33
Table 4.1. The Result of Questionnaire
No Statements
Percentage 1
2 4
5
1. Teacher uses various activities in teaching
English in the class.
12.12 45.45 39.39 3.03
2. Teacher uses media in teaching English in the
class.
12.12 51.51 36.36
3. The activities in learning English are suitable
with English skills.
15.15 39.39 42.42 3.03
4. I have better speaking skills after using video as
media in learning English.
3.03 36.36 36.36 24.24
5. I have better reading skills after using video as
media in learning English.
3.03 39.39 45.45 12.12
6. I have better listening skills after using video as
media in learning English.
3.03 12.12 63.63 21.21
7. I have better writing skills after using video as
media in learning English.
6.06 39.39 45.45
9.09
8. I have better vocabularies after using video in
learning English.
6.06 24.24 51.51 18.18
9. I have better understanding after using video in
learning narrative text
24.24 54.54 21.21
10. I do not have better understanding after using video in learning narrative text.
51.51 39.39 9.09
11. The use of video in learning narrative text does not affect my understanding.
60.60 27.27 12.12
12. I am active when the teacher asked the students in learning narrative text.
72.72 24.24 3.03
13. I can retell the content of videos that I have seen.
3.03 45.45 48.48
3.03
14. Video helps me to learn the story idea of narrative text easily.
18.18 63.63 18.18
15. Video helps me to learn the generic structure of narrative text easily.
3.03 39.39 48.48
9.09
16. I pay more attention to the teacher’s explanation during learning narrative text by using video.
57.57 30.30 12.12
17. I do not pay more attention to the teacher’s explanation during learning narrative text by
using video.
24.24 60.60 9.09
6.06
18. Using video in learning activities in the class is enjoyable for me.
24.24 45.45 30.30
19. I really watch the video in learning narrative text.
39.39 45.45 15.15
20. Visualitation without voice power point slides, film strips, etc helps me to understand the
narrative text better.
6.06 72.72 21.21
34 There are four options and twenty statements in the questionnaire. Every
options has different level of opinion. If the students chose option 1, they chose that they disagree never dealing the statement. Option 2 means that the students
are between disagree and disagreerarely dealing with the statement. Option 4 is a choice when the students chose agreefrequently dealing with the statement. Then,
the last option 5 is when the students chose strongly agreemore frequently dealing with the statement.
Based on the table 4.1, the researcher used percentage to present the result of the data and to draw the conclusion for each statement. The reseacher shows
the data in form of percentage. The percentage was taken from the number of students who chose the option
Σ devided by the number of all of the students λ and times 100. The formula to get the percentage are as follow:
Σ λ
x 100 = percentage
The first statement in the questionnaire is “teacher uses various activities in teaching English in the class.” Students who chose never are 12.12, students
who chose rare are 45.45, students who chose often are 39.39 , then students who chose very often is 3.03 . Based on the result, some of the students thought
that there were a lot of variation of activites in learning narrative text in the class. However most of them said that the variation of activities in class is rare. In their
daily activities in the class, students tend to do the same activities like reading text
35 while they are studying narrative text. This shows that the students need various
kinds of activities. The responds of the students on the second statement, “Teacher uses
media in teaching English in the class.” are 12.12 students chose never, 51.51 students chose rare, 36.36 chose often, and there are no students who chose very
often. Based on the result, the teacher was using media while teaching for 12.12 of the students chooses never using media, they think that the media is something
related to electronical thing; they don’t think that handout or book is also media. Based on the students’ perception, they needed to use media more than before.
This opinion comes up with the students’ activities that they did not not use the media in teaching learning activity frequently. They accustomed to use textbook
or handout to learn narrative text. The third statement is “The activities in learning English are suitable with
English skills.” 15.15 of students chose disagree, 39.39 of students chose between agree and disagree, 42.42 of students chose agree, and 3.03 of
students chose strongly agree. Based on the result, most of them agreed with the activites used in this class. It means they agreed if the learning activities had been
going well and suitable for them. Before using video, they usually used text only. After learning narrative text using video in researcher’s preliminary research, they
enjoyed this kind of activities and agreed if the activities that used in the class was suitable for them.
