TEACHERS’ AND STUDENTS’ PERCEPTION OF USING ENGLISH SELF-RECORDING VIDEO TO IMPROVE STUDENTS’ SPEAKING SKILL ( A Case Study at the Eleventh grade of SMA Islam Sultan Agung 1 Semarang in 2022/2023 Academic Year) A FINAL PROJECT

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in 2022/2023 Academic Year) A FINAL PROJECT

Submitted in Partial Fulfillment of the Requirements to Obtain the Degree in English Education

COVER Written by : RINA MUNAFA‟AH

31801700026

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND COMMUNICATION SCIENCE SULTAN AGUNG ISLAMIC UNIVERSITY

SEMARANG 2023

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i APPROVAL A Final Project entitles

TEACHERS‟ AND STUDENTS‟ PERCEPTIONS OF USING ENGLISH SELF-RECORDING VIDEO TO IMPROVE STUDENTS‟ SPEAKING

SKILL

( A Case Study at the Eleventh grade of SMA Islam Sultan Agung 1 Semarang in 2022/2023 Academic Year)

Prepared and Presented by:

RINA MUNAFA‟AH 31801700026

This final project has been approved by the advisor to be examined by the Board of Examiners.

Semarang, August 13^th , 2023 Approved by:

Advisor

Nani Hidayati, S. Pd., M. Pd NIK. 210809016

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ii

PAGE OF VALIDATION A Sarjana Pendidikan Final Project On

TEACHERS‟ AND STUDENTS‟ PERCEPTIONS OF USING ENGLISH SELF-RECORDING VIDEO TO IMPROVE STUDENTS‟ SPEAKING SKILL

( A Case Study at the Eleventh grade of SMA Islam Sultan Agung 1 Semarang in 2022/2023 Academic Year)

Prepared and Presented by:

RINA MUNAFA‟AH 31801700026

Defended before the Board of Examiners On __________________2023

and Decelerate Acceptable Board of Examiners Advisor : Nani Hidayati, S.Pd,. M.Pd.

Examiner 1 : Nur Ekaningsih, S.Pd., M.Pd.

Examiner 2 : Dr. Kurniawan Yudhi Nugroho, S.Pd., M.Pd.

Semarang,________________2023 Faculty of Languages and Communication Science

Dean

Trimanah, S.Sos., M.Si NIK. 211109008

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iii

STATEMENT OF WORK‟S ORIGINALITY

Hereby, I honestly declare that the undergraduate final project I wrote does not contain the works or part of the works of the people, except those that were cited in the quotation an the references as a scientific paper should. If my statement is not valid in the future, I absolutely agree to accept an academic sanction in the form of revocation of my paper and my degree obtained from that paper.

Semarang, August 13^th , 2023

Rina Munafa‟ah NIM: 31801700026

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iv MOTTO

“ Maka sesungguhnya bersama kesulitan ada kemudahan”

(Qs. Al-Insyirah 94:Ayat 5-6)

“Life is still long, so don’t be unsure or insecure. Let’s just follow the flow of time. We will met chances or opportunities and a new path”

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DEDICATION

This final project is dedicated to:

My father and mother and the big family of Ismail My best friends

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v

ACKNOWLEDMENTS

Alhamdulillahi rabbill alamin, In the name of Allah, I would like to reveal the sincere and deepest gratitude to Allah for the blessing, mercy, health, motivation and inspiration during the completion of the final project. Shalawat and salam are due to the highly chosen prophet Muhammad SAW, his families and followers until the end of the humanity. In this opportunity, I would like to thank you for many people who have motivated and supported me in finishing this final project as well as expressing my appreciation to following people

1. Prof. Dr. H. Gunarto, S.H., M.Hum. as the rector of Sultan Agung Islamic University.

2. Trimanah, S. Sos., M.Si, as the Dean of the Faculty of Language and Communication Sciences, Sultan Agung Islamic University.

3. Nur Ekaningsih, S.Pd., M.Pd, as the head of English Education Study Program of Faculty of Languages and Communication Science, Sultan Agung Islamic University. She also as the academic advisor who always supports and reminds me to finish final project.

4. Nani Hidayati, S.Pd., M.Pd, as my advisor who has patiently guided me, and given the best advice, comments, and suggestion to complete the final project.

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5. Dra. Hj. Siti Mubarakatut Darojati, M.Si. as the headmaster of SMA Islam Sultan Agung 1 Semarang for the permission to conduct the research in the school.

6. Jamal, S.Pd., M.Si. as the English teacher of SMA Islam Sultan Agung 1 Semarang for permission, help, and cooperation during the research.

7. All lecturers and Staff of Languages and Communication Science Faculty, Sultan Agung Islamic University, who had been giving motivation, support, and precious knowledge to the writer during her study at Sultan Agung Islamic University.

