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By Candrawatimber: 04121

DUCATIONUAGE AND TRAININGRMA UNIVYAKARTA2011

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iv

STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, March 8, 2011

The Writer

Rina Candrawati

041214085


v

ABSTRACT

Candrawati, Rina. 2011. The Perception on the Use of Self-Access Language Learning among Students of SMK Negeri 2 Depok, Sleman, Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Autonomy in language learning has been a topic of widespread discussion over the last 20 years. The implementation of this approach requires that students be autonomous learners as shown by their learning behaviors, knowledge about learning and the attitudes that enable them to use these learning skills confidently, flexibly, appropriately and independently.

SALL is one of the learning media to support the autonomous learning and has been implemented in some schools in Indonesia. One of the schools is SMK Negeri 2 Depok, Sleman, Yogyakarta. Since every student is a uniquely different, they have different perception in the way they learn things including learning English using SALL. The students’ perception is truly useful to pay attention to as it will be used to help teachers whether or not to continue and maximize the use of SALL in teaching English to their students.

This research investigated the students’ perception on the use of SALL in learning English. It addressed questions, (1) What are the students’ perceptions on the use of Self-Access Language Learning (SALL) in learning English at SMK Negeri 2 Depok, Sleman, Yogyakarta? (2) What are the suggestions given by students to improve and maximize the use of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta? The research was also to acquire preliminary description and interpretation about students lived experience of their motivation and learning behavior.

The researcher employed a survey research by observing the students’ behavior, distributing questionnaire and interviewing the students. The research participants were the second year students of SMK Negeri 2 Depok, Sleman, Yogyakarta in the Academic Year of 2009/2010. The population of this study consisted of 288 students. The sampling technique of this research was a random sampling. The result of the tossing was the class of Teknik Perbaikan Body Otomotif.

From the analysis of the students’ behaviors during the observation and from the analysis of the students’ responds to the questionnaire, the results showed that, in general, the most students had positive perception on the use of SALL in their English learning. In addition, from the interview, it was shown that students had positive response in the application of SALL. They liked learning English using SALL, though several students did not like using SALL. They also made effort when they had difficulties. Furthermore, the students also had positive response on the activities. They gave suggestion to add the activities so that it can be more varied. Apart from that, the students claimed that their speaking and listening skills improved by native speakers pronunciation and new words they learned from the recorded materials. The students also recommended that the SALL collection of materials, the condition of the class, the activities, the time outside the learning in the classroom, and the duration of the learning need improving.


vi

ABSTRAK

Candrawati, Rina. 2011. The Perception on the Use of Self-Access Language Learning among Students of SMK Negeri 2 Depok, Sleman, Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Otonomi dalam pembelajaran bahasa telah menjadi topik diskusi yang berkembang luas selama lebih dari 20 tahun. Penerapan pendekatan ini mengharuskan siswa menjadi pembelajar yang otonom seperti yang ditunjukkan melalui tingkah laku belajar, pengetahuan tentang belajar dan sikap yang memungkinkan siswa untuk menggunakan keterampilan belajar mereka dengan percaya diri, fleksibel, tepat dan mandiri.

SALL merupakan salah satu media pembelajaran yang digunakan untuk mendukung pembelajaran otonom dan telah diterapkan di beberapa sekolah di Indonesia. Salah satu sekolah tersebut yakni SMK Negeri 2 Depok, Sleman, Yogyakarta. Karena setiap siswa adalah pribadi yang unik dan berbeda, mereka tentu memiliki persepsi dan cara belajar yang berbeda, termasuk juga dalam belajar bahasa Inggris menggunakan SALL.

Penelitian ini menyelidiki persepsi siswa pada penggunaan SALL dalam belajar bahasa Inggris. Ada dua permasalahan yang dipecahkan: (1) Bagaimana persepsi siswa terhadap penggunaan SALL dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Sleman, Yogyakarta? (2) Apa saran-saran untuk mengembang dan memaksimalkan penggunaan SALL dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Sleman, Yogyakarta? Penelitian ini juga diharapkan untuk mendapatkan gambaran awal serta interpretasi pengalaman siswa terhadap motivasi dan perilaku belajar mereka.

Peneliti menggunakan metode survei; yaitu dengan mengamati perilaku siswa, menyebar kuisioner dan mewawancarai siswa. Peserta dari penelitian ini adalah siswa kelas dua SMK Negeri 2 Depok, Sleman, Yogyakarta tahun ajaran 2009/2010. Populasi pada penelitian ini terdiri 288 siswa. Sedangkan teknik sampling yang digunakan adalah sampling acak. Kelas Teknik Otomotif terpilih sebagai sampel dalam penelitian ini.

Hasil penelitian menunjukkan bahwa secara umum, siswa memiliki persepsi positif terhadap penggunaan SALL dalam pembelajaran bahasa Inggris mereka. Selain itu, hasil wawancara menunjukkan bahwa siswa mempunyai respon positif terhadap penggunaan SALL. Mereka menyukai belajar dengan SALL, meskipun ada beberapa siswa tidak menyukainya. Mereka juga berusaha mengatasi kesulitan jika mereka mengalaminya. Selain itu, siswa juga memberikan respon positif pada setiap kegiatan dalam belajar menggunakan SALL. Siswa juga mendapat banyak keuntungan dengan belajar menggunakan SALL; seperti keterampilan berbicara dan mendengarkan mereka mengalami kemajuan. Para siswa memberi saran: penambahan koleksi soal serta variasi kegiatan; penambahan waktu dalam belajar baik di dalam maupun di luar jam pelajaran.


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Rina Candrawati

Nomor Mahasiswa : 041214085

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE PERCEPTION ON THE USE OF SELF-ACCESS LANGUAGE LEARNING (SALL)

AMONG STUDENTS OF SMK NEGERI 2 DEPOK, SLEMAN, YOGYAKARTA beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 8 Maret 2011

Yang menyatakan

Rina Candrawati


viii

ACKNOWLEDGEMENTS

Many people had contributed to the completion of this thesis. My very first eternal gratitude is conveyed to Jesus Christ for everything He had given to me, His great blessings, graces, love and mercy. Without Him, I am but nothing.

From the very sincerest bottom of my heart, I am thankful to ibu Dr. Retno Muljani, M.Pd., my advisor, for her enormous guidance, advice, suggestions, corrections and patience so that the thesis finally could be finished.

With all my grateful heart, I thank my dearest husband, Fero Kurniawan, for his patience and prayers, for giving me endless love, support, affection, encouragement, happiness and for helping me passed all these processes. My gratitude also flows to my dearest parents Tri Suko Bambang Wiyono and Suprihati for their unconditional and undying love, care, kindness, support, sacrifices and prayers. My gratitude is also extended to my brother Mas Wawan and his wife, Mbak Arin, for their supports and prayers. They all are very loving and wonderful persons and always by my side especially when I am in need of help. They are the ones who always lift me up when I am down. I am also thankful to my parents-in-law for their prayers and encouragement. Again, I heartily thank them for everything they have done for me.

Another deep gratitude of mine flies to the second year of students of SMK Negeri 2 Depok in the academic year of 2009/2010, especially Andika, Ardi, Ari, Bayu, Doffy and Faisal for helping me answer the given questionnaire and participate in the interviews so that the required data could be collected.

My gratitude also flies to my good friends, Eveline, Ani (Nobita), cik Aline, Festy and pakdhe Nugroho, who always brighten my life. We like to share ideas, life experiences and we strengthen one another; also Tika, a friend who shared the same “fight” in finishing the thesis. My gratitude also flies to my classmates of English Education Study Program whom I do not mention here one by one for their support, prayers and making the world a better place for me during my study, with their personalities, smiling faces, helpful minds and loving hearts. May you all be happy, friends.

Finally, I would like to thank them all my benefactors whose names could not be mentioned here, seen and unseen, and known and unknown for their prayers and encouragement. May God bless them all.

Rina Candrawati


ix

TABLE OF CONTENTS

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

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

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

ABSTRACT …………………………………………………………………. v

ABSTRAK …………………………………………………………………………….. vi

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

ACKNOWLEDGEMENTS………………………………………………... viii

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

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

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

LIST OF APPENDICES …………………………………………………….. xiv

CHAPTER I. INTRODUCTION

A. Research Background …………………………………….. 1

B. Problem Formulation ……………………………………... 5

C. Problem Limitation ……………………………………….. 6

D. Research Objectives ………………………………………. 6

E. Research Benefits …………………………………………. 7

F. Definition of Terms ……………………………………….. 8

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description …………………………………... 10

1. Theory of Perception …………………………………… 10

a. Definition of Perception …………………………….. 10

b. Perception in Learning ……………………………… 12

2. Theory of Learning English …………………………… 13

a. Learning …………………………………………….. 13

b. Language Learning ………………………………….. 15

3. Motivation ………………………………………………

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

16

16


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b. Importance of Motivation …………………………... 17

4. Theory of Self-Access Language Learning ……………. 19

5. Vocational School ……………………………………… 21

B. Theoretical Framework …………………………………… 23

CHAPTER III. METHODOLOGY

A. Research Method …………………………………………. 26

B. Research Participant ………………………………………. 27

C. Research Instruments ……………………………………... 29

1. The Observation Checklist ……………………………... 29

2. The Questionnaire ……………………………………… 31

3. The Interview ……...…………………………………… 32

D. Data Gathering Technique ………………………………... 34

E. Data Analysis Technique …………………………………. 34

F. Research Procedures ………………………………………. 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Students’ Perception on the Use of SALL in Learning English at SMKN 2 Depok Sleman, Yogyakarta …………. 40

1. Students’ Perception Based on the Observations of Students’ Behavior in the Teaching-Learning Process Using SALL …………………………………………… 40

2. Students’ Perception on the Use of SALL in Learning English Based on The Questionnaire…………………... 46

3. Students’ Perception on the Motivation, Activities and Implication on the Use of SALL in Learning English Based on the Interview ………………………………… 57

a. Students’ Perception on Motivation in Their English Learning using SALL ………………………………. 58

b. Students’ Perception on the Activities Using SALL ... 60

c. Students’ Perception on the Implication after Learning Using SALL ……………………………… 63

B. Students’ Recommendation to Improve and to Maximize the use of SALL in English Learning …………………... 65

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ……………………………………………….. 67


xi

B. Suggestions ……………………………………………….. 69

REFERENCES ………………………………………………………………. 71

APPENDICES ……………………………………………………………….. 74


xii

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


xiii

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


xiv

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


1

CHAPTER I

INTRODUCTION

This research investigates the students’ perception on the use of Self Access

Language Learning (SALL) in an English class at SMK Negeri 2 Depok, Sleman,

Yogyakarta. This introductory chapter contains six major sections, namely (1)

research background, (2) problem formulation, (3) problem limitation, (4) research

objectives, (5) research benefits, and (6) definition of terms.

A. Research Background

There are many ways in order that people can learn English effectively and

joyfully. Some are trying to find the appropriate ways to learn it, either through

formal or non-formal settings. Since English is known as an international language,

Indonesian government has made English as a compulsory subject at schools as the

first foreign language. Beyond its importance in human life, students are expected to

be able to learn English in order to pass exams and graduate. Teachers are responsible

to help their students in learning English so they try to find suitable activities in their

teaching and learning processes. In addition, they also have to choose selective media

in order to vary the learning practices. One of them is using Self Access Language

Learning (SALL).

In the past few years, SALL has received considerable interest, as evidenced

by the proliferation of SACs in Mexico, Hong Kong, Spain, Austria, Egypt, Taiwan,


2

and South East Asia (Gremmo and Riley, 1995, p.157). Gardner & Miller’s (1997)

defined SALL as the learning in which students take more responsibility for their

learning than in teacher directed settings.

Ideally SALL offers varying degrees of guidance that encourages students to

move towards autonomy. According to Holec, “autonomy” is defined as the ability to

take charge of one’s own learning. Furthermore, Dickinson illustrated autonomy as a

situation in which the learner is totally responsible for all of the decisions concerned

with his or her learning and implementation of those decisions. From these two

definitions, we can conclude that the learners must be independent thinkers and

should have a clear view of the whole learning process, including the purpose of

learning, the aim of learning, the way of learning, the choice of materials in learning,

etc. In another words, it includes everything concerned with their learning activities.

As for autonomous learning, both the teacher and learners have larger role in

structuring the learning regarding time and pace, content, sequence, and evaluation

which contributes to various degrees of learner autonomy (Ning et all, 2008).

SALL can be regarded as a manifestation of learner autonomy in the way that

SALL provides materials and organizational systems that accommodate for

individualization and promotion of independent learning (Sheerin, 1997). SALL,

however, is the kind of learning that takes place in a Self Access Center (SAC).

Sheerin (1989, 1997) stated that the SAC is a means to cater for individual learners’

needs which requires effort on teachers’ part to provide learning materials. Jones

(1995), on the other hand, stated that the SAC is where both teachers and learners


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

accordance to Reinders (2000), SAC is a means of promoting learner autonomy and it

is a place where SALL is done by students.

