MANAGEMENT STUDENTS’ PERCEPTION
ON VIDEO CREATING TO IMPROVE SPEAKING SKILL
IN MKU BAHASA INGGRIS
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Paula Tiara Yunitasari Student Number: 131214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
MANAGEMENT ST
UDENTS’ PERCEPTION
ON VIDEO CREATING TO IMPROVE SPEAKING SKILL
IN MKU BAHASA INGGRIS
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Paula Tiara Yunitasari Student Number: 131214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi
ABSTRACT
Yunitasari, Paula Tiara. (2017). Management Students’ Perception on Video Creating to Improve Speaking Skill in MKU Bahasa Inggris. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Sanata Dharma University assists non-English major students to develop their speaking skill by adding a 3-credit Mata Kuliah Umum (MKU) Bahasa Inggris in their curriculum. It is intended to attribute the graduates with adequate competence in English. This research was conducted in Class A of Management Study Program batch 2016 in which the study program applied MKU Bahasa Inggris as one of the compulsary subjects. One of the learning activities that was done in order to develop the students’ speaking skill was a video creating activity. This activity facilitates the students to speak English in front of the camera. In this activity, the students focus on explaining a cooking tutorial which is in line with the theme of the learning about food and health. Hence, the researcher tried to discuss and figure out how the students perceive the video creating activity based on their experiences.
This research poses one research question as the basis of the whole study. The research question formulated in this study is „how do the students perceive the use of their video to increase their motivation to speak English?’ In other words, this research is intended to find out the Management students’ perception on the video creating activity in developing their speaking skill.
In order to answer the research problem, the researcher used mixed- method. There were two research instruments to collect the data. Those research instruments were questionnaire and interview. The questionnaire was distributed to 46 Management students of class A. After the students answered the questionnaire, the researcher conducted the interview. The researcher chose five students randomly for the interview.
The results of this research showed that the students had a positive perception on the video creating activity due to the fact that the students enjoyed the process of the activity. However, the students still found difficulties in speaking because they lacked vocabulary. The researcher believed that this condition could be ameliorated if the lecturers of MKU Bahasa Inggris gave the students a pre-activity that enables them to practice speaking with their peers in groups. Therefore, the students would be more well-prepared.
vii ABSTRAK
Yunitasari, Paula Tiara. (2017). Management Students’ Perception on Video Creating to Improve Speaking Skill in MKU Bahasa Inggris. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Universitas Sanata Dharma membantu mahasiswa bukan jurusan Bahasa Inggris untuk mengembangkan kemampuan berbicara Bahasa Inggris dengan menambahkan Mata Kuliah Umum Bahasa Inggris 3 SKS dalam kurikulum. MKU dibentuk dengan tujuan untuk membekali para mahasiswa kompetensi yang cukup dalam Bahasa Inggris. Penelitian ini dilakukan di kelas A Program Studi Managemen angkatan 2016. Salah satu kegiatan belajar yang dilakukan untuk mengembangkan ketrampilan berbicara adalah kegiatan membuat video. Dalam kegiatan ini, para mahasiswa berpusat pada menjelaskan prosedur memasak dikarenakan tema yang dipelajari adalah food and health. Dengan demikian, peneliti mencoba untuk membahas dan memahami bagaimana para mahasiswa memberikan persepsi tentang kegiatan membuat video.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan masalah tersebut adalah „bagaimana persepsi para mahasiswa tentang kegiatan membuat video dalam mengembangkan ketrampilan berbicara?’ Dalam kata lain, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Management dalam aktivitas pembuatan video dalam mengembangkan kemampuan berbicara.
Untuk menjawab rumusan masalah, peneliti menggunakan metode penelitian campuran. Terdapat dua instrumen penelitian untuk mengumpulkan data. Instrumen penelitian tersebut adalah kuesioner dan wawancara. Kuesioner tersebut dibagikan kepada 46 mahasiswa Managemen kelas A. Setelah semua mahasiswa mengisi kuesioner, peneliti melakukan wawancara dengan 5 mahasiswa. Peneliti memilih 5 mahasiswa dengan cara menunjuk secara acak.
Hasil dari penelitian ini menunjukan bahwa para mahasiswa mempunyai persepsi yang baik tentang kegiatan membuat video karena para mahasiswa menikmati proses kegiatannya. Namun, para mahasiswa masih menghadapi berbagai kesulitan dalam ketrampilan berbicara karena mereka keterbatasan dalam kosa kata. Peneliti percaya bahwa akan lebih baik jika dosen memberikan aktivitas awal dengan berlatih berbicara atau menjelaskan gagasan dengan teman-teman di dalam kelompok-kelompok. Dengan demikian, para mahasiswa dapat mempunyai pesiapan lebih yang baik.
viii
ACKNOWLEDGEMENTS
With the accomplishment of this undergraduate/ Sarjana Pendidikan
thesis, I would like to express my gratitude to my Lord, Jesus Christ, who always
supports, strengthens, and guides me. Through His abundant love, I finally can
accomplish my study. He always gives me strength to always keep trying to finish
my study.
I would also like to thank all people who contribute in my academic life. I
am, therefore, glad to address my deep gratitude to my advisor, Christina
Lhaksmita Anandari, S.Pd., Ed.M. who has guided me patiently to finish my
thesis. She always believes in me. I am very indebted to her encouragement, care,
motivation, and advice from very beginning of my study in Sanata Dharma
University until the accomplishment of this thesis. Then, I send my gratitude for
all of the lecturers of English Language Education Study Program for teaching me
in Sanata Dharma University for the generosity shown during my presence at this
beloved institution.
