Students’ Perception on the Activities, Motivation and Implication on

45 were 32.3 students who chose often and 48.4 students who chose sometimes. The rest of the students who chose rarely were 3.2. It meant that students sometimes felt better to have a paired discussion but sometimes did not. The students’ responses to the seventh statement that said “Retelling the topic to friends improves my speaking skill” were positive. There were 9.7 students who chose very often, 58.0 students who chose often, 25.8 students who chose sometimes, and 6.5 students who chose rarely. In the eighth statements that said “I enjoy learning English through the activities”, the students also gave positive response. There were 6.5 students who chose very often, 61.3 students who chose often, and 32.2 students who chose sometimes. It meant that the students enjoyed learning English through the activities. The second part of the questionnaire was Part B that was students’ perception on the motivation after learning English using videos. The data that were obtained showed that the students’ perception on the motivation after learning English using videos was positive. There was some evidence which showed that students’ perception on the motivation after learning English using videos was positive. Figure 5 showed that students gave quite positive response to the ninth statement that said “I am active in answering questions from my teacher.” There were 3.2 students who chose very often, 12.9 students who chose often, 61.3 students who chose sometimes and 22.6 students who chose rarely. From the percentages, it could be concluded that the students sometimes active in answering the teacher’s questions but sometimes did not. 46 Figure 5 Students’ responses to “I am active in answering questions from my teacher.” Although the students did not quite active in answering questions from their teacher, in the tenth statement that said “I am eager to know everything about English”, the students gave positive response. It could be seen in Figure 6 that there were 12.9 students who chose very often and 45.2 students who chose often. The rest of the students who chose sometimes were 29.0, and students who chose rarely were 12.9. It meant that most students were eager to know everything about English such as the culture, habits or the way native speakers spoke. Figure 6 Students’ responses to “I am eager to know everything about English” 12.9 45.2 29 12.9 5 10 15 20 25 30 35 40 45 50 5 4 3 2 1 percentage 3.2 12.9 61.3 22.6 10 20 30 40 50 60 70 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 47 In the eleventh statement that said “I pay attention to the teaching and learning process”, the students gave positive response. There were 9.7 students who chose very often, 54.8 students who chose often, 32.3 students who chose sometimes and 3.2 students who chose rarely. From the percentages, it could be concluded that most students paid attention to the teaching and learning process. In the twelfth statement that said “I ask the teacher or friends every time I had difficulties”, most students gave positive response. There were 9.7 students who chose very often and 41.9 students who chose often. The rest of the students who chose sometimes were 45.2, and students who chose rarely were 3.2. It meant that most students asked their teachers or friends when they had difficulties. The students also gave positive response to the thirteenth statement that said “I do the assignment given seriously.” It could be seen in Figure 7, there were 51.6 students who chose often, and 48.4 students who chose sometimes. From the percentages, it could be concluded that most students did the assignment given seriously. Figure 7 Students responses to “I do the assignment given seriously.” 12.9 45.2 29 12.9 5 10 15 20 25 30 35 40 45 50 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 48 Figure 8 showed that students gave positive response to the fourteenth statement that said, “I listen and watch the videos seriously.” It could be seen that there were 12.9 students who chose very often and 61.3 students who chose often. The rest of the students who chose sometimes were 25.8. It meant that most students listened and watched the videos seriously. Figure 8 Students’ responses to “I listen and watch the videos seriously” In the fifteenth statement that said “I become interested in learning English using videos”, the students gave positive response. There were 12.9 students who chose very often and 58.1 students who chose often. The rest of the students who chose sometimes were 29.0. It meant that most students were interested in learning English using videos. Figure 9 showed that students gave positive response to the sixteenth statement that said “I am enthusiastic to learn English using video in the next meeting.” It showed from 16.2 students who chose very often and 51.6 12.9 61.3 25.8 10 20 30 40 50 60 70 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 49 students who chose often. The rest of the students who chose sometimes were 29.0 and students who chose rarely were 3.2. Figure 9 Students’ responses to “I am enthusiastic to learn English using video in the next meeting” The third part of the questionnaire was Part C that was students’ perception on the implication after learning English using videos. The data that were obtained showed that the students’ perception on the implication after learning English using videos was positive. There was some evidence that showed that students’ perception on the implication after learning English using videos was positive. The students’ responses to the seventeenth statement that said “I understand English dialogue better through video” were quite positive. There were 12.9 students who chose very often, 32.3 students who chose often, 51.6 students who chose sometimes, and 3.2 students who chose rarely. 