8. All of my best friends who cannot be mentioned one by one who always be with me and give me motivation and support.

Lastly, I realize that this final project is still far for being perfect. Therefore, I hope this final project will be useful and beneficial to the improvement of knowledge.

Semarang, August 13^th , 2023

Rina Munafa‟ah NIM: 31801700026

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ABSTRACT

Munafaah, Rina. (2023). Teachers’ and Students’ Perceptions of using English Self Recording Video to Improve Students’ Speaking Skill (A Case Study at the 11^th Grades of SMA Islam Sultan Agung 1 Semarang in Academic Year 2022/2023). A Final Project. English Education Study Program. Faculty of Languages and Communication Science, Sultan Agung Islamic University.

Advisor: Nani Hidayati, S.Pd., M.Pd.

The purpose of this study was to find out the teachers‟ and students‟ perception of using English self-recording video to effectively improve 11^th grade students‟

English speaking skill at SMA Islam Sultan Agung 1 Semarang. The research design was descriptive quantitative design. The population of this study was 11^th graders of SMA Islam Sultan Agung 1 Semarang. The Sample used was 4 English teachers and 52 students of Eleventh of graders. The instrument of this study used a closed questionnaire. The data was tabulated by descriptive analysis on SPSS version 25. The questionnaire consisted of 26 statements. The results showed that 16% of respondents strongly agreed, 41% agreed, 35% were neutral, 8%

disagreed and 0% strongly disagreed. It can be concluded that the highest score was in the "Agree" scale, therefore the majority of the respondents are in agreement. It means that teachers' and students' perception of the use of English self-recording video to improve students' speaking skills are positive, and it can effectively improve students' speaking skills.

Keywords: Perception, Self Recording Video, Teaching and Learning Strategy

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viii INTISARI

Munafaah, Rina. (2023). Teachers’ and Students’ Perceptions of using English Self Recording Video to Improve Students’ Speaking Skill (A Case Study at the 11^th Grades of SMA Islam Sultan Agung 1 Semarang in Academic Year 2022/2023). A Final Project. English Education Study Program. Faculty of Languages and Communication Science, Sultan Agung Islamic University.

Advisor: Nani Hidayati, S.Pd., M.Pd.

Tujuan dari penelitian ini adalah untuk mengetahui persepsi guru dan siswa mengenai penggunaan video rekaman bahasa Inggris untuk meningkatkan kemampuan berbicara bahasa Inggris siswa kelas XI di SMA Islam Sultan Agung 1 Semarang. Desain penelitian ini adalah desain kuantitatif deskriptif. Populasi penelitian ini adalah siswa kelas 11 SMA Islam Sultan Agung 1 Semarang.

Sampel yang digunakan adalah 4 guru bahasa Inggris dan 52 siswa kelas XI.

Instrumen penelitian ini menggunakan kuesioner tertutup. Data ditabulasikan dengan analisis deskriptif pada SPSS versi 25. Kuesioner terdiri dari 26 pernyataan. Hasil penelitian menunjukkan bahwa 16% responden menyatakan sangat setuju, 41% setuju, 35% netral, 8% tidak setuju dan 0% sangat tidak setuju.

Dapat disimpulkan bahwa skor tertinggi berada pada skala "Setuju", oleh karena itu mayoritas responden menyatakan setuju. Ini berarti bahwa persepsi guru dan siswa terhadap penggunaan video rekaman mandiri bahasa Inggris untuk meningkatkan kemampuan berbicara siswa adalah positif, dan secara efektif dapat meningkatkan kemampuan berbicara siswa.

Kata kunci: Persepsi, Video Rekaman Diri, Strategi Belajar Mengajar

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TABLE OF CONTENTS

COVER ... i

APPROVAL ... i

PAGE OF VALIDATION ... ii

STATEMENT OF WORK‟S ORIGINALITY ... iii

MOTTO ... iv

ACKNOWLEDMENTS ... v

ABSTRACT ... vii

INTISARI ... viii

TABLE OF CONTENTS ... xii

LIST OF TABLE ... xv

LIST OF APPENDICES ... xvii

CHAPTER I INTRODUCTION ... 1

1.1. Background of the Study ... 1

1.2. The Reason for Choosing the Topic ... 4

1.3. Research Question ... 5

1.4. Objective of the Study ... 6

1.5. Significance of the Study ... 6

1.6. Limitation of the Study ... 7

1.7. Definition of The Key Terms ... 7

1.8. Organization of Study ... 8

CHAPTER II REVIEW OF RELATED LITERATURE ... 10

2.1. Perception ... 10

2.1.1. The Definition of Perception ... 10

2.1.2 The Process of Perception ... 11

2.2 General Concept of Speaking ... 13

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2.2.1. Definition of Speaking ... 13