I also take this opportunity to thank my entire family. This thesis would not
have been possible without prayer and love from my father, Robertus Sujiyanto
and my mother, Helena Ramsiyah. They never complain in realizing one of their
children’s dreams. I would like to thank my elder sister, Rosalia Yuli Purwanti,
and my elder brothers, Antonius Purwantono and Hermanus Wahyoko who
ix
I also deliver my great gratitude for my colleagues at the English Language
Education Study Program batch 2013. I thank to all of my classmates for making
my day more challenging and colorful.
The last but not least, I would like to give thanks Indrajid Lukman, who
always supports me patiently so that I can finish this thesis: “thank you for your
time, effort, care, and love”.
Finally, my warm regards go to all of those who have made a positive
contribution in my life.
x
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
CHAPTER I. INTRODUCTION A. Background of the Study ... 1
B. Research Question ... 3
C. Research Significance... 3
D. Definition of Terms ... 4
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 7
1. Perception ... 7
2. Speaking ... 10
3. Motivation ... 11
4. Video Creating... 13
B. Theoretical Framework... 14
CHAPTER III. METHODOLOGY A. Research Method ... 16
B. Research Setting ... 17
C. Research Participants ... 17
xi
1. Questionnaire ... 17
2. Interview ... 19
E. Data Analysis Technique ... 20
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A.The Students’ Positive Perception on the Video Creating Activity ... 22
B. The Students’ Confidence in Doing the Video Creating Actvity ... 29
C.The Students’ Motivation on a Video Creating Activity... 35
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 40
B. Recommendations ... 42
REFERENCES ... 45
xii
LIST OF TABLES
Table Page
Table 3.1 Sample of the Questionnaire Form ... 18
Table 3.2 Questionnaire Blueprint ... 18
Table 4.1 The Distribution of Responses to the Students’ Perception
on the Video Creating Activity ... 23 Table 4.2 The Distribution of Responses Related to the Students’ Confidence ... 29
Table 4.3 The Distribution of Responses Related to Students’ Motivation
1
CHAPTER I
INTRODUCTION
This research investigated Management students’ perception on the video
creating activity to improve speaking skill. This chapter provides background
information and rationale of the study which are divided into four parts. Those
parts are research background, research question, research significance, and
definition of terms.
A.
Research BackgroundSanata Dharma University has applied a 3–credit Mata Kuliah Umum
(MKU) Bahasa Inggris as one of the compulsary subjects to assist non-English
major students to master English since 2016. It is intended to attribute the
graduates with adequate competence in English. MKU Bahasa Inggris is a
supplementary of English language proficiency test or Tes Kemampuan
Berbahasa Inggris.
There are four skills that should be developed in order to master English.
Those skills are reading, listening, writing and speaking. Reading and listening are
considered as receptive skills while writing and speaking are productive skills.
Those four skills are taught by the lecturers in MKU Bahasa Inggris. However,
the main focus of this subject is the speaking skill. Therefore, the final test for
MKU Bahasa Inggris is an oral test in which the students should be able to tell
2
Since the students are not from English major students, there are a lot of
problems which appear in the class. One of the examples is that the students did
not feel confident to speak English in the class. They chose to speak Bahasa
Indonesia instead of English in answering the questions. They also felt shy if they
had to speak in front of the class. Moreover, the students lack of motivation in
learning English. It means that they need to be motivated so that they want to
practice their speaking. Hence, the lecturers in MKU Bahasa Inggris try to
facilitate the students to solve the problems by giving the students a lot of
activities related to speaking. There are a lot of techniques to improve the
students’ speaking skill. Bygate (1987) said about the need of speaking for
learners.
To test whether learner can speak, it is necessary to get them actually to say something. By giving the students „speaking practice’ and „oral exam’, we recognize that there is a difference between knowledge about a language and skill in using it (p. 1).
Those statements mean that the students need to be given oral activities to test
their speaking skill in order to understand how the students use the language.
One of the lecturers in MKU Bahasa Inggris applied one technique of
speaking practice in a Management Study Program Class. The lecturer created a
pleasant activity that makes the students interested in learning English. The
lecturer asked the students to make a tutorial video for speaking section which the
theme was cooking due to the fact that the topic in that class was about food and
health. The aim of this task is to encourage and motivate the students to speak
the students might be able to express their ideas confidently because the video
might help the students decrease their speaking anxiety.
B. Research Question
Based on the problem that is described in the research background, one
research question is formulated as follows: how do the students perceive the use
of the video creating activity to increase their motivation to speak English?
However, in this research, the researcher also focuses on other possible findings
that related to the students’ confidence and their motivation.
C. Research Significance
It is expected that this research gives some benefits to Mata Kuliah Umum
Bahasa Inggris. Besides, the researcher hopes that this research is also beneficial
to the lecturers or tutors of MKU Bahasa Inggris as well as future researchers.
1. Mata Kuliah Umum Bahasa Inggris Program
The researcher hopes that this research gives benefits for MKU Bahasa
Inggris of Sanata Dharma University. By conducting this research, the English
program for non-English major students can be developed, specifically on the
methods to advance the non-English majors speaking skill. This research is aimed
to know the students’ perception about making a video on how to make
something. It is expected that the students will enjoy their learning, especially in
4
2. The lecturers or tutors of MKUBahasa Inggris
By understanding the students’ perception on making a video of how to
make something (procedural texts), the researcher hopes that the lecturers or
tutors in MKU Bahasa Inggris can develop this technique in order to make the
students enjoy the learning process. It is important to build the students’
motivation by developing appropriate techniques for the learning.
3. Future researchers
The researcher hopes that the future researchers will obtain the information
about one of the techniques to improve the students’ speaking skill. Moreover, the
future researchers are able to develop another technique that uses videos to
motivate the students to speak English.
D. Definition of Terms
There are several keywords in the title of this research that need clear
definitions. Those keywords are perception, motivation, video creating, and
speaking skill. The definitions of terms are presented as follows.