SALL has been implemented in some schools in Indonesia. One of the

schools is SMK Negeri 2 Depok, Sleman. The school is the only vocational school in

Yogyakarta province that has a SAC. In 2005, the school was appointed by the

Director of Vocational Education (letter No: 0543/C5./MN/2005 dated March 23,

2005) as the English Testing Center (ETC) for Sleman District. One of the duties of

the school is to facilitate the regional and international TOEIC test for third graders of

SMK schools students and their English teachers. ETC requires that the school

should have a SAC facility.

In return, Directorate allocated some fund for the school to set up Self Access

Center (letter No: 1662b/c5.3/Ku/200 dated August 6, 2006). It is meant to facilitate

and support the autonomous learning for the students. A team of local English

teachers then organized an action plan for realizing the SAC by purchasing some

electronic equipments and self-producing materials needed for the students. From an

interview with one of the senior teachers of SMK Negeri 2 Depok, Sleman, the

researcher found that there are approximately three hundreds folders of Self Access

materials at present covering materials for listening, speaking, reading, writing,

grammar, and vocabulary.


4

As the class starts, the students enter the SAC. They start learning English by

self-choosing the learning materials available in the shelves and doing the tasks.

Before doing them, they have to read the topic, and objectives. When they finish they

check and score their works. Their marks are recorded in their own progress report

sheet which they have to submit to their teacher at least two weeks before final

grading is done. In mark recording it is required that they have to write the code, date

of learning, material classification, and marks. In this setting, the students actually

carry out two things, namely exploring their knowledge of English and at the same

time acquiring some new learning experiences.

As every human is pedagogically different in their leaning manner they may

have genuine dissimilar perception in the practice of SALL. The personal perception

of the students on the use of SALL as a learning model is, therefore, interesting and

challenging to observe for many English teachers in Indonesia are not yet familiar

with.

Perception is a psychological term, which is described by Foley (2007) as a

process by which organisms interpret and organize sensation to produce a meaningful

experience of the world. Perception describes one’s ultimate experience of the world

and typically involves further processing of sensory input. It means that perception

also plays an important role in students’ ways of seeing their experience in learning

English. As cited by Christina (2008:1) perception is very important because it can

influence students’ motivation in learning and behavior or attitudes (Bootzin,

1983:120). When students have positive perception, it would lead them to succeed in


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

process and it may cause failure accordingly.

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

Teachers’ and students’ perception cannot be separated from teaching and

learning process. When a teacher decides to use one method in teaching English, the

teacher also needs to consider the students’ perception. As Ames said (1988:260)

students’ perception has to be known by teachers because it can influence further

teaching learning strategies. Knowing that the students’ perception is important, the

researcher carried out a research to investigate of the students’ perception in learning

English using SALL.

B. Problem Formulation

The study, therefore, aims to address the following research questions:

1. What are the students’ perceptions on the use of Self-Access Language Learning

(SALL) in learning English at SMK Negeri 2 Depok, Sleman, Yogyakarta?

perception

behavior

motivation


6

2. What are the suggestions given by students to improve and to maximize the use

of SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta?

C. Problem Limitation

The research focused on revealing students’ perception on the use of SALL in

English learning which can be seen through the students’ behavior and motivation. It

also focused on SALL’s benefits in teaching and learning environment at SMK

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

maximize the use of SALL in English learning at school. The research was conducted

at a vocational school, SMK Negeri 2 Depok, Sleman, Yogyakarta. The school was

chosen because there is no other vocational school having a Self-Access Center

(SAC) in Yogyakarta. In addition, the school is highly accessible to acquire the data

needed both from the students and teachers.

D. Research Objectives

Based on the problem limitation, this research has several objectives as

follows:

1. To know the students’ perception on the use of SALL in English learning at SMK

Negeri 2 Depok, Sleman, Yogyakarta which can be seen through the students’

behavior and motivation.

2. To obtain the suggestions from students as to improve and to maximize the use of

SALL in English learning at SMK Negeri 2 Depok, Sleman, Yogyakarta.


7

E. Research Benefits

It is hoped that the findings of the study will be beneficial to the followings:

1. For English Teachers of SMK Negeri 2 Depok, Sleman, Yogyakarta

The study will help the teachers to understand the importance of students’

perception on the use of SALL in English learning so that the teachers can make

decisions to use SALL or not in their teaching-learning activities. If the teachers

know that students have positive perception, they are able to consider the use of

SALL in teaching their students. Otherwise, if the teachers know that students have

negative perception, they have to find what makes the students have negative

perception on the use of SALL. The teachers can improve the activities or the

methods or the self-access materials in order to fulfill students’ needs in English

learning. The study may also encourage the teachers, educational managers and other

professionals to take into account in promoting their students in autonomous learning

through SALL.

2. For University Students

The result of the research is expected to help university students who are

interested in conducting research in learning English using SALL. They may use the

result of this research to enhance their own research on related issues of SALL. The

research may also provide a model of survey research in education in general,

particularly to know students’ point of view as an attempt to promote their

autonomous learning. Through the interpreted narratives, the study may contribute to


8

the development of education in general, language teaching, and how autonomous

learning can be fostered.

F. Definition of Terms

Below are the terminologies which need to be defined in order to avoid

misunderstanding. :

1. Students’ Perception

Perception is a psychological term which is defined as a process by which

organisms interpret and organize sensation to produce a meaningful experience of the

world (Foley, 2007). Perception, in this research, refers to the second grade of

vocational school of SMK Negeri 2 Depok students’ opinion on learning English

through SALL which can be seen through the students’ behavior and motivation.

What is meant by students’ perception is how students see and think during their

experience in learning English through SALL, whether the teaching learning process

using SALL can fulfill students’ needs or not, whether the activities are interesting or

not, whether students’ English skill improve or not, also whether the teaching-

learning is successful or not.

2. Self-Access Language Learning (SALL)

SALL is learning a language through the use of a self-contained learning

environment which provides an independent study with readily accessible materials,

makes available a form of help -- either through answer keys or through counseling,

and possibly offers the latest technology (Dickinson, 1987). Gardner & Miller (1997)


9

defined SALL as a learning in which students take more responsibility for their

learning than in teacher directed settings. Ideally, SALL offers varying degrees of

guidance and encourages students to move towards autonomy.’

SALL can be regarded as a manifestation of learner autonomy in the way that

SALL provides materials and organizational systems that accommodate

individualization and the promotion of independent learning (Sheerin, 1997). It

allows learners with different learning needs and styles to outline their learning

objectives, decide what to do, find materials that suit their needs, use the material

assess their learning, attain their goals, and learn on their own (Dickinson, 1987;

Sheerin, 1997). In this study, SALL refers to the language learning activities that take

place in a SAC which involves the development of learner autonomy.

3. SMK Negeri 2 Depok, Sleman, Yogyakarta

SMK Negeri 2 Depok, Sleman, Yogyakarta is a school where the students

learn English using SALL. The school has its own self-access center (SAC). The

teachers use SALL in order to help the students in acquiring, understanding English,

and also train the students to be independent in learning English. The teachers use

self-access materials as one of the teaching media. They are ready to be the

facilitators when students face problem in their learning session. From forty-eight

meetings, the teachers use fifteen meetings for teaching English using self-access. In

this school, SALL is used as one of the media in teaching English subject.


10

CHAPTER II

THEORETICAL REVIEW

This chapter attempts to contextualize some related theories to address the

research problems. It consists of two major sections, namely (1) theoretical

description, and (2) theoretical framework.

A. Theoretical Description

There are four major areas discussed; they are theory of perception, theory

of learning English, theory of motivation, and theory of Self-Access Language

Learning (SALL).

1. Theory of Perception

This part presents the theory of perception including the definition of

perception and perception in learning.

a. Definition of Perception

According to Foley (2008), perception is a psychological term which can

be defined as a process by which organisms interpret and organize sensation to

produce a meaningful experience of the world. Sensation usually refers to the

immediate, relatively unprocessed result of stimulation of sensory receptors in the

eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes

one’s ultimate experience of the world and typically involves further processing of

sensory input. In practice, sensation and perception are virtually impossible to

separate because they are part of one continuous process. In line with Foley’s


11

definition, according to Sternberg (1988: 8), perception is defined as the way a

person gives meaning to the world.

Perception, then, is defined as a process of understanding and interpreting

sensations and messages that come from the surrounding so that it can be

meaningfully interpreted. The forming of perception is influenced by experience

and human sensory senses. Even though some people are given the same stimuli,

they will see, think and give response to the stimuli differently. It is because the

forming of perception is subjective. However, perception does not solely involve

sensory processes but also a mental process.

Hardy and Heyes as cited in Kurniyati (2006: 9) state that “the basic form

of perception is people’s born talent; meanwhile perceptional ability is the result

of learning, which is determined by the environment.”

Perception on something can affect one’s behavior toward it. When

someone understands the stimuli that he receives, he will give response to the

stimuli. If someone believes that the stimuli fulfill his needs and expectation, it

will make him have positive perception on the stimuli. Every person has different

perception based on his needs and expectation.

Expectation and previous experience constantly interact with one another to influence our perception of sensory events...Perception is also substantially influenced by our motivation and needs.…Our expectation, past experiences, and psychological states combine, setting us to perceive the world in certain ways. (Bootzin, 1983: 119-120) There are three steps in the process of forming perception; those are 1)

attention to the stimuli, 2) recognition and interpretation of the stimuli into some

messages, 3) action in responding the messages. It can be said that perception is a


12

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

demands of environment.

b. Perception in Learning

Related to the theory of perception, perception on learning has relation to

belief and concept. It has connection with belief about knowledge that is able to

influence students’ behavior toward the learning. It means that perception on

learning has a big role in the process of obtaining the knowledge.

In obtaining the knowledge, there is a system which relates the concept

with the environment. The concept is formed by the stimuli which come from the

environment. It is called interactive system. Interactive system has three elements;

those are presage, process and product or learning outcome (Biggs, 1992: 3-6).

1) Presage

Presage is an indicator of future occurrence. It includes learning

conception and learning context such as teachers and school attributes, and also

students’ understanding about knowledge. The examples of presage are

educational practices, students’ preparation, and the procedures of assessment.

2) Process

Process is a factor that includes students’ perception on the learning

environment and specific learning strategies that they experience in learning tasks.

Learning strategies have a role in influencing the process of learning. An example

of process is a process how students learn the target materials during English

teaching-learning activities.


13

3) Product

Product or learning outcome is influenced by the learning strategies used.

Students can have good learning outcome when the learning strategies that are

used are suitable for them, and can make them have positive perception on the

learning. Students’ perception on English learning is influenced by the

implementation of English teaching-learning activities.

Champbell (2001: 173-186) mentioned those three elements are also

mentioned in the five elements of language teaching-learning activities that build

students’ perception. Those five elements cover 1) the way the teacher teaches the

students, 2) the kind of material that the teacher wants the students to learn, 3) the

students behavior in class during the process of learning, 4) the material that the

students learn, and 5) the the goals of learning the language.

In perception on learning, the students’ behavior can be changed through

the process of learning. For example, at first, a student experiences that listening

activity is difficult. However, since listening activities are adjusted to the students’

condition and interest, and also he can choose his own topic, he, then, considers

the listening activities interesting. This theory helps the researcher analyzes parts

of perception on learning using SALL from the students’ point of view that need

to be observed.

2. Theory of Learning English

a. Learning

In psychology and education, a learning theory is an attempt to describe

how people and animals learn, thereby helping us understand the inherently


14

complex process of learning. There are three main categories or philosophical

frameworks under which learning theories fall: behaviorism, cognitivism, and

constructivism. Behaviorism focuses only on the objectively observable aspects of

learning. Cognitive theories look beyond behavior to explain brain-based learning.

And constructivism views learning as a process in which the learner actively

constructs or builds new ideas or concepts (http://en.wikipedia.org/wiki).

Bower and Hilgrad (1987: 12) state that learning is the process by which

an activity originates or is changed through reacting to an encountered situation,

provided that the characteristics of the change in activity cannot be explained on

the basis of native response tendencies, maturation, or temporary states of the

organism.

Meanwhile, Kimble and Garmezy (1963: 133) define learning as a

relatively permanent change in a behavioral tendency that occurs as a result of

reinforced practice. In line with the above statements, as cited from Wiyono

(2008: 18) Gary and Kingsley stated that learning is a process by which behavior

is originated or changed though practice or training.

According to Winkel (1991: 36), learning is a mental activity which

happens in active interaction with the environment that results changes in

understanding of knowledge, skill, and attitudes. The changes are relatively

constant and they can be traced. It means that learning can only happen if there is

an active interaction between the learner and his environment. More clearly,

Brown (2000: 6) breaks down the definition of learning as follows:

1) Learning is acquisition of information or skill. 2) Learning is retention of information or skill.


