STUDENTS’ PERCEPTION ON THE USE OF VIDEO
AS MEDIA IN LEARNING NARRATIVE TEXT
AT XII IPA 3 OF SMA N 10 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Veronica Kristiani
Student Number: 081214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION ON THE USE OF VIDEO
AS MEDIA IN LEARNING NARRATIVE TEXT
AT XII IPA 3 OF SMA N 10 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Veronica Kristiani
Student Number: 081214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iii
iv
...
Those who are
wise shall shine
like the brightness
of the firmament,
and those who turn many
to righteousness
like the stars forever and ever
(
Holy Bible
, Daniel 12:3)...
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 2 August 2012
The Writer
Veronica Kristiani
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Veronica Kristiani
Nomor Mahasiswa : 081214006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF VIDEO AS MEDIA IN LEARNING NARRATIVE TEXT
AT XII IPA 3 OF SMA N 10 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 20 July 2012
Yang menyatakan
vii
ABSTRACT
Kristiani, Veronica. (2012). Students’ Perception on the Use of Video as Media in Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta. Yogyakarta: Sanata Dharma University.
The use of video is one alternative to motivate the students in language teaching. Video can be used innovatively to teach many kinds of functional text like narrative, descriptive, and argumentative. In order to know how the narrative text is taught using video as media, this study is focused on the students’ perception on the use of video to learn narrative text.
This study is intended to answer two problems. The first problem is the students’ perception on the use of video as media in learning narrative text and the second problem is the recommendations to improve the use of video as media in learning narrative text.
This research is a survey research which aimed at knowing the students perception on the use of video as media in learning narrative text. The sucjects of this research were 33 students of XII IPA 3 of SMA N 10 Yogyakarta 2011/2012 academic year. In order to answer the problem formulation, the researcher used quantitative and qualitative study related to the use of statistical analysis of numeric data and social phenomena analysis of human’s perspective. There were two instruments of this research i.e. questionnaire and interview.
The results of the study showed that most of the students thought that video helps them to develop their four skills i.e speaking 60.6%, reading 57.57%, listening 84.84% and writing 54.54%. The use of video also helps the students to understand the content, ideas, vocabularies, or generic structure of narrative text better. In the recommendation to improve the use of video in teaching narrative text, the teacher should use interesting technique to explore the use of video itself, like group discussion on characters in the video, or games on characters’s expression based on the characters in the story of the video. Besides, the teacher can also ask the students to make a mini drama or simple dialogue based on the story in video, to provide a better understanding to students as well as making a form of appreciation to literature. The teacher can use this method frequently and repetitively to make the students get better understanding. The techniques that can be used in the improvement of the use video as media in learning narrative text is vocabulary development, information gap, and flashcards. The teacher also has to check the tools before the class begin including the speakers, viewer, handouts, and also the video files.
Having known that most of the students are helped through the use of video in learning narrative text, the researcher suggests to the future researchers to develop the use of video as media to the other kinds of text such as descriptive, argumentative, and recount, with the implementation of other teaching techniques in the class.
viii
ABSTRAK
Kristiani, Veronica. (2012). Students’ Perception on the Use of Video as Media in Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Penggunaan video merupakan salah satu alternatif untuk memotivasi siswa mempelajari bahasa. Video bisa digunakan secara inovatif untuk mengajarkan berbagai macam teks fungsional seperti naratif, deskriptif, dan argumentatif. Untuk mengetahui bagaimana naratif diajarkan dengan menggunakan video, penelitian ini terpusat pada bagaimana persepsi siswa terhadap penggunaan video.
Penelitian ini bermaksud menjawab dua rumusan masalah. Masalah pertama adalah persepsi siswa terhadap penggunaan video sebagai media dalam pembelajaran naratif dan masalah kedua adalah rekomendasi untuk meningkatkan penggunaan video sabagai media dalam pembelajaran naratif.
Penelitian ini adalah penelitian survei yang bertujuan untuk mengetahui persepsi siswa terhadap penggunaan video sebagai media dalam pembelajaran naratif. Subjek penelitian ini terdiri dari 33 siswa XII IPA 3 SMA N 10 Yogyakarta. Untuk menjawab rumusan masalah, peneliti menggunakan penelitian kuantitatif dan kualitatif sehubungan dengan penggunaan analisis statistik dari data yang berupa angka dan analisis kejadian sosial dari perspektif manusia. Penelitian ini menggunakan dua instrumen yaitu kuesioner dan wawancara.
Hasil penelitian menunjukkan sebagian besar siswa berpendapat video membantu mereka mengembangkan keempat ketrampilan yaitu berbicara 60.6%, membaca 57.57%, mendengarkan 84.84% dan menulis 54.54%. Penggunaan video juga membantu mereka untuk mengerti isi, ide, kosa kata atau struktur organisasi naratif lebih baik. Rekomendasi untuk meningkatkan penggunaan video dalam pembelajaran naratif adalah guru seharusnya menggunakan teknik yang menarik untuk menjelajahi penggunaan video seperti diskusi kelompok pada tokoh dalam video, atau permainan pada ekspresi tokoh berdasarkan cerita dari video. Disamping itu, guru bisa mengajak siswa membuat drama/dialog singkat berdasarkan cerita dari video, untuk memberikan pemahaman yang lebih baik kepada siswa sebaik pembuatan bentuk apresiasi dari sebuah karya sastra. Teknik lain yang dapat digunakan dalam kemajuan penggunaan video sebagai media dalam pembelajaran teks naratif adalah dengan menggunakan pengembangan kosakata, melengkapi informasi, dan kartu pengingat. Guru bisa menggunakan metode ini sesering mungkin dan berulang-ulang untuk membuat siswa mendapatkan pemahaman yang lebih baik. Guru juga harus mengecek semua peralatan sebelum kelas dimulai seperti speaker, viewer, handout, dan file video.
Setelah mengetahui persepsi menggunakan video sebagai media dalam pembelajaran naratif positif, peneliti selanjutnya diharapkan mengembangkan penggunaan video sebagai media untuk teks lain seperti deskriptif, argumentatif, dan pengalaman, dengan pelaksanaan teknik mengajar yang lain di kelas.