The fourth until seventh statement are mainly about development of language skills. In speaking skill, there was 3.03 students who chose disagree,
36 36.36 of students who chose between agree and disagree, 36.36 of students
chose agree, and 24.24 chose strongly agree. In reading skills, 3.03 students who chose disagree, 39.39 of students who chose between agree and disagree,
45.45 of students chose agree, and 12.12 chose strongly agree. In listening skills, 3.03 students who chose disagree, 12.12 of students who chose
between agree and disagree, 63.63 of students chose agree, and 21.21 chose strongly agree. In writing skills, 6.06 students who chose disagree, 39.39 of
students who chose between agree and disagree, 45.45 of students chose agree, and 9.09 chose strongly agree. It means that they agreed that their four skills
were improved during their study of narrative text using video. In speaking skill, they got knowledge from video to pronounce words better. The video taught them
by giving example how to speak well. In listening skill, the students had better understanding to know the meaning of the words or learning vocabularies by
listening and watching the video. In writing, they got a lot of new vocabularies and how to arrange the words into correct English sentences. In reading, they also
had knowledge to pronounce better because most of them were watching while they were reading to practice their pronounciation and also their understanding.
The eighth statements is “I have better vocabularies after using video in learning English.” There is 6.06 students who chose disagree, 24.24 of
students who chose between agree and disagree, 51.51 of students chose agree, and 18.18 chose strongly agree. They agreed that their vocabulary mastery was
increased. It means the video helped them to learn new vocabularies. It will be better if the teacher provides a video which contain new vocabularies. The
37 students get the vocabularies more easily rather than using only text. In watching
video, they looked at the characters’ movements and they could study the meaning of vocabularies more easily.
There is a correlation between the ninth and tenth statement. The ninth statement is “I have better understanding after using video in learning narrative
text” and the tenth statement is “I do not have better understanding after using video in learning narrative text.” In ninth statement, no students chose disagree,
24.24 of students chose between agree and disagree, 54.54 of students chose agree, and 21.21 chose strongly agree. In tenth statement, there is 51.51
students who chose disagree, 39.39 of students who chose between agree and disagree, 9.09 of students chose agree, and there is no students who chose
strongly agree. There is a balance between the students who chose agree if they have better understanding, and students who choose disagree if they do not have
better understanding. It proves that the use of video was useful for them to make them have better understanding. This result has relation with previous statements
in which their four skills have been increased by using video. This percentage is positive because the correlation of increasing skills and understanding narrative
text is match. The eleventh statement is “The use of video in learning narrative text does
not affect my understanding.” There is 60.60 students who chose disagree, 27.27 of students who chose between agree and disagree, 12.12 of students
chose agree, and there is no students chose strongly agree. They agreed that using video in studying narrative text affected their understanding. The use of video
38 affect the students to get better understanding. 60.60 from the students who
were strongly sure that they disagree if the use of video does not affect their understanding has proved that the video is strongly affect their understanding.
This percentage also prove fervently that the previous discussion is true that the video is affecting their understanding in learning narrative text.
The twelfth statement is “I am active when the teacher asked the students in learning narrative text.” There is no students who chose never, 72.72 of
students who chose rare, 24.24 of students chose often, and 3.03 students chose very often. They were not active enough in classroom learning activities. It
means they have to be more active if the teacher asked them because they are not active enough in the class. In the class, the students’ response is not active enough
but it can be changed by making more interesting teaching-learning activity for them.
