Results RESULTS AND DISCUSSIONS

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CHAPTER IV RESULTS AND DISCUSSIONS

This chapter presents the results and discussions. The results are the answer of the research questions proposed in this study. The results are presented into two parts based on the two research designs implemented, namely quantitative and qualitative design. The quantitative results cover the hypothesis testing and the questionnaire findings. Meanwhile, the qualitative results present the findings of questionnaire narratives and interview to clarify and validate quantitative findings.

A. Results

The results presented are based on the research methods employed in this study, which are quantitative and qualitative study. Thus, there are two sections in this chapter presenting the research findings as the attempt to answer the two proposed research questions. 1. Quantitative Data Analysis The data which are presented and analyzed quantitatively were gathered from two different research designs, including experimental research and survey design. This data analysis is aimed at answering the first research question by testing the hypothesis proposed in the study, which is: “There is a higher achievement of students’ communicative skill by the use of mobile phone video- making task µe than the common oral classroom presentation µc” Ho = µe ≤ µc and H 1 = µe µc. a. Experimental Data Analysis As stated in chapter III, this study aims at examining the differences of students’ communicative skills between the experimental and the control group after the given treatments. The difference is figured out to reveal how significant the use of mobile phone video making task influences SMK students’ communicative skills. Regarding to it, the data were gained from the scores of students’ communicative performance based on the ‘communicative performance assessment’ rubric. For the experimental groups, the scores were obtained by evaluating students’ recorded performance in the video. Meanwhile for the control group, the scores were from students’ oral classroom presentation. After the treatment implementation, the scores of students’ communicative skill performance were revealed. The result of the experimental design is the gain or loss scores from the pre-test and the post-test of the two groups. The one-way analysis of variance ANOVA was used in data analysis as it is used to determine whether there are any significant differences between the means of independent groups. The one-way ANOVA compares the means between the groups and determines whether any of those means are significantly different from each other. It was applied to examine if the means of two groups of data are significantly different from one another. Hence, the ANOVA test indicates the sample differences from the population by the use of means and the distribution of sample scores around them. The analysis of the scores aims at testing the hypothesis. The data analysis was conducted using SPSS 17.0, statistic software. b. Requirement Analysis Tests Since this study involves assumptions in the hypothesis, therefore, the parametric statistics is considered as the valuable method for analyzing the data. However, before approaching the analysis of parametric method and the hypothesis testing, two requirements should be met, namely test of normal distribution and test of homogeneity Bluman, 1998. 1 Test of Normal Distribution Before analyzing the statistical result, the normality test was conducted to confirm whether or not the data of the dependent variable are normally distributed to be tested. The normality test can be done through two approaches, namely graphic analysis and statistical analysis. Firstly, the normality test with graphic analysis was done by analyzing the distribution of data plots on the curve test for normality. If the data are normally distributed, the result would be a straight diagonal line Field, 2009. In other words, the data are normal if the data plots are distributed close to following the diagonal line. On the other hand, if the data plots are distributed far away from the diagonal line, the data are considered not normally distributed. The result of the normality test through graphic analysis is presented in figure 4.1. Secondly, the One-Sample Kolmogorov-Smirnov test can be used to test a variable to see if it is normally distributed Bluman, 2008, p. 517. The test compares the scores in the sample to a normally distributed set of scores with the same mean and standard deviation. The null hypothesis is that “sample distribution is normal.” If P value is less than 0.05 P0.05, reject the H because the distribution is significant or the distribution is not normal. Otherwise, accept the H if the result is not significant P0.05 which means that the data have normal distribution. The result of the