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Coding Meaning
MrMs Ant The name for the participant of the interview number 1
MrMs Bird The name for the participant of the interview number 2
MrMs Cow The name for the participant of the interview number 3
MrMs Duck The name for the participant of the interview number 4
MrMs Elephant The name for the participant of the interview number 5
Table 3.1 Coding of the Interviewees’ Name
C. Research Instruments
The researcher developed two instruments used to elicit data on learning experiences, namely interview guide and questionnaire. The clearer description of
the instruments was as follows.
1. Questionnaire
The questionnaire employed in this research was the in the form of close- ended and simple checklist answer. The questionnaire provided in the form of
yesno questions. This type of questionnaire was selected to maximise the information wanted from the students McDonough and McDonough, 1997.
Table 3.2 below is the format of the questionnaire.
No. Questions
1. Do you like learning English using video? 2. Do you feel excited when having video in the class?
3. Do you think you can get knowledge through learning English
using video? 4. Do you think the use of video help you to learn English
pronunciation? 5. Do you like learning English pronunciation through video?
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No. Questions
6. Do you think the use of video help you to learn English vocabulary?
7. Do you like to learn English vocabulary through video? 8. Do you think the use of video help you in listening
comprehension? 9. Do you like having listening comprehension using video?
10. Do you like having animated video in the class? 11. Do you like having documentaries video in the class?
12. Do you like having language learning video in the class? 13. Do you like the video showed by the teacher?
14. Do you enjoy the video-based activity designed by the teacher?
Table 3.2 Questionnaire Questions
2. Interview
An interview was a crucial way to collect data in the descriptive research. For this reason, the researcher conducted the interview with the teacher and five
students to obtain the information from their perspectives. The interview questions, which were used to interview the teacher, are presented in Table 3.3
below. Furthermore, the interview questions, which were used to interview the students, are presented in Table 3.4 in the following page.
No. Points
1. 2.
3. 4.
5. Types of video which were used in English learning activities
How the video were used Difficulties during the application of video
Students’ difficulties in learning using video materials The influence of the use of video in the teaching and learning
process
Table 3.3 Items of Interview with the Teacher
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No. Points
1. 2.
3. 4.
The videos which were used in the class Students’ perceptions on the use of video in the English learning
activities Students’ perceptions on the use of video for pronunciation,
vocabulary, and listening comprehension activities The difficulties that students found during the English learning
through the use of video
Table 3.4 Items of Interview with the Students
In the interview session, the researcher elicited the teacher’s method and
strategies in using video materials in teaching and learning English. Researcher also
explored the students’ experiences during the learning process which implemented video in the classroom. Semi-structured interview was conducted in
gaining the data. Semi-structured interview was a type of interview where it had structured questions as the guideline but the questions are flexible during the
interview process McDonough and McDonough, 1997. The flexibility was shown on the changing order of the interview questions and more extensive
follow- up questions to response the interviewees’ answer.
The method of recording the data in this interview was audio recording which was done using a tape recorder. Recording interviews allow researcher to
observe many detail and accurate aspects of the interview Hopkins, 1993.
D. Data Gathering Techniques
