2 research outputs found
KONSTRUKSI REALITAS SOSIAL OLEH MEDIA MASSA (Studi Opini Mahasiswa PPKn UNJ Atas Pemberitaan Pemerintahan Joko Widodo di Metro TV) MUHAMMAD FAUZAN AFRIZAL
Get PDFPenelitian ini mengkaji konstruksi yang dilakukan Metro TV kepada
mahasiswa PPKN UNJ terhadap pemerintahan Jokowi melalui pemberitaan yang
ditayangkan. Tujuan dari penelitian ini ada yaitu sebagai berikut. Pertama, adalah
untuk menjelaskan bagaimana pemberitaan yang diberikan oleh Metro TV mengenai
pemerintahan Jokowi yang nantinya akan mengkonstruksi opini mahasiswa PPKN
UNJ. Kedua, adalah untuk menjelaskan bagaimana opini dan pandangan mahasiswa
PPKN UNJ terhadap pemerintahan Jokowi melalui pemberitaan yang ditayangkan
oleh Metro TV.
Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif.
Teknik pengambilan data dalam penelitian ini menggunakan teknik snowball. Subjek
penelitian ini adalah enam mahasiswa PPKN UNJ sebagai informan kunci dalam
penelitian. Mahasiswa yang dijadikan informan dalam penelitian diambil dengan
berbagai karakteristik yang mendukung penelitian. Dalam memperoleh data
penelitian dilakukan observasi dan wawancara informan mendalam, dan data
pendukung didapatkan melalui literasi dan tinjauan sejenis.
Hasil analisis dalam penelitian ini menunjukan bahwa pertama, Metro TV
secara rutin memberitakan mengenai pemerintahan Jokowi. Dalam waktu penelitian,
terdapat 14 pemberitaan yang berkaitan dengan pemerintahan Jokowi. Pemberitaan
yang ditayangkan sebagian besar berita adalah berita baik. Kedua, melalui
pemberitaan tersebut maka opini mahasiswa PPKN sebagian yang menjadi subjek
dalam penelitian ini memiliki pandangan dan opini baik mengenai pemerintahan.
Ketiga, pandangan tersebut tak terlepas dari proses konstruksi media massa terhadap
pemerintahan Jokowi melalui pemberitaan yang ditayangkan oleh Metro TV.
This research examines Metro TV’s construction towards PPKN UNJ students
against regime of Jokowi through aired news. Purpose of this research as follows.
First, is to explain how Metro TV news concerning Jokowi regime which will
construct opinion of PPKN UNJ students. Secondly, is to explain how opinions and
views of PPKN UNJ students to the Jokowi regime through the Metro TV news.
Method used in this research is qualitative, kind of descriptive research with
snowball collecting data procedure. Subjects of this research are six PPKN UNJ
students as key informant in this research. Students who were selected as informant
in this study were taken with various characteristics that support the research. In
obtaining research data carried out observations and interviews of informants
deeply, and supporting data is obtained through literacy and similar reviews.
Analysis result in this research shows that first, Metro TV reports about
Jokowi regime routinely. In the course of the study, there were 14 news related to the
Jokowi regime. Most of the aired news is good news. Secondly, through that news,
some of PPKN students which have part as the subject in this study, have good views
and opinions on government. Third, the view is inseparable from the process of mass
media construction of the Jokowi regime through the news broadcast by Metro TV
TEACHERS’ AND JUNIOR HIGH SCHOOL STUDENTS’ BELIEFS IN FOREIGN LANGUAGE ACQUISITION
No full textABSTRAK TEACHERS’ AND JUNIOR HIGH SCHOOL STUDENTS’ BELIEFS IN FOREIGN LANGUAGE ACQUISITION M. Afrizal Widodo, Suharmanto, UtamiWidiati Email: [email protected];[email protected]; [email protected] UniversitasNegeri Malang Jl. Semarang 5, Malang, Indonesia This studydiscussesteachers’ and students’ beliefs about foreign language acquisition. The subjects were 5 English class teachers and 137 eighth grader students of SMPN 10 Malang. It used Likert scale related to four theories on language acquisition: Behaviorism, Innatism, Cognitivism, and Socioculturalism.The result revealed that teachers’ and students’ beliefs were mixed among the four language acquisition theories as they give their support to all of the four theories with different proportion. While the teachers support the Socioculturalism confidently, the students showed their full support to the Innatism. From the study, it could be concluded that mixed beliefs takes place among the teachers and eighth grade students of SMPN 10 Malang. Keywords: teachers’ beliefs, students’ beliefs, foreign language acquisition Studies on beliefs have surrounded the implementation of English as a Foreign Language (EFL) classes, disclosing various topics like beliefs of teachers, students, parents, pre-service teachers, and so on. “The object of a belief may be a person, a group of people, an institution, a behavior, a policy, an event, etc., and the associated attribute may be any object, trait, property, quality, characteristic, outcome, or event” (Fishbein and Ajzen, 1975:12 in Zhong 2012:25). The role of these beliefs is quite important as Spawa and Hassan (2013:450) write that pedagogical practice is influenced by teachers’ beliefs. This statement helps us understand the importance of beliefs. Zheng (2009:73) added that teachers’ beliefs are important to understand teachers’ thought processes, instructional practices, and change and learning to teach. Another literature also suggests that teacher beliefs constitute an important part of the knowledge that shapes how teachers behave in the classroom (Johnson, 1992 in Freire, 2014:71). In other words, what teachers believe will be conveyed in their teaching as these concepts will influence their decision making and instructional classroom practices. On the other hand, students come to the language classroom with their own beliefs of language learning. Richards and Lockhart (2007:52) define that learners' belief