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human experience to be observed, the results obtained in this research are in the form of words rather than numbers.
B. Research Participants
The target population of this research was the second grade of senior high school students of SMK Negeri 2 Depok, Yogyakarta. However, since it would not
be possible to survey the entire population of the students, a small group of students was taken to be a representative of the population selected. The research
participants were the second grade of Teknik Komputer Jaringan students of SMK Negeri 2 Depok, Yogyakarta. of academic year 20072008. This class was chosen
because it was accessible for conducting the research and there was time suitability between the schedule of the English lesson and the researcher.
The total number of students in Teknik Komputer Jaringan class was thirty two students. However, because of some reasons such as the students were absent
when the research was conducted, the number of the students was not the same as it was planned. From thirty-two students, the researcher took six students to be
interviewed.
C. Research Instruments
The research used three instruments to gather data. The instruments were an observation checklist, a questionnaire, and an interview. The instruments were
used to obtain reliable data and also to make the researcher easier in gathering the data in order to answer the research questions in the problem formulation.
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1. Observation Checklist
The first instrument was observation checklist. It was used to answer the first research question. According to Cohen, Manion, and Morrison 2000: 293,
“Observational data are attractive as they afford the researcher the opportunity to gather ‘live’ data from ‘live’ situation”. In other words, by carrying out
observation, the researcher would be able to look at the real condition of the participants being observed. The researcher used observation since it gave data on
every action taking place in the classroom. Morrison 2000 stated “observation will enable the researcher to gather data on physical setting, human setting,
interactional setting, as well as program setting.” By using observation, the researcher was helped to gather data in every setting.
In the research, the observation checklist was very useful in helping the researcher to gather data. The observation helped the researcher to observe the
students’ behavior in the learning process through videos. The observation checklist consisted of three parts. The first part Part A was students’ behavior
before learning through videos. In other words, the first part was student’s behavior before viewing. This part consisted of 6 points. The second part Part B
was students’ behavior during learning through videos. In other words, the second part was student’s behavior during viewing. This part consisted of 8 points. The
third part Part C was students’ behavior after learning through videos. In other words, the third part was students’ behavior after viewing. This part consisted of 6
points.
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In conducting the research, the researcher used nonparticipant observation. In nonparticipant observation, the observer was not really involved in the
activities of the group. The researcher purely observed the students in the classroom. It was done in order to minimize the missing data on the students’
progress and to provide truthful data. Therefore, a nonparticipant observer would be very helpful.
2. Questionnaire
The second instrument was a questionnaire. According to Seliger and Shohamy 1989: 172 “a questionnaire is printed forms for data collection, which
include questions or statements to which the subject of the research is expected to answer.” The questionnaire was used to obtain information about the students’
perception on the activities, motivation and implication of using videos. It was also used to determine the six students who would be interviewed. There are two
types of questionnaire: closed form and open form. This research used closed form questionnaire. According to Ary et al. 2002, there are two advantages; first,
the response rate of the questionnaire could reach 100. Second, a questionnaire is also practical because the answers can be returned at the same time as when the
questionnaire is distributed. This closed form of a questionnaire consisted of twenty-five statements,
covering three categories. The first category Part A was about the students’ perception on the activities used in learning English using videos. It covered
questions number one up to number eight. The second category Part B was about the students’ perception on their motivation in learning English using
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videos. It covered questions number nine up to number sixteen. The third category Part C was about the students’ perception on the implication of learning English
using videos. It covered questions number seventeen up to number twenty five. The questionnaire used Likert Scale, a scale with a number of points that
provides ordinal scale measurement Wiersma, 1995. A set of related responses for each point was provided. The responses were valued from “never, rarely,
sometimes, often, and very often.” The rank was one to five. To find out what choices of the respondents, they were asked to put a tick on the column based on
their choices. The questionnaire used Indonesian in order to make the students understand the statements in the questionnaire easily.
The positive and negative perception of the respondents were determined by the statement and value given by the respondents. If the respondents had
negative perception on the use of videos in English learning, they tended to choose the column 1 ‘never’ or column 2 ‘rarely’ of the questionnaire. If the
respondents neither had positive nor negative perception, they tended to choose the column 3 ‘sometimes’. These respondents could be categorized to have
average perception on the use of videos in English learning. If the respondents had positive perception on the use of videos in English learning, they tended to choose
the column 5 ‘often’ or column 4 ‘very often’. It could be concluded that if respondents responded positively to the statement that might lead them to have
positive behaviors or attitude, it would be interpreted that the respondents had positive perception. On the contrary, if the respondents responded negatively to
the statement that might lead them to have negative behaviors or attitude, it would