15

3) Retention implies storage systems, memory, and cognitive organization.

4) Learning involves active, conscious focus on and active upon events outside or inside the organism.

5) Learning is relatively permanent, but subject to forgetting. 6) Learning involves some forms of practice, perhaps reinforced practice. 7) Learning is a change in behavior.

In line with Brown’s statement, Mahmud (1989: 121-122) clarifies that

learning is behavioral change, which can be or cannot be traced directly and it

happens in someone’s life through experience.

From all definitions of learning above, it can be conclude that learning is a

process which is experienced by an individual to get behavioral changes which are

the results of training or experience from the interaction with environment. In fact,

nearly all the definitions of learning include the concepts of change, behavioral,

and experience.

b. Language Learning

Byrne in Brown (2000: 17) states that language is not knowledge, but a set

of skills. The learning therefore must be different from the learning of a science

that is a set of concepts of varying degrees of abstraction. This is a study of

language. Kingsley and Gary (1965:130) state that there are many variables affect

the aspects of the learning process. The aspects fall into three categories:

individual variables, task variables, and methods variables. The individual

variables are maturation, sex, previous experience, motivation and capacity. Tasks

refer to the length, difficulty, and meaningfulness of the material being learned.

The methods include knowledge of results, incentives, guidance, and degree of

learning.


16

Brown (2000: 56) stated that learning a new language involves the

mastery of the sound system to understand and to approximate their production,

the mastery of the features of arrangement that constitute the structure of the

language, and the mastery of sufficient to operate the structures and represent the

sound system in actual use.

Learning a new language, according to Nunan (2004: 62) means learning

the expression, the content, and their association for rapid use both in speaking

and listening to the target language. Beside these aspects, there is another aspect

that should be taken account that is the cultural items of the new language.

3. Motivation

a. Definition of Motivation

According to Kleinginna as cited in Huitt (2001), motivation defined as an

internal condition that activates behavior and gives it ways, desire that strengthens

and leads to goal-oriented behavior. Motivation also strengthens the influence of

needs and desires on the intensity and direction of behavior.

Davidoff (2004: 287) states that motivation refers to an internal state that

may result from a need. According to Lefton (2004: 137) motivation is defined as

any internal condition within an organism that appears to produce goal – directed

behavior. The situation may develop because of physiological needs and drives, or

because of more complex desires. From those three definitions, it can be inferred

that the key of motivation is the needs that function as an inner active force that

affects an individual’s thinking, feeling, behavior, and interpretation of values.


17

b. Importance of Motivation

Motivation is very important in the learning process because according to

cognitive approach called attribution theory, motivation influences individual’s

behavior in the learning process (Christina, 2008). Cognitive approach has

stressed the importance of motivation in language learning. Motivation is a tricky

concept as there are different kinds.

Deci & Ryan (1985) distinguish between intrinsic and extrinsic

motivation. Extrinsic motivation is motivation external to a person as, for

example, provided by an examination one needs to pass in order to graduate from

school. Intrinsic motivation is internal, that comes from within a person. For

example a desire to be part of certain group can be a motivation to learn a

language. However, the distinction is not so clear-cut (Van Lier, 1996) because

one can have to pass an examination to graduate from school, but at the same wish

to learn from it for one’s own benefit. Intrinsic motivation is not necessarily better

than extrinsic motivation. An active participation in the learning process relates

learning content to students’ personal goals and is therefore a way to increase

intrinsic motivation. It brings the individual to the success or failure.

As cited from Wiyono (2008:12), one objective of education is to assist

students to achieve knowledge and skills (Klausmeier and Goodwin, 2005:222).

According to Atkinson as cited by Gorman (2004:134) the tendency to achieve

success in an individual in connection with any task or activity, or in other words,

achievement motivation, is a function of three variables. They are an intrinsic

motivation to achieve success, expectancy that the performance of a task will be


18

followed by a success and an incentive value after achieving success. Thus,

whether or not a person will strive to reach goal depends on:

1) basic need for achieving a degree of excellence

2) how certain (or probable) that they will be successful

3) how attractive reaching the goal is

In line with Deci & Ryan, Gardner and Lambert (1972) also distinguished

two types of motivation: integrative motivation and instrumental motivation.

Integrative motivation is motivation that comes from the students themselves to

learn the target language without any outside factors that influence them. On the

other hand, instrumental motivation is motivation that comes because there are

factors from outside that force the students to learn the target language, for

instance, they learn English because they have to pass the English exam, or

because they want to obtain a job.

As cited from Christina (2008: 27) motivation refers to goal-directed

behavior, and when one is attempting to measure motivation and attention, it can

be directed toward a number of features of the individual. The motivated

individual expends effort; he is persistent and pays attention to the task at hand; he

has goals, desires, and aspirations; he enjoys the activity; he experiences

reinforcement from success and disappointment from failure, and he makes

strategies to aid in achieving goals. That is, the motivated individual exhibits

many behaviors, feelings, cognitions, and the individual who is unmotivated does

not. According to Gardner and Lambert (1972), another reason why motivation is

very important is because motivation can influence students’ attitudes toward the

learning.


19

Wiyono (2008: 16) summarized that students’ motivation is the tendency

to increase or keep as high as possible students’ capabilities in all their learning

activities that lead to success. The following aspects will be used as the basis for

the constructing of the motivation measurement. Students’ motivation contains the

following aspects:

1) Self-confidence in facing achievement related task, 2) Persistence is case of failure, 3) Preference for levels of difficulties, 4) Preference for partners in doing tasks, 5) Competition with others.

Those aspects will be used as the basis for the construction of the

questionnaire measurement.

4. Theory of the Self-Access Language Learning (SALL)

SALL can be regarded as a manifestation of learner autonomy in the way

that SALL provides materials and organizational systems that cater for

individualization and the promotion of independent learning (Sheerin, 1997).

SALL allows learners with different learning needs and styles to outline their

learning objectives, to decide what to do, to find materials that suit their needs,

and to use the material to assess their learning, to attain their goals, and to learn on

their own (Dickinson, 1987; Sheerin, 1997).

SALL promotes the approach where students study independently

choosing from among different resources that are available. It focuses on student

responsibility and active participation for students’ own learning. According to

Gardner and Miller (1999), SALL creates a learning environment where teachers,

learners, resources provided and the systems are organized to function as a quasi-


20

independent unit which engages learners in studying outside the classroom. This

style of instruction is most often done in the setting of a self-contained learning

environment or self-access center (SAC).

In accordance to Rodden (2007), SAC can be as simple as a classroom set

aside with dictionaries and shelves of paper-based exercises to state-of-the-art

digital centers with various types of computer- and Internet-based resources. What

resources are available and how students are guided to use them depend on the

financial resources available and how much learner autonomy an institution

decides to give students.

As cited from Reinders (2000), Benson (1998) summarizes that SALL

does not have to be self-directed by saying that if autonomy is the aim, then self-

direction is a means to this end, and self-access is an environment within which it

can be achieved. So learners need to be equipped with a number of skills before

they can benefit from working in a SAC. As cited by Dickinson (1987: 116),

Cousin (1985) summarizes some of these necessary skills:

“They must be accustomed to finding their way around a resource, which may require familiarity with the use of a public library, for instance. They must obviously be sufficiently fluent readers to be able to make use of a considerable amount of written instructions and must have the self discipline and habits of study to be able to concentrate on an academic task without outside supervision. It seems unlikely that this is to be achieved without experience of formal education.”

Furthermore, students need to develop skills that allow them to make

choices about what to learn, when to learn and how to learn it, as well as to

monitor progress and evaluate outcomes. The SAC can give students the

opportunity to learn by themselves, and to make their own decisions about their

learning although this does not have to be the case.


21

In other words, SALL can be said to be the learning that takes place in a

SAC. It involves the development of learner autonomy and it caters for learners

with different needs. In line with the previous definitions of SALL, Reinders

(2000) proposed the definition of SALL as follows:

“Self-Access Language Learning is learning that takes place in a Self-Access Centre. A Self-Access Centre consists of a number of resources (in the form of materials, activities and help), usually in one place, that accommodates learners of different levels, styles, and with different goals and interests. It aims at developing learner autonomy among its users.” Moreover, Gardner & Miller (1997) defined that ‘Self-access language

learning (SALL) is learning in which students take more responsibility for their

learning than in teacher directed setting. Ideally SALL offers varying degrees of

guidance but encourages students to move towards autonomy. According to the

definition above, SALL in SMK 2 Depok is meant to make students experience

learning English autonomously and individually, so that they can take

responsibilities to make their own learning. Of course, group work is perfectly

possible in a SAC and can be a good example of autonomous learning.

5. Vocational School

Vocational school is a formal secondary education of education system in

Indonesia. The aims of the vocational school in Indonesia are:

a. to prepare students in the field of work and to develop a professional attitude. b. to prepare students in order to be able to choose their carrier, to compete, and

to develop them-selves. c. to prepare middle level labors for business world and industries at the present

time and the future. d. to prepare graduates in order to be productive, adaptive, and creative citizen

(Depdiknas, 2003: 3).


22

According to the aims above, it means that a vocational school has a

special characteristic which differentiates between other educational institutions.

A vocational school has a characteristic of vocation that organizes an educational

program appropriated with various fields of work.

Moreover, a vocational school is a vocational secondary education which

also gives opportunities to students to continue their education to the higher level.

Such a thing differentiated from a non-formal vocational education. So that, the

subjects in vocational school also differentiate from those that are in high school

or in a non-formal vocational education. The subjects in a vocational school are

general subjects and vocational subjects (Depdiknas, 2003: 8).

Then, a vocational school organizes educational program that agrees with

various fields of work. According to that, educational programs in vocational

school are grouped into six groups, such as agriculture and forestry group,

technology and industry group, business and management group, public

prosperity group, tourism group, and last art and craft group.

With regard to English as a foreign language for Vocational School in

Indonesia, before admitting to the school some students have been learning

English at least three years at Junior High School. Some others, however, may

have been learning five or six years, three years at junior high school and two or

three years at elementary school.

English plays an important role in the students’ current and future lives.

For their current lives, English as an adaptive subject can help them understand

cultures where English is spoken. They can understand how English words are put

together to make meaningful sentences, how words are correctly pronounced, etc.


23

The role for their future is to help them prepared to take parts in the global era

community. With adequate competence in English, vocational school graduates

can get better job and lives by working for business sectors in foreign countries.

B. Theoretical Framework

As what the previous research revealed, perception is an important factor

that influences successful learning since it influences someone’s motivation to

learn and behaviors or attitudes. In order to answer the first research question, that

is students’ perception on the use of SALL in learning English, the researcher

employed four theories. They are first, the theory of perception (Bootzin, 1983,

and Biggs, 1992), second, the theory of language learning (Brown, 2000), third,

the theory of motivation (Gardner and Lambert, 1972), and last, the theory of

learning English using SALL in line with the case that happened in vocational

schools.

The theory of perception was employed in order to know what exactly the

meaning of perception, and also the factors that cause a student to have a certain

perception such as presage, process and product. Those three aspects were used as

the basis for the construction of the questionnaire. Knowing that perception can

influence students’ motivation in learning, as a result, the researcher employed the

theory of motivation which helped the researcher to know the definition of

motivation, the importance of motivation and the relation among perception and

motivation. The theory of motivation in learning was also used as the basis for the

construction of the motivation measurement. The researcher also employed the


24

theory of learning English using SALL in order to identify the activities that were

used in learning using SALL. It also discovered the advantages and disadvantages

of using SALL in English learning. In the theory of learning English using SALL,

the researcher drew the relationship between good language learners and SALL.

One of the characteristics in a good language learner is that he/she is an active and

autonomous learner. And being active-autonomous learners, the student may

conduct SALL in SAC.

The research also analyzed the relation between students’ strategies to

learn English and the SALL in vocational schools. It also helped the researcher to

discover whether the use of SALL can fulfill students’ needs or not.

The result of students’ perception on the use of SALL in learning English

could be positive or negative. Based on the theories above, if most of students’

needs in learning English can be fulfilled by the use of SALL in their English

learning, it can lead them to have positive behavior toward the learning, which

showed that the students have positive perception. Conversely, if only few of

students’ needs in learning are fulfilled by the use of SALL in their English

learning, it can lead them to have negative behavior toward the learning, which

showed they have negative perception.

Researching second grade vocational school students’ perception is

important. The results of the research can be used to improve the quality of the

use of SALL in English learning. It can also encourage other schools whether or

not to use SALL in their English teaching-learning activities. According to

Bootzin (1983:120), if students have positive behavior toward the learning, they

will have positive perception on the learning. On the other hand, if students have


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

SALL in learning English.

This research addresses two research questions. The first research question

is the perception of the students on the use of SALL in their English learning

activities. In order to find out the answer, the researcher employed a class

observation, a questionnaire, and an interview. Then, the data results are analyzed,

interpreted and written in paragraphs.