1. Perception on Learning
Champbell, Smith, Boulton, Brownlee, Burnett, and Charrington (2001)
said that there are five elements of language teaching-learning activities
implementation that build students’ perception. Those elements are the way how
the teachers teach the students, what the teachers wants the students to learn, how
language. The main focuses of this study are point one and four; they are the way
how the teacher teaches the students and what the students learn. The meaning of
perception in this research is the Management students’ point of view on creating
video of how to make something. The students’ perception becomes the key
whether the learning process is successful or not.
2. Speaking Skill
Speaking skill is one of the language skills. According to Ur (1996),
speaking seems to be the most important skills of all the four skills (listening,
speaking, reading and writing) because people who know a language are usually
referred to as speakers of that language. Therefore, the main reason to learn
English is to master the speaking skill. In addition, Lado (1965) stated that
“speaking ability is described as the ability to express oneself in life situations or
the ability to report acts or situations in precise words, or ability to converse, or to
express the sequences of ideas fluently” (p. 240). In this research, speaking skill is
the ability of the Management students to express their ideas when they speak in
front of the camera. The main point of succeed of speaking is that the students can
deliver the ideas on how to make something.
3. Motivation
Pintrich and Schunk (2008) explained that motivation is a process which
involves two main elements such as goal and activity. There are two kinds of
motivation; intrinsic motivation and extrinsic motivation. Courage and
6
from external factor that influences a person attitude toward something. The
example of extrinsic motivation is the atmosphere in the learning process that is
built by lecturers or teachers. As the result, the extrinsic motivation can influence
the intrinsic motivation of the students. In this study, the researcher focuses on
both intrinsic and extrinsic motivations.
4. Video Creating
Video is a form of multimedia that conveys information through two simultaneous sensory channels which are aural and visual. It often uses multiple
presentation modes, such as verbal and picture representations in the case of
on-screen print (Mayer, 2001). This study focuses on the video as a part of learning
where the students use the camera to make videos. According to Harmer (2001),
creating a video suggests a way in which the camera can become a central of
learning aid. It is clear that the video creating activity can be the main focus for
students to learn. In this study, a video is the students’ creation to give
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains reviews of related literature. The theories that are
related with this study will be explained deeper in this chapter. Those theories are
used to solve the research problem. Chapter II is divided into two parts which are
theoretical description and theoretical framework.
A. Theoretical Description
This part discusses the theories that are used in this research. There are
four basic theories explained, they are perception, motivation, speaking skill, and
video creating.
1. Perception
According to Fleming and Levi (1998), perception is the process whereby
someone becomes aware of the environment around. In perception, we use our
senses to apprehend objects and events. It is clear that people give perception on
something based on senses; what they hear, what they see, and what they
experience. Robbins (2001) noted that perception is a process in which people
organize and interpret their sensory impression so that it gives meaning to their
environment. In other words, perception is a process in which an individual
8
In the learning process, the students’ perception is very important. The
students’ perception toward their learning in the class can be a parameter whether
the learning process is successful or not. Hardy and Heyes (1994) defined 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”. In other
words, perception is the personal’s interpretation which is influenced by the
environment.
From those definitions, perception can be defined as a process in which an
individual interprets the information based on the sensory impression about a
particular thing. Perception can also be defined as a personal point of view or
opinion.
a. Factors of Perception
Donnelly, Gibson, and Invancevich (1985) noted that “because each
person gives his or her own meaning to stimuli, different individuals will “see”
the same thing in different ways” (p. 60). It is clear that someone’s and others’
perception will be different on a same thing. In addition, Donnely, Gibson, and
Invancevich (1985) stated that there are six factors that influence the perception;
they are stereotyping, selectivity, self-concept, situation, need, and emotion.
1) Stereotype
Donnely, Gibson, and Invancevich (1985) defined stereotype as “a set
of beliefs about the characteristics of people in a particular group that is
generalized to all members of the group” (p. 64). Based on that statement,
characteristics between some people in certain group and all members of the
group.
2) Selectivity
The second factor that affects someone’ perception is selectivity. In
understanding about something, people should be able to select the
information that will be meaningful for them. Not all people can easily catch
all information from what they see or hear. As stated by Donnely, Gibson,
and Invancevich (1985), people may tend to select information that support
their viewpoints and ignore information or cues that might make them feel
discomfort.
3) Self-concept
The next factor is self-concept. Donnely, Gibson, and Invancevich
(1985) explained that people use themselves as benchmarks in perceiving
others.
Knowing oneself makes it easier to see others accurately, one’s own characteristics affects the characteristics identified in others and people who accept themselves are more likely to see favorable aspects of other people (p. 67).
It is clear that when someone knows him or herself well, it influence the way
he or she gives the perception on others.
4) Situation
The fourth factor is related to situation. The situation is very
significant since it can influence someone’s perception. As stated by
10
time, the attitudes of the people and other situational factors. Those factors
can affect perceptual accuracy.
5) Need
The next factor is need. According to Donnely, Gibson, and
Invancevich (1985), perception is significantly influenced by needs and
desires. In other words, needs affect someone in shaping the perception. In
learning process, the need of the students is important. The students will learn
what they need to learn. Therefore, it is significant for the lecturers to
consider the student’s needs.
6) Emotion
The last factor that affects the perception is emotion. Emotion has a
big role to build someone’ perception. As supported by Donnely, Gibson, and
Invancevich (1985), “a person’s emotional state has a lot to do with
perception” (p. 67). In addition, emotion can also develop negative or positive
perception.
