ABSTRACT
Sari, Riski Aninda. (2016). Students’ Perceptions on the Video Project in Their
Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:
English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers Training and Education, Sanata Dharma University.
The research discusses the students’ perceptions on the video project in their speaking class. Learning English is important for the students. Most of the schools in Indonesia have an English course as the compulsory course. English course is expected to help the students able to communicate with each other in English. In the speaking class which is a part of an English class, the students learn to train their speaking skills. In the classroom, the teachers apply some of teaching media. One of the teaching media which is used in the speaking class is a video project.
This study was conducted to find out the students’ perceptions on the video project in their speaking class. A perception is important because by knowing the
students’ perceptions, the perception can determine how the teaching and learning should be applied. If the students had good perceptions on the video project, it meant that a video project could be used as one of the teaching media in the speaking class. Then, the teaching media could be accepted well by the students and it could give a better teaching and learning result. There was one research problem in this research. The question was what the students’ perceptions on the video project are in their speaking class. In order to find out the students’ perceptions on the video project in their speaking class, the researcher conducted a survey research. The research was conducted in SMA 1 Kasihan and the participants were eleventh (11th) Social Two students.
The questionnaire results showed that most of the students had good perceptions on the video project. They thought that a video project helped them to train their speaking skills. Through a video project, the students were motivated to give the best results in the project. The result of the interview also showed that a video project helped them to realize their mistakes, so that they could overcome those mistakes to be the better speakers. It meant that a video project is appropriate to be applied in English class.
ABSTRAK
Sari, Riski Aninda. (2016). Students’ Perceptions on The Video Project in Their Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini membahas tentang presepsi murid terhadap tugas video di kelas berbicara Bahasa Inggris. Belajar Bahasa Inggris penting untuk siswa. Hampir seluruh sekolah di Indonesia memiliki mata pelajaran Bahasa Inggris sebagai pelajaran wajib. Mata pelajaran Bahasa Inggris diharapkan untuk membantu siswa agar mampu berkomunikasi menggunakan Bahasa Inggris dengan satu sama lain. Di dalam kelas berbicara Bahasa inggris yang mana bagian dari kelas Bahasa Inggris, murid belajar untuk melatih kemampuan berbicara dalam Bahasa Inggris. Di dalam kelas guru menerapkan beberapa media mengajar. Salah satu media mengajar yang digunakan di dalam kelas berbicara Bahasa inggris adalah tugas video.
Penelitian ini dilakukan untuk mengetahui presepsi siswa terhadap tugas video dikelas berbicara Bahasa inggris. Sebuah presepsi penting karena dengan mengetahui presepsi murid dapat menentukan bagaimana seharusnya proses belajar dan mengajar diterapkan. Apabila siswa memiliki presepsi yang baik terhadap tugas video, berarti bahwa tugas video dapat digunakan sebagai salah satu media mengajar di kelas Bahasa Inggris. Sehingga media mengajar tersebut dapat diterima dengan baik oleh murid dan dapat memberikan hasil belajar mengajar yang lebih baik. Terdapat satu rumusan masalah pada penelitian ini. Rumusan masalah tersebut adalah apakah presepsi murid terhadap tugas video di kelas berbicara mereka. Dalam rangka mengetahui presepsi murid terhadap tugas video dikelas berbicara Bahasa Inggris mereka, peneliti melakukan sebuah survei penelitian. Penelitian ini dilakukan di SMA 1 Kasihan. Responden penelitian adalah siswa kelas XI IPS 2.
Hasil dari kuesioner menunjukkan bahwa hampir semua siswa memiliki persepsi yang baik terhadap video project tersebut. Mereka berpendapat bahwa tugas video membantu mereka untuk melatih kemampuan berbicara Bahasa inggris. Melalui tugas video, siswa termotivasi untuk memberikan hasil yang terbaik. Hasil wawancara juga menunjukkan bahwa tugas video membantu siswa untuk menyadari kesalahan-kesalahan yang dilakukan, jadi siswa dapat mengatasi kesalahan untuk menjadi pembicara yang lebih baik. Itu berarti bahwa tugas video sesuai untuk diterapkan di kelas Bahasa inggris.
i
STUDENTS’ PERCEPTIONS ON THE VIDEO PROJECT
IN THEIR SPEAKING CLASS: A STUDY OF 11
THGRADE OF
SMAN 1 KASIHAN STUDENTS
A SARJANA PENDIDIKAN THESISPresented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Riski Aninda Sari Student Number: 121214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
DEDICATION PAGE
I dedicate this thesis to Allah SWT
my parents, Bambang Suwanto who passed away one year ago (October 1st, 2015) and Harlina
vii
ABSTRACT
Sari, Riski Aninda. (2016). Students’ Perceptions on the Video Project in Their
Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:
English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers Training and Education, Sanata Dharma University.
The research discusses the students’ perceptions on the video project in their speaking class. Learning English is important for the students. Most of the schools in Indonesia have an English course as the compulsory course. English course is expected to help the students able to communicate with each other in English. In the speaking class which is a part of an English class, the students learn to train their speaking skills. In the classroom, the teachers apply some of teaching media. One of the teaching media which is used in the speaking class is a video project.
This study was conducted to find out the students’ perceptions on the video project in their speaking class. A perception is important because by knowing the students’ perceptions, the perception can determine how the teaching and learning should be applied. If the students had good perceptions on the video project, it meant that a video project could be used as one of the teaching media in the speaking class. Then, the teaching media could be accepted well by the students and it could give a better teaching and learning result. There was one research problem in this research. The question was what the students’ perceptions on the video project are in their speaking class. In order to find out the students’ perceptions on the video project in their speaking class, the researcher conducted a survey research. The research was conducted in SMA 1 Kasihan and the participants were eleventh (11th) Social Two students.
