and find
participants. After the researcher observed twice, she gathered necessary information
she could get from the learning activities in classroom. After that, the researcher
researcher analyzed the questionnaire in order to choose the participants who would
order to obtain more information needed to answer the research questions. The
researcher interviewed the participants twice using the same questions in order to
confirm the participants’ answers in the first interview. The next step was analyzing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
the data gathered from the observations, and the interview. The first research question
was answered through the observations, the questionnaire and the interview and. the
second research question was answered through the interview. Afterward, the data
gathered were synthesized and interpreted. After the data were interpreted, the
researcher made conclusion based on the interpretation. As the last step, the
researcher reported the results of the research. In the following page shows briefly
RESEARCH PROCEDURE
(The Students’ Perception on the Use of SALL in
Learning English at SMK Negeri 2 Depok, Sleman)
CONSTRUCT QUESTIONS
ANALYZE SHARED
FOR QUESTIONNAIRE
STUDENTS’ PERCEPTION
AND INTERVIEW
ON THE USE OF SALL
Result:
Questionnaire and Interview Questions Result:
Confirmed Interview Data
from the First Interview
DISTRIBUTE QUESTIONNAIRE
CHAPTER IV
This chapter presents the findings of the research. The research was
conducted to find out the students’ perception on the use of on the use of self-
findings were divided into two parts. They are part A that explained the students’
perception on the use of SALL in learning English and also to answer the
(SALL).
data is attractive as they afford the researcher the opportunity to gather “live” data
40
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41
from “live” situation”. In other words, by carrying out observation, the researcher
would be able to look at the real condition of the participants being observed. The
observations were divided into three parts: students’ behavior before learning with
SALL (1), students’ behavior while learning with SALL (2) and after learning
The first observation was done on January 20, 2010. The total number of
present students was 32. The teaching and learning process took place in a
classroom equipped with SAC. The classroom condition was unusual. It was a
special room for teaching English which was not shared with the room for
teaching other subject. The classroom was about 8 x 10 meters with two ACs,
good ventilation and sufficient light. The room was big enough for 32 students to
move their chairs because the setting arrangement was not fixed: there were no
tables. Each student had their own chair with a small board attached to it, made it
possible for students to write and put their books on it. There was some electronic
recorders, and VCD player available in the classroom, and also a shelf—located in
In the first section of the observation, the observer entered the class before
the students came; so that she could observe the students’ behaviors from the
students’ first step when entering the classroom. Based on the observation, most
of the students were not late. Students preferred to sit in front rows than in back
rows. Most students had prepared their English book on the tables. Before the
students learned English using SALL, they were explained that they would learn
English using Self-Access Language Learning. Most students paid attention to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42
teacher seriously. Few of them were talking softly while the teacher explaining for
about five minutes. The teacher also gave several questions to the students. The
students were quite active in answering the teacher’s questions. Before SALL
began, the students were divided into six groups. It was meant to organize the
students so that they could experience all kinds of self access materials —
did the listening part, group B; number 7-13, did the speaking part, group C;
number 14-20, did the reading part and group D; number 21-27, did the
vocabulary part, and Group E; number 28-32, did grammar. When every student
finished with the first part, they could take and do other self-access material.
On the second section, the students began to use SALL. After having
explanation to what they were going to do, they did what they had to do and
responded it quickly. They walked to take self-access material orderly and did
their assignment seriously. They looked familiar to SALL. While doing their task
individually, some students had trouble in operating the cassette-tape player, but
they were not afraid to ask for help from the teacher. The teacher was really
helpful. After several minutes, some students walked to find dictionaries. There
were some dictionaries on the shelf. Meanwhile, the teacher also played soft
instrumental music, so that students could feel relax. The students looked
enjoying in doing their tasks. At the corner, some students were sitting in a group.
When one of them finished with a folder of self access material, the other member
of that group challenged to do more than their friends. They looked happy and
enthusiastic in SALL. It could be observed from their mimics and their behavior
when doing the tasks. The allocation time for SALL was about seventy minutes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43
When the time was up, the students asked the teacher to give them some more
time to do more tasks. As the allocated time was over the learning should stopped
and they were told that they could have SALL on the other meeting.
On the third section—after seventy minutes, the students were asked to fill
in the record sheet. The record-sheet was meant to record their progress of their
learning and what they had learned so far in seventy minutes. They were not being
asked to make self reflection on what they had learned and experienced in writing.
Less than five students looked tired and sleepy after the learning. At last, there
were two students stayed in the class and they had conversation with the teacher.
The second observation was done on February 3, 2010. The total number
of present students was 31. The teaching and learning process took place in the
same classroom equipped with SAC as the first observation was done.
On the first section, the students prefer sitting in the front rows, so that
students who came late sat in the back rows. The students had prepared their
English book on the table. They paid attention when the teacher began the lesson
by giving instruction to learn English using SALL. Some students asked about
whether they could use the books on the shelf. Before they learned using SALL,
In the second section, they learned using SALL. Same as the first
observation, students learned and did the tasks seriously, though some students
looked sleepy and tired because they just had had exercise class. A few students
talked with their friends. Most of them made notes while doing the tasks. When
they had difficulties in operating the media, they asked the teacher for help.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44
Students looked more familiar with this kind of learning. They took the material
orderly. There were some students working in pairs at the corner. A student asked
the teacher to help him in operating the cassette tape player. The student could not
The third section, on the last minutes before the learning was done, the
students were asked to share their experience in learning using SALL in front of
class. Three students raised hands to share their experiences and feelings. They
claimed they experienced and felt the same things. After sharing their feelings and
experiences, students were asked to fill the record sheet. The bell rang, meaning
that the English time was over. The students left the class to have a break. On the
other side, two students stayed in class to consult their problem with the teacher.
After several minutes, they left the class. They looked enthusiastic in sharing their
experiences.
From the observation above, there was information that could be analyzed
and concluded. The information focused on the students’ behavior. So, the
positive. They were active in answering teacher’s questions. Most students also
paid attention to the teacher’s explanation about the learning. Most students were
active in responding the teacher’s questions. Moreover, the students were not
afraid to ask the teacher when they had problems. Therefore, the students’
On the second section, the student’s behavior was also considered positive.
The students looked enthusiastic when taking the self-access materials. They took
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 45
the material orderly and did not take away the material by force. The students
looked familiar with SALL. Some students also used dictionaries to help them in
doing the tasks. On the other part, some students looked challenged to do more
tasks than their friends. The researcher could hear “ayo akeh-akehan” on their
conversation.