2. Speaking
According to Chaney (1998), “speaking is the process of building and
sharing meaning through the use of verbal and non-verbal symbols in a variety of
contexts” (p. 13). Speaking skill is one of the language skills that can be
developed by the students to master English. Speaking skill is important because
people might think that a person who masters a particular language should be able
to speak that language. Ur (1996) said that speaking seems to be the most
because people who know a language are usually referred to as speakers of that
language. Richards (2008) noted that the succeed measurement of the foreign
language learning process can be measured from how well the students can
improve their speaking skill. Thus, it is clear that teaching speaking is important
for English as a Foreign Language (EFL) learners. Learning to speak a foreign
language requires more than knowing its grammatical and semantic rules, yet the
learners must acquire the knowledge of how native speakers use the language in
the context of structured interpersonal exchange (Richard and Renandya, 2002). It
can be seen that the EFL learners need to have deep understanding on how to use
the language. Lado (1965) stated that “speaking ability is described as the ability
to express oneself in life situations or the ability to report acts or situations in
precise words, or the ability to converse, or to express the sequences of ideas
fluently” (p. 240). Obviously, speaking skill is not only about the grammatical
rule but also the ability to express ideas fluently.
Nunan (2003) also noted that “speaking skill in the new language is more
difficult than other skills” (p. 48). Therefore, the students might think that to have
good speaking skill is challenging. However, speaking can build learners’
motivation and make English becomes a fun and dynamic place if the right
speaking activities are taught in the classroom (Nunan, 2003).
3. Motivation
In the learning process, motivating the students is needed. Motivation
might be achieved by the students through good reinforcements from lecturers or
12
that energizes, directs, and sustains behavior; it gets students moving, points them
in a particular direction, and keeps them going” (p. 362). Motivation also has
several effects on learners’ behavior. The first is that motivation can direct
behavior toward particular goals. It also increases effort and energy in reaching
those goals. Moreover, it makes the students have initiation of and persistence in
certain activities. Furthermore, it helps the students to face occasional
interruptions and frustrations. Then, motivation also affects cognitive processes
such as what learners pay attention to and how much they think about and
elaborate on it
Ormrod (2011) also said that people might think that motivation is
something that the students bring to school. However, motivation is also about the
environment in the school. Based on that fact, the condition in a class is very
important to build the students’ motivation.
There are two types of motivation which are extrinsic motivation and
intrinsic motivation. Extrinsic motivation is when students are motivated by
external factors. Learners who are extrinsically motivated may want the good
grade, money, or recognition that particular activities and accomplishment. On the
other hand, intrinsic motivation is when the students are motivated by factors
within them. Harmer (2001) noted that “intrinsic motivation comes from within
individual when a person might be motivated by enjoyment of the learning
process itself or by desire to make themselves feel better” (p. 51). In addition,
learners who are intrinsically motivated may engage in an activity because it gives
Schunk, Meece, and Pintrich (2014) have stated about the relation between
motivation and interest.
Students will say that when they do not learn it is because school and classes are boring and they cannot become interested in the work. This intuitive view of motivation proposes interest as an important aspect of motivation that causally influences attention, learning, thinking, and performance (p. 247).
It is clear that the students’ interest is able to motivate the students in their
learning process.
4. Video Creating
Video is a form of multimedia that conveys information through two
simultaneous sensory channels: aural and visual. It often uses multiple
presentation modes, such as verbal and pictorial representations in the case of
on-screen print and closed-captioning (Mayer, 2001). A video communicates the
same information to the students through simultaneous learning modalities and
can provide students with “multiple entry points” (Gardner, 2006) into the
content.
In this research, the researcher focuses on the video as a part of the
learning process where the students create the video. In other words, the students
deal with the video creating activity. The main focus of this activity is the
speaking aspect where the students express their ideas in front of the camera.
According to Harmer (2001), “video making activities suggest ways in which the
camera can become a central learning aid, as a result of which students work
cooperatively together using a wide variety of language both the process and the
14
for the students to do activity. Harmer (2001) also states that “video can enhance
simulation, not only because it can provide very telling feedback when the
students can watch themselves and evaluate their performance” (p. 290). By using
the video, the students can see themselves after creating the video.
B. Theoretical Framework
In the theoretical framework, the researcher related the theories to this
study. This study deals with Management students’ perception on the video
creating activity to improve speaking skill. Based on the theory about perception
from Flemming and Levi (1998), perception is the process when someone is
aware of the condition around. In other words, the perception is influenced by the
environment. Hence, the students could give their perception on creating a video
of how to make something based on their experiences. In addition, the researcher
used the theory from Donnelly, Gibson, and Ivancevich (1985) on the six factors
that influences the perception. They are stereotype, selectivity, self-concept,
situation, need, and emotion. The theory was used to answer the research question
that related to the perception.
In the learning process, the students’ perception can also build their
motivation. As stated by Glynn and Owens (2005), there is a relationship between
the students’ positive perception and the learning motivation. If the students have
a good perception on their learning process, they will have the motivation to learn
something. In order to make an enjoyable learning process to build students’ good
Creating a video was one of the techniques in the learning process that was
used in a part of learning speaking. The students perceive creating a video as a
good technique if they have good experiences about it. Harmer (2001) stated that
a video can be a part of learning for the students in video making activity where
its language becomes the central of the activity.
The analysis about the students’ motivation could answer to what extent
creating a video could help the students to increase the speaking ability in English.
It was supported by the theory from Ormrod (2011). In addition, the researcher
used the theory from Schunk, Meece, and Pintrich (2014) which stated that there
is a relationship between the students’ interest and the motivation.
If the lecturers have already built the students to have a positive
perception, the students will have the motivation to develop their speaking skill.
As Glyyn and Owens (2005) stated, the students’ perception could influence their
motivation in the learning. Hence, after the lecturer knew that the students already
had a positive perception on the video creating activity, it would be helpful for the
lecturers to organize a good learning activity which was suitable to the students’
16
CHAPTER III
METHODOLOGY
This chapter discusses the methodology to answer the research question
mentioned in the previous chapter. This chapter is divided into 5 parts. They are
the research method, setting, participants, data gathering technique, and data
analysis.