2.2.2. Type of Speaking ... 14

2.2.3. Teaching and Learning Speaking ... 15

2.3. Teaching and Learning Strategy ... 16

2.4. Self Recording Video ... 18

2.4.1. The Definition of Self Recording Video ... 18

2.4.2. The Advantages and Disadvantages of Self Recording Video ... 19

2.5. Previous Studies ... 21

CHAPTER III RESEARCH METHOD ... 25

3.1 Design of the Study ... 25

3.2 Subject of the Study ... 26

3.2.1. Population ... 26

3.2.2. Sample ... 26

3.3 Variable of the Study ... 27

3.4 Instrument of the Study ... 28

3.5 Validity and Reliability of the Questionnaire ... 29

3.5.1. Validity of the Questionnaire ... 29

3.5.2. Reliability of the Questionnaire ... 30

3.6 Technique for Collecting Data ... 31

3.7 Data Collecting Procedure ... 32

3.8 Data Analysis ... 34

CHAPTER IV ANALYSIS RESULTS AND DISCUSSION ... 35

4.1. Findings ... 35

4.1.1 School „s Profile ... 35

4.1.2 Description of Participants ... 36

4.2. Result ... 36

4.2.1 Validity ... 36

4.2.2 Reliability ... 36

4.1.3 Analysis Questionnaire Results ... 37

4.2. Discussion ... 54

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CHAPTER V CONCLUSION AND SUGGESTION ... 58

5.1. Conclusion ... 58

5.2 Suggestions ... 59

REFERENCES ... 60

APPENDICES ... 64

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xv

LIST OF TABLE

Table 3.1 Scoring Grade for Questionnaire ... 29

Table 3.2 Levels of Standard Reliability ... 31

Table 4.2 Reliability Statistics of Instruments ... 37

Table 4.3 Questionnaire Result Item 1 ... 37

Table 4.9 questionnaire Result Item 7 ... 41

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xvi

Figure 4.1 Teachers and Students Questionnaire Result ... 54

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xvii

LIST OF APPENDICES

Appendix 1 Table. 4.1 The Questionnaire Validity Result ... 65

Appendix 2 Permission Letter... 66

Appendix 3 Statement Letter after Research ... 67

Appendix 4 Questionnaire Sheets ... 68

Appendix 5 Questionnaire for Teachers ... 71

Appendix 6 Validation of Instrument from the lecturer Advisor ... 73

Appendix 7 Validation of Instrument from the English teacher ... 75

Appendix 8 List of Teachers‟ and Students‟ Code ... 76

Appendix 9 Students‟ Response ... 78

Appendix 10 Documentation ... 79

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1 CHAPTER I INTRODUCTION

This first chapter contains the Background of the Study, the Reasons for Choosing the Topic, Identification of the Study, the Question of the Research, the Objective of the study, the Limitation of the Study, the Significance of the Study, the Definition of the Key Terms, and Outline of the Study.

1.1. Background of the Study

Speaking is one of the skills that emphasizes students to focus on producing words in spoken forms as a means of direct communication. Therefore, people think that language is spoken and learning languages must focus mostly on mastering speaking. You need to express your thought and feeling in the spoken language to others especially when you speak to foreigners. Speaking is the medium through which most languages are learned, including English. Speaking is more than simply pronouncing a sequence of words according to their correct pronunciation (Putra, 2017). And to produce specific points of language such as grammar, pronunciation, or vocabulary.

As a means of direct communication, speaking is usually used to communicate with each other between the sender and the receiver. It can be said that communication requires both a speaker and a listener. They interact by responding to what they hear and listen to (Srinivas Rao, 2019) Among the four key language skills, speaking is the most important skill in learning a foreign or

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second language. In daily life, speaking is the best way to start making friends or communicating with other people from around the world. The millennium era, with the advance technology of communication tools people expect that the goal of teaching speaking can improve students' communicative and collaborative skills, with people from other countries because students can express themselves freely and learn how to follow the social and cultural rules in different communicative circumstance.

Specifically in learning English, speaking is an important skill to be mastered by students because English itself has been used by people around the globe since the colonization era. To master English speaking, students need to be encouraged continuously to and accustomed to hearing English every single day, in order to be fluent in it. By the time, every time students want to delineate ideas or express their feeling, automatically they will speak in English. They are aware of their thoughts and emotions as they communicate, just as when you communicate, people form opinions about your personality and speculate about your thoughts and motivations (Ilham et al., 2020). Speaking is used for a variety of purposes and requires different skills for each purpose. For example, when using casual conversations, the goal is to socialize with people, build good relationships, or have just fun chatting with friends in the group. While formal conversation requires specific diction and different way to deliver it with the purpose of conducting formal business.

