Theoretical Framework REVIEW OF RELATED LITERATURE
18 to fi
nd out the students’ perception on the video creating activity. In this study, the researcher used a rating scale presented in the questionnaire. Cohen, Manion, and
Marrison 2005 stated that “rating scale is very useful device for the researcher to build a degree of sensitivity and differentiate of response whilst still generating
numbers” p. 253. Having collected the questionnaire, the researcher began analyzing the data. The following table was the example of questionnaire.
Table 3.1 Sample of the Questionnaire Form No.
STATEMENTS SD
D A
SA
1. I am interested in making a video of how to make
something as one of the learning activity
Table 3.1 shows the sample of questionnaire that was used in this study. The statement is the example of closed-ended question. Besides, this table
also explained th e ranging scale in which “SD” is for “strongly disagree”, “D” is
for “disagree”, “A” is for “agree”, and “SA” is for “strongly agree”.
Table 3.2 Questionnaire Blueprint
NUMBER INDICATORS
FORM THEORIES
1-5 Students’
perception about making a video
Closed- ended
Robbins 2001 The
meaning of perception
Fleming and
Levi 1998 The
meaning of perception
Donnelly, Gibson,
and Invancevich
1985 The
factors that influence
perception
6-10 Students’
experience in the process of making
a video especially in speaking
Closed- ended
Richard and
Renandya 2002
Speaking skill for EFL
Lado 1965 Fluency
in speaking skill
19 NUMBER
INDICATORS FORM
THEORIES 11-15
Students’ motivation about
making a video Closed-
ended Ormrod 2011
Motivation Schunk, Meece,
and Pintrich
2014 Motivation and
interest
1-3 The review of
students’ opinion about a video
creation Open-
ended
Table 3.2 indicates the questionnaire blueprint. The researcher tried to explain the indicators in the questionnaire. From the table, it could be seen that
number 1 to 5 were about the students’ perception about making a video. Then,
number 5 to 10 were related to the students’ experience in the process of making a
video especially their speaking English experience. Meanwhile, the statement number 11 to 15 were about the
students’ motivation on the video creating activity. The form of those questions was closed-ended questions. Besides, there
were three numbers for open-ended questions. Those three numbers consisted of the revi
ew on the students’ perception on the video creation activity.