The questionnaire results showed that most of the students had good perceptions on the video project. They thought that a video project helped them to train their speaking skills. Through a video project, the students were motivated to give the best results in the project. The result of the interview also showed that a video project helped them to realize their mistakes, so that they could overcome those mistakes to be the better speakers. It meant that a video project is appropriate to be applied in English class.
viii
ABSTRAK
Sari, Riski Aninda. (2016). Students’ Perceptions on The Video Project in Their Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini membahas tentang presepsi murid terhadap tugas video di kelas berbicara Bahasa Inggris. Belajar Bahasa Inggris penting untuk siswa. Hampir seluruh sekolah di Indonesia memiliki mata pelajaran Bahasa Inggris sebagai pelajaran wajib. Mata pelajaran Bahasa Inggris diharapkan untuk membantu siswa agar mampu berkomunikasi menggunakan Bahasa Inggris dengan satu sama lain. Di dalam kelas berbicara Bahasa inggris yang mana bagian dari kelas Bahasa Inggris, murid belajar untuk melatih kemampuan berbicara dalam Bahasa Inggris. Di dalam kelas guru menerapkan beberapa media mengajar. Salah satu media mengajar yang digunakan di dalam kelas berbicara Bahasa inggris adalah tugas video.
Penelitian ini dilakukan untuk mengetahui presepsi siswa terhadap tugas video dikelas berbicara Bahasa inggris. Sebuah presepsi penting karena dengan mengetahui presepsi murid dapat menentukan bagaimana seharusnya proses belajar dan mengajar diterapkan. Apabila siswa memiliki presepsi yang baik terhadap tugas video, berarti bahwa tugas video dapat digunakan sebagai salah satu media mengajar di kelas Bahasa Inggris. Sehingga media mengajar tersebut dapat diterima dengan baik oleh murid dan dapat memberikan hasil belajar mengajar yang lebih baik. Terdapat satu rumusan masalah pada penelitian ini. Rumusan masalah tersebut adalah apakah presepsi murid terhadap tugas video di kelas berbicara mereka. Dalam rangka mengetahui presepsi murid terhadap tugas video dikelas berbicara Bahasa Inggris mereka, peneliti melakukan sebuah survei penelitian. Penelitian ini dilakukan di SMA 1 Kasihan. Responden penelitian adalah siswa kelas XI IPS 2.
Hasil dari kuesioner menunjukkan bahwa hampir semua siswa memiliki persepsi yang baik terhadap video project tersebut. Mereka berpendapat bahwa tugas video membantu mereka untuk melatih kemampuan berbicara Bahasa inggris. Melalui tugas video, siswa termotivasi untuk memberikan hasil yang terbaik. Hasil wawancara juga menunjukkan bahwa tugas video membantu siswa untuk menyadari kesalahan-kesalahan yang dilakukan, jadi siswa dapat mengatasi kesalahan untuk menjadi pembicara yang lebih baik. Itu berarti bahwa tugas video sesuai untuk diterapkan di kelas Bahasa inggris.
ix
ACKNOWLEDGEMENTS
First of all, I would like to thank Allah SWT for His blessings. I would
like to thank Allah for always strengthening me in the process of finishing my
thesis. Secondly, I would like to thank and dedicate my appreciation for my
supervisor Ibu Dr. Retno Muljani, S.Pd., M.Pd for all her time, patience,
feedback and her guidance during the time I finish my thesis. I also thank SMA 1
Kasihan for allowing me to conduct the research and also Ibu Arsianti S.Pd as
the English teacher in Eleventh (11th) Social Two SMA 1 Kasihan for her kindness in helping me to conduct the research. I would also thank Evelenth
(11th) Social Two SMA 1 Kasihan students for being my participants.
I dedicate my special gratitude to my parents, Bapak Bambang Suwanto,
SH and Ibu Harlina, SH for their unconditional love. My gratitude is also for my
little sister, Normala Sari Nastiti. A special appreciation goes to my
grand-parents, Kakung Haris Suparjiyono and Uti Suripmi for their supports. My
family is the biggest inspiration of my life.
I also thank my best friends, Nuryulia Ari Tsalatsaningrum, Rosita Dwi
Noegraheni and Idha Panedha for sharing their craziness and friendship in my
life. My next gratitude goes to my best friends in English Language Education
Study Program: Maria Vita Oktavia, Ria Resty Winarni, Martha Pritzanda
Pudhika, Steffany Dian P, Gisela Bertiantari, Fransiska Neny for their
friendship these four years. Then, I thank Tengkyu broo members, Annisa
x
Carolus Suksmo P, Ardhi Caco, Adi S, Albertus Yordhana, Pradipta, Aji Putra Prasetya, Gheza Damara and Luther Jonggi S for their togetherness and
supports.