16.2 51.6 29 3.2 10 20 30 40 50 60 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 50 The students’ responses to the eighteenth statement that said “I understand abstract ideas better through videos” were also positive. There were 16.1 students who chose very often, 45.2 students who chose often, 35.5 students who chose sometimes, and 33.2 who chose rarely. It meant that most students understand abstract ideas better through videos. Figure 10 showed that students gave positive response to the nineteenth statement that said “my vocabulary list increases.” It could be seen that there were 6.5 students who chose very often and 64.5 students who chose often. The rest of the students who chose sometimes were 25.8 and students who chose rarely were 3.2. It meant that most students obtained new vocabularies from the videos they watched. Figure 10 Students’ responses to “My vocabulary list increases” Figure 11 showed that students gave positive response to the twentieth statement that said “My listening skill improves.” It could be seen that most students’ listening skill improves. It was showed from 3.2 students who chose 6.5 64.5 25.8 3.2 10 20 30 40 50 60 70 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 51 very often, 61.3 students who chose often, and 35.5 students who chose sometimes. Figure 11 Students’ responses to “My listening skill improves” Figure 12 Students’ responses to “My speaking skill improves” Figure 12 showed that students gave positive response to the twenty-first statement that said “My speaking skill improves.” It could be seen that there were 3.2 61.3 35.5 10 20 30 40 50 60 70 5 4 3 2 1 percentage 64.5 35.5 10 20 30 40 50 60 70 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 52 64.5 students who chose often, and 35.5 students who chose sometimes. It meant that most students’ ability in speaking English improved. In the twenty-second statement that said “My reading skill improves”, the students gave positive response. There were 54.8 students who chose often and 45.2 students who chose sometimes. It meant that students’ ability in reading improved. However, in the twenty-third statement that said “My writing skill improves”, the students’ responses were quite negative. There were only 45.2 students who chose often, 51.6 students who chose sometimes, and 3.2 students who chose rarely. It meant that there were only a few students whose writing skill improved. The students’ responses to the twenty-forth statement that said “My pronunciation skill improves” were positive. There were 3.2 students who chose very often, 54.8 students who chose often, 38.8 students who chose sometimes and 3.2 students who chose rarely. From the percentages, it could be concluded that the students’ abilities in pronouncing the English words improved. Figure 13 showed that students gave positive response to the twenty-fifth statement that said “My knowledge about foreign culture and its habits increase.” It could be seen that there were 6.5 students who chose very often, 70.9 students who chose often, 16.1 students who chose sometimes and 6.5 students who chose rarely. It meant that through videos, their knowledge about foreign culture and its habits increased. 53 Figure 13 Students’ responses to “My knowledge about foreign culture and its habits increase” Figure 14 The Percentages of Students’ Responses to All Statements in the Questionnaire Based on the analysis above, it showed that students’ perception on the use of videos in learning English were positive in general. Figure 14 showed the percentages of the students’ responses to all statements in the questionnaire. It could be seen that 52.5 of the total participants chose column 4 “often” and 10.2 of the total participants chose column 5 “very often” which showed that they had positive response to every statement. These students were categorized to 6.5 70.9 16.1 6.5 10 20 30 40 50 60 70 80 5 4 3 2 1 percentage 10.2 52.5 33 4.3 10 20 30 40 50 60 5 4 3 2 1 percentage 5 = very often 4 = often 3 = sometimes 2 = rarely 1 = never 54 have positive perception on the use of videos in learning English. On the other hand, 33 of the total participants chose column 3 “sometimes” that meant that they had middle perception. The rest of the total participants were 4.3 that could be said to have negative perception. It could be concluded that most participants had positive perception on the use of videos in learning English.