However, mastering English speaking has some challenges. There are moments in which students who anxious and afraid in the speaking class which

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cause students to keep silent. The students that attending a speaking class often felt anxious due to pressure from the speaking tasks which require them to present individually and spontaneously within a limited time. According to Crisianita &

Mandasari, 2022), Small group talks are held in the classroom to aid students in developing their communicative and practical English speaking abilities.

Sometimes, when the teacher asks students to say something in English, the learner may have nothing to say, perhaps because the teacher selected a topic that is difficult to understand or respond to. Once they are all to speak there is a long pause when they tried to speak English because they had to think about what to say. It is because they do not know what to say, what vocabulary to use, or how to use the grammar correctly. In only limited time to teach English speaking, teacher usually asked students to make a self-recording video as one of teaching speaking techniques to train students get use in speaking English.

Self-recording video is one of teaching techniques which uses the modern learning media. In the modern era, teachers need to be creative and innovative.

Self-recording has been widely accepted as a more powerful and understandable form of second and foreign language learning than other media (Padmadewi, 2019). Self-recording videos often show that something has been recorded by self- employment or self-training person. Nowadays, It has become possible for anyone with a mobile phone to make a self-recording video, while in the past, this process required expert technicians with specific knowledge, and access to expensive specialist video equipment, processing, and streaming files. Therefore, with this advance technology tool, teachers can ask students to

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make their self-recording video while speaking English to train them for practicing English more.

Based on the explanation above, in order to make students practice more in speaking English, teacher use a self-recording English speaking video to students.

Therefore, it is important to know about teachers‟ and students‟ perception of this technique effectiveness to improve students English speaking skills.

1.2. The Reason for Choosing the Topic

There are some reasons underlying to carry out of this study. They are as follows :

1. Speaking is one of the skills that determines the success of the process of expressing and communicating messages and ideas..

2. In Indonesian curriculum requirements, students must be able to actively participate in the learning process. Speaking ability can be assessed using cognitive assessments as well as psychomotor and emotional assessments.

3. In the information technology era, where information and knowledge can be easily found on social networks, students must be able to take an advantages of information technology advances by making it as a useful learning tools.

4. Using video recordings to make students' speaking fun and improve is one of the strategies in the learning process. Students who are able to

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engage in depth through the independent use of video recordings learn more easily, correct their misspellings, and achieve what they want.

5. It is important to be aware of students‟ needs in teaching learning process. Teachers should have flexible teaching style which aims to improve the quality of their teaching. Teachers are expected to have broad experience of teaching learning process to foster students‟

learning motivation to learn effectively in order to increase their subject knowledge, then directly they can improve their achievement .

6. This study give the opportunity to learn about teachers' and students' attitudes toward the use of self-recording videos in the teaching-learning process. Therefore, the study tries to find out what are the teachers‟ and student's perception of the use of English self-recording video is effectively for enhancing student‟s speaking practices.

1.3. Research Question

Based on the reason above, there is one question formulated in this research :

What are teachers‟ and students perception of using English self-recording video to effectively improve 11^th grade students‟ speaking skill at SMA Islam Sultan Agung 1 Semarang in the academic year 2022-2023?

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1.4. Objective of the Study

Based on the problem statement above, this study aims to find out the teachers‟ and students‟ perception of using English self-recording video to effectively improve 11^th grade students‟ English speaking skill at SMA Islam Sultan Agung 1 Semarang in the academic year 2022-2023.

1.5. Significance of the Study

The result of this study are expected to give some contributions as follows:

1. Pedagogical significance

For the pedagogical world, this research gave innovation in teaching English more fun and relaxed. We would know how teachers‟ and students‟ perceptions toward the use self-recording video were in the teaching learning process. Hopefully, it could be an exciting and appropriate for students to do practice for their activity.

2. Practical Significance

For the teachers, This study was expected to improve the teacher‟s teaching ability, it is also expected to give teacher a new innovations in the teaching strategy, so that each teacher‟s learning method is always relevant and not boring for students.

For the students, it helps the students to express their feelings and to improve students independent their speaking skill, especially English learning. Hopefully the students can use technology not only for having fun, but also for instruct self confidence.

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1.6. Limitation of the Study

To avoid the ambiguity, this study limit the scope of research to the following problems in order to avoid misinterpretation of the problem the scope is presented in the following:

1. For generally, there are students use mobile phones as record video that had been created, but this research of using English self-recording video to test whether or not this strategy to improve students‟

speaking skill on teachers and students perception .