I thank Rosalina Puspitarini, Maria Sandra Deta, and Giovani Agnes
Utami for their kindness and companions; Anchieta Ave, Thomas Prabowo M, Adityo Prawinanto as my proof readers; and Yanuar Wildan Yahya who have
supported me in my ups and downs when I work on my thesis. I am very grateful
for having them in my life.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xiv
CHAPTER I ... 1
A. Research Background ... 1
B. Research Problem ... 5
C. Problem Limitation ... 5
D. Research Objectives... 5
E. Research Benefits ... 6
1. For Senior High School students ... 6
2. For English teachers ... 6
3. For Future Researchers ... 6
F. Definition of Terms ... 7
1. Perception ... 7
2. Video Project ... 7
xii
4. Speaking Class ... 8
CHAPTER II ... 10
A. Theoretical of Description ... 10
1. Perception ... 10
a. Definition of the Perception ... 11
b. Perceptual Process ... 12
c. Factors Influencing Perception ... 13
d. Relation between perception and learning ... 14
2. Speaking skill ... 16
a. Stages in Teaching Speaking Skill ... 16
b. Problem in Speaking Skill ... 17
c. Causes of Poor Speaking Skill ... 18
d. Conditions Where The Students’ Speaking Skill Can be Implemented .... 19
e. Types of Spoken Test ... 20
f. Factors Which Help Students in Speaking ... 21
3. Video Project ... 22
B. Theoretical Framework ... 24
CHAPTER III ... 27
A. Research Method ... 27
B. Research Setting ... 28
C. Research Participants ... 28
D. Research Instruments and Data Gathering Technique ... 29
1. Questionnaires... 29
2. Interview Guideline ... 32
E. Data Gathering Technique ... 33
F. Data Analysis Technique ... 34
1. Questionnaire ... 34
2. Interview Protocol ... 36
G. Research Procedures ... 36
CHAPTER IV ... 37
A. Data Presentation of the Questionnaires and Interviews ... 37
B. Discussions ... 49
xiii
A. Conclusion ... 53
B. Recommendations... 54
1. For English Teacher ... 54
2. For Senior High School Students ... 55
3. For Future Researcher ... 55
REFERENCES ... 56
xiv
LISTS OF FIGURES
Figure 2.1. The perceptual process ... 12
Figure 2.2. The Relation between Perception and Learning ... 15
xv
LIST OF APPENDICES
APPENDIX 1 : Permission Letter ... 60
APPENDIX 2 : The Pilot Questionnaire Blueprint ... 61
APPENDIX 3 : The Pilot Questionnaire ... 62
APPENDIX 4 : Questionnaire Blueprint ... 64
APPENDIX 5 : The Questionnaire ... 68
APPENDIX 6 : The Questionnaire Changes List ... 71
APPENDIX 7 : The Questionnaire Results ... 74
APPENDIX 8 : Interview Guideline ... 79
1
CHAPTER I
INTRODUCTIONThe first chapter discusses the introduction of this research. This chapter
provides some information related to the background of the study. This chapter
elaborates the research background, problem formulation, problem limitation,
research objectives, research benefits and definition of terms.
A. Research Background
Learning English is important because English is an international language.
According to Smith (1976), an international language means that English is used
to communicate with people from different nations. English facilitates people
from different nations to be able to have a conversation, so that they can make a
relation. According to Smith (1983), English is mostly used in international trade,
diplomacy and tourism. More people study English than other languages.
English also plays an important role in students’ life. It is considered as
one of the requirements for studying abroad in several decades. In particular, most
of the textbooks in all the different disciplines are in English. English is also
taught in schools. Most of the schools in Indonesia also consider English as a
compulsory course which needs to be learned in schools. The existence of an
English course is expected to help all Indonesians understand and communicate in
English.
materials which are discussed. Theories are important, but in the case of learning
English, the most important thing is practice. According to Willingham (2004), a
practice guides students to a better memory. Short and long term memories need
ongoing practice. When students tend to memorize all about theories but they
have less practice, their English skill will not work well. Jones (1996) states that
in speaking and listening, people tend to be getting something done, exploring
ideas, working out some aspects of the world or simply being together. English
course helps the students to be able to communicate with other people in English.
It can be improved by practice to speak English in a speaking class.
The development of technology nowadays facilitates the students to learn
English easier and funnier. The 21st century learners are familiar with many kinds of technology. A video is one of the technologies that can be used as a teaching
media. Hyun-suk, Sub, and Jin-il (2000) state that a video is a technology of
electronically capturing, recording, processing, storing, transmitting, and
reconstructing images representing scenes and motion. A video provides moving
pictures and sounds. In a speaking class, a video is used to teach the students how
to be good speakers. According to McKinnon (2000), a video is an interesting
teaching media because it provides real situation and native speakers. From the
video, students are able to identify gestures, emotion and fluency.
In a speaking class, the use of a video can be a project for the students to
create a documentary video about themselves in English. Through practicing their
speaking skill in front of a camera, they accustomed to speak English. Besides,
video project, the students are expected to understand the material easily. By
watching their own documentary videos, they can get feedback from their
performances in delivering speeches, understand more about the topic which is
being discussed, and perform self-reflection on their performances. The video
project was experienced by the eleventh (11th) grade of SMA 1 Kasihan students. When the researcher did her teaching training on 13 February 2016 until 15 April
2016 in SMA 1 Kasihan, the researcher was given eight opportunities to teach the
students.
There were two classes that were taught by the researcher, but only twenty-one students of XI Social Two who became the researcher’s participants for the
research. The XI Social Two students were chosen as the participants because the
researcher only taught a speaking class in the XI Social Two class. A topic which
is about a biography text used to be a content for the video project. The
participants were chosen based on the topics which were learned in the teaching
training. The video project was conducted when the participants discussed a
biography text in the speaking class. They learned to make biography texts with
the correct structures. According to the learning material of Curriculum 2013,
biography text is a story which tells about someone’s life and achievements who
give an influence for the environment. In this video project, the students were
asked to make their own biographies.
The success of teaching and learning English is influenced by the students’
perceptions. If the teachers know the students’ perceptions of the process of
technique. According to Kleinke (1978), a perception is important for both
teachers and students because it influences the teaching and learning process. The
students will be able to learn the materials if they understand their own
perceptions. By understanding their own perceptions, they will know what they
need and what teaching media which is useful for them. If the students have good
perceptions on the teaching technique which is given by the teachers, it can lead
the teachers and students to achieve a good result of the English teaching and
learning process. If the students have negative perceptions, the teacher should change or modify the teaching technique to get the students’ interests and
attentions. The modification of teaching technique is needed to make the materials
understood by the students easily. Good or bad perceptions can be identified by knowing students’ responses on the teaching technique. If the students are
motivated and interested to respond the teaching technique which is used in class,
the students have good perceptions.
As it is already explained before, students’ perceptions influence the
teaching and learning English. It is important for the teachers to know students’
perceptions whether they have good opinions on the use of video project or not. It
is also important to support their English learning especially in the peaking class,
whether it is helpful or not for the students. This research aims to know the
students’ perceptions on the video project in the eleventh (11th) grade of Social Two SMA 1 Kasihan students. The researcher formulated one research problem in
B. Research Problem
From the research background presented, the researcher deals with one
research problem:
What are the students’ perceptions on the video project in their speaking class?