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ACKNOWLEDGEMENTS
First and foremost, I would express my deep gratitude to My Almighty God for His blessing for me so I can finish this thesis. His blessing has taken me from the hard moment in doing my study until I can step forward to the final my
study as form of making this thesis. In this occassion, many people have given
their support to me, I could not mention their name one by one. I really appreciate them because without them I could not be able to finish my thesis.
My greatest thank is for my advisor V. Triprihatmini, S.Pd., M. Hum., M.A. for her patience so I can go on with this thesis. She had helped me to finish this thesis. She gave me attention in reading and correcting my thesis. If I was
spiritless, she gave me guidance like giving fresh air in my breathless situation.
My thankfullness for Drs. Timbul Mulyono, M.Pd. as the principal of SMA N 10 Yogyakarta, Drs. Dhana Rismawan as the teacher of XII IPA 3 and also the students in XII IPA 3 SMA N 10 Yogyakarta, for their permission and guidance I could do my research. It was very meaningful for me to have a great
chance in conducting my research in SMA N 10 Yogyakarta.
I would thank to all of PBI lecturers, especially Caecilia Tutyandari, S.Pd., M.Pd., Drs. Barli Bram, M.Ed., Ph.D., Christina Lhaksmita Anandari, S.Pd., M.Ed., Dr. Retno Muljani M.Pd, Dr. Ant. Herujiyanto, M.A, and Drs. Bambang Hendarto, M.Hum. who have given knowledge to me during my study in PBI. They do not only give me knowledge in literal meaning, but also
give me knowledge how to be a real teacher for my future.I would also thank PBI
staffs, Mbak Dhanniek & Mbak Tari for their patience in helping me to prepare letters, and organize what I need during my study in PBI. It is also important to
say thank you to all of Sanata Dharma Librarians for giving best services for me during my study in PBI.
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Tyas for her being childish that makes me feel younger than the truly I am, and
My Architect for his love and being someone to be proud of.
My sweetest thanks are also addressed to Kolobendono 14 A Community
for giving a real home for me to stay in Yogyakarta, 2008 A Community for the loving friendship through my life in PBI, Sr. Klarina for her advice to help me in serving God, Angga for his strongly-true friendship during studying in PBI, Asri, Elista, Adi, Dimas, & Gilang for their loyal friendship, Mbak Setyo for her real direction to be a good human, Mas Dwi for his help in conducting a research,
Desya for her help to revise this research. Mas Asep for his fidelity as a kind-hearted brother during my study in PBI, Bayu for his patience in accompanying me to find the permission letters, Helen for her loyalty as a good friend, Mas Bonus for his support to be focused on my study rather than my problems, Alexy
for his prayer from heaven andthe last but not the least, My Precious Frater for his advice to be so alive in facing this hard-time in the world.
xi
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9
1. Theory of Perception ... 9
a. The Definition of Perception ... 9
b. The Process of Perception ... 10
2. Review Media in Language Teaching ... 12
xii
b. The Use of Media in English Language Teaching. 13
3. Video as Media in Language Teaching ... 14
b. Communicative Purpose of Narrative Text ... 18
c. Types of Narrative Text ... 19
d. Generic Structures of Narrative Text ... 20
e. Grammatical Featues of Narrative Text ... 20
B. Theoretical Framework ... 21
CHAPTER III. METHODOLOGY A. Research Method ... 24
B. Research Setting ... 25
C. Research Respondents/Subjects ... 26
D. Instruments and Data Gathering Technique ... 26
E. Data Analysis Technique ... 28
F. Research Procedure ... 28
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Student’s Perception on the Use of Video as Media in Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta ... 32
1. Students’ Perception Based on the Questionnaire ... 32
2. Students’ Perception Based on the Interview ... 41
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conlusions ... 52
B. Recommendations ... 53
xiv
LIST OF TABLES
Table Page
xv
LIST OF FIGURES
Figure Page
xvi
LIST OF APPENDICES
Appendix Page
Appendix 1. Covering Letter for the Head of SMA N 10 Yogyakata .... 58
Appendix 2. Covering Letter for the Governor of DIY ... 60
Appendix 3. Covering Letter for the Mayor of Yogyakarta ... 62
Appendix 4. Permission Letter from the Governor of DIY ... 64
Appendix 5. Permission Letter from the Mayor of Yogyakarta ... 66
Appendix 6. Questionnaire ... 68
Appendix 7. Interview Guide ... 71
1
CHAPTER I
INTRODUCTION
This research investigates the students’ perception on the use of video
as media in learning narrative text. The researcher presents the background of the
study, problem formulation, problem limitation, objectives of the study, benefits
of the study, and definition of terms.
A.Background of the Study
There are four skills in language teaching. They are speaking, listening,
reading, and writing. The four skills are related each other. If students want to
study speaking and make a conversation, they have to write a script first for their
conversation. Then, they have to read it to learn deeper about the script. The last,
they must listen to their partners to practice the conversation like a real
conversation. That is the simple example how the four skills are having relation to
fulfill each other.
In order to study the four skills in English, teachers have to use the right
method in teaching their students. In this study, the researcher would discuss how
students have their own perceptions in using one of method in learning four skills
in English. Vernon (1971) said that perception is rapid and accurate, and the
observer will be able to react promptly in the appropriate manner without further
thinking, and then dismiss the situation from mind. The researcher finds that the
opinion as result of reaction from the subjects in seeing or feeling something is
Narrative text is one of the functional texts which had been the part of
school curriculum. Based on the researcher’s experience on PPL, the problem
occurs when the students have a test on learning narrative text. They have to know
the intrinsic and extrinsic aspect from the story. Moreover, students in this
research are the students in the third grade and they have to face National
Examination. Teacher needs perception of the students in order to get idea what
the students’ expectation in teaching and learning activity. If the perception is
positive, the teacher can improve the use of video as media in learning narrative
text, but if the perception is negative, the teacher has to find another media to
make the students understand the learning activity better.