The students’ behavior on the third section was quite positive. They made
a sound “woaah” and some students said, “Five more minutes, Sir.” They listened
to the teacher’s instruction. They raised hands and wanted to be chosen to share
their feeling and experiences. However, the researcher observed that three to four
students did not pay attention seriously. They had another topic that was chatted
with their friends. In the first observation, no students looked sleepy. In contrast,
in the second observation, the researcher found two students who yawned.
Perhaps, they became bored since they did nothing only listening to their friends’
speech. It indicated that students preferred being active to passive. On the other
hand, the students who were sharing their feeling and experiences in front of the
class were enthusiastic. They spoke in loud and clear voice. Even though they
made some mistakes, they tried to correct them and continued speaking. It showed
that students who did the speaking did not feel bored. They looked happy since
they could obtain the chance to share to their friends. The researcher really
observed that most students who were enthusiastic and enjoyed the learning
From the analysis of the students’ behavior in the observation above, the
researcher could draw some conclusions. First, the students enjoyed learning
English using SALL. Second, they liked to do tasks by choosing the materials
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46
they liked. The last, in general, the students were interested in learning English
using SALL since they showed positive behavior toward the use of SALL in the
learning process.
According to the theory from Bootzin (1983: 120) that perception can
influence students’ behavior and motivation, it can be said that if students have
positive perception, it will lead them to have positive behavior. It proved that
the observations, had positive perception because they had positive behavior
The Questionnaire
Body Otomotif class actually were thirty-two. One student did not come since he
had to attend an OSIS meeting, hence, only thirty-one students filled in the
questionnaire.
were taken from their responses to the 25 items of the questionnaire. The result of
the data analysis showed that the observed mean was 90.52 and the highest score
was 103 while the lowest was 72. The students’ responses to each statement are
presented in the form of data frequency. And the data percentage could be seen in
Appendix 6.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47
Therre were five numbers off values thatt the studennts could cho
oose. They
w
were 5 for always,
a 4 foor often, 3 ffor sometim
mes, 2 for raarely, 1 for never.
n The
f
frequencies i Appendixx 6 were obtained from
and percentages that weere showed in
t students’’ responses to
the t each stateement.
s
students' ressponses to self-confiden
s ment related tasks. The
nce in facinng achievem
o
obtained datta showed thhat the studeents’ percepttion was possitive. Theree was some
e
evidence in Figure 4.1 which
w showeed that studeents’ percepttion on self-confidence
70
60
50
40
30
20
10
0
1 2 3 4
Always 0 12.9 25.8 3.2
Often 9.7 22.6 51.6 45.2
Sometimes 64.5 64.5 12.9 45.2
Rarely 19.4 0 6.5 6.5
Never 6.5 0 3.2 0
s
said “Every time I do self-access
s llearning, I am
a not confi
fident with my
m ability”
t
that 6.5% sttudents chose never, 19.4% chose raarely and 644.5% chose sometimes.
s
T
The rest 9..7% studentts chose offten. It connfirmed thatt most stud
dents were
s
sometimes u
unconfident w their abbility in doin
with ng SALL exeercises.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48
Figure 4.1 also showed that students gave response to the second statement
which said “I am sure I can do well all the exercises that I choose.” It showed that
12.2% students chose always, 22.6% chose often, and 64.5% chose sometimes. It
proved that most students were sometimes sure in doing SALL exercises well.
The students responses to the third statement that said “In doing exercises
or tasks, I feel contented if I do them alone” were positive. There were 25.8% who
chose always, 51.6% who chose often, 12.9% who chose sometimes, 6.5% who
chose rarely, and 3.2% who chose never. From the percentages, it could be seen
that most students felt contented if they did the SALL tasks by themselves.
English class”, the students’ responses were quite positive. There were 3.2%
students who chose always, 45.2% students who chose often, 45.2% who chose
sometimes, and only 6.5% who chose rarely. It showed that most students wanted
The second part was the students' responses to their persistence in case of
failure. The data that were obtained showed that the students’ perception to their
persistence in case of failure was positive. Figure 4.2 showed that students gave
positive response to the fifth statement that said “Although I have ever got bad
marks in tasks or exercises or tests, I keep being encouraged to study that I can get
better marks” were positive. There were 16.1% students chose always, 48.4%
students chose often, and 35.5% students chose sometimes. It meant that most
students were kept being encouraged to study hard so that they could get better
marks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49
Meanwhile, the students’ response to the sixth statement that said “I feel
that once I make mistake I would always make mistakes” was negative. A
negative statement was being applied in the eighth statement. There were 38.7%
students who chose sometimes, and 61.3% who chose rarely. It meant that most
students rarely felt that once they made mistake they would always make
mistakes.
statement was also used in this statement. There were 38.7% students who chose
never, 45.2% students who chose rarely, 12.9% who chose sometimes, and only
3.2% students who chose often. From the percentages, it could be concluded that
most students were not burdened to use SALL in their English class.
Meanwhile, the students’ response to the eighth statement that said “Using
SALL makes me feel relax because I should not do tasks that I do not like” was
positive. There were 54.8% students who chose always, 32.3% students chose
often, and only 12.9% students who chose sometimes. From the percentages, it
illustrated that most students felt that SALL made them feel relax, because they
The students’ response to the ninth statement that said “When I cannot
asking teachers or friends” was positive. There were 16.1% students who chose
always and 48.4% who chose often. Meanwhile, there were 35.5% students chose
sometime. From the percentages, it can be seen that most students were often
s
said “When I find difficculties in dooing tasks, I try hard to overcome them”,
t was
p
positive. It could be seeen that theere were 16
6.1% studennts who cho
ose always,
6
61.3% studeents who cho
ose often annd 19.4% stu
udents who chose someetimes. The
r of the students
rest s who
o chose nevver were 3.2%. It meantt that they often
o really
t
tried hard to overcome their difficultties.
