39 unmotivated by the activity because they thought that they could not speak
English fluently. Based on the questionnaire and the interview, the researcher concluded
that the students were motivated by the implementation of the video creating activity as one of the techniques in learning speaking. It obviously showed that the
students had a good perception on the activity that influenced the students’
motivation. As Glynn and Owens 2005 noted, the positive perception influenced the
students’ motivation. The positive perception could affect the students’ motivation in their learning.
All findings of this research were connected to each others. The students of class A Management Study Program had a positive perception on the
implementation of the video creating activity. The students’ positive perception affected their motivation to speak English. Then, the motivation could sustain the
students behavior which was being confident. In short, the positive perception could build t
he students’ motivation to be more confident to speak English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
Chapter five shows two parts which are conclusions and recommendations. The first part is conclusions which focus on the summary of the research results
and discussion. Then, the second part is the recommendations for the lectures, the students, and the future researchers.
A. Conclusions
The researcher conducted this research to find out the students’ perception
on the video creating activity to increase the students’ motivation to speak
English. After analyzing the results of the questionnaire and the interview, the researcher came to conclusions. The researcher found that most of the students in
class A of Management Study Program as the respondents had a positive perception on the video creating activity to motivate them for speaking English.
Most of the students surely agreed with the positive statements that were written in the closed-ended questions of the questionnaire.
The results of open-ended questions also promoted that the respondents had a good perception on the implementation of the video creating activity. Then,
they thought that the video creating activity was an interesting activity. They enjoyed the activity outside the class with their peers. The students felt that they
got new experience in learning English with fun. In addition, the students obviously stated that there were a lot of benefits which they got through the
41 activity. For instance, the students could acquire new vocabulary. Furthermore,
the students got benefits in which they could go beyond from what they learned in class and apply it appropriately. Then, the activity could also engage them to
speak English freely. The results of the questionnaire and the interview proved that the students were confident to speak English in the process of creating the
video. Most of the students were confident to speak in front of camera than in front of the class. In short, the researcher drew a conclusion that the students had a
good perception on the video creating activity as a technique to motivate them to speak English. As Glynn and Owens 2005 noted, the positive perception
influ enced the students’ motivation.
The perception of the students was influenced by six factors by Donnely, Gibson, and Invancevich 1985 which were stereotype, selectivity, self-concept,
situation, need, and emotion that affected perception. The students had a belief that the video creating was good for their learning English. Furthermore, the
students could express their ideas freely. Next, the situational factor in which the students could enjoy the process of creating the video that affected their
perception. In other words, the students could learn English in a pleasant atmosphere. Then, the need of the students was fulfilled by doing the video
creating activity. However, some students found some difficulties in the process of the
activity which was related with their speaking skill. The students lack of fluency since there were a lot of things to consider. The students should pay attention to
the tools and ingredients that they needed. Moreover, they should choose the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 appropriate room for taking the video. They students also declared that they
lacked vocabulary. Hence, the students had a difficulty in explaining the ideas of the video fluently. The researcher believed that the lecturers should assist the
students in speaking. The video creating activity can be ameliorated if the lecturers conduct a pre-activity that enabled the students to practice in the class
with their peers in groups. The students can share with their peers or the lecturers if they find difficulties. Therefore, they can avoid making mistake when they
speak in front of the camera. In other words, the students are more well-prepared.
B. Recommendations
In this section, the researcher would like to present several recommendations. There are three parts of the recommendations that the
researcher has been composed; they are recommendations for the lecturers, the students, and the future researchers.
1. The Lecturers
There are few recommendations for the lecturers, as the facilitators, in class. Most of the students had a positive perception on video creating activity as
one of the techniques. Therefore, this technique can be used for teaching the students, especially in teaching speaking. The video creating activity assists the
students to advance their speaking skill. By doing this activity, the students can be more confident since the students speak in front of the camera instead of in front
of the class. Furthermore, the students are interested in the activity due to the fact PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 that they can do the outdoor activity. The video creating activity can also be better
if the lecturers help the students more to make good sentences. Thus, the students will not feel confused to arrange good sentences. The lecturers also can ask the
students to make the script in the class so that the lecturers can help the students if they find difficulties.
The other recommendation for lecturers is the theme of the video. It will be better if the theme of the video is more various such as introducing recreation
places tourism. The students will be more interested and motivated if they can choose the theme of the video by themselves.
The last recommendation for the lecturers is feedback. The video creating activity can be ameliorated if the students have the follow up activity which is
giving the students feedback of their video related to their speaking. Therefore, the students will know their weaknesses so that they can make improvement in the
next speaking activity.
2. The Students
Based on the results of the questionnaire and interview, the students were interested in the video creating activity. Some students also believed that the
activity gave them advantages related to their vocabulary and speaking skill. In other words, the students can improve their vocabulary to help them in speaking.
Thus, it can be better if the students can have their time to practice before they perform in front of camera. The students can check the words if they do not
understand the meaning of the words in English. They can also check the pronunciation.
44 Another recommendation for the students is that the process will be better
if they do not rely on the script that they make. They can train to speak English freely. Therefore, the students should have good understanding of the script for
the video.
3. The Future Researchers
The last recommendation is for the future researchers. The future researchers that have similar interests in video creating activity can conduct a
study about the progress that the students make, especially their speaking skill. The future researchers can analyze the speaking elements in detail.