C. Problem Limitation
English course is divided into four skills which are learned, such as
speaking skill, reading skill, listening skill and writing skill. A speaking class is a
part of English class which focuses on the students’ speaking skill. A speaking
class uses videos as the teaching media. The topic about biography was also
discussed in the speaking class, so that the researcher decided to apply the video
project in the class. This research focuses on the students’ perceptions toward the
video project in their speaking class. The participants of the research were
eleventh (11th) grade of Social Two SMA 1 Kasihan students. It consists of twenty-one students but only sixteen students became the participants because
there were five students missed the class when the researcher conducted the
research.
D. Research Objectives
This research has one research objective:
1. This research aims to dig the study of students’ perceptions on the video
E. Research Benefits
This research is expected to bring some benefits for the senior high school
students, English teachers and future researchers:
1. For Senior High School students
This study is beneficial for senior high school students because through
creating videos, they can train their speaking skills. Using a video as one of the
learning media can encourage the students in learning English. Then students can
perform better speaking skills.
2. For English teachers
Teachers can find other teaching media to teach English in a fun way. This
teaching media can be imitated by other teachers to build an interesting teaching
and learning process. The teachers may use video as an audiovisual media to be
implemented in speaking class.
3. For Future Researchers
This study is beneficial for the future researchers who want to have the
same topic of the research. It is important to find some methods of learning to
make English lesson more fun and easier for the students. This research can be
F. Definition of Terms
There are some terms which are presented in this research. Those terms are
perception, video project, 11th grade of social two SMA 1 Kasihan students, and speaking class. The researcher writes the description of each term in order to
avoid misunderstanding, as follow:
1. Perception
Perception is a thought which is created when person sees around the
world. According to Forgus (1966), perception is a process which an organism
receives particular information about the environment. Perception does not only
create person’s experience but it also lets the person knows deeper through the
environment (Cheery, 2015). In other words, perception is a sensory experience
and involves environmental stimuli and action. Different perceptions from person
to another are influenced by their interests and needs. In this study, perception means students’ subjective experiences and opinions through their observation
which happen in the speaking class.
2. Video Project
McGovern (1983) states that a video is an audiovisual media which
produces sounds and images. According to Hafner and Miller (2011), a video
project provides a social context in which able to communicate with one and
another. In this research, a video is a teaching media for students to observe and
by projector, LCD and notebook, is used to attract the students’ interests to follow
the teaching and learning process. A video is also used as a project for the
students to record their own speeches about their biographies. In this study, a video project refers to the students’ creations in form of videos about their own
biographies.
3. Social Two Class of 11th grade SMA 1 Kasihan students
The researcher focused on the 11th grade of SMA 1 Kasihan students in the Social program. There are five social classes in academic year 2015/2016. There
are XI Social One, XI Social Two, XI Social Three, XI Social Four and XI Social
Five. During the teaching training program, the researcher only taught one social
class which was XI Social Two. The researcher conducted the research in this
class which consists of twenty one students. Based on the observation that the
researcher conducted in the beginning of the teaching training program, the
researcher found that most of the students had encouragement to learn English as
well. However, sometimes they felt bored and did not give attention to the
teaching and learning process. In this study, XI Social Two students in SMA 1
Kasihan represent of the research’ participants to know students’ perceptions on
the video project in their speaking class.
4. Speaking Class
Formally, there is no speaking class in English course for senior high
the basic competence in Curriculum 2013, such as speaking classes, listening
classes, writing classes, and reading classes. A speaking class refers to the
teaching and learning activities which trains the students’ speaking skills. In a
speaking class, students are expected to be accustomed to speak English. In this
study, a speaking class is a class where the video project is applied to be one of
10
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical description and theoretical
framework. Theoretical description is supported with some theories which are
relevant to the research. This is divided into three subtitles: (1) Perception, (2)
Speaking skill, (3) Video Project. The theoretical framework discusses the
implementation of the theories which answer the research problem.
A. Theoretical of Description
The researcher provides some theories from the experts. This part
elaborates the theories consists of definition of perception, speaking skill and
project based learning.
1. Perception
The purpose of this study is to find out the students’ perceptions on the
video project in their speaking class. Before knowing the students’ perceptions, it
is important to know what perception is and how perception is formed. The
researcher provides some theories related to the definition of perception from
some experts, perceptual process, factors affecting perception and the relation
a. Definition of the Perception
The definitions of perception are taken from some experts. According to
Angell (2015), a perception is the consciousness sense. In other words, perception
is the way people think of something in their surroundings. A perception is
formed starting from the eyes, then the eyes catch stimuli and it produces
physiological process to bring out perceptions. As stated by Haire (1956) as cited by Gibson, Ivancevich, & Donnelly (1973), perception is a process of recognizing information and it is compared with previous memory which is stored in person’s
brain.
A perception refers to the students’ subjective based on their experiences.
People may have different perceptions. It depends on their physiological process
such as needs and motivation. A perception cannot be decided whether it is right
or wrong. Each person has his or her right to have their perceptions as long as it
can be proved with the facts. Perception is the way stimuli are chosen so that they
can be meaningful (Altman, 1985). The way perception is described shows that
stimuli have important role in building the perception. According to Sharma
(2015), our sense organs will be stimulated by different stimuli. Our senses organs
receive those stimuli and they are converted into sensations. Perception is defined
as the process of interpretation of stimulus. These sensations are transmitted to the
parts of brain then it will be interpreted. Perception involves two processes, they
are sensation and interpretation.