The reasons that motivated the researcher to conduct this research is to
help the teacher and students to learn narrative text. In addition, video is
interesting media in learning activity. The visual side would be interesting for the
students. This study would find out the proof that visual side can be helpful for
students since it can arouse students concentration that supports the understanding
through the listening. Edwards and Willis (2002) argue that video narratives with
sound but no words are well suited to research into storytelling skills. In this case,
storytelling is not only used in one skill, but also supports the students to learn
better in four skills by watching video narratives.
Some previous researches dealing with the use of video in teaching
showed better results. One of the researcher was Christina in 2009. Christina
showed the students’ perception in learning English. Her research was done by
research in the use of video as media in learning narrative text. The students’
perception in learning narrative text using video as media is important to the
growth of educational process. It can show how the media takes part on the better
process of teaching and learning activity.
B.Problem Formulation
In this study, the researcher intends to find out the answer of the
problem formulations below:
1. What is the students’ perception on the use of video as media in learning
narrative text at XII IPA 3 of SMA N 10 Yogyakarta?
2. What are the recommendations to improve the use of video as media in
learning narrative text at XII IPA 3 of SMA N 10 Yogyakarta?
C.Problem Limitation
This study focuses on 33 students of XII IPA 3 of SMA N 10 Yogyakarta.
It is a cluster sample taken from one class. This study will only discuss the
students’ perception on the use of video as media in learning narrative text and
recommendations to improve the use of video as media in learning narrative text
by using the theories and methodologies. The aims of the research are to help the
students and the teachers of SMA N 10 Yogyakarta to teach and learn narrative
text. Narrative text is choosen because it is an interesting text that the students
usually know. The use of video is recommended as a media to improve their skills
speaking and reading. Furthermore, this study is limited to a study of students’
perception in learning narrative text using video as media for the students of XII
IPA 3 of SMA N 10 Yogyakarta.
D.Objectives of the Study
As this study is intended to find out the answers of the questions
mentioned above in problem formulation, two research objectives are:
1. To find out the students’ perception on the use of video as media in learning
narrative text at XII IPA 3 of SMA N 10, Yogyakarta.
2. To obtain the recommendations in order to improve the use of video as media
in learning narrative text at XII IPA 3 of SMA N 10, Yogyakarta.
E.Benefits of the Study
This study would be useful for English teachers and the students of SMA
N 10 Yogyakarta, the researcher, English Language Education Study Program
(PBI) of Sanata Dharma University and the other researchers who are interested in
this study.
1. The English Teachers of SMA N 10 Yogyakarta.
This research is expected to help the English teachers in SMA N 10
Yogyakarta to understand the importance of knowing students’ perception on the
use of video as media in learning narrative text. The teachers will know the way in
using video as a media to teach a narrative text. Finally, the teachers in SMA N 10
Yogyakarta can improve the methods of using video to help their students to learn
2. The Students of SMA N 10 Yogyakarta
By doing this research, the students are expected to be able to learn the
narrative text better. It is not only for XII IPA 3 of SMA N 10 Yogyakarta, but all
of the students are expected to get the benefits. Hopefully, they will be more
interested in learning narrative text than before. The main point is the students
will feel more fun to learn narrative text through the use of video as media.
3. The Researcher
By conducting this study, the researcher is expected to be able to answer
the problem formulation and find out the objectives in this research. On the other
hand, the researcher is also expected to be able to use and develop various media
while teaching students. The researcher wants to make media useful for
facilitating the teaching and learning activity.
4. English Language Education Study Program (PBI) of Sanata Dharma
University
This research is expected to give knowledge to PBI of Sanata Dharma
University that video can be used as interesting media to teach narrative text. It
also gives them knowledge that media is important to help the students to know
better about the materials given.
5. The Other Researchers
The other researchers who have topics related to this study may get the
information and results of this research as their research needs. Furthermore, they
F. Definition of Terms
This section is to define the important terms used in this research such as
perception, media, video in learning English, narrative text, and class XII IPA 3 of
SMA N 10 Yogyakarta. It will prevent misunderstanding about the terms used in
this study.
1. Perception
According to Lindsay and Norman (2007), perception is the process by
which organisms interpret and organize sensation to produce a meaningful
experience of the world. On the other hand, better describes one's ultimate
experience of the world and typically involves further processing of sensory input.
In practice, sensation and perception are virtually impossible to separate, because
they are part of one continuous process. In this study, perception is defined as the
way the subject interpret and describe their thinking.
Furthermore, Vernon (1971) also adds that perception is never
instantaneous, the process of perception will develop gradually. The subjects will
not immediately give their perceptions without any process, but they will do it
gradually by following the steps of getting their perceptions. In this study, the
organism is the students, and they have to be able to interpret video in learning
narrative text. The students’ perception on the use of media like video is helping
the teacher in giving the materials easily because by knowing the students’
perception, the teacher will know what the students expect in the process of
learning activity. This research will be focused on the students’ perception on the
2. Media
According to Richards (2012), media which is the plural form of medium
is simply means communication. Then, people communicate with each other by
using several kinds of media like televisiom, news, journalist, etc. From that
explanation, it can be seen that media is a tool or instrument in three-dimension
that can be used to achieve a certain purpose. For language teaching activity, there
are a lot of media that can be used. This study will be focused on one of the
media, that is video.
3. Video in Learning English
Skerrit (1984) says that video is not considered in a vacuum, detached
from the learning task and the learner. It is seen as a medium by which specific
educational objectives can be achieved under certain appropriate conditions. In
this study, video refers to a video materials about narrative text. The video is
intended to give better materials in learning by watching the images on the video.
By knowing the perception of the use of video as media, the teacher will be able
to give what the students wants from the teaching and learning activity.
4. Narrative Text
Polkinghorne (1988) asserts that narrative text is the fundamental scheme
for linking individual human actions and events into interrelated aspects of an
understandable composite. It displays the significance that events have for one
another. By significant events, the readers will get better understanding about the
Furthermore, Edwards and Willis (2002) add that narrative text is a word
often associated with the sophisticated world of literary fiction or oral tradition;
however, more mundane narratives form an important part of our daily
conversation. Through narrative text, people rationalize their experiences, creating
a coherent sense of self (a life story).