normality test is presented in table 4.1. Figure 4.1. The Graphic Analysis of Normality Test Based on the graphic analysis of the normality test, the data plots are distributed not too far from following the diagonal line. From the result, it can be concluded that the data of the dependent variable were normally distributed. However, visual inspection of the distribution is not representative enough for assessing normality. Therefore, normality test is also conducted in SPSS as the supplementary to the graphical assessment of normality. The main test for the assessment of normality is Kolmogorov-Smirnov K-S test. Table 4.1. One-Sample Kolmogorov-Smirnov Test Unstandardized Residual N 60 Normal Parameters a,,b Mean .0000000 Std. Deviation .60331008 Most Extreme Differences Absolute .116 Positive .116 Negative -.107 Kolmogorov-Smirnov Z .901 Asymp. Sig. 2-tailed .391 a. Test distribution is Normal. b. Calculated from data. The result of the normality test presented in table 4.1 shows that the residual variable has the Asymp.sig value of 0.391 which is higher than 0.05 at the 95 degree of confidence. Therefore, the decision is to accept the H as the result is not significant 0.391 0.05. It indicates that the test distribution is considered approximately normal. 2 Test of Homogeneity The test of homogeneity of proportions was used to determine whether the proportions for a variable are equal when several samples are selected from different population. One way to test for possible differences in variances is to do an ANOVA F test. In an ANOVA, one assumption is the homogeneity of variance assumption. That is, in an ANOVA we assume that treatment variances are equal. If Sig is lower than or the same as 0.05 p-value  0.05, reject H and conclude the variances are not all equal. However, if Sig is greater than 0.05 p- value  0.05, reject H and conclude the variances are equal. Descriptive Pretest N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound Experimental Group 30 6.700 .6242 .1140 6.467 6.933 5.5 8.0 Control Group 30 6.550 .5923 .1081 6.329 6.771 5.5 8.0 Total 60 6.625 .6080 .0785 6.468 6.782 5.5 8.0 Table 4.2. Test of Homogeneity of Variances Pretest Levene Statistic df1 df2 Sig. .791 1 58 .378 Since the result shows that Sig is greater than 0.05 0.378  0.05, the decision is to reject the H in which the conclusion is that the variances are equal. Thus, the population from which the groups were sampled has equal variances or homogeneous. c. Hypothesis Testing In the third chapter, the hypothesis which is aimed to be tested in this study has been stated. The hypothesis is ‘There is a higher achievement of students’ communicative skill by the use of mobile phone video-making task than the common oral classroom presentation” Ho = µe  µc; H 1 = µe µc. The implication of the alternative hypothesis is that mobile phone video-making task as the treatment is more effective than common oral classroom presentation. After the required analysis tests, which are test of normality and test of homogeneity had been fulfilled, the hypothesis testing could be done using inferential statistics. The one-way analysis of variance ANOVA was used in data analysis. That formula was selected since this study used pre-test and post-test to find out the students’ communicative skill’s improvement after they were given a treatment. In order to take this effect into account, this study utilized the differences between the pre-test values and the post-test values or known as gain or loss scores. Table 4.3. Group Statistics Gainscore N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound MPVMT Male 18 1.278 .6907 .1628 .934 1.621 -1.0 2.0 MPVMT Female 12 1.333 .3257 .0940 1.126 1.540 1.0 2.0 COP Male 14 .214 .6419 .1716 -.156 .585 -1.0 1.0 COP Female 16 .469 .4990 .1247 .203 .735 -1.0 1.0 Total 60 .825 .7412 .0957 .634 1.016 -1.0 2.0 The table 4.3 Group Statistics could be used to examine whether the means of two groups of data are significantly different one to another. From the table, difference between the mean of scores were analyzed. The mean score of the Experimental group which were 30 students in total is 2.61 sd= 1.02, while for the control group of 30 students in total, the mean score is 0.68 sd= 1.14. Thus, the mean difference for both groups is 1.93. That is to say that the mean of each group is significantly different. From the mean scores, it is revealed that the mean scores of the experimental group which implemented the use of mobile phone video-making task is higher than the mean score of the control group which employed the general technique, oral classroom presentation. Furthermore, the next output is the statistical analysis of the one-way analysis of variance ANOVA as presented in table 4.4. The results are presented as follow: Table 4.4. ANOVA Gainscore Sum of Squares Df Mean Square F Sig. Between Groups 14.043 3 4.681 14.271 .000 Within Groups 18.369 56 .328 Total 32.412 59 The decision-making rules for the hypothesis are based on two criteria, the observed F-value and the significance value P-value: Firstly, if the observed F- value is higher than the F-table, H is rejected observed F  F-table = reject the H . If the observed F-value is lower than the F-table, H is accepted observed F  F-table = accept the H . Secondly, if the level of significance is lower than 0.05, H is rejected P-value  0.05 = reject the H . If the level of significance is higher than 0.05, H is accepted P-value  0.05 = accept the H . From the result table 4.4, the observed F-value at d.f.