However, perception also requires past experience because people can
identify something easily if they have seen it earlier compare with people who
perceptions toward their video project depend on the sensation and interpretation
which are processed in their brains. These theories of perception are used in this
study because the students’ perceptions on the video projects are influenced by
stimuli and motivation
.
b. Perceptual Process
A perception is a process of receiving information about the environment
(Forgus, 1966). In this study, a perception refers to the students’ opinios about
their experiences. A perceptual process is a step which is used by people to
interpret information. Altman et al (1985) shows how perceptual process happens
(see Figure 2.1).
Figure 2.1. The perceptual process
Based on the diagram, the perceptual process begins from stimuli which
are selected by our sensory receptors to be interpreted. The data from stimulus are
selected by individual sensors and people can interpret the sensory message.
Information which is interpreted can be different depends on some factors. That is
why each student may have different perceptions on the video project.
Stimuli Sensor
selection of
Perception, organization
and interpretation
of stimuli
c. Factors Influencing Perception
There are four important factors which influence person’s perception
(Sharma, 2015). The first factor is perceptual learning. People learn to emphasize
some sensory inputs and to ignore other things. For such perceptual skill,
experience is the best teacher. The students who got a training for a particular skill
are better than untrained people. Referring to this study, students who already
experienced the same video projects may have different perceptions. They may
realize that a video project is one of the teaching media which is beneficial
especially in learning English.
The second factor is mental set. Someone’s readiness to receive some
sensory inputs called mental set. It requires good attention and concentration.
Related to this study, students who put well attention when the video project is
given will be different with the students who did not really put attention. A video
project will be responded well when the students are ready to receive the learning
process and they have good intention on learning English.
The third factor is motives and needs. These factors show that person’s
motives and needs will influence perceptions. For the example, students who are
motivated to learn English will receive all the teachers’ teaching media because
they have good intention in learning English. They will create the video project
with full of spirit because it is their needs to be successful in learning English.
Another expert also explains some factors which influence someone’s
perception. Altman et al. (1985) explains the first factor which influences
different with others because people perceive things differently. People have
different interests toward something. Referring to this research, there are many
ways to learn English. Students have their own ways in learning English. Some of
them are interested in creating video to learn English. The second factor is
organization of stimuli. People’s perceptions are influenced by the arrangement of
stimuli, so that stimuli should be organized. Stimuli can be interpreted as
meaningful information if there is a categorization of stimuli and become simpler.
It means that every meaningful information comes from the activities that can
effect someone’s behavior.
The third factor is situation. What people perceive toward something
depends on their expectation on situation that they experience. Altman., et al
(1985) states that situation and past experience effect person perceives something.
When person finds situation that she or he already experienced, she or he will
recall the past experience.
The last factor is self-concept. A self-concept is the way people perceive
about themselves. Self-concept is important because it can affect people’s
perceptions and it can determine what people perceive and do. Those eight factors
from two experts are about factors which can influence people’s perceptions. The
next discussion is about the relation between perception and learning.
d. Relation between perception and learning
There is a relation between perception and learning. Kleinke (1978) states
students have good perceptions on the video project which is given by the teacher,
it can lead students to be successful in learning English. The students will be able
to learn the material well. It is needed to attract students’ interests toward teaching
and learning process. In the contrary, if students have bad perceptions toward
teaching media which is applied by the teacher, it lead them to be failed. It will be
difficult to find their interests in learning English. The following figure is the
discussion.
Figure 2.2. The Relation between Perception and Learning
In this study, the writer would implement the definition of perception and
perceptual process as the basis to determine how the students’ perceptions toward
video project in speaking class are formed. The researcher uses a theory from
Haire (1956) as cited by Gibson, Ivancevich, & Donnelly (1973), which says that a perception is a process of recognizing information and it is compared with previous memory which is stored in person’s brain. Some factors influencing perception are
used to know how each student could have different perceptions toward the video project which is given to them. Moreover, the relation between perception and learning is used to analyze how the success of learning English is also defined by the students’ perceptions toward the implementation one of teaching media which is
2. Speaking skill
Speaking skill is used to communicate with each other. According to
Tarigan (1990: 3-4), speaking skill is a language which is improved when people
were in their young ages. It is important to train speaking skill especially foreign
language. Clark (in Nunan, 1991: 23) states that speaking is an instrument act.
Speakers speak to have some effects from their listeners. Speaking skill can be
measured with someone’s ability to carry out a conversation in the language.
Speaking skill is described as someone’s ability to show a situation or an activity
to report actions. Tarigan (1990: 8) writes that speaking is a way of
communication that influences our lifes.
a. Stages in Teaching Speaking Skill
Tarigan (1990:12) also states that there are three stages to teach speaking
skills. The first one is introducing new language. In speaking skill, teachers need
to introduce a new language to the students. The second is a practice. Speaking
skill is not a skill which can be dealt with memorizing only. Students need to
practice their speaking skills and make it as a habit. The third is a communicative
activity. A communicative activity can be done by doing an interview or having
conversation. It is easier for the students to train their speaking skill if they can
express what they want to say with other people, so there will be a response for
them. By doing a communicative activity, it trains students’ brains to think
spontaneously. According to Wallace (1978:98), speaking skill will be meaningful
students can improve their ways to express themselves with acceptable
pronunciation and dictions.
b. Problem in Speaking Skill
According to Richards (2008), while practicing speaking skill, the students
often meet some problems. There is a lack of vocabulary which needed to talk
about common utterances. For the leaners, the vocabularies are different with
native speakers. Usually, the vocabularies are simpler, so when they meet
uncommon vocabularies they will get difficulties on how to respond it. Besides,
speaking slowly and takes too long to compose utterances. Learning new language
especially in practice speaking skill needs extra time. However, learners are not
really familiar with foreign language. When the students try to produce sentences
in second language acquisition, their brains work harder. They also cannot
participate actively in the conversation.
