STUDENTS’
IN LEARNING ENG
Presented to O
ENGLISH LA DEPARTMEN FACULTY OF SA
S’ PERCEPTION ON THE USE OF VIDEOS
GLISH AT SMK NEGERI 2 DEPOK, YOGYA
A Thesis
ed as Partial Fulfillment of the Requirements Obtain the Sarjana Pendidikan Degree
in English Language Education
By Eveline Christina Student Number: 041214097
ANGUAGE EDUCATION STUDY PROGRA NT OF LANGUAGE AND ARTS EDUCATIO
F TEACHERS TRAINING AND EDUCATIO SANATA DHARMA UNIVERSITY
YOGYAKARTA 2009
S
AKARTA
i
STUDENTS’ PERCEPTION ON THE USE OF VIDEOS
IN LEARNING ENGLISH AT SMK NEGERI 2 DEPOK, YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Eveline Christina Student Number: 041214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2009
v ABSTRACT
Christina, Eveline. 2009. Students’ Perception on the Use of Videos in Learning English at SMKN 2 Depok, Yogyakarta. Yogyakarta: Sanata Dharma University.
There are a lot of factors that influence successful English learning. One of them is perception. Perception influences students’ behavior and motivation to learn. If students have positive perception, it will lead them to have high motivation in learning. They will have positive behavior that can lead them to be successful in obtaining the learning goal. If they have negative perception, it will lead them to have negative behavior. Their negative behavior will lead them to the failure. Learning English using videos is expected to help students since videos can interest students to pay more attention to the English teaching and learning process. Therefore, the knowledge of students’ perception on the use of videos in learning English can inform teachers whether they should continue and improve using it for teaching their students.
This research investigated the students’ perception on the use of videos in learning English at SMKN 2 Depok, Yogyakarta. There are two research problems to be solved: (1) What is the students’ perception on the use of videos in learning English at SMKN 2 Depok, Yogyakarta? (2) What are the recommendations to improve and to maximize the use of videos in English learning at SMKN 2 Depok, Yogyakarta?
The research participants were second grade students of Teknik Komputer Jaringan class. The researcher employed a survey research; she conducted the research by observing the students’ behavior, distributing a questionnaire to them, and interviewing six students of Teknik Komputer Jaringan class. The data were collected from the results of the observations, the questionnaire and the interview.
The findings showed that, in general, the students had positive perception on the use of videos in their English learning. The students enjoyed the activities using videos, they did not feel bored and they said that they obtained many advantages through learning using videos such as they had new vocabularies, their English skills such as listening and speaking improved, and their knowledge about western culture increased. They also said that after learning using videos, they were curious to know more about English such as the culture, habits and also the language itself. The students recommended that the materials should be updated; they liked to have drama and students’ presentation as other activities.
vi ABSTRAK
Christina, Eveline. 2009. Students’ Perception on the Use of Videos in Learning English at SMKN 2 Depok, Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Ada banyak faktor yang mempengaruhi keberhasilan dalam pembelajaran bahasa Inggris. Salah satunya adalah persepsi. Persepsi mempengaruhi tingkah laku siswa dan motivasi mereka dalam belajar. Jika siswa memiliki persepsi yang positif, hal tersebut akan meningkatkan motivasi belajar siswa. Mereka akan berperilaku positif yang akan membuat siswa berhasil mencapai tujuan belajar. Jika siswa memiliki persepsi negatif, hal tersebut akan membuat siswa berperilaku negatif. Perilaku negatif mereka akan membuat mereka gagal dalam belajar. Belajar bahasa Inggris dengan video diharapkan dapat membantu siswa karena video dapat menarik siswa untuk lebih memperhatikan dalam proses belajar mengajar bahasa Inggris. Pengetahuan akan persepsi siswa dapat memberitahu guru apakah mereka harus melanjutkan dan mengembangkan penggunaan video dalam mengajar siswa mereka.
Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan video dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Yogyakarta. Ada dua permasalahan yang harus dipecahkan: (1) Bagaimana persepsi siswa terhadap penggunaan video dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Yogyakarta? (2) Apa saran-saran untuk mengembangkan dan memaksimalkan penggunaan video dalam pembelajaran bahasa Inggris di SMKN 2 Depok, Yogyakarta?
Peserta dari penelitian ini adalah siswa Teknik Komputer Jaringan kelas 2. Peneliti menggunakan metode survey; yaitu dengan cara mengamati tingkah laku siswa, menyebar kuesioner, dan mewawancarai enam siswa. Data penelitian dikumpulkan dari hasil observasi, kuesioner dan wawancara.
viii
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to Jesus Christ for
everything He had given to me. He guided me during the process of finishing my
thesis writing. He gave me strength to keep on trying whenever I gave up. He helped
me to find ways whenever problems raised so that I could survive. Without Him, I
could not finish my thesis.
I would like to thank my sponsor, Made Frida Yulia, S.Pd., M.Pd., for her
guidance, patience, time, support and advice. Her comments, corrections and
suggestions for my thesis really helped me to finish it.
I would like to thank Drs. Sutarto, the headmaster of SMKN 2 Depok,
Yogyakarta, for the permission to conduct the research in this school.
I would also like to thank Drs. Trisuko Bambang Wiyono and his family
for his permission to conduct the research in his class, for his willingness to help me
whenever I got confused in conducting the research, for their warmth whenever I was
at their home. I would thank Rina Candrawati, my best friend, who always helps
me. We like to share ideas, life experiences and we strengthen one another.
I would like to express my gratitude to my parents, my sister, and my brother
for their love, prayer, support and encouragement so that I could finish my thesis.
I would also like to thank Mr. Benyamin and his wife, for their willingness
ix
since my computer was out of order, to Ko Agus, Novi, and Extra Ordinary Youth
Zone (my church community) for their willingness to pray for me and gave me
encouragement so that I could finish my thesis.