70
60
Percentage
50
40
30
20
10
0
5 6 7 8 9 10 11
Alwaays 16.1
1 0 0 54
4.8 16.1 16.1 4
48.4
Ofteen 4
48.4 0 3.2 32
2.3 48.4 61.3 3
38.7
Sometimes 5
35.5 38.7 12.9 12
2.9 35.5 19.4 1
12.9
Rareely 0 61.3 45.2 0 0 0 0
Neveer 0 0 38.7 0 0 3.2 0
The students’ ressponse to the eleventh statement thaat said “Afteer reporting
t progresss result of my
the m learningg, I feel enccouraged to get better result”
r was
p
positive. There were 488.4% studentts who chosee always, 388.7% who chhose often,
d
difficulties. The obtained data shoown in Figuure 4.3 show
wed that thee students’
r
response waas positive. The
T studentss’ response to
o the twelfthh statement that
t said “I
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51
l
like doing exercises
e whhich are nott difficult orr easy” wass positive. There
T were
5
51.6% studeents chose always,
a 35.55% students chose oftenn, and 12.9%
% students
c
chose somettimes. It meeant that moost students liked doing exercises which
w were
n difficult or easy.
not
Percentage
60
50
40
30
20
10
0
12 13
Alwayys 51.6 25.8
Often
n 35.5 51.6
Some
etimes 12.9 12.9
Rarely 0 6.5
Neveer 0 3.2
The students’ ressponse to the thirteenth statement thhat said “In order
o that I
d not lookk stupid, I will choosee the easiest materials”” was also considered
do
p
positive. Fig
gure 4.4 shoowed that thhere were 25.8%
2 studeents chose always
a and
5
51.6% studeents chose often.
o Meanw
while, theree were 12.9%
% students who chose
s
sometimes, 6.5% who chose rareely, and 3.2
2% who chhose never. From the
p
percentages,
, we could see
s that mosst students often chose tthe easiest materials
m so
d
data that were
w obtaineed showed that the students’
s peerception too the time
p
perspective was positiv
ve. There was
w some evidence
e whhich showeed that the
s
students’ peerception waas positive. F
Figure 4.4 showed that students gavve positive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52
response to the fourteenth statement that said “I am not scared being late to learn
English.” Students who chose always were only 6.5%, and students who chose
often were 45.2%. The rest of the students who chose sometimes were 48.4%. It
revealed that most students were not scared being late to learn English.
The students also gave positive response to the fifteenth statement that
said “I consider that time is precious, so when there is a chance to learn using
SALL, I will do it seriously.” There were 16.1% students who chose always,
41.9% students who chose often, and 38.7% students chose always. Meanwhile,
there were only 3.2% students who chose rarely. It could be seen that most
students were considered that time was precious, so when there was a chance to
do not want to be late in English class so that I will not miss the SALL time” was
also positive. There were 38.7% students who chose always and 45.2% students
chose often. The rest of students who chose sometimes were 12.9% and only 3.2%
who chose rarely. From the percentages, we could see that most students were
often did not want to miss the SALL time in their English class.
rechecking the finished exercises or tasks for the time is still available” was also
positive. It could be seen that there were 35.5% students chose always and 38.7
students chose often. Only 25.8% students chose sometimes. It meant that the
students liked to recheck their works when the time was still available.
The figure 4.4 also showed that the students also gave positive response to
the eighteenth statement that said “When my teacher is not around, I spend this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53
o
opportunity for using SA
ALL”. It couuld be seen thhat there weere 16.1% stu
udents who
c
chose alway % students who chose
ys, 61.3% sttudents whoo chose oftenn, and 19.4%
s
sometimes. On the other side, theree were only 3.2%
3 studennts who chosse never. It
m
meant that most
m studentts spent theiir time to stuudy using SA
ALL when the
t teacher
w not arouund.
was
60
50
Percentage
40
30
20
10
0
14 15 16 17 18
Alwayss 6.5 16.1
1 38.7
7 35.5
5 6.5
5
Often 45.2
2 41.9
9 45.2
2 38.7
7 29
Sometiimes 4
48.4 38.7
7 12.9
9 25.8
8 51.6
6
Rarely 0 3.2 3.2 0 9.7
7
Never 0 0 0 0 3.2
2
c
competition among otheers. The dataa that were obtained
o shoowed that thhe students’
p
perception on
o the impliccation of SAL
LL was relattively positivve.
T
There was some
s proof that showedd that studennts’ perceptiion on the competition
c
w
with others was positivve. The studdents’ respoonses to thee nineteenthh statement
w
which said “I
“ am keen to
o compete oover my classmates” werre quite posiitive. There
w 9.7% students
were s w chose offten, 38.7% who chose
whoo chose alwaays, 22.6% who
s
sometimes, 2
22.6% who chose rarelyy, and 6.5% who
w chose never.
n
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54
Percentage
40
35
30
25
20
15
10
5
0
7 25
Always 9.7 29
Often
n 22.6 3
38.7
Some
etimes 38.7 2
22.6
Rarelly 22.6 9.7
Neveer 6.5 0
t
time is up, I want to knnow the resuult of my achievement aamong my classmates”
c
o
often, 22.6%
% who chosee sometimes and 9.7% who
w chose rarrely. It meannt that most
s
students ofteen looked for their resultts among claassmates.
t implicattion of SALL
the L. The data that were obtained
o shoowed that the students’
p
perception on
o the impliccation of SAL
LL was posiitive.
i
implication of SALL too their achieevement wass positive. Figure
F 4.6 shhowed that
s
students gav
ve quite posiitive response to the tw
wenty-secondd statement that
t said “I
f
find that my
y listening skill
s is betteer than befoore.” There w
were 3.2% who chose
a
always, 54.88% who chhose often, 332.3% who chose someetimes and 9.7% who
c
chose rarelyy. From the percentages,
p , it could bee concluded that the studdents often
f
found that thheir listeningg skill was better than beefore.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55
Percentage
80
70
60
50
40
30
20
10
0
21 2
22 23
3 24 25
Always 3.2 3.2
3 16.1 6.5 6.5
Often 54.8 45
5.2 58.1 74.2 67.7
So
ometimes 32.3 45
5.2 25.8 16.1 25.8
Raarely 9.7 3
3.2 0 3.2 0
Never 0 3
3.2 0 0 0
Likew
wise, the Figure 4.6 shoowed that stuudents also gave positivve response
t the twentty-third stateement that saaid” I identiify that my sspeaking skiill is better
to
t
than before.” There were 3.2% whho chose alw
ways and 455.2% who chhose often.
T rest of students wh
The ho chose som
metimes werre 45.2%, annd students who chose
r
rarely and never were 6..4%. It show
wed that mosst students iddentified their speaking
s
skill was bettter.
In thhe twenty-fo
ourth statem
ment that saiid “I know more vocabbularies in
d
doing SALL
L exercises””, the studennts gave positive responnse. There were
w 16.1%
F
From the peercentages, it could be concluded that most sttudents obtaained more
v
vocabularies
s while doingg SALL exeercise.
s
skill is betteer than beforre”, the studdents gave poositive respoonse. There were 6.5%
3
3.2% who chose
c rarelyy. From the percentages, it could be
b seen thaat students’
r
reading skilll was better than
t before.