The thirteenth statement is “I can retell the content of videos that I have seen.” There is 3.03 students who chose disagree, 45.45 of students who
chose between agree and disagree, 48.48 of students chose agree, and 3.03 students chose strongly agree. They agreed that they could retell the content of
video after watching the video. This proves that students’ understanding increases because they can retell the story based on what they had seen on the video. By
getting better understanding, they can retell the story better. The fourteenth statement is “Video helps me to learn the story idea of
narrative text easily.” There is no students who chose disagree, 18.18 of students who chose between agree and disagree, 63.63 of students chose agree,
39 and 18.18 students chose strongly agree. They srongly agreed that they
understand the idea more easily by using the video. It has a relation to the previous statement. If the students can retell the story, it means that they have
understood the idea of the story itself. The fifteenth statement is “Video helps me to learn the generic structure of
narrative text easily.” There is 3.03 students who chose disagree, 39.39 of students who chose between agree and disagree, 48.48 of students chose agree,
and 9.09 students chose strongly agree. They strongly agreed that they understand the generic structure more easily by using the video. It means that the
video provide a way to understand generic structure better. The video helps them in making good sentences in English. The students learn how to make sentences
directly or indirectly using the video and also learn its generic structure. There is a correlation between sixteenth and seventeenth statements. The
sixteenth statement is “I pay more attention to the teacher’s explanation during learning narrative text by using video.” There is no students who chose never,
57.57 of students who chose rare, 30.30 of students chose often and 12.12 students chose very often. Then, the seventeenth statement is “I do not pay more
attention to the teacher’s explanation during learning narrative text by using video.” There is 24.24 students who chose disagree, 60.60 of students who
chose between agree and disagree, 9.09 of students chose agree, and 6.06 students chose strongly agree. The students chose rare or between agree and
disagree for both statements. It means that the two statements prove that
40 sometimes they paid attention to the teacher’s explanation. It will be good, if the
teacher can find how to make them pay attention to the teacher’s explanation. The eighteenth statement is “Using video in learning activities in the class
is enjoyable for me.” There is no students who chose disagree, 24.24 of students who chose between agree and disagree, 45.45 of students chose agree, and
30.30 students chose strongly agree. They strongly agreed that they enjoy the learning activities by using the video. It proves that the students desired the use of
video in learning activities, they were enjoying this kind of activity. Before using the video, they only used text, after using this video, they tought that using video
was more enjoyable for them than using text only. The nineteenth statement is “I really watch the video in learning narrative
text.” There is no students who chose disagree, 39.39 of students who chose between agree and disagree, 45.45 of students chose agree, and 15.15students
chose strongly agree. They srongly agreed that they watch the video intently while learning narrative text. It means that the use of video attract the students to learn
intensively. The more interesting the video, the more they watch the video in learning process.
The last statement is ”Visualitation without voice power point slides, film strips, etc helps me to understand the narrative text better.” There is 6.06
students who chose disagree, 72.72 of students who chose between agree and disagree, 21.21 of students chose agree, and no students chose strongly agree.
They did not really agree in using visualization without voice. It means they wanted to use the media like video which provide picture and voice. Without
41 voice, they will not study the listening-speaking skills. They got better
understanding after they used video with voice and picture and if it is possible, they will get knowledge better by integrating this media and text as their reading
tool. Based on the explanation above, the students enjoyed the use of video in
teaching narrative text in the class. It is also strongly recommended to use video because in the theory of perception, when the subjects see or feel about
something, they will respond it. They tought that this kind of learning activity was enjoyable because they saw the video and felt comfort. The video could help the
student to understand the content or ideas of the story better. They also had better vocabularies through learning narrative text using video as media. Beside that, the
use of video helped the students in developing their four skills in English language better. This supports the theory that media can be usefull to learn
something better. 2.
Students’ Perception Based on the Interview The researcher gathered the data from the interview. The purpose is to
make the result of the questionnaire more reliable by getting deeper information from the some students. The perception on using video as media in learning
narrative text are as follow. a.
Video is an Interesting Media for the Students The result from the interview shows that most of the students said that the
picture of video was an interesting media to them. Each of them gave perception that video was good for them. Student A said that using video as media in
42 teaching was amazing and the video had a visual effect which helped the students
get better imagination. Student B gave his perception before the use of video itself, he said that the first time he knew that the teacher would use video in the
class, he thought it would be interesting. In the process of using video in teaching, Student C and Student E said that they were interested to see the pictures of the
video. Student D also added that using video was interesting, and it made her pay more attention and many pictures made it more interesting, so the students could
imagine the story of it. The last opinion came from Student F, he thought that the use of video as media was a good and briliant idea because a video could help the
learning activity process. Video helped him clarify the plot of the story to make it clearer in understanding it. The ilustration would make the story more alive, and
real. Based on their statements, it is clear that the video gave them good
perception immediately. They thought that using video in teaching narrative text would be interesting and made them more understand to the plot of the story. If
the researcher relates this statement to the theory, it comes up from the picture or visual effect that the students saw on the video. Then, by seeing video, they felt it
and continued this feeling through their thought and emotion to make a perception. Their perception after the process of seeing video was showing
positive indication; students thought that video as media in language learning offer them chance to study differently in understanding the narrative text. In
general view, they thought that using video as media in learning narrative text was
43 an interesting idea for them, video helps them to learn narrative text happily by
seeing the visual effect. b.