My special thanks go to my beloved partner, Ariyanto, S. Farm. I thank him
for his patience and prayer, for giving me endless love, support, affection,
encouragement, happiness and for helping me passed through this uncomfortable
moment.
I would like to thank all my research participants, especially Ursula, Anggy,
Lely, Ardianto, Hajid, and Anggit. I thank their time and their willingness to be
interviewed.
Finally, I would like to thank those whose names could not be mentioned here
for their prayers and encouragement. I believe that God always blesses them all.
x
TABLE OF CONTENTS
Page
TITLE PAGE……….. i
APPROVAL PAGES……….. ii
STATEMENT OF WORK’S ORIGINALITY……… iv
ABSTRACT………. v
ABSTRAK………... vi
ACKNOWLEDGEMENTS……… vii
TABLE OF CONTENTS……… ix
LIST OF TABLES……….. xii
LIST OF FIGURES………. xiii
LIST OF APPENDICES………. xiv
CHAPTER I. INTRODUCTION A. Research Background………. 1
B. Problem Formulation ………. 3
C. Problem Limitation………. 3
D. Research Objectives……… 3
E. Research Benefits……… 4
F. Definition of Terms………. 5
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description……….. 7
1. Theory of Perception………. 7
a. Definition of Perception………... 7
b. Perception on Learning……… 9
xi
a. Definition of Motivation……….. 10
b. Importance of Motivation……… 11
c. The Relation among Perception, Motivation and Emotion……… 12
3. Theory of Cognitive Development……… 12
a. Sensorimotor Stage………... 13
b. Pre-Operational Stage………... 13
c. Concrete Operational Stage………. 13
d. Formal Operational Stage……… 14
4. Theory of Learning English Using Videos………. 15
B. Theoretical Framework……… 20
CHAPTER III. METHODOLOGY A. Research Method……… 23
B. Research Participants……… 24
C. Research Instruments………. 24
1. The Observation Checklist……….. 25
2. The Questionnaire……… 26
3. The Interview Guide……… 28
D. Data Gathering Technique………. 29
E. Data Analysis Technique……… 30
F. Research Procedures……….. 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Student’s Perception on the use of Videos in learning English……… 34 1. Students’ Perception Based on the Observations
xii
Process Using Videos……… 34
2. Students’ Perception on the Activities, Motivation and Implication on the Use of Videos in Learning English Based on the Questionnaire……… .41
3. Students’ Perception on the Activities, Motivation and Implication on the Use of Videos in Learning English Based on the Interview………. 54
a. Students’ Perception on the Activities Using Videos……… 54
b. Students’ Perception on the Motivation after Learning Using Videos……… 57
c. Students’ Perception on the Implication after Learning Using Videos……… 61
B. Students’ Recommendation to Improve and to Maximize the Use of Videos in English Learning……… 64
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions……….. 67
1. Students’ Perception on the Use of Videos in Learning English ………. 67
2. Students’ Recommendations to Improve and to Maximize the Use of Videos in Learning English………. 68
B. Suggestions………... 69
REFERENCES… ... 71
xiii
LIST OF TABLES
Table
4.1 Frequency of the Students’ Responses to Each Statement
of the Questionnaire……….. 84
4.2 Percentage of the Students’ Responses to Each Statement
xiv
LIST OF FIGURES
Figure
Figure 1 Students’ responses to
“The activities used in my class are various”……...……….. 42
Figure 2 Students’ responses to “The activities help me to improve my English skills”……… 42
Figure 3 Students’ responses to “Watching videos with the sound off activates my mind to think what the videos tell about”………43
Figure 4 Students’ responses to “Watching videos with the sound on enhances my comprehension”………..………44
Figure 5 Students’ responses to “I am active in answering questions from my teacher……… 46
Figure 6 Students’ responses to “I am eager to know everything about English”………...46
Figure 7 Students’ responses to “I do the assignment given seriously”………. 47
Figure 8 Students’ responses to “I listen and watch the videos seriously”………..48
Figure 9 Students’ responses to “I am enthusiastic to learn English using video in the next meeting”………...49
Figure 10 Students’ responses to “My vocabulary list increases”……… 50
Figure 11 Students’ responses to “My listening skill improves”…... 51
Figure 12 Students’ responses to “My speaking skill improves”………. 51
Figure 13 Students’ responses to “My knowledge about foreign culture and its habits increase”………. 53
xv
LIST OF APPENDICES
Appendix
A. The Observation Checklist………. 74
B. The Interview Guide……… 77
C. The Questionnaire……….. 79
D. The Raw Data of the Questionnaire……… 81
E. The Frequency and Percentage of Students’ Responses to Each Statement of the Questionnaire………. 83
F. The Students’ Interview Transcript……… 86
1
CHAPTER I
INTRODUCTION
This research investigates the students’ perception on the use of videos in English learning. This chapter presents six parts: (1) research background, (2) problem formulation, (3) problem limitation, (4) research objectives, (5) research benefits, and (6) definition of terms.
A. Research Background
As an international language, English is learnt by all people in the world including Indonesia. Most schools in Indonesia have English as their compulsory subject. Students have to be able either to communicate or to write in English in order to face the globalization era. There is an expectation that students can learn English successfully.
teaching-learning strategies (Ames, 1988: 260). After knowing students’ perception, teacher can plan appropriate teaching-learning process.
There are a lot of ways in English teaching-learning process. Teachers can use technology because through it, the activities can be more varied. Among the various technologies that are available, videos are suitable to be used in the teaching-learning process because it can convey the information or knowledge in a more interesting way and gives pictures of complicated context (Cognition and Technology Group as cited in Choi, 1992).
Videos permit second language learners to observe the dynamics of communications as they observe native speakers in real situation and use different accents, registers, and paralinguistic cues such as posture and gestures (Secules, Herron, Tomasello, 1992: 480). Videos also encourage learners in reasoning, thinking, and solving problems by bringing them to real world situations. Through videos, students’ problem solving skills can be enhanced.