A. Research Method
This study was conducted to figure out how creating a procedural video is
able to develop the students’ speaking skill based on their perception. This
research was conducted to the students of Management Study Program of Sanata
Dharma University of class A, Academic Year Batch 2016. To conduct this
research, the researcher used a mixed-method. According to Cresswell and Plano
(2011), a mixed-method research design is a procedure for collecting, analyzing,
and “mixing” both quantitative and qualitative methods in a single study or series
of studies to understand a research problem. Furthermore, in 2012, Christensen
and Johnson noted that “qualitative research is the research used to understand
people’s experiences and to express their perspectives” (p. 33). The example of a
qualitative research is interview. Besides, one of the characteristics of a
quantitative research is “collecting numeric data from a large number of people
using instruments with preset questions and responses” (Creswell, 2012, p. 13).
B. Research Setting
This research was conducted in the first semester of the Academic Year of
2016/2017 in November-December 2016. The setting of this study was Class A of
Management Study Program of Sanata Dharma University, Academic Year Batch
of 2016. The researcher conducted this research in class III/ 53.
C. Research Participants
In this study, the participants were from Mata Kuliah Umum Bahasa
Inggris of Management Class, Sanata Dharma University. This research was done
in a population which consisted of 46 students. Class A of Management Study
Program was chosen because the lecturer of MKU Bahasa Inggris asked the
students to make a video for the speaking section. After distributing the
questionnaire to the students, the researcher also had interviews where the
researcher chose five students by choosing them randomly in order to obtain more
data.
D. Instruments and Data Gathering Technique
1. Questionnaires
The first technique used in gathering the data was the questionnaire. Best
and Kahn (2006) stated that “a questionnaire is when general category of inquiry
form includes data-gathering instruments through which respondents answer the
18
to find out the students’ perception on the video creating activity. In this study, the
researcher used a rating scale presented in the questionnaire. Cohen, Manion, and
Marrison (2005) stated that “rating scale is very useful device for the researcher to
build a degree of sensitivity and differentiate of response whilst still generating
numbers” (p. 253). Having collected the questionnaire, the researcher began
analyzing the data. The following table was the example of questionnaire.
Table 3.1 Sample of the Questionnaire Form
No. STATEMENTS SD D A SA
1. I am interested in making a video of how to make something as one of the learning activity
Table 3.1 shows the sample of questionnaire that was used in this study.
The statement is the example of closed-ended question. Besides, this table
also explained the ranging scale in which “SD” is for “strongly disagree”, “D” is
for “disagree”, “A” is for “agree”, and “SA” is for “strongly agree”.
Table 3.2 Questionnaire Blueprint
NUMBER INDICATORS FORM THEORIES
NUMBER INDICATORS FORM THEORIES
Table 3.2 indicates the questionnaire blueprint. The researcher tried to
explain the indicators in the questionnaire. From the table, it could be seen that
number 1 to 5 were about the students’ perception about making a video. Then,
number 5 to 10 were related to the students’ experience in the process of making a
video especially their speaking English experience. Meanwhile, the statement
number 11 to 15 were about the students’ motivation on the video creating
activity. The form of those questions was closed-ended questions. Besides, there
were three numbers for open-ended questions. Those three numbers consisted of
the review on the students’ perception on the video creation activity.
2. Interview
The researcher also chose an interview as the instrument to gather the
data. It was obvious that an interview helped the researcher to gather information
to do this study. As noted by Cohen (2011), an interview is a flexible tool for data
collection, enabling multisensory channels to be used: verbal, non-verbal, spoken
and heard and a powerful implementation for the researcher. To deal with this, the
20
The researcher chose five Management students of class A by choosing
them randomly. The five students were chosen because the researcher did not
consider the positive or negative perception. However, the researcher focused on
the general perception of the students. The researcher asked the students five
questions related to their opinions about the video creating activity. The
researcher also used the recording media to record the interview.
E. Data Analysis Technique
After collecting all of the required data, the researcher started to analyze
them. Since the researcher used a mixed method, there were two kinds of data.
The first data was taken from the questionnaire while the second data was from
the interview. The result of the questionnaire was described in tables. Then, the
result of the interview was presented in descriptive forms. The researcher
analyzed the data from the results of the questionnaire and the interview and
compared them to some theories in Chapter II.
For the closed-ended questions of the questionnaire, the researcher counted
the average score to show the major response. The researcher also made the result
of the closed-ended answer into percentage. The presentation of percentage
numbers from closed-ended questions was made to have clear data description.
The researcher counted the percentage of the answer by using the following
formula:
χ = the number of the students who choose the degree of agreement
n = the total number of all the students
The researcher analyzed the open-ended questions and the interview to
collect more data. It was summarized, contrasted, and compared in paragraphs.
22
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and discussion of the research on
the use of the video creating activity to motivate Management students to speak
English based on their perception. This chapter also discusses the answer of the
research question which is formulated in the problem formulation. Each analysis
of the research problem was discussed and strengthened by theories in the review
of related literature.
The research problem of this research is how the students perceive the
video creating activity to improve speaking skill in MKU Bahasa Inggris. To
answer the research question, the researcher gathered quantitative data and
qualitative data. The quantitative data was taken from the questionnaire while the
qualitative data was from the interview. In the results of the questionnaire and the
interview, the researcher found two major findings. The first point is the students’
positive perception on the video creating activity. The second point is the other
additional findings; the students’ confidence and the students’ motivation in doing
the video creating activity.
A. The Students’ Positive Perception on the Video Creating Activity
The focus of this part was the students’ perception. According to Robbins
addition, Fleming and Levi (1998) noted that perception was influenced by the
environment around. This research emphasized on how the students perceive the
video creating activity. The data of the questionnaire and the interview were
analyzed by combining the results. In the questionnaire, the closed-ended
questions part that stated about perception was number 1-5.
