25
research in making conclusions. Descriptive quantitative research involves collecting data in order to answer the question related to the topic of study.
3.2 Subject of the Study
The study conducted at SMA Islam Sultan Agung 1 Semarang. The detail of subject of this study is elaborated in the following sub-chapter.
3.2.1. Population
The definition of the population is all groups that have been categorized to become the target of research to be carried out (Shukla, 2020). It means the amount of all units characterize the variable under study and may be a research result generalized. This study was conducted at SMA Islam Sultan Agung 1 Semarang and the population of this study was all 11th grades at SMA Islam Sultan Agung 1 Semarang. It consists of two majors, they are six XI MIPA and four XI IPS.
3.2.2. Sample
Sample as part of the number and characteristics possessed by a population.
Sampling measurements are carried out through statistics or based on research estimates to determine the size of the sample taken in carrying out research on an object (Shukla, 2020). Taking this sample size must be done in such a way as to obtain a sample that can describe the actual state of the population.
Participants in this study were selected from the population of 11th grades and English teachers at SMA Islam Sultan Agung 1 Semarang. Since the need of participant of this study is the teachers‟ and the students‟ who have use English
self recording video to improve students‟ speaking skill, they responded the questionnaire and gave their perception of it. Thus, this study selected 52 students of 11th grades and 4 teachers at SMA Islam Sultan Agung 1 Semarang.
3.3 Variable of the Study
Oyebanji (2017), defines variable is conditions or characteristics that studies manipulate, control, and observe. This study's main foundation is variables. As a result, without variables, this research would be impossible. Variables can be defined as objects, events, ideas, feelings, time periods, or other characteristics that are being evaluated and can produce values. There are independent and dependent variables in this study. The independent variable, have known as the input variable, represents the assumed cause, predictor, or antecedent, while the dependent variable, also known as the criterion or outcome variable, signifies the expected effect or consequence. Its value depends by another variable (Oyebanji, 2017). Independent and dependent variable of this study are divides as follows:
1. Independent variable
An independent variable is a specific variable selected in a study to control for influence on students or correlation with the dependent variable. In this study, the independent variable is an English self recording video.
2. Dependent variable
A dependent variable is a variable that cannot be alone. It always depends on another variable. It pursues the independent variable as the
center of the dependent variable in the study. The dependent variable is the teachers‟ and student's speaking skill.
3.4 Instrument of the Study
According to Brier & Jayanti.L.D. (2020), that instruments is tools that are used to collect, examine, and investigate a problem under research study. It is also included in the components for conducting research activities. This instrument is called an observation guide, interview, questionnaire, or documentary, depending on the method used. A tool or facility that research use to collect data to facilitate their work, for obtaining information relevant to the research projects, and there are many alternatives from which to choose.
In this study, a questionnaire was used to collect research data, allowing the data to be easily processed and producing a high-quality study about teachers' and students' perception of using English self-recording videos to improve students' speaking skills.
There are some columns in the close questionnaires which consist of questions using a scale that indicate strongly agree (SA), agree (A), neutral (N), disagree (D), and strongly disagree (SD). This rating scale is simple and easy to analyze in order to determine teachers‟ and students‟ perception. The statement explain as follows :
Table 3.1 Scoring Grade for Questionnaire
Scale Score
(Positive Statement)
Score
(Negative Statement)
Strongly Agree (SA) 5 1
Agree (A) 4 2
Neutral (N) 3 3
Disagree (D) 2 4
Strongly Disagree (SD) 1 5
3.5 Validity and Reliability of the Questionnaire
This sub-chapter consists of validity of the questionnaire and reliability of questionnaire which is to check the statement of the questionnaire.
3.5.1. Validity of the Questionnaire
Validity of the questionnaire was required to determine the instrument's accuracy and precision in data collection. A valid questionnaire measures what will be measured in the study. Sürücü & Maslakçi (2020), states that validity is determined by meaningful and appropriate interpretation of the data obtained from the measuring device as a result of the analysis. In this case, the focus was on validity testing, which determines the degree of measurements that correlate to research goals.
To determine the validity of a measuring instrument, there are a variety of different types of validity that have been suggested in the literature. According to Sürücü & Maslakçi (2020), these can be listed as follows: Predictive Validity, Concurrent Validity, Content Validity, Criterion-Related Invalidity, Internal Validity, External Validity, Construct Validity, Face Validity, Systemic Validity, Theoretical Validity, Jury Validity, Consequential Validity, Cultural Validity,
Interpretive Validity, Descriptive Validity, Evaluative Validity, Statistical Conclusion Validity, and Translation Validity. Although this list can be further expanded, there are two types of validity that are generally accepted as important, namely content validity and construct validity. Content validity refers to degree to which a test to assess a specific content area, then the degree to which a test measures an intended hypothetical construct is referred to as construct validity.