systems cover extensive issues and can influence learners' motivation to learn, their expectations about language learning, their perceptions about what is easy or difficult, and the kind of learning strategies they like. The learners’ beliefs are just as extensive as the teachers have, or even spread on a wider range. Based on Lightbownand Spada (2013), there are four theories as beliefs of foreign language acquisition written in their book about language learning, including Behaviorism, Innatism, Cognitivism, and Socioculturalism. These beliefs are summarized from all the notions proposed by several renowned experts through the ages. This study is focusing on these four beliefs, and based on Lightbownand Spada’s latest questionnaire, consisting of 18 statements of foreign language acquisition. There have been plenty of studies investigating beliefs on second or foreign language acquisition, in relation to the theories and practice of ELT. Kuntz (1996) conducted a survey on 424 first-month college students’ beliefs on foreign language learning and found strong evidence that the language studied does influence the beliefs of students concerning foreign language learning, including communication strategies and people of the target language countries. Chen (2011) surveyed 495 Taiwanese students’ beliefs about learning English as a foreign language and their relations to the students’ self-reported language learning behaviors in a technological university. He found that students’ beliefs about learning English influenced their motivational behaviors in terms of their English language use, time and effort devoted to learn English, and persistence on English learning tasks. Although all of these researchers studied the learners’ beliefs on language learning, they didn’t take a close look at SLA theories. On the other hand, Davis (2003) did a survey on teachers’ and students’ beliefs regarding conceptions of language learning in Macao, the People’s Republic of China by using Lightbownand Spada’s (1993 in Davis, 2003) 10-item questionnaire and examined the SLA theories closely. The results indicated eight points of similarity between teachers' and students' beliefs about language learning, but differed in four areas. Moreover, Shen, Hung, Huang, Wang, and Yen (2005) used Lightbownand Spada’s (2004 in Shen, 2005) 12-item questionnaire survey to explore if university teachers’ and students’ beliefs on language acquisition supported Lightbownand Spada’s (2004) theoretical view on second language acquisition. The result depicted seven points of congruence between teachers’ and students’ beliefs on foreign language learning, yet differed in the rest 5 points. In this study, the researcher tried to investigate the teacher’s and students’ beliefs as it has quite a role for the language acquisition. This study aimed to see (1) the beliefs of EFL teachers and students on foreign language acquisition and (2) to what extent teachers and students share common beliefs on foreign language acquisition. METHOD This study uses survey design as it is the most suitable to examine attitudes, opinions, beliefs, and practices (Creswell, 2012:403).Purposive sampling is used and SMPN 10 Malang is chosen because the teachers and the students mostly used Javanese language as their primary language. Also, the school put its attention to the foreign language that could be seen by programs implemented such as English Conversation Class and school debate club. Using random sampling, the sample is reduced to 137 students and 5 teachers of English class. The instrument employed to get information about the teachers’ and students’ beliefs directly is questionnaire in the format of Likert scale. Originally made by Lightbownand Spada’s (2013), it is modified and validated to meet the needs of this study. After the process of data collection, the collected data from the teachers and students were examined to see the tendency and frequency of the teachers’ and students’ responses.In the data analysis, those who chose 1 and 2 in the questionnaire were included as disagreement to the statement, while those who chose 3 and 4 were included as agreement to the statement. This was done so that participants’ tendency on each statement could be seen obviously. In this study, the researcher analyzes the result of the classroom observation by looking at teacher technique, students’ behavior and teaching activity. Then the researcher analyzed the result of the interview with the students and teacher. From the instruments the researcher concluded the cause of students’ behavior in the classroom when the teacher taught. FINDINGS After the process of data reduction to take out irrelevant data, as many as 134 students’ and 5 teachers’ questionnaires were in hand and analyzed. The responses illustrated the beliefs of the subjects toward foreign language acquisition. These responses, then, grouped to disagreement and agreement to the statement of the questionnaire. This was done as previously mentioned that the participants’ choices would be grouped into two sides that are disagreement and agreement to each statement. Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning The specific forms of the data generated were provided in Fig. 1a and 1b. There were similarities and differences between the two groups that could be seen in this study. Based on figure 2a and 2b, both groups agreed with fifteen statements: 1, 2, 4, 5, 6, 8, 9, 10, 13, 14, 15, 17, 19, 20, and 21. Still, both disagreed with statement 7 and 12. Whereas, the other three statements: 3, 11, 16, were voted with varied result. Fig. 1a A Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning (Questionnaire item no.1-11) Fig. 1b A Comparison between Teachers’ and Students’ Beliefs on Foreign Language Learning (Questionnaire item no.12-21) Table 1 would help see more clearly the similarities and differences between teachers’ beliefs and students’ beliefs. After being grouped into disagreement and agreement, the highest percentage of each item on teachers’ beliefs and students’ beliefs would represent its stand. Among all the items, the teachers supported almost all, except item 3, 7, 11, and 12. The students also supported most of the items, except 7, 12, 16, and 18. Table 1 Similarities and Differences among Teachers’ and Students’ Beliefs Survey Item Teachers'Beliefs Students'Beliefs (1) Languages are learned mainly through imitation. V V (2) It is essential for learners to be able to pronounce all the individual sounds in the second language. V V (3) Once learners acquire plenty of vocabulary and the basic structure of a language, they can easily participate in conversations with native speakers. X V (4) Teachers should present grammatical rules one at a time, and learners should practise examples of each one before going on to another. V V (5) Teacher should teach simple language structures before complex ones. V V (6) Learners' errors should be corrected as soon as they are made in order to prevents the formation of bad habits. V V (7) Students can only learn what they are taught. X X (8) The earlier a second language is introduced in school programs, the greater the likelihood of success in learning. V V (9) It is difficult to learn English when I am tense, anxious, or bored. V V (10) Teachers should use materials that expose students only to language structures they have already mastered. V V (11) Through conversation or interaction,students can understand some of the grammatical rules in English unconsciously without being taught. X V (12) If students are good in other subjects (like Math, Science, and Social Science), then they are good language learners. X X (13) The best predictor of success in second language acquisition is motivation. V V (14) Thinking about the language structure while trying to speak actually disrupts the smooth performance of it. V V (15) Learning becomes easier when teacher uses topics related to students' surrounding (eg a friend or objects around my neighborhood). V V (16) when learners are allowed to interact freely (for example, in group or pair activities), they copy each other's accuracy and mistakes. V X (17) Teachers should respond to students' errors by correctly rephrasing what they have said rather than by explicitly pointing out the error. V V (18) Classrooms are good places to learn about foreign language but not for learning how to use it. V X Survey Item Teachers'Beliefs Students'Beliefs (19) The best way to learn English language is using it in communication. V V (20) If I am easy to socialize, then I will be more successful in learning English. V V (21) If I ever lived in an English-speaking country, then I would have been more fluent in English. V V Note: V indicates agree and X indicates disagree. DISCUSSION Teachers’ Beliefs about Foreign Language Acquisition The data drawn from the teachers showed that most of the teachers did not support the statement 3, 7, 11, and 12: (a) once learners acquire plenty of vocabulary and the basic structure of a language, they can easily participate in conversations with native speakers, (b) students can only learn what they are taught, (c) through conversation or interaction, students can understand some of the grammatical rules in English unconsciously without being taught, (d) if students are good in other subjects (like Math, Science, and Social Science), then they are good language learners. To be examined here in the first place was Behaviorism that believed learning involved mimicry, memorization, practice, reinforcement and habit formation (Lightbownand Spada, 2013:103-104). This view was presented in item no. 1, 2, 3, 4, 5, 6, and 7. Among all these items, teachers supported item no. 1, 2, 4, 5, and 6. Although not all statements were agreed, it still could be said that the teachers were Behaviour supporters as their agreement to all Behaviorism statements was 71,4 percent. The second view of foreign language learning belief examined within this study was Innatism. Chomsky (1959) believes that humans have a language specific module in the brain and are biologically programmed for specific linguistic principles with a specific innate ability to discover for themselves the underlying rules of a language system on which they are exposed to. This belief was stated in item 8, 9, 10, and 11. Here, the teachers supported three out of four statements: 8, 9, and 10. As much as 75 percent of agreement given implied that this group was also Innatist. The third belief to be examined was Cognitivism, explained by Nick Ellis (2002, in Lightbownand Spada, 2013:110-111) that the emphasis is on the frequency with which learners encounter specific linguistic features and context so that learners develop a stronger and stronger connections between these features as well as between language features and the contexts in which they occur. This belief was presented on item no. 12, 13, 14, and 15. Here, the teachers agreed to also three out of four statements: 13, 14, and 15. This indicated that the teachers were in line with Cognitivists in their foreign language learning views by giving 75 percent of support. The last belief was Socioculturalism which views interaction as important. Only, the cognitive processes are seen as external socially mediated activity that eventually becomes internalized (Lightbownand Spada, 2013:119). The teachers showed their agreement to all the six statements