Moreover, Senior High School students like to have visual aids in their learning and videos can provide it. The use of videos in English teaching-learning is expected to help students to be easier in learning English although sometimes it
language learning. Therefore, this research is conducted to find out students’ perception on the use of videos in English teaching-learning process.
B. Problem Formulation
The study would address two questions:
1. What is the students’ perception on the use of videos in learning English at SMK Negeri 2 Depok, Yogyakarta?
2. What are the recommendations to improve and to maximize the use of videos
in English learning at SMK Negeri 2 Depok, Yogyakarta?
C. Problem Limitation
The research is focused on finding students’ perception on the use of videos in English learning and finding recommendations to improve and to maximize the use of videos in English learning. The research is conducted at SMK Negeri 2 Depok, Yogyakarta. The school is chosen because it uses videos in its English learning and it is also open for any educational researches. The researcher conducts the research in the second grade of Teknik Komputer Jaringan class. This class is chosen because it is accessible for conducting the research and there is time suitability between the schedule of the English lesson and the researcher.
D. Research Objectives
Based on the problem formulation, this research has two objectives: 1. To know the students’ perception on the use of videos in learning English at
2. To obtain the recommendations in order to improve and to maximize the use of videos in English learning at SMK Negeri 2 Depok, Yogyakarta.
E. Research Benefits
This research gives benefits to the English teachers of SMK Negeri 2 Depok, Yogyakarta, and university students who are interested in conducting research on the use of videos in learning English.
1. English Teachers of SMK Negeri 2 Depok, Yogyakarta.
This research will help teachers to understand the importance of students’ perception on the use of videos in English learning. If teachers know that students have positive perception, they can consider the use of videos in teaching their students. On the other hand, if teachers know that students have negative perception, they have to find what makes the students have negative perception on the use of videos in English learning because through the theory, learning English using videos gives many benefits to the students. Teachers can improve the activities or the methods or the video materials in order to fulfill students’ needs in English learning.
2. University students
English learning. They can develop the research on other aspects of the use of videos in English learning.
F. Definition of Terms
Below are the terms which need to be defined in order to avoid
misunderstanding. They are:
1. Perception
The definition of perception is “the act of perceiving by the senses or
intellect or by the mind of what is presented to them; discernment, cognition” as cited in http://dictionary.reference.com/browse/perception. Perception, in this research, refers to second grade Senior High School students’ perception on the
use of videos, which can be seen through the activities in the English teaching-learning process. What is meant by students’ perception is how students see and think about their English teaching-learning process using videos at school, whether the teaching learning process using videos can fulfill students’ needs or not, whether the activities are interesting or not, whether students’ English skill improve or not, whether the teaching-learning is successful or not.
2. Videos in English Learning
Richards (1999: 1), videos in English learning contains a mix of entertaining, dramatized sequences and authentic documentaries in which students can learn many varied materials in their English learning. Students can learn culture, grammar, vocabulary and many other topics. Videos in this research refer to the materials which provide sound and picture such as monolog, dialog, stories and songs. The materials are used in English teaching-learning process of second grade Senior High School student at SMK Negeri 2 Depok, Yogyakarta.
3. SMK Negeri 2 Depok, Yogyakarta
7 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses theoretical description and theoretical framework. Theoretical description discusses some theories related to the research, while theoretical framework discusses major relevant theories which help to answer the research questions.
A. Theoretical Description
There are four major areas discussed; they are theory of perception, theory of motivation, theory of cognitive development, and theory of learning English using videos.
1. Theory of Perception
This part presents theory of perception including definition of perception and perception in learning.
a. Definition of Perception
According to Sternberg (1988: 8), perception is defined as the way a person gives meaning to the world. It needs a cognitive thought, which might help someone to achieve a meaningful interpretation. Moreover, Kreitner and Kinichki (1992: 126) add “perception is a mental and cognitive process that enables people to interpret and understand the surroundings.”
that the messages can be meaningfully interpreted. The forming of perception is influenced by experience and human sensory senses. Even though some people are given the same stimuli, they will see, think and give response to the stimuli differently. It is because the forming of perception is subjective. However, perception does not solely involve sensory processes but also a mental process. Hardy and Heyes as cited in Kurniyati (2006: 9) state that “the basic form of perception is people’s born talent; meanwhile perceptional ability is the result of learning, which is determined by the environment.”
Perception on something can affect one’s behavior toward it. When someone understands the stimuli that he receives, he will give response to the stimuli. If someone believes that the stimuli fulfill his needs and expectation, it will make him have positive perception on the stimuli. Every person has different perception based on his needs and expectation.
Expectation and previous experience constantly interact with one another to influence our perception of sensory events...Perception is also substantially influenced by our motivation and needs.…Our expectation, past experiences, and psychological states combine, setting us to perceive the world in certain ways. (Bootzin, 1983: 119-120)
b. Perception on Learning
Perception on learning has relation with belief and concept. Perception on learning has connection with belief about knowledge that can influence students’ behavior toward the learning. It means that perception on learning has a big role in the process of obtaining the knowledge.
There is a system that relates the concept with the environment. The concept is formed by the stimuli that come from the environment. This system is called interactive system. It has three elements; those are presage, process and product or learning outcome (Biggs, 1992: 3-6).
1) Presage
Presage is an indicator of future occurrence. It includes learning conception and learning context such as teachers and school attributes, and also students’ understanding about knowledge. The examples of presage are educational practices, students’ preparation, and the procedures of assessment.
2) Process
3) Product
Product or learning outcome is influenced by the learning strategies used.
Students can have good learning outcome when the learning strategies that are
used are suitable for them, which can make them have positive perception on the
learning. Students’ perception on English learning is influenced by the
implementation of English teaching-learning activities.
