technological advancements. What disregards to be considered is how students can use the technology to further produces and share their own learning
materials. These situations become a challenge for the researcher to create learning environments in which students can participate actively improving their
communicative skills and to provide learning media which fit the students’ needs.
B. Theoretical Framework
Based on characteristics of the curriculum implemented in SMK, this research proposes a teaching technique that tailored to SMK students’ needs. The
proposed technique is designed in line with the implemented SMK curriculum in terms of the followings. The students are the center attention of the learning
activities since the curriculum is a learners’ oriented curriculum that views students as the central attention of learning activities. In a sense that, the activities
should focus on the students’ language development. The language development being focus is the students’ communicative skills since the objective of language
learning in SMK is to enabling the students to use English for communication in the working field.
Besides, since the curriculum needs to be responsive to the development of science and technology, the teaching media should provide students with learning
experience that enable them to keep up with and apply technological development. Thus, video and mobile phone video feature are selected as the
teaching media in the learning instructions. By using mobile phone video both teacher and students can get benefits from the current technological advancement
which they are mostly exposed to and interested in. Furthermore, since the content
of vocational school curriculum should be relevant to the need of life or job force, the learning activities provided in the technique are the activities that
contextualized to be used in the real-life setting, such as role play, interview and group work.
Considering those facts, this research proposes language teaching technique by the implementation of mobile phone video-making task to improve
students’ communicative skill. The selection of the technique is based on the following reasons. Firstly, videos are regarded as the appropriate learning
resource and material since video provides two aspects that significantly contribute to language acquisition. The aspects are comprehensible input and
output Canale and Swain, 1980 cited in Savignon, 1997. The comprehensible inputs provided by video are both in terms of audio and visual inputs, namely
words and pictures or sounds and images, while the comprehensible output is the listening comprehension, communication using target language and the real
experience of native speaker communication Richards and Renandya 2002. Secondly, the choice of mobile phone as the media is based on the belief that it is
the current technological advancement that both teacher and the students most exposed to and interested in. It also because of a lot of number of features
integrated in mobile phone, one of them is video recorder feature, can be utilized as media in language learning.
Furthermore, the selection of mobile phone video-making task is based on the literature deficiencies from previous researches that consider students as only
the consumer or passive users of technology. Finally, during the process of completing mobile phone video tasks, the students are given the chance to
improve their communicative skill. Since the activities in the video making tasks facilitate the learners with communication exchange, interaction and negotiation
of meaning Long, 1981, in Ellis 2008. All are conditions that lead to the improvement of students’ communication skill.
Based on the above description, the following is the research construct mapping of the research variables figure 2.2: Construct Mapping of Mobile
phone video-making task.
Figure 2.2: Construct Mapping of Mobile phone video-making task
English Learning
Input Pr ocess
Output
Video Input
Pr ocessing
Text Pictur e
Sound
For m Expr es-
sion Pr onoun-
ciation Task-Based
Activity Role Play
Communicative Pr actice
Inter ac- tion
Negotiation of meaning
Intepr eta- tion
For m Pr onoun-
ciation Expr essi
on
Shor t Tutor ial Video
Communicative Skill
As the strengths discussed above, it is expected that the implementation of mobile phone video-making task gives better effects on students’ communicative
skill rather than the technique commonly used in the traditional classroom setting, which is oral classroom presentation. This study, then, is conducted in order to
compare the results of the proposed technique with the oral classroom presentation technique. Therefore, the hypothesis proposed in order to answer the
first research problem in this study, ‘Does the implementation of mobile phone video-making task improve students’ communicative skill better than the oral
classroom presentation technique?’ is as the following: 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.
1. Ho = µe ≤ µc 2. H
1
= µe µc Furthermore, in order to answer the second research problem, ‘What
features of mobile phone video-making task contribute to the improvement of students’ communicative skills?’, the main data will be collected from the
questionnaires and interview. The questionnaires and interview are based on the features adopted from Nunan’s categorization of task’s components and from the
principal activities in the communicative language teaching CLT. The features include goal and objective, input, content, role of teacher, role of students, setting,
procedure, activity and output. These features are then analyzed to find out the impact of mobile phone video-making task on the improvement of students’
communicative skill. The findings of the second research problem are expected to support the hypothesis of the first research problem.
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CHAPTER III RESEACH METHODOLOGY