Likew
wise, the sttudents alsoo gave posittive responsse to the tw
wenty-sixth
s
statement which
w said “II recognize that
t my writing skill is better than before.” It
c
could be seeen in Figuree 4.6, there were
w 6.5% students
s whoo chose alwaays, 67.7%
w chose often
who o mes. From thhe percentages, it could
and 25.8% who chhose sometim
o SALL in learning En
of nglish were positive in general. Figgure 4.7 beloow showed
50.0
40.4
40.0 30.6
6
30.0 17.9
20.0 8.4
2.7
10.0
0.0
5 4 3 2 1
“
“often” and 17.9% of thhe total partiicipants chosse column 5 “always” thhat showed
t
that they had
h positivee response to every statement. These stud
dents were
c
categorized to have possitive percepption on the use of SAL
LL in learninng English.
“rarely” and 2.7% of the total participants chose column 1 “never” that they could
Based on the result of the observation and the questionnaire above, it was
said that students’ perception on the use of SALL in learning English was
positive. In order to obtain reliable data, the researcher carried out the interview to
six students that represented the students who had high scores, middle score, and
low score. The interview included three parts. They were motivation, activities
and implication.
SALL.
The students said that actually they learned English since they wanted to
be able to communicate and speak in English. They believed that English would
Karena… itu bahasa asing dan juga sebagai persiapan aja untuk ke
depan, juga sebagai soft skill. (Student 2, Interview)
Since they wanted to be able to communicate and speak in English, from the
observation, we could notice that they liked learning English using SALL. Similar
to the observation, the interview also recorded that they liked and enjoyed to learn
The students also had personal reasons on why they liked learning English
using SALL. Some of them liked to use SALL because they could choose their
Moreover, the students also liked learning English using SALL because they felt
Some students also liked learning using SALL because they were challenged to do
because when they learned using SALL their teacher sometimes did not stay in the
classroom. Moreover, they thought that when they had problems or difficulties
Kalo SALL itu sebenarnya saya nggak suka…, soalnya nganu …, kan
soalnya itu belajar sendiri nggak didampingi jadinya kan kalo kesulitan
nggak diajari langsung. (Student 5, Interview)
When they were asked the question whether they used to do all the SALL
materials, they also had their own personal perception. Most students used to do
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 59
the exercises immediately. When they had time they took next exercises. Two of
them shared:
When they were asked about their desire to learn deeper about things that
were related to English, most of them said that they wanted to learn things related
to English. They said that after having experience using SALL, they were eager to
know many things that were related to English. Also, the students got more proof
that they still had inadequate English abilities, skills and vocabularies. Three of
them shared:
Tentu saja. Banyak vocabularies yang saya belum tau. Dengan self-access
jadi nambah pengetahuan saya. (Student 6, Interview)
Ya iya …. Soalnya banyak hal yang belum saya ketahui, seperti itu
culturenya. (Student 5, Interview)
Iya, karena banyak juga hal-hal yang saya belum dong, seperti grammar
dan materi2 yang belum saya ketahui secara mendalam, sehingga
membuat saya semakin ingin tau dan memahaminya. (Student 4,
Interview)
most students tried to overcome their difficulties. Likewise, when the students had
overcome their problems by asking friends. When their friends could not give the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 60
answers, they tried to find the solution by looking over in the dictionaries, notes,
and also books. In solving their problems, they asked the teacher as the last
alternative
Kalo nggak bisa tanya temen. Kalo juga nggak bisa tanya temen lainnya
lagi. Kalo udah mentok baru ya tanya guru. (Student 2, Interview)
Tanya temen, soalnya kan takut mau tanya gurunya. Mending tanya
temen, atau buka kamus. (Student 5, Interview)
Sama Mbak. Tanya teman dulu, lihat buku, baru aternatif terakhir tanya
gurunya. (Student 6, Interview)
From their answers above, it could be concluded that they had positive
response. They liked learning English using SALL, though several students did
not like using SALL. They also made effort when they had difficulties. Through
the answer above, it could be concluded that the students had positive perception
Most students said that they often had many varied activities when
learning using SALL such as reading stories, listening to music on cassette tape,
Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing,
vocabulary, grammar, speaking. (Student 4, Interview)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 61
Most students said that through those activities, they were made happy and
Ya, karena guru tidak membatasi aktifitas siswa untuk belajar. Jadi saya
bisa belajar sendiri. (Student 4, Interview)
Kalo buat saya sih saya senang. Ya karena itu tadi saya bisa bebas
memilih pelajaran yang mana,moodnya skrg itu mau belajar yg ini gitu ya
milih ini. Lagi pengen ndengerin brarti ya listening ato lagi semangat
nulis brarti ya writing. (Student 1, Interview)
They also said that they were quite enthusiastic to use SALL, especially when
they had listening part. It was because they could play and replay the listening as
Ya sudah cukup. Kadang ada yang agak susah dan tidak jelas
pengucapannya dan sulit dipahami, tapi dengan self-access learning
dengan tape dan kaset sendiri-sendiri jadi bisa saya ulang-ulang dan jadi
lebih bisa dipahami. (Student 3, Interview)
The students also said that the activities that they experienced so far helped
them in improving their English skills such as listening, speaking, reading, and
writing, and also helped to increase their vocabulary list and their pronunciation.
Menurut saya ketrampilan kan dari banyak latihan, jadi kalo kita sering
dengerin ya mungkin bisa lebih nambah. … (Student 1, Interview)
Sesuai ... Ya, banyak contoh-contoh percakapan yang baru saya tau
dengan mengerjakan soal-soal tersebut. Jadi banyak yang bisa saya pakai.