The second research question is the students’ recommendations to the use

of SALL in order to improve and maximize the use of SALL in SMK Negeri 2

Depok, Sleman, Yogyakarta. In order to answer it, the researcher observed the

learning process and interviewed some students. The data results then are

analyzed, interpreted and writer in paragraphs and would be described in the

suggestions part in chapter five.


26

CHAPTER III

METHODOLOGY

The research methodology and procedures that will be employed in the

research are presented in this chapter. This chapter is organized into six major

sections, namely (1) the research method, (2) research participants, (3) research

instruments, (4) data gathering technique, (5) data analysis technique, and (6)

research procedure.

A. Research Method

This research was considered as a survey since the research was aimed to find

out the students’ perception on the use of Self-Access Language Learning (SALL)

and students’ recommendation to improve and maximize the use of Self-Access

Center (SAC) in English learning. Survey studies are usually used to find the facts by

collecting the data directly from population or sample. It is the most commonly used

in educational researches. The researcher, therefore, collected the data to describe the

nature of the existing condition as to determine the relationships of the specific

existing events.

As cited from Creswell (2003:14), a survey research includes cross-sectional

and longitudinal studies using questionnaires or structured interviews for data

collection, with the intent of generalizing from a sample to a population (Babbie,

1990).


27

According to Groves, Fowler, Couper, Lepkowski, Singer, and Tourangean

(2004a: 2), a survey is one of the most methods that is commonly used in the social

sciences. Its aim is to understand the social phenomena, the society work and also to

test theories of behavior. It means that a survey research is one that is used to

understand the human behavior and the characteristics of the targeted people.

According to Trochim (2006), in a survey research, the researcher can also distribute

questionnaire to gather the data.

This study is a survey research since this research was aimed to discover and

understand the social phenomena of the students’ perception on the use of SALL in

English learning. This study also uses questionnaires and structural interviews for the

data collection. Since survey research uses human experience to be observed, the

results obtained in this research are in the form of statements, sentences, and words

rather than numbers.

B. Research Participants

A population is defined as total number of people in a particular group who

inhabit an area (Encarta Dictionaries, 2008). The target population of this research

was the second year students of SMK Negeri 2 Depok Sleman in the Academic Year

2009/2010 as shown in Table 3.1.


28

Table 3.1 Research Respondents by Class and Number Class Number

1. Teknik Kimia Analis 2. Teknik Kimia Industri 3. Teknik Audio Video 4. Teknik Elektronika Industri 5. Teknik Geologi Pertambangan 6. Teknik Perbaikan Body Otomotif 7. Teknik Gambar Bangunan 8. Teknik Komputer Jaringan 9. Teknik Permesinan

32 32 32 32 32 32 32 32 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

involves the division of a population into smaller groups, known as strata. In

stratified random sampling, the strata are formed based on their members sharing a

specific attribute or characteristic (Investopedia, 2010). It was done by writing the

names of the classes in pieces of paper, rolling them and putting each roll into a glass

separately and taking the rolled paper from the glass. The result of the tossing was the

class of Teknik Perbaikan Body Otomotif. The total number of students in the class

was thirty two students. Those students were required to fill in questionnaire. From

thirty-two students, the researcher took six students to be interviewed. Those six

students were meant to represent the students who had high scores, middle scores and

low scorers from the questionnaire data results.


29

C. Research Instruments

The research used three instruments to gather data. In line with Gardner &

Miller (1997) the instruments in the study were an observation checklist, a

questionnaire, and an interview. The instruments were used to gather the data in order

to answer the research questions in the problem formulation.

1. Observation Checklist

The first instrument was the observation checklist. As cited from

teachingenglish.org.uk (2009) “an observation checklist is a list of things that an

observer is going to look at when observation is done in a class”. The observation

checklist was used twice. The first observation was done on January 27, 2010 and the

second observation was done on February 03, 2010. It was used to answer the first

research question. The list was prepared by the researcher before the observation was

held.

The preliminary research was done before the first observation was held.

According to Cohen, Manion, and Morrison (2000: 293), “Observational data are

attractive as they afford the researcher the opportunity to gather “live” data from

“live” situation”. In other words, by carrying out observation, the researcher would be

able to look at the real condition of the participants being observed. The researcher

used observation since it gave data on every action taking place in the classroom.

Morrison (2000: 293) stated that observation will enable the researcher to gather data

on physical setting, human setting, interactional setting, as well as program setting.


30

There are two types of observation; participant observation and nonparticipant

observation. In doing the research, the researcher used nonparticipant observation. In

nonparticipant observation, the observer did not really involve in the teaching and

learning process or activities of the group (Razavieh. 2002: 430). The researcher

purely observed the students in the classroom. It was done in order to minimize the

missing data on the students’ progress and provide truthful data. Therefore, a

nonparticipant observer would be very helpful in this research.

The instrument on class observation was constructed by considering the

indicators shown in following Table 3.2. The indicators were made by considering

the interactive system (Biggs, 1992: 3-6) that has three elements: presage, process

and product or learning outcome.

Table 3.2 Observation Blueprint of Students Behavior in SALL

INDICATORS ITEMS A. Students’ behavior before learning English using SALL

1. time perspective 2. self-confidence 3. preparation

B. Students’ behavior while learning English using SALL 1. self-confidence in facing achievement related task 2. preference of levels of difficulties 3. persistence in case of failure 4. competition with others 5. time perspective

C. Students’ behavior after learning English using SALL 1. time-perspective 2. self-confidence in facing problems related task

2 2 2

2 2 2 2 2

2 2

TOTAL 20


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2. Questionnaire

The second instrument was a questionnaire. The researcher distributed the

questionnaire on February 24th, 2010. According to Seliger and Shohamy (1989: 172)

“a questionnaire is printed forms for data collection which includes questions or

statements to which the subject of the research is expected to answer.” The

questionnaire was used to obtain information about the students’ perception on the

activities, motivation and implication of using SALL. Afterwards, the questionnaire

was also used to determine the six students that would be interviewed. This research

used closed form questionnaire. According to Ary et al. (2002) a questionnaire is

practical because the answers can be returned at the same time as when the

questionnaire is distributed.

The questionnaire blueprint was made by considering the interactive system

(Biggs, 1992: 3-6), the elements of language teaching-learning activities (Champbell,

2001: 173-186), the definition of learning (Brown, 2006: 6), and the aspects that were

used as the basis for the constructing of the motivation measurement as cited from

Wiyono’s (2008: 16).

This closed form of a questionnaire consisted of twenty-five statements,

covering six categories: 1) self-confidence in facing achievement related tasks, 2)

persistence in case of failure, 3) preference of level of difficulties, 4) time

perspective, 5) competition with others, and 6) implication. Table 3.5 presents some

questions in students’ perception questionnaire.


32

Table 3.3 Questionnaire Blueprint of Students’ Perception toward SALL

CATEGORIES NUMBERS TOTAL

1. Self-confidence in facing achievement related tasks. - being optimistic to accomplish tasks - feeling satisfactory of the result of self-work

1, 2, 3, 4

4

2. Persistence in case of failure - being encouraged to gain better result - being willing to overcome constraints - having a spirit to keep participating in unpleasant activities - being fearless to experience failure

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

3. Preference of level of difficulties - choosing moderate difficulties 12, 13 2

4. Time perspective - using extra time to check the accomplished task - substituting cancelled activities with other useful activities - coming on time in any activities

14, 15, 16, 17, 18 5

5. Competition with others - being encouraged to engage in a competitive situations - having a desire to outperform others - having curiosity to know the position on oneself achievement among others

19, 20 2

6. Implication - having better skill and understanding

21, 22, 23, 24, 25 5

Total

The questionnaire used Bahasa Indonesia because the mother tongue of the

participants was Bahasa Indonesia. Therefore, Bahasa Indonesia was used to make

them easier in understanding the statements in the questionnaire.

3. Interview

The third instrument was an interview. According to Kvale, as cited in Cohen,

Manion, and Morrison (2000: 267),”the use of interview in research marks a move

away from seeing human subjects as simply manipulatable and data as somehow


33

external to individuals, and towards regarding knowledge as generated between

humans, often through conversations.”

The interview was conducted to the research participants in order to answer

the research questions. Further, the interview also strengthened the data to answer the

research questions. The interview used in the research was a structured interview.

Structured interview, which was used as one of the instruments of the research means

that the questions for interviewee were already prepared before the interview was

done. There were twenty five questions prepared and asked by the researcher.

Meanwhile, the interview was constructed by considering the indicators shown

bellow. The interview questions used Bahasa Indonesia in order to make the students

easier in understanding the questions.

The interview items were made by considering the second research instrument

(questionnaire items) that had been modified in order to make sure about the students’

responses. The interview questions were divided into four parts: motivation (1),

activities (2), implications (3), and critics and suggestions (4) that would be used to

answer the second research problem.

Table 3.4 Framework of the Interview Questions in using SALL

Interview Questions Number of Statements Total Items

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

2. Activities 10, 11, 12, 13, 14, 15, 16, 17, 18 9

3. Implications 19, 20, 21, 22, 23 5

4. Critics and suggestions 24, 25 2 Total 25


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D. Data Gathering Technique

As stated before that the researcher used three instruments in order to gather

the data to answer the questions of the research. This sub-chapter explained how the

instruments worked and also how the data were gathered.

In the first step of data gathering from the participants, the researcher

maximized the use of observation form. The researcher observed the students’

behavior before learning, while learning, and after learning.

For obtaining deep findings from the students, the researcher interviewed six

students who were chosen from the scores they obtained ion the questionnaire. Based

on the scores of the questionnaire, the researcher took two students representing

highest scorers, two middle scorers, and two the lowest scorers. The researcher

interviewed them one by one in order to obtain more reliable data.

E. Data Analysis Techniques

The first step was observing the phenomenon happening in the SALL class. In

order to answer the first and the second formulated problems, the researcher analyzed

the observation data collection of the students’ behavior in learning English using

SALL.

According to Bootzin (1983:120), if students have positive behavior toward

the learning, they will have positive perception on the learning. On the other hand, if

students have negative behavior toward the learning, they will have negative

perception. Based on that theory, the researcher analyzed the students’ behavior


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

shown in the following table.

Table 3.5 Scoring grades for questionnaire on Students’ Perception

Option Score

Always Often

Sometimes Rarely Never

5 4 3 2 1

To find out what choices of the respondents, they were asked to put a tick on

the column based on their choices. For the total items in the questionnaire, the scoring

was done by counting the scores that each subject got in the questionnaire. To

evaluate the students’ perception on the use of SALL in English learning, the ideal

mean (M) and standard deviation (SD) need to be found out.


36

Σ

In where:

Σ = the sum of all the members of a set

= the number of members of the set

Then, after getting the categories of the students’ scores, the researcher chose

six students to be interviewed. The two students represented the highest scorers; two

other students represented the medium scorers and the others represented the low

scorers.

The third part was interviewing. From those data, the researcher was able to

determine the students who would be interviewed. The students’ responses on the

interviews were recorded, so that the researcher could analyze every single word of

their answers. Afterward, the recorded responses were transferred into text so that it

could be further analyzed. After that, the researcher analyzed the results of the

interview. The topic of the interview questions was quite similar to the questionnaire.

In the interview, however, there were questions to ask the reasons or background the

students gave in certain answers. The researcher did the interview twice in order to

obtain reliable data.


37

F. Research Procedures

There were some steps used in the research. Before conducting the research,

the researcher first designed the blueprint of the research, such as choosing the

problem to be solved, deciding the school and participants of the research. Next, the

researcher did the preparation steps. In these steps, the researcher asked a legal letter

from the English Language Education Study Program of Sanata Dharma University.

Afterwards, the researcher gave the letter to the secretariat of SMK Negeri 2 Depok,

Sleman to conduct a research at the school. Then, the researcher had a meeting with

the English teacher of SMK Negeri 2 Depok, Sleman in order to arrange the

appropriate schedule to conduct the research. Afterwards, the researcher did

preliminary research that was the library research in order to gain knowledge and find

appropriate theories for the research.