The three elements above are mentioned in five elements of language
teaching-learning activities that build students’ perception by Champbell (2001:
173-186). Those are 1) the way the teacher teaches the students, 2) what kind of
material that the teacher wants the students to learn, 3) how the students behave in
class during the process of learning, 4) what material that the students learn, and
5) what the goals of learning the language are.
In perception on learning, the students’ behavior can be changed through
the process of learning. For instance, at first, a student experiences that speaking
activity is difficult. However, since speaking activities are adjusted to the
students’ condition and interest, he, then, considers the speaking activities
interesting. This theory helps the researcher analyzes parts of perception on
learning using videos from the students that need to be observed.
Theory of Motivation in Learning a. Definition of Motivation
According to Kleinginna and Kleinginna as cited in Huitt (2001), the
it ways, desire that strengthens and leads to goal-oriented behavior. Motivation also strengthens the influence of needs and desires on the intensity and direction of behavior.
b. Importance of Motivation
Motivation is very important in the learning process because according to cognitive approach called attribution theory, motivation influences individual’s behavior in the learning process. It brings the individual to the success or failure.
Motivation refers to goal-directed behavior, and when one is attempting to measure motivation and attention, it can be directed toward a number of features of the individual. The motivated individual expends effort; he is persistent and pays attention to the task at hand; he has goals, desires, and aspirations; he enjoys the activity; he experiences reinforcement from success and disappointment from failure, and he makes strategies to aid in achieving goals. That is, the motivated individual exhibits many behavior, feelings, cognitions, and the individual who is unmotivated does not.
Another reason why motivation is very important is because it can influence students’ attitudes toward the learning. Students will be successful when they have integrative motivation. There is strong support for the proposition that integrative motivation promotes successful second language acquisition, as has been proposed and shown in many studies (Gardner and Lambert, 1972)
Motivation has connection to attitudes. If students have positive attitudes toward the learning, it means that they have high motivation. On the other hand, if students have negative attitudes toward the learning, it means that they have low motivation. If students have low motivation, it can lead them to the failure.
c. The Relation among Perception, Motivation, and Emotion
Perception and motivation are two important things which can influence people’s attitude toward the learning process. The interaction between perception of environment or stimuli and subjective cognitive can give a result called emotion. Emotion can influence people’s feeling. Emotion has relation with motivation; when people have negative emotion such as anger, it can influence their motivations which then affect their attitudes toward the learning. It means that in the learning process, if people have bad feeling, it can make their motivation lower than usual, and it can lead them to the failure.
2. Theory of Cognitive Development
into four stages. The four stages are sensorimotor stage, pre-operational stage, concrete operational stage, and formal operational stage. Below are the explanations of each stage.
a. Sensorimotor Stage
Infancy until the age of 2 is included in this stage. During this stage, a child learns about himself and his environment through motor actions. His thought derives from sensation and movement. Teaching for a child in this stage should be carried on to the sensorimotor system.
b. Pre-operational Stage
Toddler and Early Childhood at about age 7 are included in this stage. In this period, the child begins to use symbols to represent objects. The child learns to think about things and events that are not immediately present. His thinking is influenced by fantasy such as what he would like things to be. He creates his own imagination.
c. Concrete Operational Stage
d. Formal Operational Stage
Adolescence is included in this stage. This person no longer requires concrete objects to make rational judgments. His intelligence is showed through the logical use of symbols related to abstract concepts.
According to Piaget’s stages of cognitive development above, the age of Senior High School is included in formal operational stage (12 years old – adult). The formal operational period is the fourth and final of the periods of cognitive development in this theory. This stage, which follows the Concrete Operational, commences at around 12 years of age (puberty) and continues into adulthood. It is characterized by acquisition of the ability to think abstractly, reason logically and draw conclusions from the information available. During this stage, the young adult is able to understand such things as love, “shades of gray”, logical proofs, and values.
It is also said that the age of sixteen, in which more or less at the same age as second grade Senior High School students, students’ ability to think and understand something meaningfully is developed. However, students at this age prefer paying attention to the things that interest them. Therefore, teaching and learning activity must be carefully designed in order to attract students’ attention.
When a student reaches the formal operational stage, the range of
assessments is almost endless. These young people can now employ the use of
analogies and hypotheses in problem solving. They can incorporate value
judgments and problems of social and cultural scope as part of their processing.
Piaget also knows the needs of Senior High school students in the
education field. He said that Senior High school students like to learn something
using visual aids, illustration, simple graphs and diagrams. They like to be taught
using step by step explanation. It is better for teachers to give the students
opportunity to explore many questions through discussion of social issues because
they like to share their ideas. Teachers can ask them to work in pairs or groups
and give them a problem which has to be solved. Students in the formal
operations stage also like to learn something through music.
From the explanation above, it can be concluded that Senior High students
are interested in visual aids and illustrations. They also like to learn something
through music. Since their abilities to think and understand something are
developed, Piaget advices the teachers to use well-organized materials that offer
step by step explanations. The use of social issue and problems can develop their
critical thinking ability and problem solving skill. This theory helps the researcher
to analyze the students’ needs in their age which can be used as factors to build
the students’ perception on the use of videos.
3. Theory of Learning English Using Videos
A video has been popular in the learning environment. It has been used by
English. The first reason is video has the ability to use both auditory and visual system. According to Baggett as cited in Secules et al. (1992: 480) learners can construct a meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information. Through video, learners can write a summary of a movie completely better than when they only listen to the audio-only version. It means that information that is obtained visually is memorable.
Second, videos can connect students with faraway place. Videos permit the students to observe the dynamics of interaction as they observe native speakers in authentic situation and using different accents, registers, and paralinguistic cues such as gestures and postures (Secules, et al., 1992: 480). Herron (1992: 480) says that videos give great sense of what the country would be like if the students visited it.