=3 is 14.271, while the F-table at d.f.=3 is 3,182. Here, the observed F-value is higher than the F-value 14.2713,182. Moreover, the result presents the 2-tailed significance level P-value at .000 which is lower than 0.05 .0000.05. The results indicate that there was a statistically significant difference between groups as determined by one-way ANOVA F 3,182 = 14.271, p = .000. Therefore, the decision is to reject the null hypothesis Ho = µe ≤ µc and accept the alternative hypothesis H 1 = µe µc. From the results, the first research question of this study is answered that is, the implementation of mobile phone video-making task improves students’ communicative skill better than the oral classroom presentation. At this point, it is important to realize that the one-way ANOVA cannot tell which specific groups were significantly different from each other. To determine which specific groups differed from each other, a post-hoc test is used. While the ANOVA test tells an overall difference between the groups, the post-hoc test tells which specific groups differed. Since a significant one-way ANOVA result has been presented as the overall significant difference in group means, post-hoc test can be run to confirm where the differences occurred between groups. From the results so far, we know that there are significant differences between the groups as a whole. The table below, Multiple Comparisons, shows which groups differed from each other. The Tukey post-hoc test is generally the preferred test for conducting post-hoc tests on a one-way ANOVA, but there are many others. From the table below, there is a significant difference related to the gender issue in the students’ communicative skill achievement between the groups. Table 4.5. Multiple Comparisons Gainscore Tukey HSD I Treatment J Treatment Mean Difference I-J Std. Error Sig. 95 Confidence Interval Lower Bound Upper Bound MPVMT Male MPVMT Female -.0556 .2134 .021 -.621 .510 COP Male 1.0635 .2041 .000 .523 1.604 COP Female .8090 .1968 .001 .288 1.330 MPVMT Female MPVMT Male .0556 .2134 .021 -.510 .621 COP Male 1.1190 .2253 .000 .522 1.716 COP Female .8646 .2187 .001 .285 1.444 COP Male MPVMT Male -1.0635 .2041 .000 -1.604 -.523 MPVMT Female -1.1190 .2253 .000 -1.716 -.522 COP Female -.2545 .2096 .621 -.809 .301 COP Female MPVMT Male -.8090 .1968 .001 -1.330 -.288 MPVMT Female -.8646 .2187 .001 -1.444 -.285 COP Male .2545 .2096 .621 -.301 .809 . The mean difference is significant at the 0.05 level. d. Survey Data Analysis A blueprint of questionnaire was made based on the research variables and the features of the proposed treatment being analysed in this study. Two main research variables were analysed including nine features of the implementation of mobile phone video-making task. The two main variables are Mobile phone video- making task and Students’ Communicative Skills. The first variable, mobile phone video-making task, is considered to be assisted by features provided in the treatment, namely goal andor objectives, content, setting, procedure, activity, and also output. Meanwhile the second variable, students’ communicative skill, covers the features namely input, roles of teacher, and roles of students. The questionnaire’s blueprint was made based on those features in order to uncover which features contribute the most to the improvement of students’ communicative skill learning achievement. Based on the rules of answer weight standard as presented in table 3.7, the students’ response toward the questionnaire items and the percentage results were obtained. In order to ease the analysis process, interpretation criteria of range score was made table 3.9. It was made to make the data resulted from the questionnaire easier to understand and to analyze. Furthermore, the questionnaire results were interpreted based on those range score criteria. In the evaluation, the interpretation criteria of range score table 3.9 can also show which features provided in the mobile phone video-making task most significantly effective to the improvement of students’ communicative skill. In order to identify each supporting feature in the treatment, the researcher gave description to categorize