Thus, this study used content validity. The purpose of content validity is find out whether the questionnaire include all the material to be measure.
To validate the questionnaire, the lecturer advisor and English teachers gave expert judgment. The validation process was one through analyzing the statements of questionnaire by using the rubric instrument.
3.5.2. Reliability of the Questionnaire
Sürücü & Maslakçi (2020), mentions that reliability refers to the stability of a measuring device when used consistently over time. In other words, reliability was the ability of a criterion to give the same results when applied at different times. Reliability also applies to the instrument's connectivity with the object being measured, so that the instrument can be trusted and relied on. The consistency of the questionnaire scores was referred to as reliability. There was a tool that can help researcher in analyzing the data. The tool was Cronbach Alpha Formula on SPSS version 25.
This study used Cronbach Alpha Formula to determine the reliability of the questionnaire. Cohen et al. (2018), states that Cronbach alpha provides a through to correlation coefficient, implying that the formula showed the
correlation between each item and the sum of all other items. Olivia &
Nurfebiaraning, (2019), mentions that criteria of a research is said to be reliable by using the Cronbach alpha technique if reliability coefficientrn> 0,6. Based on the results of the Cronbach alpha test through SPSS 25 for windows software, it can be said to be reliable if the value is more than 0.6.
The level of reliability standard can be seen in the table bellow : Table 3.2 Levels of Standard Reliability
Score Standard
> 0.90 Very highly reliable
0.80 – 0.90 High reliable
0.70 – 0.70 Reliable
0.60 – 0.69 Minimally reliable
< 0.60 Unacceptably low reliable
3.6 Technique for Collecting Data
There were some data collection techniques which are particularly concerned with requests for permission to conduct research, such as through interviews, questionnaires, and recording, as well as research ethics (Ahmadi et al., 2021). In a study, the quantitative data was collected by using attitude- measuring instruments, and the information was analyzed using statistical procedures and hypothesis testing (Brier & Jayanti.L.D. 2020). This study used questionnaire as technique for collecting data about teachers‟ and students‟
perception of using English self recording video to improve students‟ speaking skill. In addition, the questionnaire in this study contains statements related to English self recording video.
There were some steps which need to do to collect data as follows:
1. The questionnaire was created and adjusted to the assessment criteria that related to English self recording video.
2. Validity was tested by lecturer advisor by using a rubric instrument.
3. Distributing the questionnaire to the try out class for reliability test by respondents, they filled in the questionnaire directly then the result calculate by using SPSS version 25 to test whether the statement in the questionnaire were reliable or not.
4. The valid and reliable questionnaire was finally given to sample records participants which include 4 English teachers and students.
3.7 Data Collecting Procedure
The data collecting procedures of the study used to help the study arrange well. The sequence procedures of the study are as follows:
1. Identifying the population and sample
The first procedure was identifying the population and sample of the study. The population and sample of the study determined under the criteria of the teachers‟ and students‟ perception who used the English self-recording video to improve students‟ speaking skill. Following that, the able to qualified population and sample became the subject of this study.
2. Creating the questionnaire
The second procedure was created the questionnaire. The questionnaire was created depend on some considerations such as external factor that influencing the teachers‟ and students‟ motivation to learn English independently.
3. Testing Validity and Reliability of the Questionnaire
The third procedure was tested the validity and reliability of the questionnaires. In this step the questionnaire presented to the lecturer advisor and English teacher to measure the validity of the questionnaire.
After the questionnaire was stated valid, then the data was inputted in SPSS program to know its validity and reliability. The result analysis of coefficient the data were determined whether the questionnaire valid and reliable or not.
4. Distributing Questionnaire to the Respondents
The last procedure was distributed the questionnaire to the responders. After that questionnaires were valid and reliable, the questionnaire distributed to the respondents in the following day. The respondents selected purposively, they filled the questionnaire by marking the answer based on their opinion. The questionnaire provided the information about the teachers‟ and students‟ perception of using English self recording video to improve students‟ speaking skill.
3.8 Data Analysis
Data analysis was the process of the research to analyze the data. The study used quantitative data analysis with data from the questionnaire. The process included collecting data on students‟ questionnaire result by using SPSS application to determine descriptive statistic such as means, frequency, and percentages to find out teachers‟ and students‟ perception of using English self recording video to improve students‟ speaking skill.
There were some steps which need to take to analyze the data after the questionnaire were collected. Firstly, after collecting the data, the result of the questionnaire calculate by using SPSS version 25 to find out how many percentage of teachers‟ and students‟ perception in each statement. Secondly, the data questionnaire analyzed based on the SPSS result whether it was positive or negative. Finally, the conclusion described depending on the result of questionnaire. The result of the questionnaire classified based on the following criteria.