(Student 2, Interview)
Ya. Karena banyak latihan untuk menulis surat misalnya. Atau menulis
lamaran pekerjaan, pengumuman, kadang essay juga. (Student 6,
Interview)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62
Listening, karena saya tau saya kurang bagus di listening jadi saya ingin
lebih bagus lagi. (Student 6, Interview)
Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum
bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata2nya
belum pas dan belum jelas tadi. (Student 2,Interview)
Since every student had their own opinion and self-experience, they also had their
personal preference on what they liked. Some of them liked the reading part. One
of them shared:
Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian
reading, jadi saya bisa ngulang reading berulang-ulang sampai saya
paham. Sama writing juga, saya suka nulis soalnya. (Students 1,
Interview)
Otherwise, some students also did not like writing; they thought that they had to
write a lot. Some students also did not like the grammar part and the listening
Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh
menulis banyak jadi agak bingung juga. (Student 3, Interview)
From their answers above, it could be seen that they had positive response
on the activities. Although there was an activity that they did not like such as
writing, it was normal. Their positive response also could be seen that they gave
advice to add the activities so that it could be more varied. Through the answers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63
above, it could be concluded that the students had positive perception on the
Revealing that the students liked the activities using SALL and they also
had good motivation in learning English, the researcher then wanted to know what
the advantages and disadvantages were that the students obtained so far as they
When the students were asked about the advantages and disadvantages that
they obtained so far, most students said that the advantages were their listening
and speaking skills improved, they knew new vocabularies and their knowledge
From their answers above, it could be seen that through the SALL,
students’ speaking and listening skills improved. They also obtained many
advantages such as they knew new vocabularies, their knowledge about English
increased, they knew how native speakers pronounced English words, and they
the classroom, it was less than the advantages that they obtained. Through the
answers above, it could be concluded that the students had positive perception.
in English Learning
Revealing that the students had positive perception on the use of SALL in
their English learning, the researcher also wanted to find recommendations from
the students in order to improve and to maximize the use of SALL in English
learning. Every student had their ideas to improve the use of videos. They had
recommendations from many aspects such as the SALL materials, the condition of
the class, the activities, the time outside the learning in the classroom, and the
time duration of the learning. Below were their recommendations to the use of
SALL.
The student thought that it was better to add more exercises so that SALL
had more collection. It was also revealed that the students wanted to experience
SALL more than before, especially after class hour or during their spare time.
Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran.
(Student 6, Interview)
Moreover, the students also said that it would be better if the discussion on each
folder or materials was also provided in the Bahasa Indonesia. It would make
them understand more easily. Meanwhile, the students also thought that the
answer keys should not be attached to each folder. They thought that by attaching
the answer keys to each folder, they could not do the exercises by themselves.
The last but not least, the students also wanted that the teacher should stay in the
classroom and helped them by asking if there was any problem, because some of
them were afraid and did not have courage to ask the teacher.
Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus
difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yang susah
nggak?” Sebenarnya ada yang nggak ngerti tapi kok nggak berani tanya.
(Student 5, Interview)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66
have more exercises in SALL. Most of them recommended having extra time after
class hour, so that they could use their spare time to study. All the
recommendations above hopefully could improve and maximize the use of SALL
in learning English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V
for students, teachers and future researchers, and implications for SALL practices
as follows.
A. Conclusions
1. The students’ behavior was positively proven in the learning process using
that the students enjoyed learning English using SALL. According to the
theory from Bootzin (1983: 120) that perception can influence students’
based on the observations, had positive perception because they had positive
(1983: 120) that perception can influence students’ behavior and motivation.
67
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
It can be said that if students have positive perception, it will lead them to
liked learning English using SALL, though several students did not like
using SALL. They also made effort when they had difficulties. Although
there was an activity that they did not like such as writing, it was normal.
Their positive response also could be seen that they gave advice to add the
and listening skills improved. They also obtained many advantages. They
got new vocabularies and their knowledge about English increased. They
4. From the discussion in Chapter IV, it could be seen that the students wanted
extra time after class hour, so that they could use their spare time to study.
All the recommendations above hopefully could improve and maximize the
B. Suggestions
1. To teachers
Teachers need to develop and update the SALL materials, make condition
of the class better, vary the task activities, add up material collection for exercises,
expand the time outside the learning in the classroom, and consider the duration of
the learning. In addition, teachers should also keep encouraging students to make
use of the SAC at the most advantageous way. The use of multiple technologies in
a more independent setting has been shown to improve motivation and increase
own learning. Students also report feeling more “empowered” by such modes of
instruction.
2. To Students
optimally use the SALL in the SAC any time available. Depending on the
individual, students can also set the level and content of their work. They can use
SAC voluntarily or can have assignments to complete there. This center gives
flexibility with the purpose of giving the students themselves the opportunity to
get used to the learning autonomy more to their learning needs and styles than a
3. To Researchers
The present study is focused on the students’ perception on the use of self-
access language learning. Other aspects which may influence the perception on
the use of self-access language learning such as motivation level, attitude, age,
personality traits, and purpose for learning the language are also needed a further
investigation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
REFERENCES
71
72
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
74
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX A
Observed
No. Statement Comment
Yes No
Part A: Students’ behavior before learning
using Self-Access-Language Learning (SALL)
1. Students come late for English class. 3
Students prefer sitting on the back
2. 3
row than the back row.
Students have prepared their English Few students forgot to
3. 3 3 bring their book.
book on the table.
Students pay full attention when the
Two students looked
4. teacher explains on what they are 3 3 sleepy.
going.
Students raise their hand when they
5. do not understand on the teacher’s 3
explanation.
Most students were
Students answer the question when
6. 3 3 active, but a few students
the teacher asks questions. were not.
Observed
No. Statement Comment
Yes No
Part A: Students’ behavior before learning
using Self-Access-Language Learning (SALL)
1. Students come late for English class. 3 3 students
APPENDIX B
Respond
No. Statement
5 4 3 2 1
Every time I do self-access learning, I am not
1.
confident with my ability.
I am sure I can do well all the exercises that I
2.
choose.
In doing exercises or tasks, I feel contented if I
3.
do them alone.
4. SALL is what I want in English class.
Although I have ever got bad marks in tasks or
5. exercises or tests, I keep being encouraged to
study that I can get better marks.
I feel that once I make mistake I would always
6.
make mistakes.
It is burdening me to have English classes using
7.
SALL.
Using SALL makes me feel relax because I
8.
should not do tasks that I do not like.
When I cannot answer questions in the
9. tasks/exercises, I am encouraged to finish the
tasks by asking teachers or friends.
When I find difficulties in doing tasks, I try hard
10.
to overcome them.
After reporting the progress result of my
11.
learning, I feel encouraged to get better result.
I like doing exercises which are not difficult or
12.
easy.
In order that I do not look stupid, I will choose
13.
the easiest materials.
14. I am not scared being late to learn English.
I consider that time is precious, so when there is
15. a chance to learn using SALL, I will do it
seriously.
I do not want to be late in English class so that I
16.
will not miss the SALL time.
I like rechecking the finished exercises or tasks
17.
for the time is still available.
