Thesis Presentation-Krisna Anantya Putra-K2218047.pptx

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1. INFORMAL DIGITAL LEARNING OF ENGLISH (IDLE): STUDENTS’ PERCEPTION ON THE IMPROVEMENT TOWARDS ENGLISH LISTENING COMPREHENSION ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS SEBELAS MARET SURAKARTA Krisna Anantya Putra K2218047

2. Chapter 1 Consist of Background, Research gap and Research Questions Consist of Research Findings of this research Consist of Theoretical Description of the variables Consist of Research Context, Participants and Data Collection Consist of Conclusion, Implication and Suggestion Introduction Findings Literature Review Methodology Conclusions Table of contents Chapter 2 Chapter 3 Chapter 4 Chapter 5

3. Introduction Chapter 01

4. Background F or years, EFL uses materials and approaches based on ideas from instructional practices and applied linguistics experimental research. However, these ideas have been altered, not only by theory or empirical research results but also directly based on the evidence of people acquiring English knowledge from television programs, from captioned and subtitled YouTube videos, from songs and movies, and through chat feature in online games. This knowledge gained through non-educational activities, primarily via digital media, is known as Informal Digital Learning of English (IDLE). Research Gap As written in the previous study, the students stated how IDLE complemented and extended their classroom learning by giving a significant source of vocabulary, idioms, and pragmatics from the media they enjoyed. However, they did not mention how IDLE helps students improve, complement, and extend their English knowledge and comprehension through listening skills they have learned in the classroom.

5. Research Questions 1. What kinds of Informal Digital Learning of English (IDLE) activities have the students encountered, and what are their perceptions towards those IDLE activities? 2. What are the students’ perceptions about using IDLE to improve their English competence in listening skills?

6. Literature Review Chapter 02 Perception, IDLE and Listening

7. Student’s Perception Based on Merriam-Webster Dictionary, the word perception has the meaning as a result of perceiving by observation or a form of a mental image. Bem (1967) claims that the self-descriptive statements that make up quantitative measurements of "beliefs" and "attitudes" are frequently recognized as the dependent variables of the connection and are somewhat functionally influenced by the actions that come before them. Based on Walgito (1990), some of the indicators of perception are Absorption, Comprehending and Assessment . IDLE is described as "self-directed, informal English learning" using a variety of digital tools (such as smartphones and desktop computers) and resources (such as social media and web apps) outside of formal contexts (Lee, 2019). It can be interpreted as a learning activity encountered outside of the formal classroom condition using digital tools such as smartphones, tablets and computers through online resources such as video games, social media and web apps is considered IDLE. IDLE has many applications that can be accessed regardless of the time and location. Because of its flexibility from the informal and digital characteristics, IDLE activities can be conducted by any person and any condition. Informal Digital Learning of English (IDLE)

8. Listening Comprehension Skill English listening comprehension can be understood as Students’ ability to grasp or understand fully with the intellect or knowledge by comprehending or understanding the English subject after receiving and constructing meaning form to respond to spoken and nonverbal messages. The indicators of listening comprehension are the ability to specify the main topic and context of the listening text and determine the key of information of the listening text despite various kinds of distraction in the form of unnecessary or irrelevant information or points in the text, also vary kinds of English accents that can affect how the speaker speaks in vary ways of using phonemes, pauses, stress, pitch, intonations etc.

9. Research Methodology Chapter 03 Research Design, Participants and Data

10. This research is theoretically qualitative and uses the Narrative Inquiry method. Narrative inquiry records the experiences of an individual or small group, revealing the lived experience or particular perspective of that individual, usually primarily through an interview, which is then recorded and ordered into a chronological narrative. A questionnaire was conducted for university students, and three university students from different schools were chosen to participate in this study. These three students were chosen by purposive sampling because they had applied IDLE for at least three years or more. Research Participants Research Design

11. The data of this study was collected by two stages of method: by a questionnaire followed by a semi-structured interview. By giving the participants questions regarding how they encountered IDLE and how those activities affected their listening comprehension, then followed by personally asking 3 participants questions in one-on-one conversations based on their answers in the questionnaire they filled out beforehand. The study data was analyzed using the Thematic Analysis technique. The Thematic Analysis was used to analyze the data collected through both questionnaires and interviews with the participants. Data Analysis Data Collection

12. Research Findings Chapter 04 .

13. Students’ Perception towards IDLE Activities The finding of this research offers insight into how language learners, as the participants, use IDLE from their point of view. Student perception towards IDLE activities indicators include a) Students' Absorption in IDLE activities, b) Student's Understanding of IDLE activities, and c) Student's evaluation of Information from IDLE activities.

14. Students’ Absorption on IDLE Activities The findings of student’s background knowledge in this study comprise: a) The participant not familiar with the term IDLE but does the IDLE activities, and b) The participant familiar with the term IDLE and does its activities. The finding of students’ experience in the absorption of IDLE activities is how they use their sensory input to gather information from their experiences conducting IDLE activities in their everyday lives. In order to get data for this research about the students’ absorption, initially, the researcher looked into students' knowledge of IDLE before examining how IDLE activities that the students conducted for years have affected their listening comprehension improvement based on their experiences.

15. 2. Students’ Understanding on IDLE Activities The findings found from this study are that the participants who participated have quite well understood the information they get from absorbing the IDLE activities they have encountered. Understanding is another important indicator of perception. It refers to how people process and analyze sensory information absorbed through the sensory input.

16. 3. Students’ Evaluation on IDLE Activities The finding of students’ evaluation of their listening improvement is how they feel that their English listening skills are improved after constantly encountering IDLE activities. The participants' feelings were generally comfort and joy as they experienced the IDLE activities. Evaluation is critically assessing and making judgments about perceived information or input. There are two factors which affect the participants’ judgement toward IDLE activities: their evaluation of listening comprehension improvement and their feelings after encountering the activities.

17. B. Students’ Listening Improvement through IDLE Activities This part shows the result of students’ perception towards the improvement in listening skills they got from IDLE activities. The findings of students’ listening skill improvement from conducting IDLE activities are that they improved their listening skills in many aspects, such as finding main ideas, distinguishing accents, guessing context, etc.

18. Conclusion Chapter 05 Conclusion of each Research Questions, Implication and Suggestion

19. The participants' interest and enjoyment of the IDLE activities were vital in their language learning improvement. The more interest the students have in a particular topic of an IDLE activity, the more information they can gather and process to create a perception. The data show that IDLE activities considerably improved the participants’ language learning experience. They have not only absorbed, understood, and assessed knowledge from various digital resources but also shown significant improvements in their listening skills. Students’ Listening Improvement Students’ Perception on IDLE Conclusion

20. Implication The study implies that teachers are incorporating IDLE activities into their language instruction to enhance students' language skills and enthusiasm for learning. IDLE activities are a valuable tool for learners, empowering them to explore English language materials that align with their interests. These activities enhance language proficiency and encourage self-directed learning, fostering lifelong learning.

21. For Teachers English teachers are incorporating IDLE activities into their curriculum to enhance their teaching approaches, fostering critical thinking skills, and enhancing media literacy. Suggestion For Theoretical and Conceptual Development For Students IDLE is a valuable tool for English students, enhancing their learning experience by providing interactive content, personalized content, and self-assessment skills. For Future Research Through the use of digital and traditional classroom learning, individualized instructional learning, or IDLE, is a teaching approach that increases students' motivation and engagement. Future research should explore methodological refinements, adopt mixed-method approaches, and conduct longitudinal studies to understand the lasting impact of sustained IDLE engagement on language proficiency.