In this study narrative text is a kind of materials formed as a story that
contain some characters and have a storyline. This narrative text is taught in
senior high school level, according to the Indonesian education system. To be
focused, the kind of narrative text that would be tested in this study is a fairytale.
The fairytale is chosen because a lot of students are familiar about it; by using
familiar topic, it will make the researcher knows whether the use of video
influences them or not. The narrative text would be presented in audio-visual way.
5. Class XII IPA 3 of SMA N 10 Yogyakarta
XII IPA 3 is one of the classes of SMA N 10 Yogyakarta. It consists of 16
male students and 18 female students. This is the third grade of senior high school
level. Based on the observation done in researcher’s practice teaching before, XII
IPA 3 is one of the classes that have difficulty in learning narrative text. They
thought that learning narrative text was difficult. They needed more time to learn
some tasks. When they studied listening, they would ask to play the recording
more than two times. Therefore, the researcher wants to know the students’
perception if they are using video as media in learning narrative text. In this
research, the researcher did not take the IPS classes as the subjects because the
9
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents theoretical description and
theoritical framework. In theoretical description, the researcher provides a
discussion on some theories related to the research and become the base of it.
Then, in theoretical framework, the researcher relates how the theories solve the
problem being researched.
A. Theoretical Description
In the theoretical description, the researcher discusses four major theories
related to this research. The theories are perception, media, video, learning
English, and narrative text. They are important in this research to analyze the
finding of perception later.
1. Theory of Perception
Since this study mainly on perception, then this part presents the theory
of perception. In this part, the theory of perception is divided into two parts: the
definition of perception and the process of perception.
a. The Definition of Perception
Dealing with this study is mainly talking about perception, according to
Murdock (2012), perception is a reality which holds on the truth to a person or
situation. It is related with the interpersonal relationships which need attention
In order to the concept of perception itself, a researcher named
Krishnananda (2011) states that perception is happened in man consciousness
that this is valid thing and real exist. People can feel and get their perception by
seeing, touching, or hearing using their senses. They think as the objects are in
their minds.
From the definitions above, perception is a belief/truth that commonly
all of people have the same opinion about it. This is a valid thing and people
who have perception are in the conscious condition. Perception deals with how
the things are reflected to people’s mind and how they get them in order and to
give senses based on their beliefs. Perception is also how people get
understanding on something that they feel or see with their eyes.
b. The Process of Perception
In the process of perception, Little (1999) states that “The mechanisms
of immediate perception are a set of physical events in the physical universe,
labeled World 1 as per the earlier stated convention (Paper 1: Theory of Perception).” In order to make it clearer, the diagram in the next page is a
conceptual schematic of the process of immediate perception.
In this study, the researcher is using this immediate perception theory to
describe that the use of video as media is an uncommon thing before the
researcher did a preliminary study by using this video. Usually, the students did
not use media in learning narrative text. Then, the researcher wanted to know the
Figure 2.1. Process of Immediate Perception (www.grlphilosophy.co.nz/paper1.htm)
From the diagram above, a reality or something which happens is the
main thing in this process. This reality of the environment/perceptual field
would influence the bodies which feel it, or the eyes which see it. Then the
bodies or eyes continue the respond to the visual cortex. The visual cortex is the
reacting part of this process. The visual cortex which is the nucleus of the brain
has to stimulate the other parts of the brain and central nervous system. It
represents the immediate perception by giving a big direct effect for thought and
From the explanation of the intermediate perception process, it is clear
that the process of perception is based on the reality. People build belief from
their feeling or seeing from the reality itself. After feeling and seeing, the
nucleus or visual cortex is produced the reacting part or reaction through thought
or emotion. This process depends on the reality around the people.
In this study, the theory is used after getting the data by giving the
instruments to the subjects. Then, the researcher analyses the data based on the
theory. The analysis starts from the environment observation of the subjects then
comparing the results of the data. After that, the researcher checks the data and
takes the conclusion of subjects’ perception.
2. Review Media in Language Teaching
Dealing with video as media in teaching and learning activity, this study
needs media’s theory for the basic theory. In this part, the review of media is
devided into two parts: the nature of media and using media in teaching.
a. The Use of Media in Language Teaching
Based on a book written by an organization called Asian and the Pacific
Programme of Educational Innovation for Development (APEID) in 1986, there
are seven types of media that can be used in teaching learning activity. The first
media is non-projected visuals media. It is media like graphics (maps, graphs or
cartoon that presented on cards or boards), board display, charts/posters and
study prints (photographs or printed illustrations of reality). The second media is
projected visuals media like still pictures (slides/film strips) and moving pictures
casette tape, script for actual radio broadcasts, and language laboratory
programmes. The fourth media is pictures with sound media like slide, film strip,
movie, scripts for TV broadcasts, and video tape programmes. The fifth media is
printed materials media like newspaper, pamphlets, booklets, and printed notes.
The sixth media is objects (three-dimensional) media like real objects (minerals
and biological speciments). The last media is multi-media systems. It is a media
that involves the combinations of the individual media. For example resources to
a museum display and simulation game to individuals or groups.
From the types of media above, a teacher can decide which media to
use by comparing the type of media and what should the materials given in the
teaching learning activity. An appropriate media will help the learners to absorb
the materials better rather than without using any media. Media can be useful to
the learners as a facility to learn something better.
b. The Use of Media in English Language Teaching
Media is such a materials or equipments to help the learning activity.
Finocchiaro (1989) states that “There are so many devices and approaches which
can supplement the text book and often even the teacher’s voice that it seems a
pity for the alert teacher not to make use of them” (p. 136). In that case, it clearly
states that the media can help the teacher to motivate the students to learn better
in teaching learning activity.
Based on a book written by an organization called APEID, it argued
that there should be various media to teach the students. The various media can
rather than using one medium. The effect of using more than one media, will be
greater from some components of media.
From the definition above, media can be a tool that stimulates the
learners to gain the knowledge better rather than without media. It is better to
combine two medium with the others media to make a good teaching technique.
For example, a teacher can combine a non-projected visuals medium with a real
object medium. First the teacher gives the picture cards and then he shows the
real objects of the picture cards in front of his students.