Third, videos can enhance self-confidence and breakdown social-stereotypes. According to Terrel (1993: 17), authentic videos have even been shown to inspire self-confidence. As a result, students say that they have fewer obstacles about using their second language.
Fifth, videos help to demonstrate abstract ideas. Videos, by nature, are filled with valuable extra-linguistic clues. Research shows that exposure to visual stimuli increases students' comprehension and retention of lexical items. Then, that visual exposure, when joined with an audio component, significantly increases students' comprehension of a video text. It means that videos help to give pictures of abstract ideas.
Secules, et al. (1992: 480) had made a research on the use of video at Emory University. They gave different treatment on two groups of students. One group was taught using videos while the other group was taught using non-video. The result of this research was the group which was taught using videos had scores better than the group which was not taught using video. They said that through the research, they concluded the use of video in the teaching and learning process could enhance students’ ability in improving their skills.
According to Garret (1991: 340), “playing a video in a class gives less trouble than playing an old-fashioned 16mm movie on projector.” She says that teachers generally find videos attractive resources. Moreover, the sources of videos material are complete and can be varied. She also says that through videos students can model all kinds of communicative interactions to demonstrate gestures, postures and facial expressions.
printed sources. Videos have also been shown to be motivating and loaded with
sensory impact, affective factors that aid comprehension.
Videos can be powerful tool for meaningful learning. It all depends on the
teachers’ ability to make the teaching-learning process shows its role in helping
the students to obtain the goal of the learning. The key in using videos effectively
is preparation. Teachers can maximize the learning opportunities by encouraging
students to become active in the process of teaching and learning. Teachers have
to find suitable activities which can activate the students in the learning.
Although there are many advantages that can be obtained from using
videos, there are also disadvantages of the use of videos. The use of videos in the
teaching and learning process needs more facilities. A school which uses videos
has spent much money in order to provide the video equipment, the screen or
television, the guideline books to use it, and the video materials. The teachers
have to learn how to teach using videos, they also have to find suitable and
interesting activities that make the students active to participate in the teaching
and learning process.
There are many activities which can be used in videos learning. According
to KQED (2008) as cited in http://www.kqed.co.id, activities on videos learning are divided into three parts. They are before viewing, during viewing, and after
viewing.
Activity before viewing means the teachers have to prepare before they
use videos to teach their students such as determine whether they will use the
Teachers have to prepare the classroom environment and video equipment so that the teaching-learning process can run well. Teachers also have to stimulate students’ pre-existing knowledge before he turns on the videos in order to make the students ready in following the lesson.
Activity during viewing means the activities in the process of learning using videos. Teachers can give students a focus viewing assignment in order to help the students in understanding the topics of the video. Teachers can sometimes use one short segment at a time and direct the learning experience to encourage students’ awareness of production values and techniques. When the topic or content of the video is quite difficult for the students, teachers can press “pause” often to help students in understanding about what is discussed in the videos. Other activities that can be used are viewing videos with the sound off to identify students’ prior knowledge or asses what they have learned by having them provide their own narration. Teachers can use videos without the picture to make the students create their own visual images which later will be compared to the video images. To give the students a chance to focus on the material, teachers can view the videos twice. Teachers can sometimes do closed-captioning as a reading reinforcement. All the activities during viewing try to make the students active in participating in the process of learning.
in their mind about the program in a limited time, for instance only two minutes. To develop their writing skill, the students have to write a paragraph about the topic in the videos. Teachers can also use jigsaw activity to activate their mind about many topics which can be raised after watching the video; they can ask students to find solution for the problem based on the content in a video and explain the solution. Those three parts of activities using videos helps students to reach the learning goal. It gives the students meaningful learning.
B. Theoretical Framework
Perception is an important factor that influences successful learning since it influences someone’s motivation to learn and behavior or attitudes. In order to answer the first research question, namely students’ perception on the use of videos in learning English, the researcher employed four theories. They are theory of perception, theory of motivation, theory of Piaget’s cognitive development, and theory of learning English using videos.
The researcher employed the theory of perception in order to know what exactly perception is, and the factors that cause a student to have a certain perception such as presage, process and product. Knowing that perception can influence students’ motivation in learning, therefore the researcher employed the
their learning based on their age. The researcher also employed the theory of learning English using videos in order to recognize the activities that are used in learning using videos and the advantages and disadvantages of using videos in English learning. It also helps the researcher to find out whether the use of videos can fulfill students’ needs or not.
The result of students’ perception on the use of videos in learning English can be positive or negative. Based on the theories above, if most of students’ needs in learning can be fulfilled by the use of videos in their English learning, it can lead them to have positive behavior toward the learning, which later leads them to have positive perception. On the other hand, if only few of students’ needs in learning are fulfilled by the use of videos in their English learning, it can lead them to have negative behavior toward the learning, which later leads them to have negative perception.
Researching second grade Senior High School students’ perception is important. The results of the research can be used to improve the quality of the use of videos in English learning. It can also encourage other schools to use videos in their English teaching-learning activities.
The second research question is students’ recommendations to the use of
videos in order to improve and to maximize the use of videos in their
teaching-learning process. In order to obtain the answer, the researcher observed the
teaching and learning process, and interviewed some students. The results of the
observation and the interview then were analyzed, interpreted and written in
23 CHAPTER III
METHODOLOGY
This chapter presents the methodology of this research. The methodology is divided into six parts; they are research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedures.
A. Research Method
In order to answer the research questions stated in chapter one, the researcher employed a survey research. According to Groves, Fowler, Couper, Lepkowski, Singer, and Tourangean (2004a: 2), “a survey is one of the most methods that is commonly used in the social sciences. Its aim is to understand the social phenomena, the societies work and also to test theories of behavior.” It means that a survey research is a research that is used to understand the human behavior and the characteristics of the target people. Survey research was best applied in this research since this research was aimed to find out the students’ perception on the use of videos in English learning and students’ recommendation to improve and to maximize the use of videos in English learning.
human experience to be observed, the results obtained in this research are in the form of words rather than numbers.