79
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX C
No Respon
Pernyataan
. 5 4 3 2 1
Setiap kali menghadapi belajar mandiri saya merasa
1.
ragu dengan kemampuan saya sendiri.
Saya yakin saya bisa mengerjakan semua latihan
2.
dan soal yang saya pilih.
Dalam mengerjakan tugas dan latihan saya akan
3.
merasa puas bila saya mengerjakannya sendiri.
SALL adalah metode yang saya inginkan selama
4.
ini.
Bila pernah mendapatkan nilai jelek dalam soal
5. Bahasa Inggris, saya terdorong untuk belajar lebih
giat agar nilai saya menjadi lebih baik.
Saya merasa bahwa sekali saya gagal, saya akan
6.
gagal terus.
Mengikuti pelajaran Bahasa Inggris menggunakan
7.
SALL merupakan beban berat bagi saya.
Menggunakan SALL membuat saya merasa santai
8. karena saya tidak harus mengerjakan tugas yang
saya tidak sukai.
Ketika saya tidak dapat menjawab pertanyaan
9. dalam tugas-tugas/latihan-latihan, saya tidak lagi
terdorong untuk menyelesaikannya.
Ketika saya mengalami kesulitan dalam
10. mengerjakan tugas dan latihan, saya berusaha keras
untuk mengatasinya.
Setelah menulis hasil saya dalam catatan hasil, saya
11. merasa terdorong untuk mendapatkan hasil yang
lebih baik lagi.
Saya akan memilih mengerjakan tugas-tugas yang
12. tingkat kesulitannya tidak terlalu berat tetapi juga
tidak terlalu gampang.
Supaya tidak terlihat bodoh, saya akan memilih
13.
paket soal yang mudah saja.
Saya tidak takut terlambat mengikuti pelajaran
14.
Bahasa Inggris.
Saya menganggap waktu adalah sangat berharga,
15. jadi bila ada kesempatan untuk belajar mandiri,
saya akan serius belajar.
81
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX D
INTERVIEW QUESTIONS
(Bahasa Indonesia Version)
APPENDIX E
Abbreviated Perception
No.
Name Score
1. APR 103
2. DM 101
3. ADTR 100
4. DIN 100
5. ACU 99
6. AS 99
7. AWP 97
8. ANO 97
9. ACD 96
10. DAM 95
11. AH 94
12. AF 94
13. AGK 93
14. FB 93
15. AN 92
16. BR 92
17. ASI 91
18. BP 91
19. EP 90
20. AES 87
21. AF 87
22. DK 87
23. DH 86
24. BK 85
25. ESO 85
26. AS 83
27. AW 83
28. APRY 81
29. AM 81
30. ARD 72
31. ES 72
85
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX F
Respond
No. Statement
5 4 3 2 1
Every time I do self‐access learning, I am not
1. 0 3 20 6 2
confident with my ability.
I am sure I can do well all the exercises that I
2. 4 7 20 0 0
choose.
In doing exercises or tasks, I feel contented if I do
3. 8 16 4 2 1
them alone.
4. SALL is what I want in English class. 1 14 14 2 0
Although I have ever got bad marks in tasks or
5. exercises or tests, I keep being encouraged to 5 15 11 0 0
study that I can get better marks.
I feel that once I make mistake I would always
6. 0 0 12 19 0
make mistakes.
It is burdening me to have English classes using
7. 0 1 4 14 12
SALL.
Using SALL makes me feel relax because I should
8. 17 10 4 0 0
not do tasks that I do not like.
When I cannot answer questions in the
9. tasks/exercises, I am encouraged to finish the tasks 5 15 11 0 0
by asking teachers or friends.
When I find difficulties in doing tasks, I try hard to
10. 5 19 6 0 1
overcome them.
After reporting the progress result of my learning, I
11. 15 12 4 0 0
feel encouraged to get better result.
12. I like doing exercises which are not difficult or easy. 16 11 4 0 0
In order that I do not look stupid, I will choose the
13. 8 16 4 2 1
easiest materials.
14. I am not scared being late to learn English. 2 14 15 0 0
I consider that time is precious, so when there is a
15. 5 13 12 1 0
chance to learn using SALL, I will do it seriously.
I do not want to be late in English class so that I will
16. 12 14 4 1 0
not miss the SALL time.
I like rechecking the finished exercises or tasks for
17. 11 12 8 0 0
the time is still available.
When my teacher is not around, I spend this
18. 2 9 16 3 1
opportunity for using SALL.
19. I am keen to compete over my classmates. 3 7 12 7 2
When the time is up, I want to know the result of
20. 9 12 7 3 0
my achievement among my classmates.
86
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX G
Respond (%)
No. Statement
5 4 3 2 1
Every time I do self‐access learning, I am not
1. 0.0 9.7 64.5 19.4 6.5
confident with my ability.
I am sure I can do well all the exercises that I
2. 12.9 22.6 64.5 0.0 0.0
choose.
In doing exercises or tasks, I feel contented if I do
3. 25.8 51.6 12.9 6.5 3.2
them alone.
4. SALL is what I want in English class. 3.2 45.2 45.2 6.5 0.0
Although I have ever got bad marks in tasks or
5. exercises or tests, I keep being encouraged to 16.1 48.4 35.5 0.0 0.0
study that I can get better marks.
I feel that once I make mistake I would always
6. 0.0 0.0 38.7 61.3 0.0
make mistakes.
It is burdening me to have English classes using
7. 0.0 3.2 12.9 45.2 38.7
SALL.
Using SALL makes me feel relax because I should
8. 54.8 32.3 12.9 0.0 0.0
not do tasks that I do not like.
When I cannot answer questions in the
9. tasks/exercises, I am encouraged to finish the tasks 16.1 48.4 35.5 0.0 0.0
by asking teachers or friends.
When I find difficulties in doing tasks, I try hard to
10. 16.1 61.3 19.4 0.0 3.2
overcome them.
After reporting the progress result of my learning, I
11. 48.4 38.7 12.9 0.0 0.0
feel encouraged to get better result.
12. I like doing exercises which are not difficult or easy. 51.6 35.5 12.9 0.0 0.0
In order that I do not look stupid, I will choose the
13. 25.8 51.6 12.9 6.5 3.2
easiest materials.
14. I am not scared being late to learn English. 6.5 45.2 48.4 0.0 0.0
I consider that time is precious, so when there is a
15. 16.1 41.9 38.7 3.2 0.0
chance to learn using SALL, I will do it seriously.