3. Video as Media in Language Teaching
Related to this study which is focused on the video as media in learning
narrative text, it is necessary to discuss what video is and how the video in
language teaching activity is used. This part mainly presents video as media in
language learning.
Before moving on the use of video in learning materials, the researcher
gives what actually the nature of video is. According to Cruse (2012), video is
one of tools that can help teachers to teach the students by presenting visual and
audio information simultaneously. It will make the students get new experiences
by using different modalities and learning styles from the video.
Edwards and Willis (2005) assume that “Retelling of such visual stories
offer comparable data that remove the concern of whether learner’s
understanding has been handicapped by problems of listening comprehension, or
From the experts’ definitions, video is a moving picture that contain
data. It is a tool that is common in this developing world. It usually has sounds,
sometimes without sounds. Video helps the learners to absorb the data better
rather than without picture at all. This also helped the learners to gain the
knowledge better rather than only listen or read the materials. The visual manner
helped the students to relieve their hesitation in concerning the materials.
Concerning that video is a tool for teaching Neher (2011) states that
video is a useful tool for teaching. There is an evidence that a video is a valuable
tool on a classroom activity. Video increases the students’ experience and give
them a chance to be actively involved. The teacher rarely gave them direct
conversation in making examples. He played this useful tool of people that they
never see before. They were more interested in it rather than listened to their
teacher.
From the evidence, that is the example about what happened in a real
situation for using video in learning English. Students are interested in using a
media rather than if they have to hear the teacher’s speech everyday. This video
is a helpful tool in teaching activity. Besides, video or audio visual gives more
advantages compared to the use of audio as media. Video can give visual
imagery that stimulate the students to be motivated in learning using media.
In this study, video can help the students to understand the materials
better. For example, in a video, the character on the video says something, but
pronounces his speech with a gesture. By watching the character on the video,
the students know the meaning of the speech from the gesture.
4. Theory of Language Learning
This study is mainly focused on the use of video as media in learning
narrative text. Narrative text is part of learning English. In order to know the
theory of learning English, the researcher presented the theory here. The
discussion is devided into two parts: the nature of learning English and learning
English as Foreign Language.
a. The Nature of Language Learning
There are two theories of language learning. Finocchiaro (1989)
argues that the first theory of language learning is “the cognitive code theory”.
Here, there is a fact that learners are influenced by an innate mental capacity
while he or she is learning language. It also has a relation with the learners’
perception on studying materials and how the learners’ mental organization to
evoke their images and memories without preceding stimulus. Then, the second
theory of language learning is “the association or operant conditioning theory”.
It is related how the learners’ responses to a stimulus. In this theory, there is a
relation between responses and stimulus based on experimentation. There will be
a continuous association between the learners’ responses and stimulus. Based on
the two theories of learning language, it assumed that after the learners can learn
a language by organizing, stimulating or responding the language, they can
their activities. By developing this language habit, the learners are able to study
language easily.
b. Learning English as a Foreign Language
This study is related to theory of learning a foreign/ second language.
Fries (1970) states that ”In learning English one must attempt to imitate exactly
the forms, the structures, and the mode of utterance of the native speakers of the
particular kind of English he wishes to learn” (p.5). It is clear that learning a
foreign language is difficult. Learners do not only study about the vocabulary,
pronunciation, or grammar of the language, but they have to imitate as possible
as the native speakers. The better they can imitate the native speakers, the better
they can learn a foreign language.
According to Finocchiaro (1989), there are five factors in learning a
foreign language namely age, ability, aspiration and needs, native language, and
previous language experience. Those factors influence the learners to study a
new language (foreign language). If the learners are good at learning a foreign
language, they will imitate the native speakers easily and can practice the
language in their numerous activities.
5. Narrative Text in Language Teaching
There are a lot of functional texts that should be studied in a school
because they have became part of school curriculum. The example of funtional
texts are descriptive, recount, procedure, and narrative text. This study used
narrative text. It is why the narrative text should be discussed in this part. This
communicative purposes, types, generic structures, and grammaticalfeatures of
narrative text.
a. Definition of Narrative Text
According to Tutor (2012), narrative text is a story about an event
experienced by the characters of the story. Narrative text is focused on the
significant event where something happens. It usually consists of introduction,
content, and the climax/conclusion of the story. The example of description of
events is how an event like Tangkuban Perahu Mountain happens.
Concerning the definition of narrative text itself, Corony Edwards and
Jane Willis (2005) state in their book that narrative text is “a word often
associated with the sophisticated world of literary fiction or oral tradition” (p.
59). Based on this statement, it refers to many stories that are not real stories.
The story is also possibly from mouth to mouth or tradition from the ancestors.
The nearest example with people’s life is how places occur and have their own
names.
b. Communicative Purposes of Narrative Text
Narrative text has its own communicative purposes. The
communicative purpose of narrative text according to Sudarwati and Grace
(2006) in Look Ahead Book 2 is “to entertain the reader with a story that deals
with complications or problematic events which lead to a crisis and in turn finds
a resolution” (p.154) .
From the statement, it is clear that a story can be a tool to amuse the
intended to children. The example of the story that can amuse them is
Cinderella, Sleeping Beauty, and Rapunzel story. Those are kinds of narrative
story and can give them an amusing story about how princes find their
princesses.
c. Types of Narrative Text
According to Bandara (2011), there are seven types of narartive text.
They are fable, myth, legend, fairytales, science fiction story, parables, and
horror story. He gives the examples of each type of the story. The examples of
fable are Mousedeer and Crocodile, The Ants and The Grasshopper, The
Smartest Parrot, and The Story of Monkey and Crocodile. The examples of myth
are Nyai Roro Kidul, Nyai Ronggeng, and Medusa. The examples of legend are
Sangkuriang, Malin Kundang, The Legend of Tangkuban Perahu, and The Story
of Toba Lake. The examples of fairytales are Cinderella, Snow White, Pinocchio, Beauty and The Beast, and The Story of Rapunzel. The examples for
science fiction are To The Moon from The Earth by Jules Verne, Starship
Trooper by Robert Heinlein, and A Space Odyssey by Arthur C. Clarke. The
example for parables are Startull: The Story of an Average Yellow Star, Pluto’s
Identity Crisis, and Ozzie & The Snortlefish. The example of horror story are
Dracula, Vampire, and Twilight. There are a lot of example of narrative texts
and usually teachers uses them as the materials to the teaching and learning
d. Generic Structures of Narrative Text
In order to know better how the narrative text is, according to Sudarwati
and Grace (2006), there are four generic structures of narrative text. They are
orientation, complication, resolution, an re-orientation. Orientation is the first
part of the narrative text where the writer told about sets the scene where and
when the story happened and the participants who or what involved in the story.