B. Research Participants
The target population of this research was the second grade of senior high school students of SMK Negeri 2 Depok, Yogyakarta. However, since it would not be possible to survey the entire population of the students, a small group of students was taken to be a representative of the population selected. The research participants were the second grade of Teknik Komputer Jaringan students of SMK Negeri 2 Depok, Yogyakarta. of academic year 2007/2008. This class was chosen
because it was accessible for conducting the research and there was time suitability between the schedule of the English lesson and the researcher.
The total number of students in Teknik Komputer Jaringan class was thirty two students. However, because of some reasons such as the students were absent when the research was conducted, the number of the students was not the same as it was planned. From thirty-two students, the researcher took six students to be interviewed.
C. Research Instruments
1. Observation Checklist
The first instrument was observation checklist. It was used to answer the first research question. According to Cohen, Manion, and Morrison (2000: 293), “Observational data are attractive as they afford the researcher the opportunity to gather ‘live’ data from ‘live’ situation”. In other words, by carrying out observation, the researcher would be able to look at the real condition of the participants being observed. The researcher used observation since it gave data on every action taking place in the classroom. Morrison (2000) stated “observation will enable the researcher to gather data on physical setting, human setting, interactional setting, as well as program setting.” By using observation, the researcher was helped to gather data in every setting.
In conducting the research, the researcher used nonparticipant observation. In nonparticipant observation, the observer was not really involved in the activities of the group. The researcher purely observed the students in the classroom. It was done in order to minimize the missing data on the students’ progress and to provide truthful data. Therefore, a nonparticipant observer would be very helpful.
2. Questionnaire
The second instrument was a questionnaire. According to Seliger and Shohamy (1989: 172) “a questionnaire is printed forms for data collection, which include questions or statements to which the subject of the research is expected to answer.” The questionnaire was used to obtain information about the students’ perception on the activities, motivation and implication of using videos. It was also used to determine the six students who would be interviewed. There are two types of questionnaire: closed form and open form. This research used closed form questionnaire. According to Ary et al. (2002), there are two advantages; first, the response rate of the questionnaire could reach 100%. Second, a questionnaire is also practical because the answers can be returned at the same time as when the questionnaire is distributed.
videos. It covered questions number nine up to number sixteen. The third category
(Part C) was about the students’ perception on the implication of learning English
using videos. It covered questions number seventeen up to number twenty five.
The questionnaire used Likert Scale, a scale with a number of points that
provides ordinal scale measurement (Wiersma, 1995). A set of related responses
for each point was provided. The responses were valued from “never, rarely,
sometimes, often, and very often.” The rank was one to five. To find out what
choices of the respondents, they were asked to put a tick on the column based on
their choices. The questionnaire used Indonesian in order to make the students
understand the statements in the questionnaire easily.
The positive and negative perception of the respondents were determined
by the statement and value given by the respondents. If the respondents had
negative perception on the use of videos in English learning, they tended to
choose the column 1 ‘never’ or column 2 ‘rarely’ of the questionnaire. If the
respondents neither had positive nor negative perception, they tended to choose
the column 3 ‘sometimes’. These respondents could be categorized to have
average perception on the use of videos in English learning. If the respondents had
positive perception on the use of videos in English learning, they tended to choose
the column 5 ‘often’ or column 4 ‘very often’. It could be concluded that if
respondents responded positively to the statement that might lead them to have
positive behaviors or attitude, it would be interpreted that the respondents had
positive perception. On the contrary, if the respondents responded negatively to
be interpreted that the respondents had negative perception.
3. Interview
The third instrument was an interview. The interview questions were
similar to the statements in the questionnaire. The interview was conducted to the
research participants in order to obtain information about the reason why they
gave a certain answer in the questionnaire. Further, the interview also
strengthened the data to answer the research questions. According to Kvale, as
cited in Cohen, Manion, and Morrison (2000: 267), ”the use of interview in
research marks a move away from seeing human subjects as simply manipulable
and data as somehow external to individuals, and towards regarding knowledge as
generated between humans, often through conversations.” The interview was also
aimed to gather information about the students’ perception on the use of videos in
their English teaching-learning process and their recommendations to improve and
to maximize the use of videos.
The interview used in the research was a structured interview. Structured
interview, which was used as one of the instruments of the research means that the
questions for interviewee were already prepared before the interview was done.
There were twenty five questions prepared and asked by the researcher. The
interview questions used Indonesian in order to make the students easier in
D. Data Gathering Technique
In gathering the data, the researcher used the three instruments to answer the two research questions. This sub-chapter explained how the instruments worked and also how the data were gathered. There are three steps in gathering the data.
In the first step of gathering data from the participants, the researcher maximized the use of observation checklist. The researcher observed the students’ behavior before viewing, during viewing, and after viewing. The observation took about two weeks, one observation each week. The researcher only did the observation twice because of the time availability between the schedule of Teknik Komputer Jaringan English lesson and the researcher.
In the second step, the researcher distributed a questionnaire. The questionnaire was used to obtain information about the students’ perception on the activities, motivation and implication of using videos. It was also used to determine the six students who would be interviewed. It took twenty minutes for the students to fill in the questionnaire. The schedule of distributing the questionnaire was chosen by considering the schedule of the English class and the available time of the English teacher and the researcher.
E. Data Analysis Techniques
After the data were gathered, the researcher then analyzed them in order to
obtain answer to the questions formulated in the problem formulation. The
research used three instruments: an observation checklist, a questionnaire and an
interview, which strengthened one another. Therefore, the data analyzed were
from the three instruments.