The researcher additionally did pre-observation and observations on the

participants. After the researcher observed twice, she gathered necessary information

she could get from the learning activities in classroom. After that, the researcher

constructed questionnaire and interview materials. Then, she distributed the

questionnaire to the participants. After getting the questionnaire feedback, the

researcher analyzed the questionnaire in order to choose the participants who would

be interviewed. The researcher then, conducted an interview with the participants in

order to obtain more information needed to answer the research questions. The

researcher interviewed the participants twice using the same questions in order to

confirm the participants’ answers in the first interview. The next step was analyzing


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

how the steps in the research procedure were conducted systematically:


39

RESEARCH PROCEDURE (The Students’ Perception on the Use of SALL in

Learning English at SMK Negeri 2 Depok, Sleman)

BLUEPRINT (Library Research)

ENGLISH CLASS OBSERVATION ON THE USE OF SALL

Result: Observation Data

(Learning Activities and Students’ Behaviors)

CONSTRUCT QUESTIONS

FOR QUESTIONNAIRE AND INTERVIEW

Result: Questionnaire and Interview Questions

DISTRIBUTE QUESTIONNAIRE

Result: Raw Questionnaire Data

ANALYZE DATA

Result: Students’ Perception in General and

Interviewee Candidates

CONDUCT INTERVIEW

CONCLUDE

DISCUSS

SYNTHESIZE ALL DATA

Result: Students’ Perception and Suggestion

ANALYZE SHARED STUDENTS’ PERCEPTION

ON THE USE OF SALL

Result:

Confirmed Interview Data from the First Interview

CONDUCT SECOND INTERVIEW

Result: Data Transcript of Students’ Perception and Suggestion

TRANSCRIBE DATA

Result: Recorded Interview Data

a (Students’ Perception and Suggestions


40

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the research. The research was

conducted to find out the students’ perception on the use of on the use of self-

access learning in learning English and students’ suggestions to improve and to

maximize the use of self-access language learning in learning English. The

findings were divided into two parts. They are part A that explained the students’

perception and part B that explained the students’ suggestions.

A. Students’ Perception on the Use of SALL in Learning English at SMKN 2

Depok Sleman, Yogyakarta

The data were obtained through three instruments; they were an

observation, a questionnaire, and an interview. Each instrument would be

separately analyzed. These instruments were used to answer the students’

perception on the use of SALL in learning English and also to answer the

students’ suggestions to improve and to maximize the use of SALL.

1. Students’ Perception Based on the Observations of Students’ Behavior in

the Teaching-Learning Process Using Self-Access Language Learning

(SALL).

According to Cohen, Manion, and Morrison (2000: 293), “Observational

data is attractive as they afford the researcher the opportunity to gather “live” data


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

with SALL (3).

The first observation was done on January 20, 2010. The total number of

present students was 32. The teaching and learning process took place in a

classroom equipped with SAC. The classroom condition was unusual. It was a

special room for teaching English which was not shared with the room for

teaching other subject. The classroom was about 8 x 10 meters with two ACs,

good ventilation and sufficient light. The room was big enough for 32 students to

move their chairs because the setting arrangement was not fixed: there were no

tables. Each student had their own chair with a small board attached to it, made it

possible for students to write and put their books on it. There was some electronic

equipment such as a 29 inch television set, fans, overhead projector, tape

recorders, and VCD player available in the classroom, and also a shelf—located in

the corner of the classroom—full of printed and recorded SAC materials.

In the first section of the observation, the observer entered the class before

the students came; so that she could observe the students’ behaviors from the

students’ first step when entering the classroom. Based on the observation, most

of the students were not late. Students preferred to sit in front rows than in back

rows. Most students had prepared their English book on the tables. Before the

students learned English using SALL, they were explained that they would learn

English using Self-Access Language Learning. Most students paid attention to the


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 —

listening, speaking, reading, writing, vocabulary, grammar. Group A; number 1-6,

did the listening part, group B; number 7-13, did the speaking part, group C;

number 14-20, did the reading part and group D; number 21-27, did the

vocabulary part, and Group E; number 28-32, did grammar. When every student

finished with the first part, they could take and do other self-access material.

On the second section, the students began to use SALL. After having

explanation to what they were going to do, they did what they had to do and

responded it quickly. They walked to take self-access material orderly and did

their assignment seriously. They looked familiar to SALL. While doing their task

individually, some students had trouble in operating the cassette-tape player, but

they were not afraid to ask for help from the teacher. The teacher was really

helpful. After several minutes, some students walked to find dictionaries. There

were some dictionaries on the shelf. Meanwhile, the teacher also played soft

instrumental music, so that students could feel relax. The students looked

enjoying in doing their tasks. At the corner, some students were sitting in a group.

When one of them finished with a folder of self access material, the other member

of that group challenged to do more than their friends. They looked happy and

enthusiastic in SALL. It could be observed from their mimics and their behavior

when doing the tasks. The allocation time for SALL was about seventy minutes.


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.

They discussed their difficulties on grammar with the teacher.

The second observation was done on February 3, 2010. The total number

of present students was 31. The teaching and learning process took place in the

same classroom equipped with SAC as the first observation was done.

On the first section, the students prefer sitting in the front rows, so that

students who came late sat in the back rows. The students had prepared their

English book on the table. They paid attention when the teacher began the lesson

by giving instruction to learn English using SALL. Some students asked about

whether they could use the books on the shelf. Before they learned using SALL,

they were asked to compile the record-sheet of their previous work.

In the second section, they learned using SALL. Same as the first

observation, students learned and did the tasks seriously, though some students

looked sleepy and tired because they just had had exercise class. A few students

talked with their friends. Most of them made notes while doing the tasks. When

they had difficulties in operating the media, they asked the teacher for help.


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

hear the recording, so the teacher replaced the headset.

The third section, on the last minutes before the learning was done, the

students were asked to share their experience in learning using SALL in front of

class. Three students raised hands to share their experiences and feelings. They

claimed they experienced and felt the same things. After sharing their feelings and

experiences, students were asked to fill the record sheet. The bell rang, meaning

that the English time was over. The students left the class to have a break. On the

other side, two students stayed in class to consult their problem with the teacher.

After several minutes, they left the class. They looked enthusiastic in sharing their

experiences.

From the observation above, there was information that could be analyzed

and concluded. The information focused on the students’ behavior. So, the

perception could be revealed. Below was the analysis.

The students’ behavior before learning using SALL was considered

positive. They were active in answering teacher’s questions. Most students also

paid attention to the teacher’s explanation about the learning. Most students were

active in responding the teacher’s questions. Moreover, the students were not

afraid to ask the teacher when they had problems. Therefore, the students’

behavior related to self confidence was also considered positive.

On the second section, the student’s behavior was also considered positive.

The students looked enthusiastic when taking the self-access materials. They took


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

process using SALL.

From the analysis of the students’ behavior in the observation above, the

researcher could draw some conclusions. First, the students enjoyed learning

English using SALL. Second, they liked to do tasks by choosing the materials


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

students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof, based on

the observations, had positive perception because they had positive behavior

toward the use of SALL in learning English.

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

The Questionnaire

The researcher distributed the questionnaire on February 24th, 2010. There

were thirty-one questionnaires distributed. The total students of Teknik Perbaikan

Body Otomotif class actually were thirty-two. One student did not come since he

had to attend an OSIS meeting, hence, only thirty-one students filled in the

questionnaire.

As presented in Chapter 3, the data of students’ achievement motivation

were taken from their responses to the 25 items of the questionnaire. The result of

the data analysis showed that the observed mean was 90.52 and the highest score

was 103 while the lowest was 72. The students’ responses to each statement are

presented in the form of data frequency. And the data percentage could be seen in

Appendix 6.


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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.

However, in the fourth statement that said “SALL is what I want in

English class”, the students’ responses were quite positive. There were 3.2%

students who chose always, 45.2% students who chose often, 45.2% who chose

sometimes, and only 6.5% who chose rarely. It showed that most students wanted

SALL in learning English.

The second part was the students' responses to their persistence in case of

failure. The data that were obtained showed that the students’ perception to their

persistence in case of failure was positive. Figure 4.2 showed that students gave

positive response to the fifth statement that said “Although I have ever got bad

marks in tasks or exercises or tests, I keep being encouraged to study that I can get

better marks” were positive. There were 16.1% students chose always, 48.4%

students chose often, and 35.5% students chose sometimes. It meant that most

students were kept being encouraged to study hard so that they could get better

marks.


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.

The students’ responses to the statement number 7 that said, “It is

burdening me to have English classes using SALL” was negative. A negative

statement was also used in this statement. There were 38.7% students who chose

never, 45.2% students who chose rarely, 12.9% who chose sometimes, and only

3.2% students who chose often. From the percentages, it could be concluded that

most students were not burdened to use SALL in their English class.

Meanwhile, the students’ response to the eighth statement that said “Using

SALL makes me feel relax because I should not do tasks that I do not like” was

positive. There were 54.8% students who chose always, 32.3% students chose

often, and only 12.9% students who chose sometimes. From the percentages, it

illustrated that most students felt that SALL made them feel relax, because they

did not have to do tasks they did not like.

The students’ response to the ninth statement that said “When I cannot

answer questions in the tasks/exercises, I am encouraged to finish the tasks by

asking teachers or friends” was positive. There were 16.1% students who chose

always and 48.4% who chose often. Meanwhile, there were 35.5% students chose

sometime. From the percentages, it can be seen that most students were often

encouraged finishing tasks/exercises with friends or teachers.


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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

learn using SALL, they did it seriously.

Moreover, the students’ response to the statement number 16 that said “I

do not want to be late in English class so that I will not miss the SALL time” was

also positive. There were 38.7% students who chose always and 45.2% students

chose often. The rest of students who chose sometimes were 12.9% and only 3.2%

who chose rarely. From the percentages, we could see that most students were

often did not want to miss the SALL time in their English class.

The students’ responses to the seventeenth statement that said “I like

rechecking the finished exercises or tasks for the time is still available” was also

positive. It could be seen that there were 35.5% students chose always and 38.7

students chose often. Only 25.8% students chose sometimes. It meant that the

students liked to recheck their works when the time was still available.

The figure 4.4 also showed that the students also gave positive response to

the eighteenth statement that said “When my teacher is not around, I spend this


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57

middle perception. Moreover, 8.4% of the total participants chose column 2

“rarely” and 2.7% of the total participants chose column 1 “never” that they could

be said to have negative perception. It could be concluded that most participants

had positive perception on the use of SALL in learning English.

3. Students’ Perception on the Motivation, Activities and Implication on the

Use of SALL in Learning English Based on the Interview.

Based on the result of the observation and the questionnaire above, it was

said that students’ perception on the use of SALL in learning English was

positive. In order to obtain reliable data, the researcher carried out the interview to

six students that represented the students who had high scores, middle score, and

low score. The interview included three parts. They were motivation, activities

and implication.

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

SALL.

The students said that actually they learned English since they wanted to

be able to communicate and speak in English. They believed that English would

be used for their future life.

Karena… itu bahasa asing dan juga sebagai persiapan aja untuk ke depan, juga sebagai soft skill. (Student 2, Interview) Untuk memenuhi tuntutan perkembangan jaman yang mengharuskan kita untuk bisa berbahasa Inggris dan berkomunikasi secara lancar. (Student 4, Interview)


58

Since they wanted to be able to communicate and speak in English, from the

observation, we could notice that they liked learning English using SALL. Similar

to the observation, the interview also recorded that they liked and enjoyed to learn

English using SALL.

The students also had personal reasons on why they liked learning English

using SALL. Some of them liked to use SALL because they could choose their

own interest in learning English.

Ya cukup senang dan bersemangat. Karena selain bisa memilih sendiri materi yang akan saya pelajari… (Student 2, Interview)

Moreover, the students also liked learning English using SALL because they felt

that their creativities were not delimited.

Saya bersemangat karena Self-Access sendiri tidak membatasi kreatifitas saya dalam belajar bahasa Inggris. (Student 4, Interview)

Some students also liked learning using SALL because they were challenged to do

better than their classmates.

Seneng, bersemangat. Karena saya lebih termotivasi untuk bersaing dengan temen-temen. (Students 6, Interview)

Otherwise, some of the students also did not like learning English using SALL,

because when they learned using SALL their teacher sometimes did not stay in the

classroom. Moreover, they thought that when they had problems or difficulties

they were not able to ask the teacher.

Kalo SALL itu sebenarnya saya nggak suka…, soalnya nganu …, kan soalnya itu belajar sendiri nggak didampingi jadinya kan kalo kesulitan nggak diajari langsung. (Student 5, Interview) When they were asked the question whether they used to do all the SALL

materials, they also had their own personal perception. Most students used to do


59

the exercises immediately. When they had time they took next exercises. Two of

them shared:

Kalau saya sih ya langsung dikerjain, pokoknya ambil gitu langsung dikerjain, kalau memang waktunya cukup ya dikerjakan semua ya kalo memang waktunya nggak cukup ya udah sebisanya. (Student 1, Interview) Berusaha. Ya sama seperti tadi, dilihat waktunya. Kalau baru dapat readingnya saja berarti saya baru dapat segitu saja. Yang penting saya bisa mengerjakannya. (Student 6, Interview)

When they were asked about their desire to learn deeper about things that

were related to English, most of them said that they wanted to learn things related

to English. They said that after having experience using SALL, they were eager to

know many things that were related to English. Also, the students got more proof

that they still had inadequate English abilities, skills and vocabularies. Three of

them shared:

Tentu saja. Banyak vocabularies yang saya belum tau. Dengan self-access jadi nambah pengetahuan saya. (Student 6, Interview) Ya iya …. Soalnya banyak hal yang belum saya ketahui, seperti itu culturenya. (Student 5, Interview) Iya, karena banyak juga hal-hal yang saya belum dong, seperti grammar dan materi2 yang belum saya ketahui secara mendalam, sehingga membuat saya semakin ingin tau dan memahaminya. (Student 4, Interview)

When they had difficulties in understanding dialogues or reading passages,

most students tried to overcome their difficulties. Likewise, when the students had

problems in vocabularies, grammar, and also pronunciation, they tried to

overcome their problems by asking friends. When their friends could not give the


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

on their motivation after learning English using SALL.

b. Students’ Perception on the Activities Using SALL

Most students said that they often had many varied activities when

learning using SALL such as reading stories, listening to music on cassette tape,

doing crosswords, filling in the blanks on some statements, making letters of

applications, and so on.