the result. The maximum point is five designed based on the 5 scales Likert analysis. The features which significantly give contribution have more than seventy five percent from the total maximum points. It means that the range of the score is 3.76 - 5.0. The features which fairly give contribution have fifty percent up to seventy five percent from the total of central tendency or 2.51 - 3.75. Meanwhile, the features considered giving low or poor contribution if the total number of the central tendency are below fifty percent or 0 – 2.5. The interpretation criteria of range score table 3.9 was determined as the basis of data analysis to interpret which criteria each feature being observed in this study belongs to. Moreover, to get the details of students’ response, the percentage and the score interpretation of the questionnaire, the results are presented in table 4.6. Meanwhile, the whole presentation of the number of students answering each item and the percentage for the whole phenomena gathering items can be seen in appendix 10 in order to provide detail pictures for each item. Table 4.6. The Questionnaire Interpretation of Features in MPVMT No Supporting Features Item Item No.  Interpre- tation 1. Goal and Objective The goal and objective of the mobile phone video task were described clearly. 1 4.17 4.17 High 2. Input The Course facilitated you to know some specific language expressions used in a certain context. 2 4.43 4.32 High The input from classroom topic discussion helped you learned how to communicate appropriately in English. 10 4.47 The explanation of language expressions used in each topic helped you to understand and differentiate between formal and non-formal language use. 18 4.07 3. Content The topics of the discussion were relevant to field. 3 4.33 4.41 Very High The language expressions being taught were adequate and appropriate to be used in the real-life context. 11 4.47 Learning English for communication is more relevant to your future work demand rather than for grammar mastery. 19 4.43 4. Role of Teacher The teacher’s assistance could be asked anytime you found difficultyies during the video making process. 4 4.1 4.08 High The teacher provided sufficient feedbacks for you and your group to improve your communicative skill performance. 12 4.13 The teachers feedbacks enabled the students to produce a good quality video. 20 4 5. Role of Students The classmates’ comments and feedbacks enabled you and your group to improve your communicative skill performance. 5 3.87 3.48 Low Each of your group members helped each other during the topic discussion in order to improve your communicative skill. 13 2.83 Each of your group members helped each other during the video making process in order to produce a good quality video. 21 3.27 The classmates comments helped you to identify your performance weaknesses and your video’s shortage. 22 3.93 6. Setting Mobile phone and video are two helpful tools to learn English, especially to improve your communicative skill. 6 4.53 4.30 High The presence of mobile phone video recording feature is effective and useful to be used in the process of video making. 14 4.13 The user friendly features provided in the mobile phone video device encouraged you to make good videos. 23 4.23 7. Procedure The procedures are relevant to the goals of mobile phone video-making task. 7 3.5 3.89 Fair The procedures are designed in a way which allows you to communicate and cooperate in group. 15 4.13 Some videos showed as the examples gave you clear ideas of what video should be made for the given task. 24 4.03 8. Activity The group discussion was effective to help you become more creative in editing and producing good videos. 8 4.33 4.33 High Group discussion or group work is more preferable in learning English so you can practice your English with the other group members. 16 4.33 The interaction between teacher and students encouraged you to communicate in English. 25 4.1 The learning activities helped you to become more confidence in using English for communication. 27 4.4 The learning activities using technology are more motivating and encouraging you to learn and speak in English. 29 4.53 9. Output The mobile phone video-making task assisted me to memorize English vocabularies andor language expressions. 9 4.4 4.28 High The task helps me to practice communicating in English outside the classroom. 17 4.07 The activities and tasks of video making enhance both my fluency and listening ability. 26 4.43 The video showings made by the other students motivated you to edit and make a better video. 28 4.17 The video making task is more relevant to your daily life and future work demand of good communicative skill. 