35 CHAPTER IV
ANALYSIS RESULTS AND DISCUSSION
This chapter discusses about the analysis results and discussion. For Findings, it concluded School‟s Profile and Description of Participant. For the result, it concludes Analysis of Validity and Reliability of the Instrument, and Analysis of the Result of Questionnaire. The interpretation of the results will be explained on the discussion.
4.1. Findings
To find out the result of this research, the researcher has done the observation and giving questionnaire to the teachers‟ and students‟ of eleventh grades at SMA Islam Agung 1 Semarang which consist of two major, there were MIPA and IPS. It was fifty six the respondents of this research.
4.1.1 School „s Profile
SMA Islam Sultan Agung 1 Semarang is a private school in Semarang. It is located at Mataram street no. 675, Wonodri, Semarang, Central Java. This school used curriculum merdeka in the teaching learning process. The accreditation of this school is A.
SMA Islam Sultan Agung 1 Semarang has two majors like MIPA and IPS.
It has 34 classrooms, 6 laboratories, a library and other facilities. This school has 56 teachers and 33 staff. In addition, there are tents grades, 301 eleventh grades, and 380 twelfth grades.
4.1.2 Description of Participants
The participants of this study were students of Sultan Agung Islamic High School 1 Semarang. It was eleventh grade which had ever use self recording video to improve students‟ speaking skill. There were 52 students and 4 teachers who participated in this study. They were 25 of XI IPS 1 and 27 of XI MIPA 2.
4.2. Result
This sub-chapter presents about validity and reliability of the instrument and the result of data obtained of the questionnaire.
4.2.1 Validity
The validity of the questionnaire had been analyzed before being distributed to the respondents. It was done for ensuring wether the instrument was valid to be used. The instrument was calculated by using SPSS. The validity result was showed in appendix 6.
Based on the questionnaire validation result, the instrument that was used in this study was defined as valid. In calculating the validity test, it was determined by r-value that must be higher than r-table (r-table at n=54 is 0,2632). Based on the table above, r-value from each item was higher than r-table (0,2632).
Therefore, it could be concluded that the instrument was valid and can be used to the next step.
4.2.2 Reliability
After conducting the calculation of the validity of the instrument, the next step was to calculate the reliability of the instrument. The reliability was conducted to find the consistency of the test result. The instrument can be reliable
if the result is higher than 0,60. This reliability used the Cronbach Alpha formula and calculated by using SPSS. Based on the calculation, the result of the reliability was 0,940. It can be stated that it was higher than 0,60. Therefore, the instrument was reliable to be used. The level standard reliability of 0,940 was included in very high reliability criteria. The calculation of reliability was showed as follows:
4.1.3 Analysis Questionnaire Results
In this part explained the result of closed-ended questionnaire. It was likert scale with twenty six statements. There were fifty six respondents who had responded by choosing one of the answers with categorized scale option: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD).
The result of the answer can be seen in the following table on per-tem of the questionnaire:
Table 4.3 Questionnaire Result Item 1
“Self-recording video is easy to make”
Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 2 3.6 3.6 3.6
Disagree (D) 7 12.5 12.5 16.1
Neutral (N) 17 30.4 30.4 46.4
Agree (A) 21 37.5 37.5 83.9
Strongly Agree (SA) 9 16.1 16.1 100.0
Total 56 100.0 100.0
Table 4.2 Reliability Statistics of Instruments
Cronbach's Alpha N of Items
.940 26
The table above showed the score of item 1 was “ Self recording video is easy to make “. From the table above, it can be concluded that teachers and students had good perception about self recording video. There were 21 respondents (37,5%) that strongly agree, 17 responders (30.4%) and 9 responders (16.1%) also agree of 56 teachers and students agree that the use of self recording video was easier to make.
Table 4.4 Questionnaire Result Item 2
“ Self recording video is fun to make “ Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 2 3.6 3.6 3.6
Disagree (D) 11 19.6 19.6 23.2
Neutral (N) 16 28.6 28.6 51.8
Agree (A) 18 32.1 32.1 83.9
Strongly Agree (SA) 9 16.1 16.1 100.0
Total 56 100.0 100.0
The statement of the questionnaire item 2 was “Self recording video is fun to make” showed that the scale “Strongly Agree” has 9 respondents or 16,1%.
The scale of “Agree” has 18 respondents or 32,1%. The scale “Neutral” has 16 respondents or 28,6%. The scale “Disagree” has 11 respondents or 19,6%. Then, the scale of “Strongly Disagree” has 2 respondents or 3,6%. From explanation above, it can be concluded that teachers and students gave good perception that the use of self recording video was fun to made.