Ada mendengarkan kaset, topiknya macam-macam. Terus ada juga yang mengerjakan paket soal, tapi soalnya juga bervariasi juga, jadi tidak sama semua. (Students 6, Interview) Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing, vocabulary, grammar, speaking. (Student 4, Interview)


61

Most students said that through those activities, they were made happy and

enthusiastic in learning English.

Ya, karena guru tidak membatasi aktifitas siswa untuk belajar. Jadi saya bisa belajar sendiri. (Student 4, Interview) Kalo buat saya sih saya senang. Ya karena itu tadi saya bisa bebas memilih pelajaran yang mana,moodnya skrg itu mau belajar yg ini gitu ya milih ini. Lagi pengen ndengerin brarti ya listening ato lagi semangat nulis brarti ya writing. (Student 1, Interview)

They also said that they were quite enthusiastic to use SALL, especially when

they had listening part. It was because they could play and replay the listening as

many as they wanted.

Ya sudah cukup. Kadang ada yang agak susah dan tidak jelas pengucapannya dan sulit dipahami, tapi dengan self-access learning dengan tape dan kaset sendiri-sendiri jadi bisa saya ulang-ulang dan jadi lebih bisa dipahami. (Student 3, Interview) The students also said that the activities that they experienced so far helped

them in improving their English skills such as listening, speaking, reading, and

writing, and also helped to increase their vocabulary list and their pronunciation.

Menurut saya ketrampilan kan dari banyak latihan, jadi kalo kita sering dengerin ya mungkin bisa lebih nambah. … (Student 1, Interview) Sesuai ... Ya, banyak contoh-contoh percakapan yang baru saya tau dengan mengerjakan soal-soal tersebut. Jadi banyak yang bisa saya pakai. (Student 2, Interview) Ya sesuai. Banyak latihan membaca dan menjawab soal-soal dari bacaan, untuk memahami jadi lebih terlatih. (Student 3, Interview) Ya. Karena banyak latihan untuk menulis surat misalnya. Atau menulis lamaran pekerjaan, pengumuman, kadang essay juga. (Student 6, Interview)


62

The students’ answers on their preference part in SALL varied. Most

students liked the listening part. Three of them shared:

Listening, karena saya tau saya kurang bagus di listening jadi saya ingin lebih bagus lagi. (Student 6, Interview) Saya suka listening. Kadang-kadang dengar lagu juga. Ada kata-kata yg sulit dan susah dimengerti, jadi bisa lebih paham. (Student 3, Interview) Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata2nya belum pas dan belum jelas tadi. (Student 2,Interview)

Since every student had their own opinion and self-experience, they also had their

personal preference on what they liked. Some of them liked the reading part. One

of them shared:

Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian reading, jadi saya bisa ngulang reading berulang-ulang sampai saya paham. Sama writing juga, saya suka nulis soalnya. (Students 1, Interview)

Otherwise, some students also did not like writing; they thought that they had to

write a lot. Some students also did not like the grammar part and the listening

part. One of them shared:

Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh menulis banyak jadi agak bingung juga. (Student 3, Interview)

From their answers above, it could be seen that they had positive response

on the activities. Although there was an activity that they did not like such as

writing, it was normal. Their positive response also could be seen that they gave

advice to add the activities so that it could be more varied. Through the answers


63

above, it could be concluded that the students had positive perception on the

activities using SALL.

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

Revealing that the students liked the activities using SALL and they also

had good motivation in learning English, the researcher then wanted to know what

the advantages and disadvantages were that the students obtained so far as they

learned using SALL.

When the students were asked about the advantages and disadvantages that

they obtained so far, most students said that the advantages were their listening

and speaking skills improved, they knew new vocabularies and their knowledge

about English increased.

… bisa menambah pengetahuan, kosakatanya juga jadi bertambah, hapalannya itu bertambah. (Student 3, Interview) Positifnya ya menambah wawasan, kosakata, grammar, vocabulary dan kemampuan dalam bahasa inggrisnya bisa bertambah. (Student 2, Interview) Ya keuntungannya juga, bisa ngecek sendiri pekerjaannya jadi nggak malu kalau ada yg salah, dan tau kekurangan2 saya dalam bahasa inggris. (Student 2, Interview)

Kerugiannya, ya saya melihat teman2 jadi nggak rata. Ada yg mampu mengerjakan banyak, ada yang sedikit. Jadi yg sedikit nglihat yang banyak itu ada rasa gimana gitu. (Student 2, Interview)

… karena masih ada kunci jawabannya itu loh kadang-kadang ada yg ngeliat kunci dulu baru mengerjakan, jadi belajarnya tidak maksimal. (Student 3, Interview)


64

From their answers above, it could be seen that through the SALL,

students’ speaking and listening skills improved. They also obtained many

advantages such as they knew new vocabularies, their knowledge about English

increased, they knew how native speakers pronounced English words, and they

enjoyed the teaching and learning process.

Although there were disadvantages from learning English using SALL in

the classroom, it was less than the advantages that they obtained. Through the

answers above, it could be concluded that the students had positive perception.

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

in English Learning

Revealing that the students had positive perception on the use of SALL in

their English learning, the researcher also wanted to find recommendations from

the students in order to improve and to maximize the use of SALL in English

learning. Every student had their ideas to improve the use of videos. They had

recommendations from many aspects such as the SALL materials, the condition of

the class, the activities, the time outside the learning in the classroom, and the

time duration of the learning. Below were their recommendations to the use of

SALL.

The student thought that it was better to add more exercises so that SALL

had more collection. It was also revealed that the students wanted to experience

SALL more than before, especially after class hour or during their spare time.

Sarannya itu, soal-soalnya tambah variasinya jadi lebih banyak. Sama waktunya diitambah ndak cuma beberapa kali aja. (Student 1, Interview)


65

Ditambah waktunya. Soalnya baru beberapa kali pakai self-access. Waktunya kurang. Kalau bisa ditambah. Itu saja.(Student 2, Interview)

Ya materinya saja ditambahkan lagi. Biar nambah banyak pilihan. Waktu untuk self-access learning ditambahkan. Tidak hanya di jam-jam pelajaran saja. (Student 4, Interview) Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran. (Student 6, Interview)

Moreover, the students also said that it would be better if the discussion on each

folder or materials was also provided in the Bahasa Indonesia. It would make

them understand more easily. Meanwhile, the students also thought that the

answer keys should not be attached to each folder. They thought that by attaching

the answer keys to each folder, they could not do the exercises by themselves.

They were fixated to read the answer key first.

Itu Mbak, disetiap penjelasan materi itu, misalnya grammar focus …, disitu kan sudah dijelaskan gini-gini tapi dalam bahasa Inggris, nah kalo bisa dijelaskan juga dalam bahasa Indonesia. Biar jadi lebih paham. (Student 5, Interview)

Ya mungkin kunci jawabannya harus dihilangkan dulu, suruh murid mengerjakan dulu baru nanti diberikan kunci jawabannya. Jadi biar mikir beneran dulu. (Student 3, Interview)

The last but not least, the students also wanted that the teacher should stay in the

classroom and helped them by asking if there was any problem, because some of

them were afraid and did not have courage to ask the teacher.

Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yang susah nggak?” Sebenarnya ada yang nggak ngerti tapi kok nggak berani tanya. (Student 5, Interview)


66

From their recommendations, it could be seen that the students wanted to

have more exercises in SALL. Most of them recommended having extra time after

class hour, so that they could use their spare time to study. All the

recommendations above hopefully could improve and maximize the use of SALL

in learning English.


67

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the research findings, suggestions

for students, teachers and future researchers, and implications for SALL practices

as follows.

A. Conclusions

From the research findings, it is concluded that:

1. The students’ behavior was positively proven in the learning process using

SALL. During the observation, it was shown by the learning atmosphere

that the students enjoyed learning English using SALL. According to the

theory from Bootzin (1983: 120) that perception can influence students’

behavior and motivation, it can be said that if students have positive

perception, it will lead them to have positive behavior. It proved that

students of SMK Negeri 2 Depok, Sleman, majoring in Teknik Otomotiof,

based on the observations, had positive perception because they had positive

behavior toward the use of SALL in learning English.

2. Students’ perception on the motivation related to the students’ self-

confidence in facing achievement related task, persistence in case of failure,

preference of difficulties level, time perspective, competition with others,

implication on the use of SALL in learning English based on the

questionnaire was in general positive. According to the theory from Bootzin

(1983: 120) that perception can influence students’ behavior and motivation.


68

It can be said that if students have positive perception, it will lead them to

have positive motivation. It proved that students of SMK Negeri 2 Depok,

Sleman, majoring in Teknik Otomotiof, based on the motivation

questionnaire, had positive perception because they had positive motivation

toward the use of SALL in learning English.

3. Students’ perception on the motivation, activities and implication on the use

of SALL in learning English based on the interview was positive. They

liked learning English using SALL, though several students did not like

using SALL. They also made effort when they had difficulties. Although

there was an activity that they did not like such as writing, it was normal.

Their positive response also could be seen that they gave advice to add the

activities so that it can be more varied. Through SALL, students’ speaking

and listening skills improved. They also obtained many advantages. They

got new vocabularies and their knowledge about English increased. They

were exposed to correct pronunciation through listening exercises, and they

enjoyed the teaching and learning process.

4. From the discussion in Chapter IV, it could be seen that the students wanted

to have more exercises in SALL. Most of the students recommended having

extra time after class hour, so that they could use their spare time to study.

All the recommendations above hopefully could improve and maximize the

use of SALL in learning English.


69

B. Suggestions

Based on the conclusion, some suggestion will be directed toward

teachers, students and researchers.

1. To teachers

Teachers need to develop and update the SALL materials, make condition

of the class better, vary the task activities, add up material collection for exercises,

expand the time outside the learning in the classroom, and consider the duration of

the learning. In addition, teachers should also keep encouraging students to make

use of the SAC at the most advantageous way. The use of multiple technologies in

a more independent setting has been shown to improve motivation and increase

students’ ability to work independently by taking more responsibility for their

own learning. Students also report feeling more “empowered” by such modes of

instruction.

2. To Students

The students of SMK Negeri 2 Depok Sleman, Yogyakarta should

optimally use the SALL in the SAC any time available. Depending on the

individual, students can also set the level and content of their work. They can use

SAC voluntarily or can have assignments to complete there. This center gives

flexibility with the purpose of giving the students themselves the opportunity to

get used to the learning autonomy more to their learning needs and styles than a

more traditional mode of learning.


70

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.


71

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APPENDICES


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APPENDIX A

OBSERVATION CHECKLIST (1st)

January 20, 2010 Number of present students: 32

No. Statement Observed Comment Yes No Part A: Students’ behavior before learning

using Self-Access-Language Learning (SALL)

1. Students come late for English class.

2. Students prefer sitting on the back row than the back row.

3. Students have prepared their English book on the table. Few students forgot to

bring their book.

4. Students pay full attention when the teacher explains on what they are going.

Two students looked sleepy.

5. Students raise their hand when they do not understand on the teacher’s explanation.

6. Students answer the question when the teacher asks questions.

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

Part B: Students’ behavior during SALL

7. Students respond the teacher’s instruction.

8. Students take the material orderly. They started from the novice level.

9. Students are familiar with SALL.

10. Students discuss the task with friends. Some students worked in pairs.

11. Students do the task by themselves.

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

13. Students use dictionary to help them. There were some dictionaries on the shelf.

14. Students are challenged to do more tasks than their friends.

15. Students are enthusiastic in learning process.

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


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Part C: Students’ behavior after experiencing SALL

16. Students record their work on the record-sheet. The teacher gave them

the record sheet.

17. Students do reflection on what they have learned.

Some students were asked to share their experience in front of class.

18. Students look sleepy on the post-task. Two students looked sleepy.

19. Students look like they want to have extra time for learning English using SALL.

20. Students have conversation with the teacher before leaving the class discussing their difficulties.

Only few students stayed in the class


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OBSERVATION CHECKLIST (2nd)

February 3, 2010 Number of present students: 31

No. Statement Observed Comment Yes No Part A: Students’ behavior before learning

using Self-Access-Language Learning (SALL)

1. Students come late for English class. 3 students

2. Students prefer sitting on the back row than the back row.

3. Students have prepared their English book on the table.

4. Students pay full attention when the teacher explains on what they are going.

Two students looked sleepy.