The second part of the story is complication. This part told the beginning
problem until the crisis that faced by the participants of the story. The next part
is the resolution part where the problem or the crisis is resolved. In this part
there two endings, they are happy and sad ending. The last part of the story is
re-orientation. This is an optional part where the writer can give the moral lesson
that can be taken from the story.
The four generic structures of the narrative text are important to the way
of the story is told. The orientation of the text gives the reader a background
information about who, where, when, and what the story is. After that, the
complication is the moment when the participants of the story get a problem. In
the resolution part, the problem is resolved and usually became the end of the
story. The last is the re-orientation about how the story gives benefit to the
readers.
e. Grammatical Features of Narrative Text
In order to know the language style of narrative text, it is necessary to
know what the grammatical features in this text. According to Sudarwati and
bundles, tree, road, etc,), pronouns (they, their, its, it, etc), noun phrases (the
dusty and rough road, a big old tree, etc), time connectives and conjuctions (one
day, a week, later, then, a long, long time ago, when, etc) , adverbs and adverbial
phrases (angrily, in horror, etc), material processes/action verbs (arrived, ate,
went, laughed, etc), and verbal processes/saying verbs (asked).
Based on the explanation above, the seven grammatical features are
surely found in narrative text. Nouns and pronouns are used to describe who or
what the charaters or things in the story. Noun phrases are used to exaggerate or
make something clearer. Then, the time conjuctions are important to relate how
the events happened in chronological order. The adverbs and adverbials phrases,
materials processes, and verbal processes are the common grammatical features
in telling stories.
B. Theoretical Framework
In order to answer the two research problems, theoretical framework is
provided to solve them. The first research problem is to find students’ perception
on the use of video as media in learning narrative text. Then, the second problem
it to find the recommendations to improve the use of video as media in learning
narrative text. In order to make it clearer, the researcher explains the use of the
theory one by one.
The main theory which takes the biggest part of this study is theory of
perception. The theory of perception will be used to design the questionnaire to
gain the data for the first problem. This theory is also used limitedly on
The theory of perception will be used to answer the second problem to analyze
the students’ satisfaction and opinion whether there are other recommendations
to improve the use of video as media in learning narrative text or not.
Dealing with the use of video as media in teaching, the theory of video
and media are needed. The theories of video and media are to relate how the use
of video influence the process of teaching activity. After the researcher knows
the effect, this theory will be used to design the questionnaire. This effect also
influences the students’ perception on it. This theory is needed in order to know
the differences between language learning using video as media and language
learning without using video. It is necessary to answer the two research
problems because video as media in learning is the one which we should find the
perception on it.
Furthermore, the theory of learning English is also important in this
research. The writer uses it to know the nature of learning English and how
English is learned as foreign language. After that the researcher will know how
to gain their perception by designing a good questionnaire based on the theory.
This theory helped the research in analyze the result of the data in the discussion
part. This theory is needed to answer the two problem researches.
After the four theories, the researcher still needs another theory. The
theory of narrative text is used to help the others theory in designing the
questionnaire. The narrative text theory has an important part to design the
questionnaire because the main purpose of the research is to find that learning
this research by relating this theory to the other theories and found the
appropriate types of narrative text. The chosen narrative text will be the
materials in teaching activity using video as media. By sychronizing the five
theories the researcher will solve the two research problems. These theories
helped the researcher to design the questionnaire, find the data, and also analyze
the data in the discussion part of this study. Based on these significances of the
theories on the research problem, the writer will analyze the data resulted from
24
CHAPTER III
METHODOLOGY
In this chapter, the researcher presents the methodology used in the
research. The discussion of the methodology involves research method, research
setting, research respondents/subjects, instruments and data gathering technique,
data analysis technique, and research procedure.
A.Research Method
In order to find the answer to the research, the researcher designed a
survey research to study perception. This type of research was used to get the data
of participants’ perception towards using video in teaching narrative. Travers
(1956) argues that “surveys are conducted to establish the nature of existing
condition; the design of the sample of survey is such the event examined provide
data from which inferences can be made about all events (p. 278).” From the
statement, it could be concluded that survey is a type of research to find the data
by seeing the real condition. People would believe something if there is a real
proof. Then, the sample of this survey was the reliable data that could be a
representative figure from the others.
In this case, the survey research was needed to collect the data. The data
was from the students’ perception towards the use of video as media in learning
narrative text. This survey was done after the students have done activity in the
learning narrative text without video and with video. After that, the researcher
In this study, the reseacher used qualitative and quantitative method. The
researcher used quantitative because the data from the questionnaire were
numerical data. The researcher calculated every single options of the
questionnaire and presented the result as form of percentage. The results were
ranked and the most frequent answers to appear were interpreted. The researcher
also used qualitative method by analyzing the social phenomena from the
subjects’ perspective. By using this method, the reseacher analyzed the data from
questionnaire and interview in form of explanation. Through this method, the
researcher searched for key information contained in the questionnaires and
interview and made assumptions/interpretation about their perception on the use
of video as media in the learning of narrative text.
B.Research Setting
The research was conducted in XII IPA 3 of SMA N 10 Yogyakarta, in
even semester of the academic year of 2011/ 2012. This research held from March
to April 2012. The researcher chose the time when the students were going to
facing National Examination in that academic year. It was used to test the skill of
students in learning narrative text.