2. This research was conducted to students 11^th grade of SMA Islam Sultan Agung 1 Semarang.

1.7. Definition of The Key Terms

In order to clarity the key terms used in this study, some definitions are put forward.

1. Perception

Perception is a process of individual assessment of an object. It can be positive or negative away. Perception can be defined as the way the person perceive on the process of thinking about certain phenomenon.

According to Lisnawati, Ice (2010), states that Perception is a process that begins with the five senses of organ. It is a process related to the human brain's reception of information, which is believed to be the process by which a person continuously interacts with his or her environment.

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2. Speaking

According to Nurdin (2021), Speaking is the ability to apply language knowledge in real communication, students use this skill in daily activities. Meanwhile, Putra (2017), states that Speaking is also a medium through which most languages are learned, including English.

Speaking is more than simply pronouncing a sequence of words according to their correct pronunciation.

3. Self Recording Video

A similar study to present by Sandy T.et al., (2017), who examined the perception of students regarding the recording of videos to explain class content. The self-video recording process allows students to apply the language and communication characteristics they already have outside of the English class and as they conducting to record a video with certain topics related of this study (Abdulrahman &

Basalama, 2019).

1.8. Organization of Study

The final project consists of five chapters, they are :

Chapter I present the introduction of the study. It consists of the background of the study, Reason for Choosing this Topic, Research Questions, Objective the Study, Significance of the Study, Limitation of the Study and Outline of study.

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Chapter II present review of related literature. This chapter describes Teaches and Students perceptions, Self Video Recording, English Academic Achievement, and Review of Previous Studies.

Chapter III present research method. This chapter explain Research Design, Variables of the Study, Subject of the Study, Instrument of the Study, Validity and Reliability, Data Collection Techniques, Procedures of the Study, and Data Analysis Techniques.

Chapter IV 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.

Chapter V presents Conclusion of this study and Suggestion for, teacher, students, and the next researcher.

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10 CHAPTER II

REVIEW OF RELATED LITERATURE

Chapter 2 presents reviews of related literature which concludes several points to be explained. The theories cover perception, self-recording video, and the review of previous studies.

2.1. Perception

Perception is the first keyword in this title. It becomes the sub-chapter in chapter two that covers the definition of perception, the dimension of perception, and the processes of perception.

2.1.1. The Definition of Perception

Perception is a psychological processes through the experience received by the five senses, the individuals can transform the reaction into positive or negative perception. Gokhan, (2012), divides perception in the process of organizing and interpreting individual impression received by the five senses (seeing, hearing, feeling and touching) to give meaning to the environment. With the appropriate impression that gives meaning to our atmosphere, how should we treat it well or badly. Perception can be define as the reaction in which a person must judge everything he sees from his point of view. Human action on acquired things basically begins with sensing or perception, the process of introducing stimuli into the human senses, and the stimuli received from the sense organs are transformed by the brain.

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According to Ofori et al. (2020), perception is about objects, events, or relationships obtained by inferring information experience interpreting messages. There is constructive process which beyond the stimuli that attempt to construct a meaningful situation. Perception is the ability of the senses to translate a stimulus or the process of translating a stimulus into the human senses. In human perception, there is a difference between perceiving something as a good or positive perception and a negative perception that will influence one's actions.

From the definition above, it can included that human perception is, the process of interpreting. It is students' organization stimulation that is influenced by a variety of knowledge, desires, and experiences; is related to the stimulation taken by human behavior in determining one's life purpose.

Perception also translating a stimulus into human sense, there is a difference between perceiving something as a good or positive perception and a negative perception.

2.1.2 The Process of Perception

Perception begins when a person is presented with a stimulus or situation. This conflict can be a direct sensory stimulus or a conflict with the physical or sociocultural environment as a whole. The perceptual process begins with the process of receiving, selecting, organizing, interpreting, examining, and responding to stimuli. It is processed differently by internal and external receptors (Bughulashvili, 2013).

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According to Qiong (2017), there are three steps of perception process. First is selection namely the process of experience that people take from environmental stimuli around us like the example when we hear the news from the reporter. The second stage of this process is organization after the information has been selected by others, people need to find the specific information and organize it somehow meaningful patterns. The third level of perception is interpretation it refers to the process of giving meaning to the things that have been selected from the organizational process. Once the selected stimulus has been classified, it is converted into a structured and stable pattern and try to make sense of it of these patterns by assigning meaning to them.

Cherry (2015), states that to understand more deeply about the perception process, it can be seen from the 8 points namely:

1. Environmental stimulus: first thing is environmental stimulus which has an important role in the environment for human to be perceived 2. Attended stimulus: Accompanying stimuli are specific objects in

the environment on which people attention are focused.

3. Image on the retina: This part of this perception process, light involves the cornea and pupil to reach the eye lens. the process by which humans see something and what they see.

