50
the students of class E need more motivation to learn English than class F. It could be seen from the observation done by the researcher before the semester started.
E. DATA GATHERING TECHNIQUES AND INSTRUMENTS
The data for this study were gathered in three stages. This study combined three instruments to gain the data. The first instrument was the students‟ pre-test
and post-test scoring of speaking practice. It was used to provide quantitative data to
analyze the effect of video project to promote students‟ speaking skill. The second instrument was questionnaire and the third instrument was interview. The
second and the third instruments were to provide qualitative data about how video project promotes
students‟ learner autonomy. About the stages and instruments of data gathering techniques, the more detail explanation is as following.
1. Test The researcher used two kinds of test in this study, pretest and posttest. The
pretest was done in order to know the homogeneity of the two classes in speaking skill and the post-test was done in order to know the influence and the
effectiveness of nursing video project to promote students speaking skill. This instrument was in the form of Pretest and Posttest scoring of speaking practice.
The first stage of data gathering was gathering the data for the experimental research. Here, the pretest was conducted at the beginning of the semester for
both classes. Then, I gained the posttest scores from experimental group and control group. I counted the scores to find the gain scores. The gain scores
indicate if there is any significant difference exists between two different groups after given the treatment.
51 The results of the pretest and posttest were to provide important contributor
and data for this experimental research, which demonstrated the effect of video project that had been made especially on the experimental group.
The tests were based on the rubric on speaking which test the students some topics in the fourth semester as Nursing Instruction, First Aid, Taking Histor. The
questions in Pretest and Posttest were obtained from the questions used in mid examination and final examination in semester fourth based on the syllabus. The
test had been given to the fourth semester in the previous academic year. 2. Questionnaire
This study only used one type of questionnaire including individual questionnaire which was given in open-ended questions. The questionnaire was
used in the second stage of data gathering as part of survey research. The questionnaire was intended to obtain information about each student‟s opinion
about the project. It was given to all students of experimental group and they did not mention their data in the questionnaire. They answered the questionnaire at
the time they finished doing posttest. The questionnaire was adopted from many sources and translated into Bahasa Indonesia. The questionnaire was given to
each group and each student answered the open-ended questions about the project. The students answered the questionnaire in Bahasa Indonesia.
To identify the underlying constructs that could explain the co-variation among responses to the items in the questionnaire, the researcher used factor
analysis. Factor analysis is a procedure that identifies clusters of items that vary together, and it may be linked by a common underlying explanation or factor
Cotterall, 1995:2. The factors of the questionnaire were students‟ objectives of
52
learning, students‟ contents and progression in learning, students‟ learning strategies, students‟ monitoring and evaluation in learning, and role of teacher.
All five factors were based on the characteristics of autonomous learner and based on the video project implementation in learning language.
The coverage of individual questionnaire was presented in the table below.
Table 3.5 Organization on the Individual Questionnaire Question Numbers
The Purposes of the Questions
Questions 1, 2 To find some information concerning the
students‟ objectives of learning Question 3, 4
To find some information concerning the students‟ contents and progression in learning
Questions 5, 6, 7, 8, 9 To find some information concerning the
students‟ learning strategies Questions 10, 11, 12
To find some information concerning the students‟ monitoring and evaluation of learning
Questions 13 To find some information concerning the
teacher‟s role
Table 3.6 Content Coverage of the Individual Questionnaire Concepts
Components Item
Num ber
References
Students‟ objectives
of learning a. The aspect the students obtain in
making the video project and the reasons.
b. The things which can be learnt in making
the video
project learning experience
No.1 No. 2
Adapted from
Hafner 2011:82 Wenden 1983
St udents‟
contents and
progress in learning
a. The advantages of making video project related to the use of
technology, teamwork, English subject and language skill
b. The students‟ opinion about their
motivation to improve their English proficiency through video
project. No. 3
No. 4 Masats
et al.
2009:344 Hobbs 1998
Students‟ learning
strategies a.
The students‟ planning in making video project
b. The students‟ strategy in group in
making video project. No. 5
No. 6 Wenden 1983
Oxford 1990
53 c. The process of rehearsal in
making video project. d.
The students‟ responsibility willingness in making video
project.
e. The use of other sources to help the students in making video
project to adapt or to modify No. 7
No. 8 No. 9
Harmer 2011:346
Littlewood 1996 Nunan 1997:195
Students‟ monitoring
and evaluation
of learning a. The problem faced and solution
in making video project. b. The difficulty during the process
of making video project related to
the use
of technology,
teamwork, English subject and language skill
c. The things needed to be evaluated and improved in making video
project and the reasons. No. 10
No. 11 No. 12
Hafner 2011:82
Little 1991:4 Dickinson 1993
Holec 1981
The teacher‟s
role in
video project
a.
The students‟ opinion and suggestion
about teacher‟s role related to video project.
No. 13 Kocak 2003
3. Interview The last stage in gathering the data was conducting the interview. It was
conducted to obtain the data about learner autonomy. Respondents were asked some questions about how video project promotes their learner autonomy.
The questions in interview were asked in Bahasa Indonesia to make the students easy to understand the contents of the questions. The students then
answered the questions in Bahasa Indonesia. The interview was recorded and noted by the researcher. The items for the interview questions were semi
structured interview and it was developed from the questions in the questionnaire given to the students. There would be three students to be interviewed in the
experimental group. The results of interview were to clarify and strengthen the answer from the questionnaire result.
54
The data gathering was carried out in semester four academic year 20142015. The semester began from March and it was ended on July but the data
gathering was carried out from March to June 2015 to make the research easy to conduct. They were conducted based on the timeline as follows.
Table 3.7 Time Table for Data Gathering
March April
May June
Week Week
Week Week
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Pre Test Determining ctr. exp. Group
Project Assignment Consultation Time
Project Submission Sharing and Commenting
Posttest and Questionnaire Interview
F. THE EXPERIMENT
