21 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.
Then, the researcher drew the conclusion based on the data obtained.
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
2001, perception is a process in which an individual interprets information. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23 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
No. STATEMENTS
Degree of Agreement SD
D A
SA
1. I am interested in making a
procedural video as one of learning activities.
1 2
29 14
2.17 4.35
63.04 30.43
2. I like creating a cooking video.
12 30
4 0.00 26.09 65.22
8.70 3.
I enjoy studying to speak English through the video creating activity.
33 13
0.00 0.00 71.74 28.26
4. Creating a video is one of the
effective ways to develop my speaking skill.
1 7
23 15
2.17 15.22 50.00 32.61 5.
Speaking English in front of the camera is easier than speaking
English in front of the class. 12
24 10
0.00 26.09 52.17 21.74
The first statement was about the students’ interest in creating a video.
Most of the students answered “agree” as their choice. They agreed that the implementation of the video creating activity was interesting as one 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
stated by Schunk, Meece, and Pintrich 2014, there was a relation between the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 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 the learning process. If the students enjoyed the learning process, they would have
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
statement. Ten students or 21.74 of the students chose “strongly agree”.