SMA N 10 Yogyakarta is one of the school owned by the government
and located in Gadean Street No. 5 Ngupasan, Yogyakarta. There are 15 classes in
that school and each level has 5 classes. The teachers and the students are equal
C.Research Respondents/Subjects
The respondents of this research were 33 students at XII IPA 3 of SMA
N 10 Yogyakarta in the 2011/2012 academic year. They consisted of 16 male
students and 17 female students. The researcher chose the cluster sample for this
research. It was easier for the students to obtain the data to study perception. The
researcher chose this class because this is one of the classes where the researcher
had ever practiced to teach in order to do teaching practice program. The
researcher had seen that the students were enthusiastic when the researcher used
video as media in teaching narrative text. Then, the researcher wanted to know
their perception actually to help the teacher to use this kind of media better.
D.Instruments and Data Gathering Technique
The instruments of this research are questionnaire and interview. The
researcher used these instruments because both of them is the best instruments in
doing survey research. First, the researcher used questionna ire, then second she
used interview to gather further data from the students. According to Gall et al
(2007), “A survey is a method of data collection using questionnaires or
interviews to collect data from a sample that has been selected to represent a
population to which the findings of the data analysis can be generalized”. The two
instruments of this research are as follow:
1. Questionnaire
The first instrument in this research is a questionnaire. According to
Gall et al (2007), “Questionnaires are printed forms that ask the same questions of
verbal form (p. 228).” In this study, the researcher conduct 20 close-ended
questions. The students choose the option in the questionnaire and cannot write
their opinion freely. The students have to do the questionnaire at the same time.
2. Interview
Gall et al (2007) state that “Interviews consist of oral questions asked by
the interviewer and oral responses by the research participants (p.228).” This
instrument is made to compare the finding of the questionnaire and the finding in
the interview. There are 10 open-ended questions in this instrument. There are six
students who chose by the researcher randomly to clarify the data.
Gall et al (2007) argue that “Questionnaires and interviews must meet the
same standards of validity and reliability that apply to other data-collection
measures in educational research (p. 229). From this idea, the researcher has to
make sure that her instrument is valid and reliable in order to get the data valid
and reliable, too.
In the data gathering technique, the data were taken from the sample of 33
students from XII IPA 3 of SMA N 10 Yogyakarta. Firstly, in order to gather the
data, the researcher observed the real situation in the class. The observation was
focused on the learning activity within and without video as the teaching media.
After that, the researcher gave the questionnaire to the whole class together
to get the data. The questionnaire was done about 15 minutes. Furthermore, the
researcher interviewed six students by choosing the right time. The researcher was
also observing the recommendation to improve teaching narrative text using video
E.Data Analysis Technique
In this step, the researcher analyzed the data by using the review of related
literature. First, the researcher compared the problem formulations with the theory
and syncronize it how to answer it. From the questionnaire, the researcher used
quantitative research. The reseacher analyzed the data by using percentage or
statistical analysis of numeric data. Then, the researcher tried to dig up deeper
information from the interviewees. The researcher used qualitative research to get
result by analyzing social phenomena of human’s perspective from the interview.
To get the result, the researcher points out some key information contained in the
interview that is relevant to answer the problem formulation.
F. Research Procedure
In order to conduct this study,
this research. The ten steps of research was related each other and done in
chronological order.
1. Planning, preparing and observing the research topic
This was the first step that the researcher had to pass before starting the
research. The researcher had to plan the research by putting her name in the study
program secretariat. After getting the name of the lecturer, the researcher was
research. She had to observe everything around her to get problems in educational
research.
2. Defining the problems
After the first step, the researcher had to define the problems formulation
as the main root of this research. This step was one of the biggest step where the
researcher had to find interesting problems in order to make this research become
more interesting.
3. Defining the participants
The researcher defined the participants after knowing the problem.
Actually the step 2 and 3 were related each other. The researcher would know the
problems if she observes the participants and vice versa. The main idea was when
someone knows the problems, someone also knows who was subject who gets the
problems.
4. Finding the theories
The researcher had to find the theories in order to make it as the base from
this study. The theories could be find in the library, in some books, and also in the
internet. The researcher tried to find good references in looking for the theories to
get the supporting theories for this study.
5. Defining the method
The researcher had to find the suitable method for this research. First, the
researcher had to choose the type of research, then followed by the setting and the
in this research and how the technique to gather the data. After that, the researcher
had to think how to analysis the data and how the procedure of the research itself.
6. Making the instruments
The sixth step, the researcher was constructing the instruments. The
instruments in this survey research were questionnaire and interview. In the
questionnaire, the researcher made 25 close-ended questions. Continued with 10
open-ended questions for interview instrument.
7. Conducting the research
The researcher started to conduct this study by asking permission to the
school. Then, the researcher went to the Governor and Mayor of DIY to get the
permission letters to conduct the research in the school. After having the
permission letters, the reseacher went to the school to give questionnaire and
interview to the students.
8. Analyzing the data based on the review of related literature
Getting the data collection, the researcher analyzed the data by comparing
it from the result of questionnaires and interviews. Then from questionnaire, the
researcher made analysis by making percentage of this result. After that, the
researcher analyzed the human perspective from the interview. This data was
analyzed in quantitatively and qualitatively. From the data analysis result, the
researcher compared it with the theory in Chapter II of this study.
9. Drawing conclusion
In this step, the researcher made conclusion from all of the analysis result.
10. Reporting the results of the research
The researcher made the report of the research to the lecturer and presented
the result of the study. The researcher also reported the result to the teacher in
SMA N 10 Yogyakarta in order to give him knowledge about the perception of his
students and also the recommendation how to use the video as media in learning
32
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
In this chapter, the researcher presents the results and findings of the
research. The discussion mainly covers the students’ perception on the use of
video as media in learning narrative text at XII IPA 3 of SMA N 10 Yogyakarta
and the recommendations to improve the use of video as media in learning
narrative text at XII IPA 3 of SMA N 10 Yogyakarta.
A.The Students’ Perception on the Use of Video as Media in Learning
Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta
The researcher got the data from XII IPA 3 after teaching. The teaching
activity was intended to remind them about narrative text. The researcher taught
them by using video in teaching narrative text. The instruments used were
questionnaire and interview. The researcher used the questionnaire to get the data
from 33 students of XII IPA 3, and took 6 students to become the interviewees.