5. Students raise their hand when they do not understand on the teacher’s explanation.

They seemed to understand with the explanation.

6. Students answer the question when the teacher asks questions.

Part B: Students’ behavior during SALL

7. Students respond the teacher’s instruction.

8. Students take the material orderly.

9. Students are familiar with SALL.

10. Students discuss the task with friends. Some students worked in pairs.

11. Students do the task by themselves.

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

13. Students use dictionary to help them.

14. Students are challenged to do more tasks than their friends.

15. Students are enthusiastic in learning process.


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Part C: Students’ behavior after experiencing SALL

16. Students record their work on the record-sheet.

17. Students do reflection on what they have learned.

The students did not have enough time in the classroom.

18. Students look sleepy on the post-task. Four students looked sleepy.

19. Students look like they want to have extra time for learning English using SALL.

20. Students have conversation with the teacher before leaving the class discussing their difficulties.


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APPENDIX B

QUESTIONNAIRE OF STUDENTS’ PERCEPTION

(English Version)

No. Statement Respond 5 4 3 2 1

1. Every time I do self-access learning, I am not confident with my ability.

2. I am sure I can do well all the exercises that I choose.

3. In doing exercises or tasks, I feel contented if I do them alone.

4. SALL is what I want in English class.

5. 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.

6. I feel that once I make mistake I would always make mistakes.

7. It is burdening me to have English classes using SALL.

8. Using SALL makes me feel relax because I should not do tasks that I do not like.

9. When I cannot answer questions in the tasks/exercises, I am encouraged to finish the tasks by asking teachers or friends.

10. When I find difficulties in doing tasks, I try hard to overcome them.

11. After reporting the progress result of my learning, I feel encouraged to get better result.

12. I like doing exercises which are not difficult or easy.

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

14. I am not scared being late to learn English.

15. I consider that time is precious, so when there is a chance to learn using SALL, I will do it seriously.

16. I do not want to be late in English class so that I will not miss the SALL time.

17. I like rechecking the finished exercises or tasks for the time is still available.


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

19. I am keen to compete over my classmates.

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

21. I find that my listening skill is better than before.

22. I identify that my speaking skill is better than before.

23. I know more vocabularies in doing SALL exercises.

24. I know that my reading skill is improved than before.

25. I recognize that my writing skill is better than before.


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APPENDIX C

ANGKET PERSEPSI SISWA

(Bahasa Indonesia Version)

No. Pernyataan Respon

5 4 3 2 1

1. Setiap kali menghadapi belajar mandiri saya merasa ragu dengan kemampuan saya sendiri.

2. Saya yakin saya bisa mengerjakan semua latihan dan soal yang saya pilih.

3. Dalam mengerjakan tugas dan latihan saya akan merasa puas bila saya mengerjakannya sendiri.

4. SALL adalah metode yang saya inginkan selama ini.

5. Bila pernah mendapatkan nilai jelek dalam soal Bahasa Inggris, saya terdorong untuk belajar lebih giat agar nilai saya menjadi lebih baik.

6. Saya merasa bahwa sekali saya gagal, saya akan gagal terus.

7. Mengikuti pelajaran Bahasa Inggris menggunakan SALL merupakan beban berat bagi saya.

8. Menggunakan SALL membuat saya merasa santai karena saya tidak harus mengerjakan tugas yang saya tidak sukai.

9. Ketika saya tidak dapat menjawab pertanyaan dalam tugas-tugas/latihan-latihan, saya tidak lagi terdorong untuk menyelesaikannya.

10.Ketika saya mengalami kesulitan dalam mengerjakan tugas dan latihan, saya berusaha keras untuk mengatasinya.

11.Setelah menulis hasil saya dalam catatan hasil, saya merasa terdorong untuk mendapatkan hasil yang lebih baik lagi.

12.Saya akan memilih mengerjakan tugas-tugas yang tingkat kesulitannya tidak terlalu berat tetapi juga tidak terlalu gampang.

13. Supaya tidak terlihat bodoh, saya akan memilih paket soal yang mudah saja.

14. Saya tidak takut terlambat mengikuti pelajaran Bahasa Inggris.

15.Saya menganggap waktu adalah sangat berharga, jadi bila ada kesempatan untuk belajar mandiri, saya akan serius belajar.


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16. Saya tidak mau terlambat masuk kelas Bahasa Inggris supaya tidak ketinggalan dalam pelajaran.

17.Jika selesai mengerjakan tugas atau soal sementara waktu masih tersisa, saya akan memeriksa kembali jawaban atau tugas yang telah saya kerjakan.

18. Bila guru berhalangan hadir, saya akan mempergunakan waktu itu untuk belajar mandiri.

19. Saya enggan terlibat dalam suasana persaingan dengan teman-teman sekelas.

20. Ketika waktu belajar SALL habis, saya ingin tahu posisi nilai saya di antara teman-teman sekelas.

21. Ketrampilan mendengarkan saya menurun dari sebelumnya.

22. Ketrampilan berbicara saya lebih baik dari sebelumnya.

23. Kosakata Bahasa Inggris saya bertambah.

24. Ketrampilan membaca saya menurun dari sebelumnya.

25. Saya menyadari ketrampilan membaca saya meningkat dari sebelumnya.


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APPENDIX D

INTERVIEW QUESTIONS (Bahasa Indonesia Version)

Aspek No. Pertanyaan

A Motivasi 1. Apa tujuanmu belajar bahasa Inggris?

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

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

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

5. Apakah belajar bahasa Inggris dengan materi self-access membuatmu semakin ingin mempelajari hal-hal yang baru dalam bahasa Inggris?

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

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

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

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

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

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

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


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

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

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

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

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

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

C Implikasi 19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material?

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

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

22. Ketrampilan apa yang menurutmu paling berkembang?

23. Ketrampilan apa yang menurutmu kurang berkembang?

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

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


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APPENDIX E

DATA OF STUDENT’S PERCEPTION SCORE

No. Abbreviated Name

Perception 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 9413. 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


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APPENDIX F

FREQUENCY OF THE STUDENTS’ RESPONSES TO EACH STATEMENT OF THE QUESTIONNAIRE

No. Statement Respond

5 4 3 2 1

1. Every time I do self‐access learning, I am not confident with my ability.

0 3 20 6 2


4 7 20 0 0


8 16 4 2 1

4. SALL is what I want in English class. 1 14 14 2 0


5 15 11 0 0


0 0 12 19 0


0 1 4 14 12


17 10 4 0 0


5 15 11 0 0


5 19 6 0 1


15 12 4 0 0

12. I like doing exercises which are not difficult or easy. 16 11 4 0 0


8 16 4 2 1

14. I am not scared being late to learn English. 2 14 15 0 0


5 13 12 1 0


12 14 4 1 0


11 12 8 0 0


2 9 16 3 1

19. I am keen to compete over my classmates. 3 7 12 7 2


9 12 7 3 0


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21. I find that my listening skill is better than before. 1 17 10 3 0


1 14 14 1 1

23. I know more vocabularies in doing SALL exercises. 5 18 8 0 0


2 23 5 1 0


2 21 8 0 0

TOTAL 139 313 237 65 21


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APPENDIX G

PERCENTAGE OF THE STUDENTS’ RESPONSES TO EACH STATEMENT OF THE QUESTIONNAIRE

No. Statement Respond (%)

5 4 3 2 1

1. Every time I do self‐access learning, I am not confident with my ability.

0.0 9.7 64.5 19.4 6.5


12.9 22.6 64.5 0.0 0.0


25.8 51.6 12.9 6.5 3.2

4. SALL is what I want in English class. 3.2 45.2 45.2 6.5 0.0


16.1 48.4 35.5 0.0 0.0


0.0 0.0 38.7 61.3 0.0


0.0 3.2 12.9 45.2 38.7


54.8 32.3 12.9 0.0 0.0


16.1 48.4 35.5 0.0 0.0


16.1 61.3 19.4 0.0 3.2


48.4 38.7 12.9 0.0 0.0

12. I like doing exercises which are not difficult or easy. 51.6 35.5 12.9 0.0 0.0


25.8 51.6 12.9 6.5 3.2

14. I am not scared being late to learn English. 6.5 45.2 48.4 0.0 0.0


16.1 41.9 38.7 3.2 0.0


38.7 45.2 12.9 3.2 0.0


35.5 38.7 25.8 0.0 0.0


6.5 29.0 51.6 9.7 3.2

19. I am keen to compete over my classmates. 9.7 22.6 38.7 22.6 6.5


29.0 38.7 22.6 9.7 0.0


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21. I find that my listening skill is better than before. 3.2 54.8 32.3 9.7 0.0


3.2 45.2 45.2 3.2 3.2

23. I know more vocabularies in doing SALL exercises. 16.1 58.1 25.8 0.0 0.0


6.5 74.2 16.1 3.2 0.0


6.5 67.7 25.8 0.0 0.0

TOTAL 17.9 40.4 30.6 8.4 2.7


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APPENDIX H

THE STUDENTS’ INTERVIEW TRANSCRIPT

(Bahasa Indonesia Version)

Name : Student 1 1. Apa tujuanmu belajar bahasa Inggris?

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

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

3. Apakah kamu selalu mengerjakan semua soal-soal dalam paket materi 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.

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

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


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

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

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

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

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ya nyoba-nyoba semua soal yang ada Mbak, kan ada reading, writing, listening, coba-coba aja gimana soal-soalnya. Jadi semua sudah tak coba.

11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Kalo buat saya sih saya senang. Ya karena itu tadi saya bisa bebas memilih pelajaran yang mana,moodnya skrg itu mau belajar yg ini gitu ya milih ini. Lagi pengen ndengerin brarti ya listening ato lagi semangat nulis brarti ya writing.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Menurut saya ketrampilan kan dari banyak latihan, jadi kalo kita sering dengerin ya mungkin bisa lebih nambah. Jadi ya cocok-cocok aja Mba.



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Kalo speaking udah lah. Ya ada percakapan sehari-hari gitu, jadi kalo misal greeting ya gini contohnya. Tinggal prakteknya aja kok Mbak. Kan itu tertulis ya soal-soal speakingnya.

14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Kalo saya rasa belum ya Mbak,soalnya kalo saya harus berkali-kali baca baru dong artinya itu bacaan gimana.

15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalo writing udah Mbak. Kan udah beberapa kali latihan writing jadi lebih luwes aja buat nulis.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Kalo saya paling suka bagian readingnya. Soalnya saya kurang di bagian reading, jadi saya bisa ngulang reading berulang-ulang sampai saya paham. Sama writing juga, saya suka nulis soalnya.

17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Kalo yg nggak suka tuh, nggak ada. Saya nggak ada yg nggak saya suka. Nggak senengnya kalo ada yg soal sulit trus nggak nemu jawabannya, hahahaha…

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Emm.. apa ya? Soalnya aja ditambah banyak lagi. Jadi banyak pilihan buat milihnya.

19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungannya, saya jadi lebih bisa belajar mandiri Mbak, nggak perlu disuruh2 gurunya. Bisa milih sendiri yg seperti apa, ngerjakan sendiri. Jadi lebih bebas. Kerugiannya, waktunya kurang lama, jadi belum puas rasanya.

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


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Meningkat Mbak, dulu awalnya ngerjain yg hijau (novice) kok lama-lama itu terlalu gampang, jadi pengen ngerjakan yg kuning. Jadi pas lah kesulitan sama ngerjainnya.

21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya Mbak. Ya kalo ngerjakan soal-soal yang laen diluar SA jadi bisa nambah bisa. Soalnya belajarnya kalo pake SAM lebih nyantai jadi bisa ngena.

22. Ketrampilan apa yang menurutmu paling berkembang? Kalo saya grammarnya Mbak. Itu kan ada penjelasannya juga mbak di map itu. Jadi sebelum ngerjakan soal sudah ada contoh-contohnya dulu sama rumus-rumusnya, jadi oh ini gini ta. Yg dulu pernah dijelaskan tapi belum tanya eh di paket map ada penjelasannya.

23. Ketrampilan apa yang menurutmu kurang berkembang? Yg belum berkembang readingnya Mbak. Susah buat memahami bacaan saya itu. Jd masih pengen terus latihan.

24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Sarannya itu, soal-soalnya tambah variasinya jadi lebih banyak. Sama waktunya diitambah ndak Cuma beberapa kali aja.

25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Kritiknya, ndak ada mbak. Saya menikmati soalnya belajar dengan SALL.


Karena… itu bahasa asing dan juga sebagai persiapan aja untuk ke depan, juga sebagai soft skill.

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


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

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.

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

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

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

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

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

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

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


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Semua sudah pernah Mbak. Listening, speaking, writing.

11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Bersemangat Mbak. Karena banyak cara untuk belajar bahasa inggris, jadi nggak bosan dengan cara yang gitu-gitu saja. Dengan SALL jadi ada cara lain.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya lumayan sesuai ya. Apalagi listening, soalnya saya kurang bisa jadi dengan ini bisa nambah ketrampilan bisa diulang-ulang sendiri.