There is a possibility for the learners that they cannot involve themselves
well in the middle of conversation with the second language acquisition. It is
caused when they are in the middle of conversation; they have to do two
activities. Those activities are understanding the conversation and trying to
produce sentences in order to response the conversation. Having poor grammar is
also problem for learners. In order to avoid grammatical mistake in speaking
activities, it is important for students to learn the theories of English. One of the
difficulties in training speaking skill is the learners have limited knowledge of
speaking skill.
Another problem is poor pronunciation. Pronunciation is a crucial thing.
Learning how to pronounce words is important. According to Derwing and Murno
(2005), pronunciation helps the learners to communicate normally and can be
understood easily. Those five problems in speaking skill do not appear without
reasons.
c. Causes of Poor Speaking Skill
There are some reasons for poor speaking skill, Richards (2008). The first
is lack of curriculum emphasis on speaking skills. Traditional thought assumes
that learning English is only about understanding the rules of grammar and being
able to apply minimum requirement in the written form. That is why sometimes
speaking skill is ignored. The fact is a speaking skill should be trained to get
better result of learning English.
The second is the teachers’ limited English proficiency. English teachers
who are needed by students not only teachers who understand how to make a
good paragraph without any grammatical mistakes. It is easier for the students to
learn how to train their speaking skill if the teachers are also good speakers. The
third is class’ conditions do not facilitate oral activities. Every learning process is
started with a conducive class. It can be said conducive when the students and
teachers can learn together.
The forth is limited chances outside of class to practice their speaking
skill. However, doing practice inside the class is not enough for students. There
are only some meetings to learn English. It means that they need to be given
opportunities to practice their speaking skill outside the class. By doing practice
outside the class, they are able to meet new topics to be discussed. It contributes
them to learn new vocabularies or dictions.
The fifth is examination system does not emphasize oral skills. People are
familiar with written test. They assume that oral test does not give an exact result
of students’ work. Actually, giving oral test is important. It trains students to do
their test by themselves because doing oral test avoids cheating. Besides, oral test
teaches students to think spontaneously so they are able to say what they want to
express.
d. Conditions Where The Students’ Speaking Skill Can be Implemented
There are certain conditions where students’ speaking skill can be
implemented well (Dakowska, 2005). Firstly, the topic is interesting enough to
open students’ opinions. The students’ interests in speaking skill should be
provoked by giving some interesting topics. It can be measured by knowing any
information which are relevant with the teenagers’ issues. It can be about fashion,
music or education. Secondly, the students are given opportunity to choose topic
of the discussion so that they are able to utter their individual opinions. It is better
for teachers to give them a chance to choose the topic based on their interests. So,
they are able to express their opinions. The third is discussion involves working in
students’ communication skills.
e. Types of Spoken Test
According to Thornbury (2007: 126) there are some types of spoken test.
The first is interview. McNamara (1999) stated that interview is useful to get story
from the participants’ experiences. The interviewer can also get deep information
from the participants related to the topics. By giving information to the
interviewer, the learners learn to response the answer quickly. It needs to be
spontaneous to response the questions. The second is monologue. A monologue is
an extended speech by one person. When students are given opportunities to do
monologues, it means that the students learn how to develop the topic of the
monologue. It becomes a story or a speech which can be accepted by the listeners.
The third is recorded monologues. There is a difference between
monologue and recorded monologue. The difference between monologue and
recorded monologue is that recorded monologue is a monologue which is
recorded. So the speakers can re-play their monologue to get feedback and to
know their mistakes. The forth is role plays. Role-play is what you do when you
are pretending to be another person and using your imagination to speak, think
and even feel like that characters. If the learners use their imagination to speak, it
trains their speaking skill to create their imagination becomes something real and
f. Factors Which Help Students in Speaking
According to Harmer (2004), there are three factors that help students in
speaking. The first is preparation. Preparation is an important factor if students
want to have better performances in their speeches. They need time to think what
they are going to say. They need more practices in speaking because English is a
foreign language. English is not their mother tongue, so they are not accustomed
to speak English. As cited in Harmer (2004), Mennim (2003) states that before
final presentation, the students’ preparation are to record what they are going to
make, transcribe what they want to say and correct the recordings.
The second reason is the value of repetition (Harmer, 2004). Repetition is an
important factor because repetition lets students to improve what they already did.
When they repeat their tasks one or twice, it is their rehearsal for final effort.
Repetition makes them be more confident because they got chance to analyze and
improve what they have done. The following figure shows the process of speaking
which is described by Howarth (2001).
Figure 2.3 Speaking Process
(Source: Howarth, 2001)
The researcher would explain how those theories are used in this study. In
this study, a theory from Tarigan (1990: 8) which says that speaking is a way of
communication that influence our life would be used to implement that students
explanation about stages in teaching speaking skill is used to know how to teach
speaking skill for students in the correct stages. Some students also realize that
they get difficulties in improving their speaking skill. The researcher would use
the explanation about problem in speaking skill to know what kind of problem in
speaking skill happen to the students. Therefore, there must be some causes why
students have difficulties in speaking skill. The researcher would analyse those
causes to find a condition how students’ speaking skill can be implemented well
in the speaking class. After knowing a condition how the students’ speaking skill
can be implemented well in the speaking class, the researcher would use some
types of spoken test to know how to train the students’ speaking skill. One of the
types is a monologue. A monologue is used in this research because in a video
project, the students do monologue. Then, some factors that helps the students in
speaking are also used to know how video project can helps students to train their
speaking skill.
3. Video Project
The technology nowadays can support the learning language. According to
Jonassen, Howland, Moore & Marra (2003), a technology should be a partner in
teaching in learning process, engage and support thinking (as cited in Hung et al.,
2004). A project based learning is one of the ways to develop learning language.
Thomas (2000) states that a project-based learning is complex tasks, based
on challenging questions or problems, that involve students in design,
to work relatively. The students are expected to create some products which can
involve their abilities on problem solving and making decision of any obstacles
they face.