The results of the perception based on the instrument are as follow.
1. Students’ Perception Based on the Questionnaire
The table 4.1 presents the data collected from the questionnaire. The data
was collected by giving the questionnaire to the students after the researcher did
the flashback teaching. The data, which is taken after the researcher thaught them
using video show the description about the activity in the class, students’ personal
evaluation on teacher’s teaching strategy, and students self evaluation after having
Table 4.1. The Result of Questionnaire
No Statements Percentage
1 2 4 5
1. Teacher uses various activities in teaching
English in the class. 12.12 45.45 39.39 3.03
2. Teacher uses media in teaching English in the
class. 12.12 51.51 36.36 0
3. The activities in learning English are suitable
with English skills. 15.15 39.39 42.42 3.03
4. I have better speaking skills after using video as
media in learning English. 3.03 36.36 36.36 24.24
5. I have better reading skills after using video as
media in learning English. 3.03 39.39 45.45 12.12
6. I have better listening skills after using video as
media in learning English. 3.03 12.12 63.63 21.21
7. I have better writing skills after using video as
media in learning English. 6.06 39.39 45.45 9.09
8. I have better vocabularies after using video in
learning English. 6.06 24.24 51.51 18.18
9. I have better understanding after using video in
learning narrative text 0 24.24 54.54 21.21
10. I do not have better understanding after using
video in learning narrative text. 51.51 39.39 9.09 0
11. The use of video in learning narrative text does
not affect my understanding. 60.60 27.27 12.12 0
12. I am active when the teacher asked the students
in learning narrative text. 0 72.72 24.24 3.03 13. I can retell the content of videos that I have
seen. 3.03 45.45 48.48 3.03
14. Video helps me to learn the story idea of
narrative text easily. 0 18.18 63.63 18.18
15. Video helps me to learn the generic structure of
narrative text easily. 3.03 39.39 48.48 9.09
16. I pay more attention to the teacher’s explanation
during learning narrative text by using video. 0 57.57 30.30 12.12
17. I do not pay more attention to the teacher’s explanation during learning narrative text by
using video. 24.24 60.60 9.09 6.06
18. Using video in learning activities in the class is
enjoyable for me. 0 24.24 45.45 30.30
19. I really watch the video in learning narrative
text. 0 39.39 45.45 15.15
20. Visualitation without voice (power point slides, film strips, etc) helps me to understand the
There are four options and twenty statements in the questionnaire. Every
options has different level of opinion. If the students chose option 1, they chose
that they disagree/ never dealing the statement. Option 2 means that the students
are between disagree and disagree/rarely dealing with the statement. Option 4 is a
choice when the students chose agree/frequently dealing with the statement. Then,
the last option 5 is when the students chose strongly agree/more frequently
dealing with the statement.
Based on the table 4.1, the researcher used percentage to present the result
of the data and to draw the conclusion for each statement. The reseacher shows
the data in form of percentage. The percentage was taken from the number of
students who chose the option (Σ) devided by the number of all of the students (λ)
and times 100%. The formula to get the percentage are as follow:
Σ λ
x 100% = percentage
The first statement in the questionnaire is “teacher uses various activities
in teaching English in the class.” Students who chose never are 12.12%, students
who chose rare are 45.45%, students who chose often are 39.39% , then students
who chose very often is 3.03 %. Based on the result, some of the students thought
that there were a lot of variation of activites in learning narrative text in the class.
However most of them said that the variation of activities in class is rare. In their
while they are studying narrative text. This shows that the students need various
kinds of activities.
The responds of the students on the second statement, “Teacher uses
media in teaching English in the class.” are 12.12% students chose never, 51.51%
students chose rare, 36.36% chose often, and there are no students who chose very
often. Based on the result, the teacher was using media while teaching for 12.12%
of the students chooses never using media, they think that the media is something
related to electronical thing; they don’t think that handout or book is also media.
Based on the students’ perception, they needed to use media more than before.
This opinion comes up with the students’ activities that they did not not use the
media in teaching learning activity frequently. They accustomed to use textbook
or handout to learn narrative text.
The third statement is “The activities in learning English are suitable with
English skills.” 15.15% of students chose disagree, 39.39% of students chose
between agree and disagree, 42.42% of students chose agree, and 3.03% of
students chose strongly agree. Based on the result, most of them agreed with the
activites used in this class. It means they agreed if the learning activities had been
going well and suitable for them. Before using video, they usually used text only.
After learning narrative text using video in researcher’s preliminary research, they
enjoyed this kind of activities and agreed if the activities that used in the class was
suitable for them.
The fourth until seventh statement are mainly about development of
36.36% of students who chose between agree and disagree, 36.36% of students
chose agree, and 24.24% chose strongly agree. In reading skills, 3.03% students
who chose disagree, 39.39% of students who chose between agree and disagree,
45.45% of students chose agree, and 12.12% chose strongly agree. In listening
skills, 3.03% students who chose disagree, 12.12% of students who chose
between agree and disagree, 63.63% of students chose agree, and 21.21% chose
strongly agree. In writing skills, 6.06% students who chose disagree, 39.39% of
students who chose between agree and disagree, 45.45% of students chose agree,
and 9.09% chose strongly agree. It means that they agreed that their four skills
were improved during their study of narrative text using video. In speaking skill,
they got knowledge from video to pronounce words better. The video taught them
by giving example how to speak well. In listening skill, the students had better
understanding to know the meaning of the words or learning vocabularies by
listening and watching the video. In writing, they got a lot of new vocabularies
and how to arrange the words into correct English sentences. In reading, they also
had knowledge to pronounce better because most of them were watching while
they were reading to practice their pronounciation and also their understanding.
The eighth statements is “I have better vocabularies after using video in
learning English.” There is 6.06% students who chose disagree, 24.24% of
students who chose between agree and disagree, 51.51% of students chose agree,
and 18.18% chose strongly agree. They agreed that their vocabulary mastery was
increased. It means the video helped them to learn new vocabularies. It will be