The researcher presented the data using the table. This table showed the
percentage of the results of the questionnaire that related to students’ perception.
Table 4.1 The Distribution of Responses to the Students’ Perception on the Video Creating Activity 2. I like creating a cooking video.
0 12 30 4
0.00% 26.09% 65.22% 8.70% 3. I enjoy studying to speak English
through the video creating activity. 0 0 33 13 5. Speaking English in front of the
24
activities in the learning process. It was proven by the percentage of the students
that agreed with the statement. It was 63.04% of the total respondents which were
29 students out of 46 students agreed with the statement. Moreover, 30.43% of the
students or 14 students chose “strongly agree”. However, one student or 2.17% of
the students answered “strongly disagree” and two students or 4.35% of the
students chose disagree as their choice.
The second statement was still about the students’ interest. Thirty students
or 65.22% of the students agreed that they liked the video creating activity. Then,
4 students or 8.70% of the students also stated that they “strongly agree” with that
statement. Furthermore, 12 students or 26.09% from the total respondents stated
that they disagreed with the statement.
Related to the first and the second statements, the researcher found that
most of the students were interested in the video creating activity. It was in line
with the theory from Donnely, Gibson, and Invancevich (1985) which noted about
the factors that influenced perception. One of the factors was self-concept in
which stated “knowing oneself makes it easier to see others accurately” (p. 67). It
was clear that the students had their self-concept by understanding that they were
interested in the video creating activity. Moreover, the students’ interest also
related to stereotype where the students gave their opinion or judgment about the
video creating activity as an interesting technique for their learning.
The students’ interest was also in line with the students’ motivation. As
motivation and the interest. Therefore, it was clear that the students’ interest on
the video creating activity could build their motivation to learn.
The next statement which was written in number three was about the
students’ enjoyment through the video creating activity. Thirty-three students or
71.74% of the students chose “agree” that they enjoyed the learning activity
through the video creating activity. Moreover, 13 students or 28.26% students
from the total respondents chose “strongly agree”. There were no students who
chose “disagree” and “strongly disagree”.
The third statement in the close-ended questions was related to “situation”
in which it was one of the factors that affected the perception. The results of
statement number three proved that the students enjoyed the process of creating
the video. It was because the situational factor where the students could enjoy the
process of creating the video. Moreover, the video creating activity was
considered as an outdoor activity. In the interview, student number 2 declared,
“buat video itu kan aktivitas di luar kelas ya, ya efektif lah, apalagi bisa bareng
teman” (creating a video was an outside activity that was effective since we could
do it with friends). In other words, the implementation of the video creating
activity was delightful since the students could do the activity outside the class
with their peers.
Statement number 3 was also in line with the emotion factor that affected
the perception. The implementation of the video creating activity could create a
good learning atmosphere where the students would have a good emotion to enjoy
26
good motivation to learn. As noted by Harmer (2001), motivation within an
individual came from the enjoyment of the learning.
Statement number four was the students’ perception on the effectiveness of
the video creating activity according to their experiences. The researcher found
that the 23 students or 50% of the students agreed that the video creating activity
is an effective way to develop their speaking skill. Fifteen students or 32.61% also
chose “strongly agree” with the statement. Yet, 15.22% of the students or 7
students stated that they disagreed. Then, one student or 2.17% of the students
claimed “strongly disagree” as the choice.
The statement that was written in number 4 was in line with the selectivity
and the need as the factors of the perception that was stated by Donnely, Gibson,
and Invancevich (1985). The results of the closed-ended question number 4
showed that the students had the belief that the video creating activity was
effective as one of the techniques in learning speaking. In addition, from the
open-ended results, the respondents declared that the video creating activity was
meaningful for them as they thought that the activity was effective to increase
their speaking skill. It proved that the students’ need was fulfilled. Furthermore,
the students could get new knowledge related to vocabulary.
Statement number five was about whether or not speaking English in front
of the camera was easier than speaking in front of the class. It was 52.17% of the
total respondents which were 24 students out of 46 students agreed with the
Meanwhile, from the data, 12 students or 26.09% of the students chose “disagree”
and none of the students chose “strongly disagree”.
Related to the fifth statement, the situation as one factor that influenced
perception was appeared. As Donnely, Gibson, and Invancevich (1985) stated that
the situation was in line with the situational factor or the condition. The results
from the interview indicated that the students could deliver ideas freely and avoid
their nervousness because of the situational factor in which the students could
speak in front of the camera instead of speaking in front of the class. As student
number 1 stated, “...lumayan lancar sih, lebih suka ngomong di depan kamera
daripada di depan kelas” (I thought, I was fluent enough, I prefered to speak in
front of the camera rather than in the class).
In short, from the results of the questionnaire related to the students’
perception, most of the students or more than 50% of the total respondents
answered “agree”. It was clear that the students had a positive perception on the
video creating activity. The results of the closed-ended questions were also
supported by the data from the open-ended questions and the interview. The
results of the open-ended questions also showed that most of the students had a
good perception on the video creating activity. The students noted that they got
advantages from the video creating activity. By doing the activity, the students
could be more creative since they could learn how to cook and get new recipes.
Departing from those benefits, the students also got other advantages
related to learning English. For instance, the students could get a new experience
28
vocabulary. Then, the implementation of the video creating activity made the
students able to build their confidence in speaking English even though some of
them could not speak English fluently. The next benefit was that the video
creating activity provided a special opportunity for the students to go beyond what
had been taught by the lecturer. The video creating activity could engage the
students to express themselves and apply what they have learned in the class.
Moreover, while doing the activity, the students used the camera to take the video.
Hence, the students could see their performances/ their recordings when they were
speaking English. As noted by Harmer (2001), the video could be the center of the
learning in which the students could work cooperatively together using a wide
variety of language both the process and the product of the video creating activity.
