Research Method Student`s perceptions on the video project in their speaking class: a study of 11th grade of SMAN 1 Kasihan students.
31
questionnaire development, and polishing pilot test. In the stage one, question development is used to establish how to phrase each question and to evaluate the way
respondents analyze the meaning of the question. The evaluation is done based on the participants’ understanding. If there are no students who ask about the question, it
means that the question is understandable. In the second stage, it is an evaluation of the questionnaires as a whole. The evaluation is identified from the flow of the
questionnaire whether the transition from one section to another are jump quickly or delicate. Another consideration is also the time that the participants spent to answer
the questionnaires. If the participants need long time to answer the questionnaire, there is a possibility that the question is not clear. In the third stage, the questions are
revised or shortened if it is necessary. The researchers revised the difficult words based on the parti
cipants’ opinions to the easier words that can be understood. Second is pilot testing questionnaire. According to Vaus 2002, there are four
things that should be checked. They are flow, question skips, timing, and respondents’ interests and attention. The flow is needed to know the transitions from
one question to another are smooth or not. The question skips are about the instruction which is given to the students can guide the students trough
questionnaires. If the students take too long to answer the questions, it might be the questionnaires need to be cut for the final questionnaire. The last, if the participants
look bored the questionnaires might be too long. The statements should be reorganized to get better questionnaires.
32
The researcher provided thirty-three closed-ended statements in the questionnaires. The first six statements talked about teaching and learning process in
the speaking class. Those six statements were connected with the relevant theories which were provided in the theoretical description. Next, the fifteen closed-ended
questions were about the process of creating the video project. Those questions were used to know the students’ obstacles or challenges in the process of creating the
video. The students’ obstacles or challenges in the process of creating video influenced their perceptions of the video project. The last twelve close-ended
questions were used to answer the research question. The questions related to the theories of perception which are described in the theoretical description.