30 4.33 The range of the features from very high to low can be seen in table 4.6. Every feature contains its phenomena gathering items through the statements in the questionnaire. The items are already sorted according to which feature they belong in order to make the data presentation easier to observe and to understand. Based on the analysis, the feature which belongs to very high category is content. It means that the content in mobile phone video-making task contributed the highest to the improvement of students’ communicative skill. The contents are provided from teacher’s explanation, video watching, video making process and from learning activities. Moreover, goal and objective, input, role of teacher, setting, activity and output belong to the high score category. The feature which fairly gave contribution to the students’ communicative skill improvement is procedure, while the feature which gave low contribution was role of students. Further detail of the score interpretation is analyzed in the discussion of the results. 2. Qualitative Data Analysis This section presents and analyses the findings of qualitative data gathered from the survey design covering the results of open-ended questions. There are three questions regarding to the effectiveness of MPVMT implementation. The questions are first, what benefits the students have felt after the implementation of MPVMT in English learning, second, what the students’ comments regarding to the treatment are and last, what students’ suggestions or recommendations toward the activities for a better English learning? The three questions were intended to reveal the students’ opinion and suggestion toward the implemented technique. Besides, the results of the questions are also used to further support and enrich the evidence resulted from the quantitative results. The result of open-ended questionnaire can be seen from the following table. Table 4.7. The Examples of Translated Coding of Open-Ended Questionnaire No. Theme Data Number Statement 1. Goal and Objective 3Q1 We can practice to speak English fluently and practice listening. 6Q3 It would be better if English learning focuses more in speaking and communication purposes in order to be more fluent. 17Q3 Have conversation practice more, not only theory. 2. Input 1Q1 It gives many benefits because with video, I can directly look at the context provided by the video in terms of pronunciation and expression which I cannot get from power point screen. 8Q2 I have a chance to practice my English speaking skill when learning using video and when making video with other group members. 14Q2 In my opinion, using video to learn English is not really understood, because the explanation in the video is implicit not too detail and cannot really be understood. 30Q1 I can follow what is expressed in the video, because it’s easier for me to practice. Besides, through video, English lesson becomes more interesting and fun. 3. Content 10Q3 Add the learning topics, not only two topics. 21Q2 The topics are also interesting, effective and beneficial to help my career later on. 23Q2 I learn English also through video, and it’s really helpful to me. The facial expressions which are shown in the video are clear and help me to see the expression when talking. 27Q2 It’s very useful, can be more understood because we see the practice directly. 30Q2 If possible, more intensify the use of video in English learning. 4. Role of Teacher 20Q3 The teacher gives more input feedback about the video produced by the students. 22Q3 Use audio visual more often and more clarify the instruction of video making procedure. 25Q2 To my point of view, it’s good enough. However, there should be more explanation from the teacher about the content in the video, so that the students can understand it better. 30Q3 The teacher should be more active and communicative to the students. 5. Role of Students 25Q3 For students who did not participate in the video making task, they should be given a punishment. 29Q3  Have more interaction,  More practice speaking, video playback  In the discussion of the video made by the students, every student should participate in giving comment so that everyone knows the weakness and the strength. 6. Setting 16Q3 Make the English learning becomes more interesting by utilizing video in the activity. 23Q3 Make use of English videos more numerously and frequently. The task of making a video in a group which does not consist of too many members. 24Q2 The use of video for learning should be more frequent and the videos being played should be more interesting and varied. 29Q2 It’s better to properly balance between the materials and the video use. 7. Procedure 3Q2 We can practice conversation with the other group members in English during the process of video making task. 7Q3 Balance the practice and material in learning. 16Q2 It’s please if video can be played or shown in every English learning activity, because video as a visual media is able to stimulate brain to save the lessons fast. 22Q1  Become more understand about the correct pronunciation  Increase vocabulary in speaking  Become easier in listening.  