39 the observation. First is selecting a site to be observed that can help in
understanding the central phenomenon. Second is put into the site slowly by looking around. Third is identifying who or what to observe and when and how
long to observe. Fourth is determining the respondents. Fifth is initialling the researcher
‟s role as an observer. Sixth is conducting multiple observations. Seventh is getting time to obtain the best understanding of the site and the
individuals. Eight is designing some means for recording notes during an observation. Ninth is considering what information the researcher will record
during an observation. The last is recording descriptive fieldnotes events, activities, and people and reflective fieldnotes personal thoughts.
2. Questionnaire
In gathering the response of the respondents related to their perception on using group video, researcher distributed questionnaire in collecting the data.
According to Best and Kahn 1986 questionnaire is one of the data gathering instruments in which the respondents answer several questions or respond in a
form of writing. In this research, the researcher used two types of questionnaire, both close-ended and open-ended. According to Neuman 2011, open-ended
question is a type of survey method that allows respondents free to offer any answer they wish to the question. While close-ended question is a type of survey
method in which respondents must choose from a fixed set of answer. There were 39 close-ended questions and 2 open-ended questions.
In gathering the data from the close-ended questionnaire, the researcher used Likert scale which presented the degree of agreement. Neuman 2011 states
40 that Likert scale is a scale often used in a survey method in which people express
attitudes or other responses in term of ordinal-level categories that are ranked along a continuum. The researcher used four degrees of possible agreement,
„strongly disagree‟, „disagree‟, „agree‟, and „strongly agree‟. In order to make it easier for the researcher in analyzing the data, the numbers one to four were used
to represent the degrees of agreement. The scores distribution for the degree of agreement based on Riduwan 2002 can be seen in table 3.1.
Table 3.1 Scores Distribution Source: Riduwan, 2002
Positive Statements Negative Statements
Strongly Agree = 4 Strongly Agree = 1
Agree = 3 Agree = 2
Disagree = 2 Disagree = 3
Strongly Disagree = 1 Strongly Disagree = 4
The researcher made blueprint of the questionnaire to make the statements in the questionnaire being structured. The blueprint of the
questionnaire can be seen in the appendix D. After the questionnaire had been
developed, each question and the questionnaire as a whole should be evaluated before distributed to the respondents. Evaluating the questionnaire is called pilot
testing Vaus, 2002. Researcher discusses pilot testing into two categories, they are stages of pilot testing questions and pilot testing questionnaire.
First is stages of pilot testing questions. Converse and Presser 1986, provide three stages of pilot testing questions as cited in Vaus, 2002. Those
41 stages are question development, questionnaire development, and polishing pilot
test. In the stage one, question development has purpose to establish how to phrase each question and to evaluate how respondents interprete
the questions‟ meaning. The researcher in this stage evaluated each statement based on the
respondents‟ understanding about the statements. If none of the respondents asked about the statements and they clearly understand what the meaning of the
statements were, it could be concluded that the statements in the questionnaire are clear enough to be distributed. In the stage two, questionnaire development, it
enables the further evaluation of individual items and the questionnaire as a whole. The researcher identified the flow of the questionnaire. The researcher evaluated
whether the transition from one section into another section were jump quickly or smooth enough. The time that the respondents spent to fill the questionnaire can
be used as the consideration for the researcher. If the respondents take too long to fill the questionnaire, the questionnaire might be not clear, too difficult to be
understood or there are some similar statements.
In stage three, the researcher polished pilot test by revised questions when necessary, shortened the questionnaire, reordered the questions and finalized
the skip patterns. The researcher used the information gained from the stage two to polish pilot test. The researcher make a mark on the statements that the
respondents usually ask. The respondents usually ask about the meaning of the words that they did not understand or not familiar yet. The researcher revised the
difficult words into simple words that the respondents were familiar with those words. The statements that looked similar will be chosen one to avoid the