13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Sesuai Mbak. Ya, banyak contoh-contoh percakapan yang baru saya tau dengan mengerjakan soal-soal tersebut. Jadi banyak yang bisa saya pakai.

14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Kalo reading cocok. Sesuai. Karena pas baca pertama-tama banyak yang tidak paham kata-katanya jadi saya bisa belajar untuk memahami bacaan itu.

15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalo writing itu ya mungkin sama dengan reading ya, banyak kata-kata yg belum dimengerti,jadi kalo sebelum nulis dalam bahasa inggris nulis dalam bahasa Indonesia, tapi kok inggrisnya nggak tau jadi ya sesuai untuk peningkatan ketrampilan saya.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Eee.. kalo saya listening Mbak. Karena kemampuan listening saya belum bagus. Soalnya bisa memutar ulang memutar ulang, apa kok kata-katanya belum pas dan belum jelas tadi.

17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Paling tidak suka writng, karena nulisnya banyak banget.


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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.

20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Ya meningkat, luamyanlah. Paling tidak bertambah lah, tapi juga ndak terlalu banyak.

21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya mbak, apalagi vocabnya dan reading. Karena banyak kan itu kata-kata yang saya tidak ngerti terus tanya-tanya dan cari artinya. Jadi tambah perbendaharaan kata-katanya.

22. Ketrampilan apa yang menurutmu paling berkembang? Writing. Karena saya suka nulis.

23. Ketrampilan apa yang menurutmu kurang berkembang? Eee.. kalo menurut saya yang listening, tapi karena mungkin saya baru 1x nyoba listeningnya Mbak. Jadi belum terasa sekali perubahannya.

24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Ditambah waktunya. Soalnya baru beberapa kali pakai self-access.

25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Waktunya kurang. Kalau bisa ditambah. Itu saja.


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Biar biasa memahami. Jadi kalo ketemu orang asing dapat berbicara dengan bahasa Inggris.

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

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

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

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

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

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

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


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

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ya cukup senang dan bersemangat, karena bisa tau saya sudah bisa bahasa inggris atau belum.

11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya sudah cukup. Kadang ada yg agak susah dan tidak jelas pengucapannya dan sulit dipahami, tapi dengan self-access learning dengan tape dan kaset sendiri-sendiri jadi bisa saya ulang-ulang dan jadi lebih bisa dipahami.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya sudah Mbak. Soalnya bisa nambahin pola-pola dan cara ngomong orang asing dalam situasi tertentu. Jadi ya lebih tau.

13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Ya sudah Mbak. Soalnya bisa nambahin pola-pola percakapan yang biasa dilakukan dalam situasi tertentu. Jadi lebih tau.

14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya sesuai. Banyak latihan membaca dan menjawab soal-soal dari bacaan, untuk memahami jadi lebih terlatih.

15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan

ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Kalau ini belum Mbak. Soalnya mungkin saya kurang paham dengan bagaimana cara menulis pola-polanya gimana.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Saya suka listening. Kadang2 dengar lagu juga. Ada kata-kata yg sulit dan susah dimengerti, jadi bisa lebih paham.


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17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Yang tidak saya sukai writing itu. Soalnya agak banyak. Jadi suruh menulis banyak jadi agak bingung juga.

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Permainan-permainan mungkin bisa ditambahkan ya. Atau modelnya mengerjakan kuis. Biar tidak bosan.

19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungan: bisa menambah pengetahuan, kosakatanya juga jadi bertambah, hapalanya itu bertambah. Kerugiannya: karena masih ada kunci jawabannya itu loh kadang-kadang ada yg ngeliat kunci dulu baru mengerjakan, jadi belajarnya tidak maksimal.

20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Iya dulu pertama saya milih yang paling mudah dulu yang hijau (novice) sudah cukup bisa lalu tertantang untuk yg kuning. Jadi saya rasa level saya meningkat.

21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Meningkat Mbak. Saya cukup bisa memahami dan bisa berkomunikasi dengan bahasa Inggris. Karena SA ini menambah latihan saya disamping belajar dengan cara lain.

22. Ketrampilan apa yang menurutmu paling berkembang? Speaking dan writing Mbak.

23. Ketrampilan apa yang menurutmu kurang berkembang? Ndak ada Mbak. Biasa aja.

24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Ya mungkin kunci jawabannya harus dihilangkan dulu, suruh murid mengerjakan dulu baru nanti diberikan kunci jawabannya. Jadi biar mikir beneran dulu.


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


Untuk memenuhi tuntutan perkembangan jaman yang mengharuskan kita untuk bisa berbahasa Inggris dan berkomunikasi secara lancar.

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

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

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

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

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

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

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Dengan tape untuk listeing, ngerjakan task dan soal-soal untuk writing, vocabulary, grammar, speaking.

11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya, karena guru tidak membatasi aktifitas siswa untuk belajar. Jadi saya bisa belajar sendiri.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Ya. Cukup memadahi, karena adanya kaset dan tape bisa membantu untuk belajar mendengarkan, bisa diulang-ulang untuk diri sendiri.

13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Ya. Karena bisa membuat saya semakin lancar untuk berbicara.

14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya karena banyak cerita yang bisa dibaca. Dan semakin banyak berlatih untuk bisa memahami suatu bacaan.

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


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Ya. Dalam latihan writing sendiri kita bisa memilih topiknya untuk ditulis jadi bisa bebas berkreasi, yang sudah diajarkan bisa diterapkan langsung di writing.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Writing, karena saya bisa menggunakan apa yg sudah diajarkan dalam writing.

17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening, karena membutuhkan konsentrasi tinggi.

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Koleksinya saja ditambah banyak lagi.

19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungangannya kemampuan reading, writing, reading dan lain-lain meningkat. Kerugian nggak ada Mbak.

20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Iya, pada awalnya beraninya masih hijau, sekarang saya sudah mencoba mengerjakan yg merah.

21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Iya. Soalnya dengan belajar mandiri ini suasana kelas tidak tegang, jadi lebih gampang dan lebih masuk.

22. Ketrampilan apa yang menurutmu paling berkembang? Rata Mbak, soalnya saya suka semuanya.

23. Ketrampilan apa yang menurutmu kurang berkembang? Tidak ada kalo saya.

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


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Ya materinya saja ditambahkan lagi. Biar nambah banyak pilihan.

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


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

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

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

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

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

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


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

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

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

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Listening itu ya mendengarkan pakai tape itu Mbak. Kalo writing ya mengerjakan soal itu. Kalo pakai self-access itu ya mengerjakan dan belajar sendiri Mbak.

11. Apakah menurutmu aktifitas-aktifitas tersebut membuat kamu bersemangat atau senang dalam belajar bahasa inggris? Mengapa? Ya. Kadang Mbak. Ada kalanya ingin belajar sendiri jadi saya bersemangat. Tapi seringnya saya lebih seneng kalo diajar seperti biasanya.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Iya Mbak. Banyak dengar jadi banyak belajar, hehehe. Soalnya pakai headset jadi kan nggak terganggu sama suara2 lain. Jadi ya banyak ngajari saya.

13. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan speaking kalian dalam berbahasa Inggris? Mengapa? Speaking, ya sebenarnya gabungan Mbak. Listening itu banyak dialog,jadinya saya juga belajar gimana buat berbicara juga. Pengucapannya gimana, terus pola gimana.

14. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan reading kalian dalam berbahasa Inggris? Mengapa? Ya Mbak. Banyak baca soalnya kalo pakai self-access. Jadi latihan baca cepet dan memahami sendiri.


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15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Ya meningkat Mbak. Kalau pake self-access bebas milih mau nulis topik apa gitu.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening Mbak. Soalnya kan tinggal ndengerin. Kalau udah selesai dan belum dong ya diulangi lagi.

17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Yang grammar focus Mbak. Soalnya kan kita harus ngafalin rumus-rumus itu loh.

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Mungkin itu Mbak, topiknya saja ditambah. Tentang budaya-budaya gitu Mbak. Trus kayak permainan Mbak,walaupun belajar mandiri tapi bisa dimasukin permainan kata-kata gitu.

19. Apa keuntungan dan kerugian yang sudah kamu dapatkan dengan belajar bahasa Inggris menggunakan Self-Access Material? Keuntungannya buat saya itu yang listening Mbak. Jadi belajar mendengarkan lebih tajam. Soalnya kalau listening itu kan yang ngomong asli bule Mbak. Udah cepet dan kadang nggak jelas. Ya jadi biar terbiasa dengerin seperti itu Mbak. Kerugiannya, ya itu Mbak. Belajar sendiri itu kan nggak dijelasin gurunya. Kalau saya ya kadang jadi males. Saya lebih senang kalo diajar guru daripada suruh belajar sendiri seperti itu.

20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Sedikit iya. Pertama mengerjakan yg hijau, gampang2. Trus nyoba yang merah, kok susah banget, terus saya kembalikan. Terus saya ambil yg kuning, yaa bisa sih Mbak, tapi lama mengajinnya.

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


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Lumayan meningkat. Ya itu kan belajar bahasa inggris dr segala aspek ya Mbak. Ada listening, speaking, writing, ada vocabulary juga, ada grammar juga. Jadi banyak juga kata2 yg belum kenal jadi kenal. Pengucapan yg benar juga.

22. Ketrampilan apa yang menurutmu paling berkembang? Speaking. Saya itu malu kalau suruh ngomong. Takut salah. Tapi ya sekarang sudah lumayan.

23. Ketrampilan apa yang menurutmu kurang berkembang? Listening, susah dengerin orang bule ngomong. Cepet banget.

24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Itu Mbak, disetiap penjelasan materi-materi itu, misalnya grammar focus ya Mbak, disitu kan sudah dijelaskan gini-gini tapi dalam bahasa inggris, nah kalo bisa dijelaskan juga dalam bahasa indonesia. Biar jd lebih paham.

25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Jangan dilepasin gitu aja. Jadi, guru ya siap membantu gitu. Ya kita harus difasilitasi guru juga. Misalnya seperti tanya aja “Gimana ada yg susah nggak?” Sebenarnya ada yg gak ngerti tapi kok nggak berani tanya.


Yang jelas untuk meningkatkan ketrampilan biar nanti kalau kerja bisa digunakan.

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

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


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

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

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

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

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

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

10. Aktifitas apa saja yang sudah pernah digunakan di kelas ketika belajar bahasa Inggris dengan SALL? Ada mendengarkan kaset, topiknya macam-macam. Terus ada juga yang mengerjakan paket soal, tapi soalnya juga bervariasi juga, jadi tidak sama semua.

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


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Bisa membuat bersemangat bisa juga tidak membuat bersemangat. Ya kalau pas males ngerjain bisa tambah males saya. Sedapatnya saja. Tapi kalo moodnya lagi bagus, selesai satu paket ambil lagi yang laen, ambil lagi, gitu.

12. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan listening kalian dalam berbahasa Inggris? Mengapa? Sesuai. Yang saya dengarkan itu kebanyakan orang asli Amerika atau Inggris jadi bisa belajar nyimak dan ngerti.


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

15. Apakah menurutmu aktifitas-aktifitas yang ada sesuai untuk meningkatkan ketrampilan writing kalian dalam berbahasa Inggris? Mengapa? Ya. Karena banyak latihan untuk menulis surat misalnya. Atau menulis lamaran pekerjaan, pengumuman, kadang essay jg.

16. Aktifitas apa yang paling kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Listening, karena saya tau saya kurang bagus di listening jadi saya ingin lebih bagus lagi.

17. Aktifitas apa yang tidak kamu sukai dari belajar dengan materi Self-Acces? Mengapa? Reading. Karena bacaannya banyak banget.

18. Aktifitas apa yang menurutmu bisa ditambahkan selain yang sudah ada? Mengapa? Saya rasa sudah cukup itu Mbak, karena self-access tidak digunakan setiap hari jadi cukup.

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

20. Menurutmu, apakah tingkat kemampuanmu dalam berbahasa Inggris meningkat? (misal dari novice level menjadi intermediate level) Ya, cukup Mbak.


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21. Apakah nilai bahasa Inggris meningkat dengan adanya pembelajaran menggunakan Self-Access Material? Mengapa? Nilai bahasa Inggris kurang tau apa karena self-access atau karena belajar dengan ya lain ya Mbak. Kalau saya belajar nilainya bagus.

22. Ketrampilan apa yang menurutmu paling berkembang? Listening.

23. Ketrampilan apa yang menurutmu kurang berkembang? Reading, karena saya tidak suka membaca.

24. Saran apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Saran, bagaimana kalau self-access itu bisa dipakai di luar jam pelajaran.

25. Kritik apa yang dapat kamu berikan untuk mengembangkan pembelajaran bahasa Inggris dengan Self-Acces Material? Tidak ada Mbak.


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