4. Transduction: the process by which people interpret what people see visually and send it to the brain to provide signal information.

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5. Neural processing: After transduction, the electrical signal is processed by nerves. Where the signal goes to hearing or appearance people.

6. Perception: In this step of the perceptual process, humans perceive stimuli in the environment.

7. Recognition: This process involves awareness of the stimuli that people feel which gives them the ability to give meaning to objects that we recognize.

8. Action: The action phase of the perception process involves some type of motor activity that occurs in response to the perceived stimulus namely perform simple activities such as blinking and running.

2.2 General Concept of Speaking

This sub-chapter contains Definition of Speaking, Types of Speaking, the Function of Speaking Skill, the Elements of Speaking Skill and Teaching Speaking.

2.2.1. Definition of Speaking

Speaking is a type of ability in English. Speaking is one method of communicating ideas and thoughts that are messages to the public, either directly or indirectly. According to Nurdin (2021), speaking is the act of explaining various meanings through the mouth using verbal and nonverbal symbols in language. In this case, it generates sounds by in using human body

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parts, specifically the vocal tract, vocal cords, and tongue.Speaking is one of the important parts of second language learning and teaching. People can easily adapt or find out what learners actually know about the language that they are learning as a second language. Then, without speaking communication fails, and people are unable to convey ideas or information to others (Razaq et al., 2022). Nurdin (2021), states that speaking also the primary form of communication among various members of society, used to express ideas, and has become an integral part of people's daily lives. People who can master English are especially valuable in society, because speaking a foreign language is a complex skill that includes vocabulary, grammar, pronunciation, and fluency. It is the ability to structure a conversation, as well as nonverbal abilities.

According to the definition above, speaking is a skill that requires being productive in a variety of ways, particularly expressing communication with anyone. As a result, in a formal environment, students are advised to practice communicating in English wherever and whenever possible.

Especially when interacting with English teachers.

2.2.2. Type of Speaking

According to Ilham et al., (2020), A type of speaking means that the types of language used reflect how oral interactions can be categorized in terms of routines.

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There are five basic types of speaking as follows : 1. Imitative

Imitative speaking performance is the ability to simply show the correct back (imitate) a word, phrase, or a sentence.

2. Intensive

The concept of exercises of oral language designed to demonstrate fluency in a specific grammatical, phrasal, lexical, or phonological relationship.

3. Responsive

Interaction and comprehension testing, but at a somewhat limited level of very short conversation, standard greetings and small talk, simple requests and comments, and so on.

4. Interactive

The length and complexity of the interaction, which may include multiple exchanges and/or multiple participants, are referred to as interactive.

5. Extensive

Speeches, oral presentations, and storytelling are examples of oral production tasks in which the opportunity for oral interaction from the listener is either very limited or non-existent.

2.2.3. Teaching and Learning Speaking

Med (2017), states that teaching is an activity in which the teacher instructs and guides students by providing examples, instructions, and guidance. Teaching is also intended to aid the learner's internal process of learning. When teaching is done outside of the learner, it is impossible to

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motivate others if they are not motivated from within. Teaching can be viewed as an interactive activity between teachers and students that involves classroom instruction (Dessi et al., 2021).

2.3. Teaching and Learning Strategy

In general, strategy is used to achieve success in achieving a goal. This means that strategy is necessary in order to achieve something. According to Yasemin, (2011), learning strategies are any actions taken to solve problems in learning activities and help maximize the learning process by increasing and optimizing cognitive, affective, or social behavior. A teaching strategy, is from the other hand, is a general plan for teaching students that contains structure, instructional objectives, and an outline of planned tactics for strategy implementation (Dessi et al., 2021). The development of teaching strategies, providing appropriate stimulus for timely responses, drilling the managed to learn responses, increasing responses through extra activities.

According to Bahri, (2019), The strategy referred to here and used as a theoretical basis is a fundamental strategy in teaching and learning speaking, and it is as follows:

a. Identify and establish specifications and qualifications for the expected changes in behavior and personality of students.

b. Choosing a learning approach system based on the aspirations and outlook of life of the community.

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c. Selecting and determining procedures, methods and teaching techniques that are considered the most appropriate and effective so that they can be used as guidance by the teacher in carrying out their duties as a teacher.

d. Establishing norms and minimum limits of success or criteria and standards of success and can be used as guidelines by teachers in evaluating learning outcomes which will then be used as feedback to perfect the instructional system as a whole.