Table 4.5 Questionnaire Result Item 3
“ Self-recording video can be created anytime inside and outside in the speaking class “
Frequency Percent Valid Percent Cumulative Percent
Valid Disagree (D) 4 7.1 7.1 7.1
Neutral (N) 20 35.7 35.7 42.9
Agree (A) 21 37.5 37.5 80.4
Strongly Agree
(SA) 11 19.6 19.6 100.0
Total 56 100.0 100.0
The statement of the questionnaire item 3 was “ self recording video can be created anytime inside and outside in the speaking class “. That the scale were
“Strongly Agree” has 11 respondents or 19,6% , “Agree” has 21 respondents or 37,5% and “Neutral” scale has 20 respondents or 35,7%. While “Disagree” scale has 4 respondents or 7,1%. There is no respond of the scale of “Strongly Disagree”. From explanation above, it can be concluded that teachers and students gave good perception that self recording video can be created anytime inside and outside
Table 4.6 Questionnaire Result Item 4
“ Self-recording video can be made individually or in a pair/group ”
Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 1 1.8 1.8 1.8
Neutral (N) 11 19.6 19.6 21.4
Agree (A) 31 55.4 55.4 76.8
Strongly Agree (A) 13 23.2 23.2 100.0
Total 56 100.0 100.0
The statement of the questionnaire item 4 was “ self –recording video can be made individually or in a pair/group “. From the table above, that the scale
“Strongly Agree” has 13 respondents or 23,2%. The scale of “Agree” has 31 respondents or 55,4%. The scale “Neutral” has 11 respondents or 19,6%. Then, the scale have 1 respondent or 1,8% of strongly disagree related to made individually or in a pair/group by using self recording video. It can be conclude
that most of students agreed that self recording video can be mad individually or in a pair/group.
Table 4.7 Questionnaire Result Item 5
“ Creating self-recording video with a partner can motivate me learning speaking well “
Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 2 3.6 3.6 3.6
Disagree (D) 4 7.1 7.1 10.7
Neutral (N) 17 30.4 30.4 41.1
Agree (A) 15 26.8 26.8 67.9
Strongly Agree (SA) 18 32.1 32.1 100.0
Total 56 100.0 100.0
The statement of the questionnaire of item 5 was “ Creating self – recording video with a partner can motivate me learning speaking well”. From table above, that the scale “Strongly Agree” has 18 respondents or 32,1%. The scale “Agree” has 15 respondents or 26,8%. “Neutral” scale has 17 respondents or 30,4%. While “Disagree” scale has 4 respondents or 7,1%. The scale “Strongly Disagree” has 2 respondents or 3,6% that the used self recording video with a partner can motive to learning speaking well. It was indicated that teachers and students gave good perception that creating self recording video with a partner can motivate to learning speaking well.
Table 4.8 Questionnaire Result Item 6
“ Self recording video was an effective strategy to improve my English speaking skill “
Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 2 3.6 3.6 3.6
Disagree (D) 5 8.9 8.9 12.5
Neutral (N) 22 39.3 39.3 51.8
Agree (A) 20 35.7 35.7 87.5
Strongly Agree (SA) 7 12.5 12.5 100.0
Total 56 100.0 100.0
The statement of the questionnaire item 6 was “ Self recording video was an effective strategy to improve my English speaking skill “. From the table above, that the scale “Strongly Agree” has 7 respondents or 12,5%. The scale
“Agree” has 20 respondents or 35,7%. “Neutral” scale has 22 respondents or 39,3%. While “Disagree” scale has 5 respondents or 8,9%. The scale “Strongly Disagree” has 2 respondents or 3,6% that self recording video was an effective strategy to improve English speaking skill. So, it was indicated that teachers and students gave good perception toward self recording video.
Table 4.9 questionnaire Result Item 7
“ Self-recording video helps me improve my pronunciation “
Frequency Percent Valid Percent
Cumulative Percent
Valid Strongly Disagree (SD) 1 1.8 1.8 1.8
Disagree (D) 2 3.6 3.6 5.4
Neutral (N) 16 28.6 28.6 33.9
Agree (A) 29 51.8 51.8 85.7
Strongly Agree (SA) 8 14.3 14.3 100.0
Total 56 100.0 100.0
The statement of the questionnaire item 7 was “ Self recording video helps me improve my pronunciation “. From table above showed that the scale
“Strongly Agree” has 8 respondents or 14,3%. The scale “Agree” has 29 respondents or 51,8%. “Neutral” scale has 16 respondents or 28,6%. While
“Disagree” scale has 2 respondents or 3,6%. The scale “Strongly Disagree” have 1 respondent or 1,8% that self recording video helps them improve their pronunciation. It was indicated that teachers and students gave a good perception toward self recording video.