I do not want to be late in English class so that I will
16. 38.7 45.2 12.9 3.2 0.0
not miss the SALL time.
I like rechecking the finished exercises or tasks for
17. 35.5 38.7 25.8 0.0 0.0
the time is still available.
When my teacher is not around, I spend this
18. 6.5 29.0 51.6 9.7 3.2
opportunity for using SALL.
19. I am keen to compete over my classmates. 9.7 22.6 38.7 22.6 6.5
When the time is up, I want to know the result of
20. 29.0 38.7 22.6 9.7 0.0
my achievement among my classmates.
88
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21. I find that my listening skill is better than before. 3.2 54.8 32.3 9.7 0.0
I identify that my speaking skill is better than
22. 3.2 45.2 45.2 3.2 3.2
before.
23. I know more vocabularies in doing SALL exercises. 16.1 58.1 25.8 0.0 0.0
I know that my reading skill is improved than
24. 6.5 74.2 16.1 3.2 0.0
before.
I recognize that my writing skill is better than
25. 6.5 67.7 25.8 0.0 0.0
before.
TOTAL 17.9 40.4 30.6 8.4 2.7
89
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX H
Name : Student 1
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Kalo menggunakan self-access learning ini jujur saya suka ya dengan ini
karena disini kita tuh bebas untuk memilih, maksudnya mau belajar apa hari
ini itu bebas, jadi saya bisa memilih tentang apa yang mau saya lakukan
sesuai dengan yang saya inginkan. Gitu aja.
3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Kalau saya sih ya langsung dikerjain, pokoknya ambil gitu langsung
dikerjain, kalau memang waktunya cukup ya dikerjakan semua ya kalo
memang waktunya nggak cukup ya udah sebisanya.
6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Kalo tentang dialog sih ada yg tau ada yg enggak, kalo misalnya sedang
listening itu kan kadang2 percakapannya itu cepet banget, ini ngomong apa
gitu.Kalo yg gampang ya saya dong..hehehe.
7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
Nebak-nebak aja Mba kira-kira apa gitu, kadang tanya teman juga.. hehehe.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Kalo kesulitan grammar saya nanya-nanya teman yg lebih tau. Pasti ada yg
lebih tau lah ya, mungkin ada yg masih ingat gitu. Kalo nggak ya tanya
pembimbingnya aja.
10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
Ya nyoba-nyoba semua soal yang ada Mbak, kan ada reading, writing,
listening, coba-coba aja gimana soal-soalnya. Jadi semua sudah tak coba.
Kalo speaking udah lah. Ya ada percakapan sehari-hari gitu, jadi kalo misal
greeting ya gini contohnya. Tinggal prakteknya aja kok Mbak. Kan itu tertulis
ya soal-soal speakingnya.
16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian
reading, jadi saya bisa ngulang reading berulang-ulang sampai saya paham.
Sama writing juga, saya suka nulis soalnya.
17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Kalo yg nggak suka tuh, nggak ada. Saya nggak ada yg nggak saya suka.
Nggak senengnya kalo ada yg soal sulit trus nggak nemu jawabannya,
hahahaha…
18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Emm.. apa ya? Soalnya aja ditambah banyak lagi. Jadi banyak pilihan buat
milihnya.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
Keuntungannya, saya jadi lebih bisa belajar mandiri Mbak, nggak perlu
disuruh2 gurunya. Bisa milih sendiri yg seperti apa, ngerjakan sendiri. Jadi
lebih bebas. Kerugiannya, waktunya kurang lama, jadi belum puas rasanya.
Meningkat Mbak, dulu awalnya ngerjain yg hijau (novice) kok lama-lama itu
terlalu gampang, jadi pengen ngerjakan yg kuning. Jadi pas lah kesulitan
sama ngerjainnya.
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Sarannya itu, soal-soalnya tambah variasinya jadi lebih banyak. Sama
waktunya diitambah ndak Cuma beberapa kali aja.
25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Kritiknya, ndak ada mbak. Saya menikmati soalnya belajar dengan SALL.
Name : Student 2
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Ya cukup senang dan bersemangat. Karena selain bisa memilih sendiri materi
yang akan saya pelajari juga bisa mengetahui langsung apa yang menjadi
kekurang dan kelemahan saya dalam hal materi yg dikerjakan karena disitu ka
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3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Tiap-tiap paket materi sudah saya kerjakan.. Tapi belum semua yang ada di
rak itu.
6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Sebagian ada yang ngerti sebagian ada yang belum. Ya sebisa mungkin saya
pahami.
7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
Kalo nggak bisa tanya temen. Kalo juga nggak bisa tanya temen lainnya lagi.
Kalo udah mentok baru ya tanya guru.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Ya kalo yang pertama ya tanya teman. Baru tanya guru.
10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
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16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum
bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata-katanya
belum pas dan belum jelas tadi.
17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Paling tidak suka writng, karena nulisnya banyak banget.
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18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Apa ya, ditambahain lagi saja koleksi soal2nya biar tambah banyak. Supaya
tidak bosan.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
Positifnya ya menambah wawasan, kosakata, grammar, vocabulary dan
kemampuan dalam bahasa inggrisnya bisa bertambah. Ya keuntungannya
juga, bisa ngecek sendiri pekerjaannya jadi nggak malu kalau ada yg salah,
dan tau kekurangan2 saya dalam bahasa inggris.
Kerugiannya, ya saya melihat teman-teman jadi nggak rata. Ada yg mampu
mengerjakan banyak, ada yang sedikit. Jadi yg sedikit nglihat yang banyak itu
ada rasa gimana gitu.
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Ditambah waktunya. Soalnya baru beberapa kali pakai self-access.
25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Waktunya kurang. Kalau bisa ditambah. Itu saja.
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Name : Student 3
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Ya, semangat Mbak dan cukup senang karena bisa melatih apakah sudah bisa
atau belum gitu dalam pelajaran bahasa Inggris.
3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Ya tentu. Berusaha pokonya Mbak.
6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Ya berusaha memahaminya. Kadang ada yg tidak paham juga.
7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
Membaca kamus biasanya, melihat kamus, trus biasanya juga tanya teman,
baru tanya guru.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Biasanya melihat catatan sambil dipelajari juga yang ada di paket itu.
Kalo saya masih kesulitan ya dikira-kira. Trus tanya guru, nanti guru
memberi tau baru ditirukan.
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10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
Ya cukup senang dan bersemangat, karena bisa tau saya sudah bisa bahasa
inggris atau belum.