First, the researcher analyzed the observation results that were related to
the students’ behavior before viewing, during viewing and after viewing. The
observation helped the researcher to answer the first research question. According
to Bootzin (1983:120), if students have positive behavior toward the learning,
they will have positive perception on the learning. On the other hand, if students
have negative behavior toward the learning, they will have negative perception.
Based on that theory, the researcher analyzed the students’ behavior toward the
use of videos in learning English.
Second, the researcher analyzed the questionnaire. The researcher used
Likert scale in analyzing the questionnaire. The range is from ‘never’ column 1,
‘rarely’ column 2, ‘sometimes’ column 3, ‘often’ column 4, and ‘very often’
column 5. This questionnaire was aimed to find students who would be
interviewed by the researcher. The researcher counted the scores of the
questionnaire then she chose two students who had high scores, two students who
had average scores, and two students who had low scores. The scores were based
The students’ total response score to the questionnaire could reflect the
students’ perception on the use of videos in English learning (Faisal, 1981: 48).
a. The students whose scores were 101-125 were considered having ‘very good’
perception.
b. The students whose scores were 76-100 were considered having ‘good’
perception.
c. The students whose scores were 51-75 were considered having ‘middle’
perception.
d. The students whose scores were 26-50 were considered having ‘bad’
perception.
e. The students whose scores were 1-25 were considered having ‘very bad’
perception.
The categories of making the classification above were based on the
consideration:
a. The maximum score of column 5 or ‘very often’ was 125
b. The maximum score of column 4 or ‘often’ was 100
c. The maximum score of column 3 or ‘sometimes’ was 75
d. The maximum score of column 2 or ‘rarely’ was 50
e. The maximum score of column 1 or ‘never’ was 25
The students’ responses to the statements indicate the student’s perception.
The students who had ‘very good’ and ‘good’ perception were included as
students who had positive perception on the use of videos in learning English. The
perception on the use of videos in learning English. The students who had ‘very
bad’ and ‘bad’ perception were included as students who had negative perception
on the use of videos in learning English. Those responses were used as the data of
this research. From those data, the researcher could determine the students who
would be interviewed.
Third, the researcher analyzed the interview results. The interview
questions were quite similar to the questionnaire. However, in the interview, there
were questions to ask the reason or background the students gave certain answers.
The researcher did the interview twice in order to obtain reliable data.
F. Research Procedures
There were some steps used in the research. Before conducting the
research, the researcher first chose the problem to be solved. Then, the researcher
decided the school and participants of the research. Next, the researcher did the
preparation steps. In these steps, the researcher asked permission letter from the
English Language Education Study Program of Sanata Dharma University. Afterwards, the researcher gave the permission letter to the secretariat of SMK Negeri 2 Depok, Yogyakarta to conduct a research in the school. Then, the researcher had a meeting with the English teacher in order to arrange the
appropriate schedule to conduct the research.
The researcher, then, did pre-observation and observations on the
participants. After the researcher observed twice, she distributed the questionnaire
to the participants. Then, the researcher analyzed the questionnaire in order to
interviewed the participants in order to obtain more information needed to answer
the research questions. The researcher interviewed the participants twice using the
same questions. The second interview was aimed to confirm the participants’
answers in the first interview.
The next step was analyzing the data gathered from the observations, and
the interview. The first research question was answered through the observations,
the questionnaire and the interview. While the second research question was
answered through the interview. Afterward, the data gathered were interpreted.
After the data were interpreted, the researcher made conclusion based on the
34 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the findings of the research. This research was
conducted to find out the students’ perception on the use of videos in learning
English and students’ recommendations to improve and to maximize the use of
videos in English learning. The findings were divided into two parts. They were
part A that explained the students’ perception and part B that explained the
students’ recommendations.
A. Students’ Perception on the Use of Videos in Learning English
The data were obtained through three instruments; they were an
observation, a questionnaire, and an interview. Each instrument would be
analyzed separately. These three instruments were used to answer the students’
perception on the use of videos in learning English while to answer the students’
recommendations to maximize and to improve the use of videos, the researcher
only used an interview.
1. Students’ Perception Based on the Observations of Students’ Behavior in the Teaching-Learning Process Using Videos
Bootzin (1983: 120) says that perception is very important because it can
influence students’ behavior and motivation toward the teaching and learning
process. Based on that theory, the researcher divided the observation into three
The researcher focused on observing students’ behavior before viewing (section
1), during viewing (section 2), and after viewing videos (section 3).
The first observation was done on September 22nd , 2008. The total
number of present students was thirty-two. The teaching and learning process took
place in a classroom. In the first section, every student had prepared his or her
English book on the tables. Some of them were talking while waiting for the
teacher who was preparing the video equipment for about five minutes. Before the
students watched the video, they were asked about the previous video that they
learnt the week before. The students were quite active in answering the teacher’s
questions. After doing the review, they were asked about what they knew related
to kinds of European food and beverages for breakfast to activate their
background knowledge. Most of them tried to answer but only some of them
could answer the question correctly. Afterward, the students paid attention to the
teacher’s explanation about the material they were going to learn. All of the
students paid attention to the teacher seriously.
In the second section, they watched the video. At the first viewing, they
watched the video with the sound off. All of them watched the video seriously,
and some of them tried to take notes. Afterward, the teacher used OHP to explain
kinds of European food and beverages. The students took notes of the English
vocabularies and the meaning, then, they were asked what the video content was.
Some students shared their ideas. Next, they watched the video again with the
sound on. Afterward, the teacher discussed the vocabularies of European food and
correct pronunciation, and then the students were asked to pronounce the same
words.
In the third section, the students were asked to have a conversation in
pairs about what they had for breakfast that morning. All of the students enjoyed
the conversation. There were some students who still used Indonesian and English
in one sentence; however, they tried to speak actively. They sometimes made
jokes. There were no students who looked sleepy. They were enthusiastic in the
process of learning. Overall, the students were active and enjoyed the teaching
and learning process.