Booth (1997) explains that a project based learning is an active learning
(as cited in Hung et al., 2004). A project based learning puts the students to the
situation which need authentic use of language to communicate with each other.
Through a project based learning, a students can develop their critical thinking to
the target language. One of the project based learning which can be used in
learning language is a video project. Hyun-suk, Sub, and Jin-il (2000) state that
video represents scenes in motion by capturing, recording, processing, storing,
transmitting. Video is used to support the students’ language learning. It can be
used to assess, observe and practice.
Harmer (2004) says that an activity which can improve speaking skill is
creating a video project (p.361). According to Mayer (2001), well-designed
multimedia instructional messages can promote active cognitive processing in
students, even when learners seem to be behaviorally inactive. Some students
have passive behavior, so creating documentary video triggers the students to give
the best result in front of the camera. It can increase their confidences.
A video project is also meaningful for the students (Fraser & Oram, 2003).
There are four reasons why a video project is meaningful for the students. The
first reason is active because through a video project, the students can put all their
knowledge to produce good videos. The second reason is constructive. It is the
way the students relate video projects as new experience with their previous
experiences. During the process of learning, they are able to change their
conceptions on the video project.
The third reason is intentional. In the learning process, the students should
set their goals to achieve, and then this learning method can be applied in the
future. The fourth reason is authentic. In the video projects, students have to make
videos about their own biographies. They have to be able to decide with the real
issues. The last reason is cooperative. It is usually needed when students work in
groups. When the students work individually, they need to be cooperative with the
teacher when the teacher explained about the projects. They need to understand
the method and stages they will use in creating video project.
In this study, one of the project based learning is a video project. The
researcher would use a theory from Jonassen, Howland, Moore & Marra (2003)
which say that technology should be a partner in teaching and learning process,
engage and support thinking (as cited in Hung et al., 2004). It would support the
study that video project is a kind of technologies that can be used in teaching and
learning process.
B. Theoretical Framework
This part presents how the researcher answers one research problem in this
research. In order to support the research, the researcher provides some theories
researcher uses a theory of a video by Hyun-suk, Sub, and Jin-il (2000) to define
the use of videos in speaking class which is experienced by XI Social Two
students of SMA 1 Kasihan. Next, the theories of project based learning from
Harmer (2004) and Jonassen, Howland, Moore & Marra (2003) are used to define
whether the video project as one of the project based learning is appropriate to be
used in teaching and learning process in the speaking class.
Then, a theory from Sharma (2015) related to the factors which affecting
perception is used to know the diversity of the students’ perceptions on the video
project in their speaking class. Knowing the students’ perceptions on the video
project can give testimonies towards the teachers. If the students’ perceptions of
the video project are good, learning language involves video project is worth to
use. It means that video project can be implemented in the class. The theory of
speaking skills according to Tarigan (1990) is given to provide information that
speaking skill is not only a skill which can be done by sitting inside the class and
listening to the lecturers’ explanation. Speaking skill can be developed through
practice.
There are two reasons why the researcher provides the theories which are
relevant with video project in learning language. The first is to know whether
development of technology in this globalization era can be beneficial for students
to support their learning process. The second is to know whether students’ can
take the advantages of the technology for their learning process. In order to
address the research problem, the researcher refers to the theories of the definition
implemented to analyze how the students or participants perceive particular
project-based assignment given by the English lecturer.
If the result shows students’ perceptions of video project are positive, it
means the teacher’s goals in applying this teaching media is successfully. It can be
accepted well by the students and the students feel that video project is not only
fun but also beneficial for the students’ speaking skills. If the result is not good
enough, it means that the teachers need to revise their teaching media. This
questionnaire will be in a form of close ended statement to gather the data and the
interview will be done in open-ended questions. The research finding will be
analyzed and written in the paragraph forms and in qualitative way. The next
27 CHAPTER III METHODOLOGY
There are six partswhich are discussed in this chapter. There are the research
method, research participants, research instrument, data gathering technique, data
analysis, and research procedures.
A. Research Method
This research uses a survey research. A survey research is used to collect
information and to know relationship between different variables (Borg & Gall,
1983). A survey aims to know social event. Therefore, the event of this study is the
students’ perceptions on the video project as an assignment in their speaking class
which was taken in the second semester of the academic year 2015/2016. According
to Scheuren (2004), a survey is used to draw a method when gathering the data from a
sample of individual. In this study, thesurvey research was applied to gather the data
from the students who experienced the video project in their speaking class.
The instruments used in this study are questionnaires and interviews.
According to McLeod (2014), questionnaire is a way of obtaining large amounts of
information of people. A questionnaire can be also thought as the written interview.
The questionnaires are to measure the percentage of students who have good or
questionnaires were presented in the form of description.
Besides, the researcher conducted interviews as the supporting data. An
interview is one of devices to help understand the variable in questions (Altman &
Hotgetts, 1985). An interview also permits the participants to give the reasons of their
answers in the questionnaires. Through the interviews, the participants could express
what they felt and thought.
B. Research Setting
The research was conducted in SMA 1 Kasihan. It is located at Jalan Bugisan,
Tirtonirmolo, Kasihan, Bantul. The participants were the students of XI Social two
class which consists of twenty-one students in academic year 2015/2016. There were
sixteen students who became the participants of this research because there were five
students who did not submit the video projects, so that they could not be the
participants. The questionnaires were distributed in the speaking class. The research
was conducted in May to June 2016.
C. Research Participants
The aim of this research is to find out the students’ perceptions on the video
project in their speaking class. The participants of this study were the sixteen students
of XI Social two in SMA N 1 Kasihan who had designed the video project.
According to Mariam (2009), participants are those who have had direct experience
participants was because the students had been designing the video project in their
speaking class and they also agreed to be the participants.
D. Research Instruments
The researcher employed two instruments to gather the data. The instruments
were questionnaires and interview as the supporting instrument. Therefore, the
researcher answered the research question through the results of questionnaires and
interviews.