3. Students’ Perception on the Activities, Motivation and Implication on

the Use of Videos in Learning English Based on the Interview From the result of the observation and the questionnaire above, it was said that students’ perception on the use of videos in learning English was positive. In order to obtain reliable data, the researcher carried out the interview to six students that included three parts. They were activities, motivation and implication. a Students’ Perception on the Activities Using Videos Most students said that they often had many varied activities when learning using videos. Two of them shared: Seingat saya, nonton video tanpa suara, terus dengan suara, terus nanti diulangi sambil dibahas satu per satu. Terus nanti disuruh menceritakan kembali isi videonya, kalau nggak ya disuruh conversation berdua-dua. Kadang juga suruh nulis paragraf, nyeritain isi video secara tertulis. Student 4, Interview As I remember, watching video with the sound off, then with the sound on, then replaying the video while discussing one by one. Next, we were asked to retell the video content or to have conversation in pairs. 55 Sometimes we were asked to write a paragraph about the video content. Student 4, Interview … tanya jawab, terus nyeritain ulang tapi pake versi kita, biasanya cerita di depan kelas. Kadang juga videonya ga ditampilin utuh, jadi endingnya terakhir liatnya. Itu bikin penasaran karena sebelumnya kita disuruh nebak endingnya gimana gitu … kadang ada nyanyi juga … Student 1, Interview … question and answer, then we were asked to retell using our version, usually in front of the class. Sometimes the videos did not played until the end, so we watched the ending at last. It made us curious because we were asked to guess what the ending was… sometimes we sang a song … Student 1, Interview Most students said that through those activities, they were happy and enthusiastic in learning English. They said that they liked learning using video since it gave them both pictures and sound Barry, 2003. … saya seneng pake video karena ada gambar yang bisa diliat, kita bisa tahu penerapan pake bahasa Inggris dalam kehidupan mereka. Ga bosen lagi … Student 2, Interview … I like using videos because it has pictures that can be seen, we can know the application of English in their daily life. It does not make me bored … Student 2, Interview However, some students said that it would be better if there were another activity using computer. They said that it would be more interesting when every student had a chance to watch the videos through the computer individually because there were computers in the language laboratory; however, they have not been used. 56 They also said that the activities that they experienced so far helped them in improving their English skills such as listening, speaking, reading, and writing, and also helped to increase their vocabulary list and their pronunciation. Aktifitasnya sesuai karena listening kita jadi meningkat, terus bisa tahu vocab-vocab yang baru, speaking kita juga jadi lebih lancar karena terbiasa disuruh retell … Student 3, Interview The activities are suitable because our listening skill improves, we know new vocabularies, our speaking skills are also more fluent because we are used to retelling … Student 3, Interview However, most students said that it would be better if there were more activities for reading, not only from workbooks and songs but also from the article related to the topics of the video. Most students liked watching videos with the sound off since it could make their mind think and guess what the video contents. They also liked conversation activity that made their speaking skills improved. However, they did not like activity that was related to writing. Most of them said that writing was difficult because it dealt with grammar and sentence patterns. Saya paling suka liat video tanpa suara soalnya bisa nebak-nebak ceritanya, bikin otak berpikir. Yang paling ga suka writing, angel e mbak. Nyusun kalimatnya belum lagi grammarnya … Student 6, Interview I like watching videos with the sound off most because I can guess the story, it makes my mind think. Writing is the skill that I don’t like most, it is difficult in making the sentences, moreover the grammar … Student 6, Interview 57 Some students said that it would be better if there were new activities such as playing a drama which was related to the video topics, analyzing the character, setting, plot in the videos then presenting it in front of the class, watching video clip of music band then completing the lyrics, making the ending of the video contents based on their ideas, and using computers to learn the videos individually. From their answers above, it could be seen that they had positive response on the activities. Although there was an activity that they did not like such as writing, it was normal. Their positive response also could be seen when they gave advice to add the activities so that it can be more varied. Through the answers above, it can be concluded that the students had positive perception on the activities using videos. b Students’ Perception on Motivation after Learning Using Videos The students said that actually they learnt English since they wanted to be able to speak English for their job in the future. When they were taught using videos, they were more enthusiastic in learning English. They said that they paid attention to the learning process. Aku malah merhatiin terus kalo pake video, meskipun kadang ditengah- tengah nonton ngobrol ma temen, tapi ngobrolnya biasanya tanya tentang videonya kalo ada yang ga ngerti. Student 2, Interview I always paid attention if using videos although in the middle of watching videos, I chatted to my friend but the chatting usually was about the videos when I did not understand. Student 2, Interview 58 Although they really paid attention to the videos, only few of them were active in answering teacher’s questions. The students who were not active gave reason that actually they were shy and afraid to make mistakes. Ga aktif mbak. Gimana ya, malu, sulit ngomong juga e . Student 5, Interview I’m not active. I’m shy and have difficulty to speak. Student 5, Interview Perhaps, to overcome this problem, teachers could choose the students in order to make them speak. If they were chosen, they would try to answer the questions whether they wanted or did not want. Therefore, not only the same students who were active, but also the others could be active. When they were asked about their desire to learn deeper about things that were related to English, most of them said that they wanted to learn things related to English. They said that after they have experience of watching videos, they were eager to know many things that were related to English. Iya, pengen lebih tau budayanya seperti apa. Jadi kita tau bedanya dengan Indonesia. Student 4, Interview Yes, I wanted to know what the culture looked like, so we knew the difference from Indonesian culture. Student 4, Interview Iya, karena sekali kita liat videonya, bikin tertarik, jadi pengen tau budayanya lebih lagi, kebiasaannya ... Student 2, Interview Yes, because once we watched the video, it interested us. So I wanted to know more the culture, their habits ... Student 2, Interview