Make theory lesson into practice 24Q2 The use of video for learning should be more frequent and the videos being played should be more interesting and varied. 8. Activity 12Q2 It’s good enough, belongs to one of the refreshing methods in learning and teaching. 15Q3 Don’t vanish the English learning activity through video, 18Q3 Use video in English learning more frequently. The task for the video making is also challenging, because it is in English. 23Q3 Make use of English videos more numerously and frequently. 24Q3 Have more communication communicative approach using real-life examples, and a more interesting video. 9. Output 6Q2 I agree toward the use of video in the English learning context because it can increase students’ learning interest and also beneficial for my career later on. 9Q1 I have not felt the benefits yet, because there are not many videos being showed or played. 11Q2 I like it very much because the vocabularies and the pronunciations are easier to remember. 17Q2 The video making task activity can also increase creativity and self-confidence. 18Q1 • Able to remember English vocabulary better. • Teach me how to speak pronounce English vocabulary. • Train me to ask and answer questions spontaneously. • Practice to handle communication difficulty in English language. 26Q1 • We can know the correct pronunciation of the English language. • Seeing while hearing is more effective for remembering vocabulary. 27Q1 • Improve English Pronunciation • Understand The use of English in the situational context • Help to communicate in English. 10. Atmosphere 2Q2 It the technique should be improved to vary the English learning method, so that English is easier to understand, motivating, and not boring compared to flat learning technique. 12Q1 It the technique makes thought or mind fresher, and able to concentrate to comprehend the conversation in the video. 15Q1 In learning, I feel more relax, comfortable and able to further improve my understanding on English lessons. 17Q1 Able to enrich many new vocabularies, the English learning becomes more alive and pleasurable. 18Q2 I prefer to use the video, because it is more sophisticated, and refreshing. 24Q1 With the use of video, the English learning becomes more attractive and more easily understood. 27Q2 Video making and video learning activities is more interesting and appropriate to the elected skill. In table 4.7 are the lists of themes related to features in MPVMT and some examples of translated coding from open-ended questionnaire. The whole results of questionnaire narrative are presented in appendix 12. Furthermore, the results of the open-ended questionnaire became the basis of developing an interview guideline. Finally, interview was conducted as the last data gathering instrument aimed at clarifying students’ opinion towards the open-ended questions. Therefore, the results of the interview are used to give clearer and more evidence toward the contribution of MPVMT to the improvement of students’ communicative skill learning achievement. The samples of the interview result are presented in table 4.8 while the complete results of the interview are attached in appendix 14. Table 4.8. The Interview Result and Emerging Themes Stu Num Theme Description C C036 Preferable Goal Ooh... So, that’s the difference I learn English for communication, then. I supposed it is simpler, because it is only to communicate. To me, the most important is to be able to communicate, that’s enough E E029 Preferable Goal I prefer the one for communication purpose, miss,, it’s more free,, W W043 Preferable Goal I like better for communication, Ms, Even though grammar is also interesting. C C023 Topics’ appropriateness; content Because describing process is needed and helpful to some jobs, for example, an animator needs a tutorial to decrease his working load or working difficulty. Telephoning is beneficial for communication fluency between others, for urgent needs, such as making appointment. E E021 The benefit of learning the topics The topic of describing process is beneficial… It is because making an animation includes several steps, or in other words, it needs process. Therefore, the material of describing process is appropriate with animation department, miss. W W033 The output of learning the topics The achieved topic’s objective Yes, Ms, It helps us to understand when we communicate with natives, and also to ease the job later a. In my opinion, the topics are beneficial to support my career later in the future, Ms b. C C046 Atmosphere setting It’s fun, as through visualization, the lesson is easier to comprehend by the brain C C047 The benefit of video Yes. I feel there is an improvement of vocabulary, though