Kistner et al. (2015), mentions that teaching learning strategies are one aspect of planning for self-directed learning activities to specific educational goals. The goal of speaking strategy is to encourage students to speak with a high level of confidence through a variety of investigations on effective speaking strategies. These strategies also assist students in improving their language development, which promotes effective oral communication. Teachers should act as facilitators in this case, teaching these strategies that can help students develop their language skills (Larenas, 2011). A teaching strategy is defined as a recurring pattern of teacher behavior that is applicable to a variety of subject matters, the characteristics of more than one teacher, and relevant learning.

It can be concluded that the teaching strategy used by these teachers with students, as well as the method of implementation in the teaching method, can determine which technique is appropriate and appropriate. Each teacher employs his or her own set of tactics, which may differ from one another. Each strategy has unique characteristics. The teacher must be able to select a teaching strategy that is suitable for the circumstances.

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2.4. Self Recording Video

Self recording video is second keyword in the title. This sub-chapter discusses the meaning of self recording, and the advantage and disadvantage of self- recording video.

2.4.1. The Definition of Self Recording Video

According to Fitriyani et al., (2020), there are many techniques to increase the speaking ability; one of them is by self-video recording. Self-recording video is used in this discussion as a strategy to enhance speaking abilities by taking notes directly in spoken language while they speak about their experiences. In this situation, they can turn the information they have into a video, allowing them to develop their fluency and confidence in speech.

Encalada & Sarmiento, (2019), states that the technique increased participants' motivation and academic achievement. Participants also developed personal self-regulated strategies, self-awareness of their learning progress, and self-regulated environmental strategies, with the strategy having a positive influence on their language learning progress.

Teacher can use self-recording video as a kind of tool in teaching speaking in order to improve the students speaking skill as an effort to make the students able to practice. By using this tool, they can listen again what they spoke before, so they can find a mistake or wrong pronunciation of their speaking and they can correct it by themselves by seeing the dictionary or asking to their teacher. Therefore, hopefully that they can take feedback and

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create habit from this self recording video for the future if they want to deepen or practice or improve their English, they can use this method.

2.4.2. The Advantages and Disadvantages of Self Recording Video In the process of using self recording video, Koesoemah (2019), argues that this self-recorded video helps students gain confidence in speaking to others and can be done anywhere, anytime. Also, video media makes it easier and more relaxed to talk about what you want to say. Fitriyani et al. (2020) mentioned some advantages of using a self-recording video of students‟ speaking in language learning are;

1. Students can see themselves speaking just like their friends. They learn their mistakes from videos and people's comments. In doing so, they value each other.

2. Teachers can use videos to help their students speak English better.

Recording a self-recording video of your speaking activity gives you the opportunity to watch, replay, and replay the recording over and over so you can learn from your mistakes. Making mistakes is better than never to trying. Because they learn not only from self- assessment, but also from their friends' comments and teacher's feedback.

3. Students can participate in communication activities, problem- solving, sharing experiences, and more. It can also be used by students to express their thoughts, opinions and feelings.

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Meanwhile, according to Soraya et al., (2022), there are some disadvantages they found in using video recording in speaking class is on the system which cover :

1. Students may have old or slow phones, so o there are a lot of full memory or delays. It may take some time to record the video. So when recording videos, you need to take control of your phone, like a delete stuff, compress videos, send emails, and this a spend a lot of time.

2. Teacher or audience do not know if students speaking without reading the text. There is possibility that the students in their video are reading the text, even though in every task, students have to look at the camera.

3. Lack of student interaction in the process of student participation in class. However, using video recording is still effective in teaching students to speak.

Each thing certainly has advantages and disadvantages of each side.

Of course, this affects the user's functionality, but this is the main point and another character. It is important to remember that the decision criteria will depend on the characteristics and needs of the educational environment in which it will be used.

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2.5. Previous Studies

The research has relevant studies which support and discuss the use of English self recording video as an online platform or as a strategy to solve challenges in the world of E-learning education for student learning continuity.

They were entitled “The Effectiveness of using English Self-video Recording on Students‟ Speaking Skill of Recount Text “, “Students Perception on Using Video Recording to Improve Their Speaking Accuracy and Fluency “, “Improving Students‟ English Speaking Skill By Using Their Speaking Video Recording”, which were written by Fitriyani et al., Putri & Rahmani, Suadi. Each explanation of the journal can be seen in the following paragraph.

The first previous study was showed by (Putri & Rahmani, 2019), with the title Students Perception on Using Video Recording to Improve Their Speaking Accuracy and Fluency. In this study, researchers investigated to explore the students‟ perceptions of using video recording to improve speaking accuracy and fluency of thirty-five pre-service teacher at University of Muhammadiyah Prof.