Video Develops Students’ Skills in Language Learning In addition to the perception on the video itself, some perceptions on the
use of video in learning narrative text are presented. Most of the students get benefit through learning narrative text by using video as media. They said that
video made their skills increased, especially in listening and speaking skills. In listening and speaking skill, Student A said that listening skill improves because
the students practiced to listen and in speaking skill; they could practice the vocabularies’ pronuncation. The practice in listening and speaking made them get
better knowledge because in the video, they could directly study from the native speakers. Then, Student B also added that by using media, the voice was better, he
could understand better which was true in English. Then, in speaking skill, he was accustomed how to read it because when the video is playing, he is also reading,
and his pronounciation is getting better. Their statements also firmly argued by Student C and Student E that they knew how to pronounce certain words, how to
pronounce the vocabularies after they watching the video of narrative text. It is clear that the video helps them to develop their skills in learning
English. They get the better pronunciation after listening to the native speakers and reading to the subtitle on the characters in the video. The students can practice
the pronounciation by imitating the native speakers from the video that used in the class activity. They can develop their writing skills by learning the indirect and
direct speech from the characters in the video. The point is the use of video in
44 learning narrative text, help the students to develop their four skills better rather
than using handout only. c.
Video Helps the Students to Study the Plot, Conflict, and Content of Narrative Text.
The students also said that the use of video as media in learning narrative text gave them a better way to know the conflict, plot, and the content of the story.
Student E said that the use of video in learning narrative text helped the students to know the plot, and the way of the story would be. She also added that she got
more understanding from the video. For example from the picture the students will already know content, the plot, and the generic structure of the story. Student
F agreed what Student E said, he assumed that by using video, he understood how the plot of the story because in the video it had been already described how the
plot of the story. In knowing the conflict, Student A had an argument that he knew the conflict better, how the conflict and the way to solve it. Then, he also could
imagine what the antagonist character of the story is like, the appearance of the antagonist character in the video was really visible.
According to the students’ opinion, using video as media in learning narrative text help them organize plot easily. Video assists the students to know
the organization applied in the text. By knowing the text organization easily, the students are helped to make the systematic narrative text if the teacher wants them
to make the new one. Beside that, the conflict in the story will be seen visually by the students through the use of the video. They can also study about the main
characters, whether it is antagonist, or protagonist. They will know the conflict
45 coming and ending by only seeing the characters’ expression and conversation of
the story. d.
Video Helps the Students to Understand Narrative Text Better The students also gave positive perception on the use of video in learning
narrative text. Most of them said that video make them understand better than without using media. They agreed to the idea of using video in learning narrative
text. Student A had opinion that the visual effect of video helped him to understand the narrative text better rather than using handout only. Besides that,
Student C said that by using video, the students could differentiate narrative text easily with the other text. Student D also got benefits of using video as media in
learning narrative text. She added that pictures for every chapter will make narrative text more understandable than learning narrative text only using text
pictures. She firmly said that if the teacher wanted her to make it again, she would make it more systematic. In other hand, Student F said that video had
helped him to memorize narrative text and he thought it would be better to use video in teaching narrative text because it gave benefit and also more helpful.
Students said that they understood to the narrative text after they were using video as media. The video helped the students to understand the narrative
text more organizable, it will help them to retell or memorize the content of narrative text easily. By understanding the narrative text easily, they will be able
to make the others narrative text in systematically. The view of the video stimulates the students to get more information from the video. If the students
46 have been attracted to the visual effect of the video, they will pay attention to the
video and get better knowledge from it. Based on the interview, the researcher finds that most of the students have
a perception that video as media has helped them to learn the narrative text easily. The students agreed that video made them get more understanding in learning
narrative text. Besides that video was an interesting media for them, the videos also helped them to know the plot of the story, content, and develop their four
skills in languange learning better. Apparently, the result from the two instruments, that is from questionnaire and interview instrument show that
students at XII IPA 3 of SMA N 10 Yogyakarta have a good perception on the use video as media in learning narrative text. The result from the two instruments are
match and support each other.
B. The Recommendations to Improve the Use of Video as Media in