In the interview, the students said that video creating was an effective
technique to facilitate the students to speak English. One student stated that the
activity could help the students to enhance their confidence in speaking English.
Moreover, one student also said that the activity was fun and interesting.
“...membuat video tu kan termasuk kegiatan di luar kelas ya yang
menurutku cukup efektif buat kita lebih gimana ya, istilahnya di situ kan kita harus mencari ya, ketika kita nggak tau Bahasa Inggris-nya apa sih, cari. Jadi di situ lebih efektifnya jadi ada keinginan mencari lebih dalam,
lebih lebih lagi apalagi untuk speaking-nya, jadi penyempurnaan video
dari segi yaa masakan mungkin nomor sekian.” (Student 2)
“...I thought, creating a video was an outside activity that was effective because the students were given an opportunity to figure out the new vocabulary in English. Therefore, it was effective because the students had the willingness to find the meaning deeper and practice their speaking. It meant the video itself was not the main priority.” (Student 2)
Student number 2 said that the video creating activity was an outdoor activity that
matter was not the priority. In short, it was clear that the video creating activity
was effective for the students. Moreover, training the students to be able to speak
English was the main aspect of this activity.
By understanding the results of the questionnaire and the interview, the
researcher concluded that the students in class A of Management Study Program
batch 2016 had a positive perception. The results showed that the students’
positive perception on the video creating activity was built by six factors that
affected perception which were stereotype, selectivity, self-concept, situation,
need, and emotion. Moreover, the results were also proved that the students were
interested in the video creating activity. Then, the students also got the benefits
after doing this activity.
B. The Students’ Confidence in Doing the Video Creating Activity
The second finding of this research was related to the students’ speaking
skill in the process of creating the video that emphasized on the students’
confidence. The part of the closed-ended questions in the questionnaire related to
speaking skill specifically their confidence was written in number 6-10. The
following table was the results of the closed-ended questions.
Table 4.2 The Distribution of Responses Related to the Students’ Confidence No.
STATEMENTS
Degree of Agreement
SD D A SA
6. I feel confident to speak English in
front of camera. 1 15 23 7
2.17% 32.61% 50.00% 15.22% 7. I can speak English fluently.
30 9. I can explain my ideas fluently.
1 24 19 2
2.17% 52.17% 41.30% 4.35% 10. I can speak naturally in front of
camera. 0 17 25 4
0.00% 36.96% 54.35% 8.70%
The statement number 6 stated, “I feel confident to speak English in front
of the camera”. From the data, it was found that 23 students or 50% of the
students agreed with the statement. Moreover, 7 students or 15.22% of the
students chose strongly agree as their choice. However, 15 students or 32.61% of
the students disagreed with the statement. Then, only one student stated “strongly
disagree” as the choice.
As declared by Ormrod (2011), motivation was something that could
sustain behavior. By the results from the closed-ended questions number 6, it was
clear that most of the students were confident in the process of creating video. The
data of the open-ended questions also sustained the results of the closed-ended
questions in which the students noted that the implementation of the video
creating activity made the students more confident to speak English.
The next statement that was written in number seven stated, “I can speak
of the students chose “agree”. Furthermore, one student or 2.17% of the student
chose “strongly disagree”. However, there were 25 students or 54.35% of the
students disagreed with the statement. Then, 6 students or 13.04% of the students
claimed “strongly disagree” as their choice.
Statement number seven was in line with the theory form Lado (1965) that
was defined speaking skill as the ability to converse the ideas fluently. The results
of statement number 7 showed that most of the students had difficulty in
expressing ideas fluently. It was proven by 25 students who disagreed that they
could speak English fluently in the process of creating the video. As stated by the
respondents in the closed-ended questions, they could not speak English fluently
due to the fact that they had a lot of things consider such as the camera, room,
tools, and ingredients.
The results of the closed-ended questions clearly stated that the students
had difficulties in their speaking. It was seen by the majority of respondents who
chose between “agree” and “disagree”. These results were also supported by the
data from the open-ended questions. In the open-ended questions, the students
noted that they found difficulties in speaking English. In the process of their
speaking in front of the camera, most of the students were confused in explaining
the cooking steps. They still thought how to speak English well. Sometimes, they
also forgot some vocabulary. However, some students also stated that speaking in
front of the camera helped them to speak English more fluently.
In the interview, the students also said that they had difficulties in speaking
32
“...memilih kata. Kaya misalnya “tunggu sampai mendidih” tu Bahasa Inggrisnya apa, makanya dalam video masak yang saya kumpulkan banyak
yang saya tanyakan ke temen2, itu Bahasa Inggrisnya apa.” (Student 5)
“...choosing the right diction. For instance, how to say “tunggu sampai
mendidih” (wait until it boils) in English. Therefore, I should ask some
words to my friends.” (Student 5)
Student number 5 explained that the students had had difficulties in arranging
sentences and choosing the diction. For instance, the student did not know how to
say “tunggu sampai mendidih” (wait until it boils) in English. Therefore, by
combining and analyzing the results of the questionnaire and the interview, it
could be stated the students needed helps for improving their speaking skill due to
the fact that most of the respondents found difficulties.
The next statement that was written in number 8 was about whether or not
the students could control their speech while they were making a video based on
their experiences. The data showed that 25 students or 54.35% of the students
agreed with the statement. Meanwhile, one student or 2.17% of the student chose
“strongly agree”. Yet, 19 students or 41.30% chose “disagree”. Then, one student
chose “strongly disagree”. The results from statement number 8 indicated that the
students had the confidence in delivering their ideas. As stated by the respondents
in the open-ended questions, the students felt confident if they spoke the target
language in front of the camera. One interviewee also declared that the video
creating activity assisted the students to be more confident to speak English.