16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Saya suka listening. Kadang2 dengar lagu juga. Ada kata-kata yg sulit dan
susah dimengerti, jadi bisa lebih paham.
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17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh menulis
banyak jadi agak bingung juga.
18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Permainan-permainan mungkin bisa ditambahkan ya. Atau modelnya
mengerjakan kuis. Biar tidak bosan.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
Keuntungan: bisa menambah pengetahuan, kosakatanya juga jadi bertambah,
hapalanya itu bertambah.
Kerugiannya: karena masih ada kunci jawabannya itu loh kadang-kadang ada
yg ngeliat kunci dulu baru mengerjakan, jadi belajarnya tidak maksimal.
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Ya mungkin kunci jawabannya harus dihilangkan dulu, suruh murid
mengerjakan dulu baru nanti diberikan kunci jawabannya. Jadi biar mikir
beneran dulu.
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25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Saat ini belum ada. Sudah bagus.
Name : Student 4
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Saya bersemangat karena Self-Access sendiri tidak membatasi kreatifitas saya
dalam belajar bahasa Inggris.
3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Selama ini saya ngerjain semua soal paket yg sudah saya dapat. Karena
soalnya juga masih mudah dan materina bisa dipahami.
6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Ya, saya sebagian besar paham Mbak, sudah cukup jelas dan mengerti dialog-
dialog yang ada dalam materi tersebut.
7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
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Saya akan menanyakannya pada guru pembimbing atau teman2 dekat saya
yang lebih tau dari saya.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Berusaha mencari tau sendiri apa yang saya belum ketahui apabila masih
belum bisa baru saya tanya guru atau yg lebih tau.
10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing,
vocabulary, grammar, speaking.
Ya. Dalam latihan writing sendiri kita bisa memilih topiknya untuk ditulis
jadi bisa bebas berkreasi, yang sudah diajarkan bisa diterapkan langsung di
writing.
16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Writing, karena saya bisa menggunakan apa yg sudah diajarkan dalam
writing.
17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Listening, karena membutuhkan konsentrasi tinggi.
18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Koleksinya saja ditambah banyak lagi.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
Keuntungangannya kemampuan reading, writing, reading dan lain-lain
meningkat. Kerugian nggak ada Mbak.
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
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25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Waktu untuk self-access learning ditambahkan. Tidak hanya di jam-jam
pelajaran saja.
Name : Student 5
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Kalo SALL itu sebenarnya saya nggak sukae Mbak, soalnya nganu Mbak,
kan soalnya itu belajar sendiri nggak didampingi jadinya kan kalo saya
kesulitan nggak diajari langsung.
3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Ya saya mencobanya,walaupun mungkin banyak yg salah, saya coba-coba.
6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Ya kadang-kadang. Kadang-kadang tau, kadang-kadang enggak.
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7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
Tanya temen, soalnya kan takut mau tanya gurunya. Mending tanya temen,
atau buka kamus.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Sama Mbak, tanya temen atau lihat buku catatan.
10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
Listening itu ya mendengarkan pakai tape itu Mbak. Kalo writing ya
mengerjakan soal itu. Kalo pakai self-access itu ya mengerjakan dan belajar
sendiri Mbak.
16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Listening Mbak. Soalnya kan tinggal ndengerin. Kalau udah selesai dan
belum dong ya diulangi lagi.
17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Yang grammar focus Mbak. Soalnya kan kita harus ngafalin rumus-rumus itu
loh.
18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Mungkin itu Mbak, topiknya saja ditambah. Tentang budaya-budaya gitu
Mbak. Trus kayak permainan Mbak,walaupun belajar mandiri tapi bisa
dimasukin permainan kata-kata gitu.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
Keuntungannya buat saya itu yang listening Mbak. Jadi belajar
mendengarkan lebih tajam. Soalnya kalau listening itu kan yang ngomong asli
bule Mbak. Udah cepet dan kadang nggak jelas. Ya jadi biar terbiasa dengerin
seperti itu Mbak.
Kerugiannya, ya itu Mbak. Belajar sendiri itu kan nggak dijelasin gurunya.
Kalau saya ya kadang jadi males. Saya lebih senang kalo diajar guru daripada
suruh belajar sendiri seperti itu.
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Itu Mbak, disetiap penjelasan materi-materi itu, misalnya grammar focus ya
Mbak, disitu kan sudah dijelaskan gini-gini tapi dalam bahasa inggris, nah
kalo bisa dijelaskan juga dalam bahasa indonesia. Biar jd lebih paham.
25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus
difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yg susah
nggak?” Sebenarnya ada yg gak ngerti tapi kok nggak berani tanya.
Name : Student 6
2. Apakah kamu bersemangat atau senang ketika belajar bahasa Inggris dengan
materi Self-Access? Mengapa?
Seneng, bersemangat. Karena saya lebih termotivasi untuk bersaing dengan
temen-temen.
3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi Self-
Access?
Kalau mengerjakan semuanya ya dilihat dari waktunya. Paket soal yang saya
ambil saya kerjakan sesampainya dimana.
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6. Apakah kamu berusaha untuk paham dengan bacaan atau dialog yang ada
dalam pembelajaran menggunakan materi self-access?
Ya nggak semua Mbak. Kalau nggak tau saya buka teorinya atau cari buku
grammar biar saya mengerti. Kalo tidak paham, ya dilewatkan saja.
7. Jika kamu mengalami kesulitan dalam hal kosa kata (vocabulary) apa yang
kamu lakukan?
Tanya temen, buka kamus.
8. Jika kamu mengalami kesulitan dalam hal tata bahasa (grammar) apa yang
kamu lakukan?
Sama Mbak. Tanya teman dulu, lihat buku, baru aternatif terakhir tanya
gurunya.
10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa
Inggris dengan SALL?
Ada mendengarkan kaset, topiknya macam-macam. Terus ada juga yang
mengerjakan paket soal, tapi soalnya juga bervariasi juga, jadi tidak sama
semua.
16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Listening, karena saya tau saya kurang bagus di listening jadi saya ingin lebih
bagus lagi.
17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces?
Mengapa?
Reading. Karena bacaannya banyak banget.
18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada?
Mengapa?
Saya rasa sudah cukup itu Mbak, karena self-access tidak digunakan setiap
hari jadi cukup.
19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar
bahasa Inggris menggunakan Self-Access Material?
24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran.
25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran
bahasa Inggris dengan Self-Acces Material?
Tidak ada Mbak.