1. Questionnaires
The first research instrument was questionnaires. The purpose of the
questionnaires is to get the data about the students’ perceptions on the video project.
According to Key (1997), a questionnaire is a process of evoking beliefs, experiences,
perceptions and attitude in sample of individuals. The questionnaires were distributed
because the researcher intended to know students’ perceptions about their experience
in creating video projects.
The questionnaires were designed in the form of closed-ended statements to
ease the researcher collected the data. According to McLeod (2014), close-ended
statements structure the answer by allowing only answers which fit into categories
that have been decided in advanced by the researcher. A close-ended statement item
is “In English class, I learn to make English sentences with correct structure.” There
is a set of degree agreement namely strongly agree, agree, neutral, disagree or
strongly disagree. The instruction of the questionnaire is to tick the degree of
agreement based on the students’ opinions. Then, the data were interpreted by the
researcher. The questionnaires are divided into three blueprints. The first is about the
teaching and learning process in the speaking class, the second is the process of
creating the video project, and the last is about the students’ perceptions on the video
project in their speaking class. The validity of the questionnaires is given by the
advisor of the researcher.
The information needed were covered in thirty-three closed-ended statements
to answer the research problem. Those close ended-statements were designed based
on the theories about the students’ perceptions on the teaching and learning process,
the process of creating video projects and the students’ perceptions on the video
projects. The results of questionnaires were counted into a percentage. After counting
the result into a percentage then it would be interpreted in the form of description.
The researcher did a piloting of questionnaires to make sure that the questionnaires
were understandable. Evaluating the questionnaires is called pilot testing (Vaus,
2002). There are two categories of pilot testing. They are pilot testing questions and
pilot testing questionnaire.
The first stage is pilot testing questions. There are three stages of pilot testing
questionnaire development, and polishing pilot test. In the stage one, question
development is used to establish how to phrase each question and to evaluate the way
respondents analyze the meaning of the question. The evaluation is done based on the
participants’ understanding. If there are no students who ask about the question, it
means that the question is understandable. In the second stage, it is an evaluation of
the questionnaires as a whole. The evaluation is identified from the flow of the
questionnaire whether the transition from one section to another are jump quickly or
delicate. Another consideration is also the time that the participants spent to answer
the questionnaires. If the participants need long time to answer the questionnaire,
there is a possibility that the question is not clear. In the third stage, the questions are
revised or shortened if it is necessary. The researchers revised the difficult words
based on the participants’ opinions to the easier words that can be understood.
Second is pilot testing questionnaire. According to Vaus (2002), there are four
things that should be checked. They are flow, question skips, timing, and
respondents’ interests and attention. The flow is needed to know the transitions from
one question to another are smooth or not. The question skips are about the
instruction which is given to the students can guide the students trough
questionnaires. If the students take too long to answer the questions, it might be the
questionnaires need to be cut for the final questionnaire. The last, if the participants
look bored the questionnaires might be too long. The statements should be
The researcher provided thirty-three closed-ended statements in the
questionnaires. The first six statements talked about teaching and learning process in
the speaking class. Those six statements were connected with the relevant theories
which were provided in the theoretical description. Next, the fifteen closed-ended
questions were about the process of creating the video project. Those questions were
used to know the students’ obstacles or challenges in the process of creating the
video. The students’ obstacles or challenges in the process of creating video
influenced their perceptions of the video project. The last twelve close-ended
questions were used to answer the research question. The questions related to the
theories of perception which are described in the theoretical description.
2. Interview Guideline
An interview is a direct conversation in order to obtain reliable and valid
measures in the form of verbal responses from the respondents. It is a conversation in
which the roles of the interviewer and the respondent change continually (Key, 2000).
By doing an interview, the researcher is able to complete the data related to the
process of designing the video project in speaking class (Frankfort-Nacsmias, 1996).
The researcher asked three students from XI Social two in SMA 1 Kasihan to
be the interviewees who had filled the questionnaires. The interviews used stratified
sampling to get the participants. Stratified sampling means the sample is taken from
projects’ results. The stratum was divided into three achievers. There were high
achiever, middle achiever and low achiever. The researcher took one student from
each achiever, so there were three students to be the interviewees. The purpose of
using the stratified sampling was because the researchers wanted to find out all the
students’ perceptions. Those three students represented all of the students who have
same experiences and opinions of the video project. There must be different
experiences which are faced by the students from each achievement on this video
project. It means that the opinions are different. The researcher provided four
open-ended questions to be asked to the participants directly. In the interview protocol, the
questions related to the theories of perception were used to find the students’
perceptions.
E. Data Gathering Technique
The data started to be collected after the students finished their video project.
This research used survey method as the method of gathering the data. According to
Ary, Jacobs and Sorensen (2010), there are six steps which should be done when the
research uses survey method. The first step was planning. Before the questionnaires
and the interviews were conducted, the researcher confirmed that the statements were
understandable. The statements were made in order to answer the research problem.
The research problem of this research was “How are the students’ perceptions on
The second step was to define the population. After deciding the population,
the researcher did sampling to choose the participants. The participants were sixteen
students for the questionnaires and three students for the interviews. The participants
were decided using purposive sampling and stratified sampling.
The next step was defining the instruments. The instruments to gather the data
were questionnaires and interviews. Then, the researcher distributed the
questionnaires to the participants or the students of XI Social two SMA 1 Kasihan in
the speaking class. After distributing the questionnaires, the researcher did the
interviews with three participants.
The last step was processing the data. The researcher analyzed the answers to
interpret the information. The data were summarized in the form of descriptions, so
the researcher was able to conclude the data and the research problem was answered.
F. Data Analysis Technique
The instruments which are used to get the data in this research were
questionnaires and interviews.
1. Questionnaire
The first step to process the data was the researcher read all of the answers in
the questionnaires, then the researcher made the classification of the same answer for
each statement. After all of the answers were classified, the answers were calculated