Dr. Hamka Jakarta. This study employed mixed method; quantitative and qualitative. The participants of this study were thirty-five pre-service teacher of English Department on the second semester in 2018/2019 academic year at University of Muhammadiyah Prof. Dr. Hamka Jakarta. The researcher used pretest, post-test, videos, student‟ self-reflections and structured-interview as instruments for data collection. A pre-test and post-test were obtained as the instruments and analyzed quantitatively by using paired t-test. It is used to determine the students‟ speaking ability before and after implementing video

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recording in speaking class. For in qualitative method acquired a structured interview to gain their perceptions on using video recording. The results revealed a significant increase in students' speaking abilities, particularly in their accuracy and fluency. The students also show a good perception in the use of video recording in speaking classes. They stated that video recording is an interesting thing that can be used to train their speaking skills. As a result, concluded that video recording can be used as a medium in teaching speaking in order to improve students 'speaking accuracy and fluency. It has a positive effect on students' speaking abilities.

The second previous study was conducted by (Fitriyani et al., 2020), entitle The Effectiveness of using English Self-video Recording on Students’

Speaking Skill of Recount Text. This aim of the study was to find out the effectiveness of English Self-Recording Video on students‟ speaking skill of recount text. The media provided an easiest way to push students to share their experiences through a video record and they can talk freely and they also can replay it to see their weaknesses. The method of this research was quantitative research by using quasi-experimental design. The population of this study was 125 of the second-grade students of Madrasah Tsanawiyah Khazanah Kebajikan.

They are from five classes. Each class consists of about 25 students. The sample of the research were 50 students from two classes by using purposes sampling technique. The research procedures were pretest implementation/treatment- post test. The result of this study, it can be known that after being taught by using English SVR (Self-Video Recording), the score of post test is higher than pretest.

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Furthermore, this research supports the previous studies that cooperative learning method such using video recording as media is found very helpful and effective to teach the speaking skill of recount text. It means that the use of English self-video recording has significant effect in improving students‟ speaking skills. In addition, this technique can also be implemented in all subjects but it depends on students‟

level and needs.

The third previous study was conducted by (Suadi, 2020), His journal entitles Improving Students’ English Speaking Skill By Using Their Speaking Video Recording. This study was expected to prove whether using the students‟

speaking video recording was giving improvement to students‟ speaking skill or not. Moreover, this study was expected to be reference for English educator in teaching speaking by using video, especially by using students‟ speaking video recording. This type of study was Class Action Research (CAR) which was supported by quantitative data to interpret the result of pre-test and post-test. The respondents of this study were 15 first semester students of Class A English Language Education Department in STAIN Mandailing Natal. The instrument of collecting data in this study was the form of speaking video recording tests of pretest cycle 1 and speaking video recording tests of post-test cycle 2. From this finding of the research can be alternative media for English educator (lecturer, teacher, tutor) to teach speaking, especially for students of first semester English Department in STAIN Mandailing Natal. The appropriate approach must be student centered which will encourage their interest, motivation, curiosity, and

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performance. Students made video can be a relevant answer for it in accordance students‟ involvement in improving their speaking skill.

Based on those 3 journals articles above, there were some differences and similarly with this study. The similarity lays on the use of video recording media to improve speaking skill. The students feel happy because they was video recording as media to make them more confident, and it had a positive effect on students' speaking abilities. While the difference was all of them used qualitative method, while this study used quantitative one. In those articles, there were any significant differences for the students after and before treatment. The instrument of data collected in those 3 journal articles used difference method. While for my research it used in a descriptive quantitative research method. Having the 3 precious studies to support my study mean that this research was possible to be conducted in order to find out whether the result will be the same or different.

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25

CHAPTER III

RESEARCH METHOD

This chapter presents and discusses about research method which includes Design of the Study, Subject of the Study, Variable of the Study, Instrument of the Study, Validity and Reliability of the Questionnaire, Technique for Collecting Data, Data Collecting Procedure, and Data Analysis.

3.1 Design of the Study

The focus of this study is to find out the teachers‟ and students‟ perception of using English self recording video to improve students‟ speaking skill. In order to do so, the method of this study used descriptive quantitative research.

Quantitative descriptive analysis techniques are techniques used to analyze, measure, and formulate hypotheses based on mathematical and statistical calculations. Data collection methods include surveys, observations, or interviews.

Data samples in quantitative descriptive methods are more objective and structured in the form of graphs, tables or matrices, reports, and measurable numbers (Baker, 2019). The data of this research is in the form of number and this research will use statistical analysis. This research started from collecting data, analyzing data, and interpreting it. Quantitative research is an approach that is carry out by recording and analyzing accurate data using statistical calculations.

The aim of descriptive research using a quantitative approach is to describe a topic under study with the assistance of a review of the literature that can help the

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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 11^thgrades 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 11^thgrades 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

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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 11^thgrades 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

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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 :

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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,

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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

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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.

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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

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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.

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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.

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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.

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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

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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