“...terus belajar untuk PD (percaya diri), terus melatih Bahasa Inggris yang speaking. Karena di video itu harus ngomong tutorial, harus
“..I learned to be confident and trained to speak English because the significant part in the activity was the speaking. So, I had to learn.” (Student 3)
Student 3 declared that the video creating activity could build the confidence
because the students were given the opportunity to explain or to express their
ideas in English. In other words, departing from the fact that the video creating
activity could train the students to speak English, the activity was also able to
guide the students to be more confident.
The ninth statement stated, “I can explain my ideas fluently”. Lado (1965)
stated that speaking skill is an ability to report the sequences of ideas fluently.
Nineteen students or 41.30% from the total respondents said that they agreed with
the statement. Two students also chose “strongly disagree”. However, 52.17% of
the students or 24 students disagreed with the statement and one student chose
“strongly disagree”.
The statement number 10 was about whether or not the students could
speak naturally in front of the camera. Twenty five students or 54.35% of the
students chose “agree”. Then, 4 students or 8.70% of the students chose “strongly
agree”. Yet, 17 students or 36.96% of the students disagreed with the statement.
There were no students who state “strongly disagree”.
The tenth statement was connected to the situation as one of the factors
that affected perception. Donnely, Gibson, and Invancevich (1985) defined that
situational factor such as press time could influence perceptual the accuracy. The
results of the closed-ended questions in the questionnaire proved that the students
34
should acquire the knowledge of how the native speakers used the language to
learn a foreign language. Therefore, through the video creating activity, the
students could learn to speak English naturally. In interview, student number 1
explained, “...kan ngomongnya nggak di depan kelas jadi nggak deg-deg-an”
(...because I did not speak in front of the class, I was not nervous). In other words,
the student number 1 claimed that there was no pressure when doing the activity.
Hence, the students could speak naturally.
In conclusion, the results of the questionnaire and the interview indicated
that the students had their confidence to speak English in the process of creating
the video. The students could be more confident because the situational factor
where the students could enjoy the process of creating the video. Moreover, the
students spoke in front of the camera instead of in front of the class. In 2003,
Nunan stated that the right speaking activity could build the students’ motivation
and make English became a fun subject.
However, the students still found the difficulties related to speak English
since the students lacked vocabulary. Moreover, the students were still confused
in composing sentences. Nunan (2003) noted that speaking skill in the target
language was more difficult than other skills. However, Ur (1996) claimed that
speaking skill is the most significant skill of all skills (listening, speaking,
reading, and writing). Therefore, the lecturers needed to assist the students to
develop their speaking skill by implementing an activity where the students could
C. The Students’ Motivation on the Video Creating Activity
The last finding was the motivation. Most of the Management students
stated that they were motivated to speak English after the video creating activity.
This finding was sustained by the results of the closed-ended questions in the
questionnaire that was written in number 11-15 about the students’ motivation on
the video creating activity.
Table 4.3 The Distribution of Responses Related to the Students’ Motivation No.
STATEMENTS
Degree of Agreement
SD D A SA
11. I build my confidence to speak English after doing the video 14. Creating video facilitates me to
speak English. 0 4 28 14
The statement that was written in number 11 was about whether or not the
video creating activity built students’ confidence to speak English. Twenty two
students or 47.83% of the students agreed with the statement. Besides, 30.43% of
the students or 14 students chose “strongly disagree”. Yet, 10 students or 21.74%
36
confidence to speak English. There were no students who chose “strongly
disagree”.
As stated by Ormrod (2011), motivation is something that energizes the
behavior. Based on this statement, the students were able to be more confident to
speak English. It showed that they were motivated as they directed the behavior
which was being confident.
The next statement which was written in number 12 stated, “Creating
cooking video motivates me to speak English”. Thirty students or 65.22% of the
students agreed that creating cooking video motivated them to speak English.
Moreover, 10 students or 21.74% from the total respondents claimed “strongly
agree” as their choice. However, 6 students or 13.04% of the students disagreed
with the statement. There were no respondents who chose “strongly disagree”.
In 2011, Ormrod noted that motivation was not only about something that
the students brought to school. It was more about the condition or situational
factor. Statement number 12 showed that the students were motivated to speak
English through the video creating activity. It was related to the situation in which
the students could speak English freely without any burden.
The thirteenth statement stated, “I get a lot of vocabulary through the video
creating activity”. From the data, 21 students or 45.65% of the students agreed
that they got a lot of vocabulary through the video creating activity. Moreover, 17
students or 36.96% chose “strongly agree”. Seventeen percent of the students or 8
students chose “disagree”. Besides, there were no students who chose “strongly
learned what they wanted to learn. It was one of the factors that influenced
perception which was “need”. The statement number 13 of the closed-ended
questions proved that the students were motivated to speak English because they
needed it. As the results, the students got an advantage which they could acquire
more vocabulary.
The next statement that was written in number 14 stated, “Creating video
facilitates me to speak English”. Twenty eight students or 60.87% of the students
chose “agree” with the statement. In addition, 14 students or 30.43% of the
students stated that they strongly agreed. Then, 4 students or 8.70% of the total
respondents chose “disagree”.
Similar to statement number 13, the fourteenth statement of closed-ended
questions was in line with one of the factors that affected perception which was
the need. The students saw the creating video activity was the answer of their
need. It was proven as the students agreed that the video creating activity could be
one of the learning techniques which facilitated them to speak in English.
The last statement of the closed-ended question stated, “I practice to speak
English as a preparation to create a cooking video”. The data showed that 21
students or 45.65% of the students agreed with the statement. Moreover, 14
students chose “strongly agree”. However, 11 students disagreed with the
statement or 23.91% of the total respondents. Then, there were no respondents
who chose “strongly disagree” in the last statement.
The last statement was in line with the theory from Ormrod (2011) which