The second observation was done on October 13th , 2008. The total number of present students was thirty. The teaching and learning process took
place in the English laboratory. In the first section, every student had prepared his
or her English book on the tables. The teacher played a “My heart will go on”
song before beginning the lesson in order to make the atmosphere of the class
comfortable. Some students sang that song while the other students talking to their
friends. When the teacher began the lesson, all students paid attention to him.
Before they watched the video, they were asked about a character named Kate
who played in the video they watched the week before. They were asked what the
character did at that time. They answered the question together. Although they
made noise, it showed that the students were active in answering the question.
Then the teacher asked the students about kinds of job that they knew. Almost
half of the total students answered the question. Then the teacher only said that
In the second section, they watched the video. The same as the first observation, at the first viewing, the students watched the video with the sound off. All of them watched the video seriously. Most of them took notes. When they finished watching, they were asked to write ten sentences about the video content in pairs. Next, they watched the video again with the sound on. While watching the video, they analyzed their sentences in order to know whether their ideas of their sentences were correct or not when watching video with the sound off compared with watching the video with the sound on. Then, they discussed the video content with the teacher. In this section, the teacher did not play the video until the end. After the discussion, the students were asked what would happen next and what the end of the story was. The students shared their ideas about the end of the story enthusiastically. After they were brainstorming, they watched the video again to know the end of the story.
doing something that was unrelated to the English lesson while their friends were retelling the video content. The last activity in this section was singing a song. The video showed the song text and all students sang the song together.
From the observation above, there was information that could be analyzed and concluded. The information focused on the students’ behavior since from the students’ behavior, it could be seen what the students’ perception was. Below was the analysis.
According to Piaget (as cited in Barry, 2003), Senior High school students like to learn something using visual aids, illustration, simple graphs and diagrams. They like to be taught using step by step explanation. They like to share their ideas through question and answer session and discussion. They also like to work in pairs or groups.
Based on the observation, the use of video gave the students visual aids and illustration. The activities used in the teaching and learning process were done step by step and the students sometimes had to do the works in pairs or groups. The students were also given many chances to share their ideas about the video content.
The students’ behavior before viewing was considered positive. They were active in answering teacher’s questions about the topic they were going to learn. Most students also paid attention to the teacher’s explanation about the material.
video was played with the sound off. Therefore, they watched the video seriously,
some students frowned their forehead that showed that their mind was thinking
about the video that was played. Even some students took notes. Sometimes they
laughed when the story was funny. Sometimes they gave comments directly about
the happening in the video. It meant that all students were interested in the video.
When they finished watching the video with the sound off, they did the focus
viewing assignment seriously. The researcher observed that they remembered
what the story told from the focus viewing assignment. When they watched the
video with the sound on, they paid more attention to it since they were curious
whether their ideas about the video were right or wrong. They could also answer
the teacher’s questions related to the video that they watched. It meant that they
understood the story in the video. They were more curious when the video did not
play until the end. They were quite active in sharing their ideas about the ending.
Then, when they watched the ending and in fact their ideas were different from
what was played in the video, they were surprised and laughed. The researcher
really observed that all students were enthusiastic and enjoyed the teaching and
learning process using video.
The students’ behavior after viewing was quite positive. They listened to
the teacher’s instruction. They did the conversation in pairs using the video topic.
Most students were active. However, the researcher observed that three to four
students did not do the conversation seriously. They had another topic that was
chatted to their friends. In the first observation, no students looked sleepy.
yawned. There were also some students who were writing or drawing something that was unrelated to the English lesson while their friends were retelling the video content in front of the class. Perhaps, they became bored since they did nothing only listening to their friends’ speech. It meant that students preferred being active to passive. On the other hand, the students who were retelling the video content in front of the class were enthusiastic. They spoke in loud and clear voices. Although they made some mistakes, they tried to correct them and continue speaking. It meant that students who did the speaking did not feel bored. They were happy since they could obtain the chance to retell the video content.
From the analysis of the students’ behavior in the observation above, the researcher could obtain some conclusions. First, Senior High students enjoyed learning English using videos. Second, they liked active activities such as having a conversation or a group work that asked them to have an interaction with other students. Third, they liked to have video songs. The last, in general, Senior High students were interested in learning English using video since they showed positive behavior toward the use of videos in the teaching and learning process.
2. Students’ Perception on the Activities, Motivation and Implication on
the Use of Videos in Learning English Based on the Questionnaire
The researcher distributed the questionnaire on October 20th , 2008. There were thirty-one questionnaires that were distributed. The total students of Teknik Komputer Jaringan class actually were thirty-two. One student did not come since he had to attend an OSIS meeting, therefore, only thirty-one students filled in the questionnaire.
As presented in the methodology, there were twenty-five statements in
the questionnaire. The students’ responses to each statement are presented in the
form of data frequency and data percentage that could be seen in Appendix C.
There were five numbers of values that the students could choose. They are 5 for
very often, 4 for often, 3 for sometimes, 2 for rarely, 1 for never.
The frequencies and percentages that were showed in Appendix C were
obtained from the students’ responses to each statement. There were three parts in
the questionnaire. The first part was Part A that was perception on the activities.
The data that were obtained showed that the students’ perception on the activities
using video was positive.
There was some evidence which showed that students’ perception on the
activities using videos was positive. Figure 1 showed that students gave positive
response to the first statement that said “The activities that are used in the class
are various. Students who chose very often were 9.7%, and students who chose
students who chose rarely were 3.2%. It meant that most students often experienced varied activities in learning English using videos.
Figure 1 Students’ responses to “The activities used in the class are various”
Figure 2Students’ responses to “The activities help me to improve my English skills”
Figure 2 showed that students gave positive response to the second statement that said “The activities that are used help me to improve my English skills.” It could be seen that there were 16.1% students who chose very often, and