about this belief, ranging from item no. 16 to 21. As these statements were 100 percent supported by the teachers, they seemed to be quite confident to support this belief. The summary of the teachers’ beliefs in the four language acquisition theories could be seen on figure 2. Fig. 2 Teachers’ Beliefs in Four Foreign Language Acquisition The previous study held by Shen, Hung, Huang, Wang, and Yen (2005), concluded that the teachers were the Behaviorism supporters. It is because they supported three items of Behaviorism: 1, 5, 6, one item of Cognitivism: 13, and one item of Sociocultualism: 16. The findings of this study showed that teachers in this study support Behaviorism also. However, they put their emphasis more on Socioculturalism showed by their support to all of its items. It may be due to the trend of nowadays language learning putting greater emphasis on communication competence which consequently affected their beliefs. Students’ Beliefs about Foreign Language Acquisition On the other hand, students’ data show that they supported most of the statements except statements no. 7, 12, 16, and 18 as follows: (a) students can only learn what they are taught, (b) if students are good in other subjects (like Math, Science, and Social Science), then they are good language learners, (c) when learners are allowed to interact freely (for example, in group or pair activities), they copy each other's accuracy and mistakes, and (d) classrooms are good places to learn about foreign language but not for learning how to use it. The beliefs of the students about foreign language acquisition were represented by the statements they supported. Within this study, the behaviorism view was presented in statements no. 1, 2, 3, 4, 5, 6, and 7. The data obtained showed that the students supported 85,7 percent of all these items. The statements supported by the students were item no. 1, 2, 3, 4, 5, and 6. Therefore, it could be seen that the eighth grade students were the Behaviorism supporters because their thoughts matched six out of seven statements of Behaviorism. Innatism was represented in the statements no. 8, 9, 10, and 11. Among these statements, the eighth graders showed their agreement to all of them. The 100 percent support showed by the students reflected their beliefs on foreign language learning that they were the supporters of Innatism. Ranging from item no. 12 to 15, there were 4 statements comprised the thoughts of Cognitivists. Like the teachers did, students showed their support by agreeing with three statements out of four, including item no. 13, 14, 15. This indicated that the students were also in line with Cognitivists in their foreign language learning views as their agreement was as much as 75 percent. The statements of Socioculturalists were put in the questionnaire on item no. 16, 17, 18, 19, 20, 21. Of all the six items, students consented to 4 out of six as follows: 17, 19, 20, and 21. Regarding this fact, it could be seen that though not as strong as the other theories, Socioculturalism still has place between the students as they have agreed with more than half, or 66,6 percent, of the total six statements. All the students’ beliefsare summarized on figure 3 below. Fig. 3 Students’ Beliefs in Four Foreign Language Acquisition The finding of this study implied that the beliefs of the teachers and students could not be limited by one belief only as they showed their agreement to several beliefs. From this point, it would be wise to see a finding by Fujiwara (2004:1085) about the mixed and complicated nature of beliefs stating that there were certain types of the language learning beliefs modifiable through language learning experiences, while other types remain stable through exposure of a new language. This could be the reason why the teachers and students had such mixed beliefs about foreign language acquisition. This is supported by Lee (2007), writing that recent research in learner beliefs has emphasized the dynamic and variable nature of beliefs. CONCLUSIONS From the finding and discussion, it can be concluded that: First, the subjectshad mixed beliefs as they were varied among the four foreign language acquisition views: Behaviorism, Innatism, Cognitivism, and Socioculturalism. The participants had placed their supports on the four beliefs with different proportion. Among the four theories of foreign language acquisition, teachers put their full support to the Socioculturalism, while still had belief on the other three. Students fully supported Innatism, and also fall in the other three beliefs. Second, there were some differences and similarities drawn from the data collected from the two groups. The data showed that the number of similarities between the two groups was quite high represented by 81,9 percent, or 17 out of 21 statements. SUGGESTIONS Some suggestions are for English teachersand the future researchers. Based on the result of this research, the teachers are suggestedto carry out their teaching more flexible and can be more aware of their own beliefs about foreign language acquisition as well as their students’. For further researchers, studies of the same topic with different settings are needed to be explored since it can give valuable information to foreign language classes. However it is important to note that the result of this study could not distinctly show the beliefs of the participants, underlining it as the weakness. Using more instruments might become the solution of this weakness. It could be interview or observation so that triangulation could be done to crosscheck the data obtained from the participants. REFERENCES Chen, W. 2011. 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