not that much. E E022 Output atmosphere I think it is beneficial, because it makes me understand the lesson more. Also, it is more fun E E054 Benefit of video content Yes… because it video enables us to watch and listen at the same time and also able to see the expressions. W W013 b Reason to learn English through moviefilm Step by step we are able to know the unfamiliar words, and then we try to find out the meaning, thus, it enables us to enrich our vocabulary. C C092 The output of MPVMT I learn the correct telephoning etiquette in English language, the correct pronunciation. E E084 The benefit of MPVMT From the ‘describing process’ lesson, I become more aware of the step by step order. In terms of English language, my English is also improved even though a little. Besides, in terms of speaking skill when the time to describe or explain. W W034 The benefit atmosphere of MPVMT To me, it increases my English knowledge. For the video making activity, it is also one of the ways to express ourselves, and it makes us to be more enthusiastic. W W065 The atmosphere of MPVMT It is more refreshing. Learning English does not merely look at words or writings. W W098 The output of MPVMT Yes, Ms. So we know the appropriate expressions. Like for example, what language expressions we should use in formal telephoning situation. C C077 Teacher’s feedback Yes.. The students are free to askconsult to the teacher every time we find difficulty. C C089 The output of teacher’s feedback The teacher’s feedback helps us to know our weaknesses in the video making process in terms of pronunciation and expression :0 besides, we can also know the lack of our video. E E074 The benefit of students’ video playing I feel happy. The students’ video playing can be used to compare our video result with the other groups’ videos. E E077 Benefit of feedback from students Yes.. If the lack is commented, later, when we make another video we can be more careful in order to be better. W W086 The benefit of classmates feedback It makes us know understand what our lacks and mistakes are. C C038 The benefit of GW I prefer working in group, because we can share C C042 The benefit of GW Yes miss, we can share, We can communicate in English for interaction and communication as well, E E033 The benefit of GW setting atmosphere In group for sure, miss.. Because togetherness is entertaining. E E038 The benefit of GW setting Yes, Miss… because if the task is done in pairs, we can also practice communicating in English at once, miss... W W055 The preferable setting of learning English I prefer working in group to working individually, Ms W W064 = W067 The output of GW creative innovative Yes, sure Ms. the group work helps me to be more creative and innovative in finishing the task. C C128 The implementation of MPVMT setting The MPVMT is appropriate to be implemented because variation can improve the learning spirit. C C129 The implementation of MPVMT setting The reasons why MPVMT is appropriate to be implemented are because it improves speaking ability and self-confidence and also it is more effective or interesting and useful way of learning English. E E119 The implementation of MPVMT setting MPVMT is suitable to be implemented because it can be used as a learning media, and the students are easier to understand the lesson. The results of the interview show that there are some other points emerging from the students’ opinion and answers related to the impacts of mobile phone video-making task treatment towards their communicative skill improvement. The inputs from the video help the students to comprehend the lessons easier through visualization which enables them to watch and listen at the same time and also to see the expressions. The lessons being taught are also useful for their job as they know the appropriate language expressions to be used both in formal and informal situation. The video making task assists the students to express ideas that can increase their creativity and self-confidence. It also enables the students to improve their speaking ability by practicing to communicate in English on a given context with the other group members. Moreover, the activities of mobile phone video making, in fact, make the students to be more enthusiastic and refreshed. As the activities create enjoyable English learning atmosphere, the students’ boredom can be reduced. By the implementation of Mobile phone video- making task treatment, in brief, the students are given more chances to practice their English communicative skill through the activities of video watching, group discussion, role play and video making task. The treatment let the students to be more creative to explore their creativity, to express their ideas and also to become more confident to communicate in English compared to common oral classroom presentation technique.

B. Discussion