33 “..I learned to be confident and trained to speak English because the
significant part in the activity was the speaking. So, I had to learn. ”
Student 3 Student 3 declared that the video creating activity could build the confidence
because the students were given the opportunity to explain or to express their ideas in English. In other words, departing from the fact that the video creating
activity could train the students to speak English, the activity was also able to guide the students to be more confident.
The ninth statement stated, “I can explain my ideas fluently”. Lado 1965
stated that speaking skill is an ability to report the sequences of ideas fluently. Nineteen students or 41.30 from the total respondents said that they agreed with
the statement. Two students also chose “strongly disagree”. However, 52.17 of
the students or 24 students disagreed with the statement and one student chose “strongly disagree”.
The statement number 10 was about whether or not the students could speak naturally in front of the camera. Twenty five students or 54.35 of the
students chos e “agree”. Then, 4 students or 8.70 of the students chose “strongly
agree”. Yet, 17 students or 36.96 of the students disagreed with the statement. There were no students who state
“strongly disagree”. The tenth statement was connected to the situation as one of the factors
that affected perception. Donnely, Gibson, and Invancevich 1985 defined that situational factor such as press time could influence perceptual the accuracy. The
results of the closed-ended questions in the questionnaire proved that the students could speak naturally. As Richards and Renandya 2002 stated, the students
34 should acquire the knowledge of how the native speakers used the language to
learn a foreign language. Therefore, through the video creating activity, the students could learn to speak English naturally. In interview, student number 1
explained, “...
kan ngomongnya nggak di depan kelas jadi nggak deg-deg-an
” ...because I did not speak in front of the class, I was not nervous. In other words,
the student number 1 claimed that there was no pressure when doing the activity. Hence, the students could speak naturally.
In conclusion, the results of the questionnaire and the interview indicated that the students had their confidence to speak English in the process of creating
the video. The students could be more confident because the situational factor where the students could enjoy the process of creating the video. Moreover, the
students spoke in front of the camera instead of in front of the class. In 2003, Nunan
stated that the right speaking activity could build the students’ motivation and make English became a fun subject.
However, the students still found the difficulties related to speak English since the students lacked vocabulary. Moreover, the students were still confused
in composing sentences. Nunan 2003 noted that speaking skill in the target language was more difficult than other skills. However, Ur 1996 claimed that
speaking skill is the most significant skill of all skills listening, speaking, reading, and writing. Therefore, the lecturers needed to assist the students to
develop their speaking skill by implementing an activity where the students could train the target language appropriately.
35
C. The Students’ Motivation on the Video Creating Activity
The last finding was the motivation. Most of the Management students stated that they were motivated to speak English after the video creating activity.
This finding was sustained by the results of the closed-ended questions in the questionnaire that was written in number 11-15 about the
students’ motivation on the video creating activity.
Table 4.3 The Distribution of Responses Related to the Students’ Motivation
No. STATEMENTS
Degree of Agreement SD
D A
SA
11. I build my confidence to speak
English after doing the video creating activity.
10 22
14 0.00 21.74 47.83 30.43
12. Creating cooking video motivates
me to speak English. 6
30 10
0.00 13.04 65.22 21.74 13.
I get a lot of vocabulary through the video crating activity.
8 21
17 0.00 17.39 45.65 36.96
14. Creating video facilitates me to
speak English. 4
28 14
0.00 8.70 60.87 30.43
15. I practice to speak English as a
preparation to create a cooking video.
11 21
14 0.00 23.91 45.65 30.43
The statement that was written in number 11 was about whether or not the video creating activity built students’ confidence to speak English. Twenty two
students or 47.83 of the students agreed with the statement. Besides, 30.43 of the students or 14 students c
hose “strongly disagree”. Yet, 10 students or 21.74 of the students disagreed that the video creating activity built the
students’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 confidence to speak English. There were no students
who chose “strongly disagree”.
As stated by Ormrod 2011, motivation is something that energizes the behavior. Based on this statement, the students were able to be more confident to
speak English. It showed that they were motivated as they directed the behavior which was being confident.
The next statement which was written in number 12 stated, “Creating
cooking video motivates me to speak English”. Thirty students or 65.22 of the students agreed that creating cooking video motivated them to speak English.
Moreover, 10 students or 21.74 from the total respondents claimed “strongly
agree” as their choice. However, 6 students or 13.04 of the students disagreed with the statement. There were no respondents
who chose “strongly disagree”. In 2011, Ormrod noted that motivation was not only about something that
the students brought to school. It was more about the condition or situational factor. Statement number 12 showed that the students were motivated to speak
English through the video creating activity. It was related to the situation in which the students could speak English freely without any burden.
The thirteenth statement stated, “I get a lot of vocabulary through the video
creating activity ”. From the data, 21 students or 45.65 of the students agreed
that they got a lot of vocabulary through the video creating activity. Moreover, 17 students or 36.96
chose “strongly agree”. Seventeen percent of the students or 8 students chose “disagree”. Besides, there were no students who chose “strongly
disagree”. As Donnely, Gibson, and Invancevich 1985 stated that students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 learned what they wanted to learn. It was one of the factors that influenced
perception which was “need”. The statement number 13 of the closed-ended
questions proved that the students were motivated to speak English because they needed it. As the results, the students got an advantage which they could acquire
more vocabulary. The next statement that was written in number 14 stated,
“Creating video faci
litates me to speak English”. Twenty eight students or 60.87 of the students chose “agree” with the statement. In addition, 14 students or 30.43 of the
students stated that they strongly agreed. Then, 4 students or 8.70 of the total respondents
chose “disagree”. Similar to statement number 13, the fourteenth statement of closed-ended
questions was in line with one of the factors that affected perception which was the need. The students saw the creating video activity was the answer of their
need. It was proven as the students agreed that the video creating activity could be one of the learning techniques which facilitated them to speak in English.
The last statement of the closed-ended question stated, “I practice to speak
English as a preparation to create a cooking video”. The data showed that 21 students or 45.65 of the students agreed with the statement. Moreover, 14
students chose “strongly agree”. However, 11 students disagreed with the statement or 23.91 of the total respondents. Then, there were no respondents
who chose “strongly disagree” in the last statement. The last statement was in line with the theory from Ormrod 2011 which
stated that motivation could get the students moving and point them in a particular PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 direction. It was clear that by having motivation, the students wanted to
ameliorate their speaking skill. The motivation was shown by the students when they had good preparations before they explained their ideas in front of the
camera. Regarding the results of the closed-ended questions, in average, 53.04 of
the respondents answered “agree” for statements number 11 to 15. It showed that the respondents were motivated to speak in English. This statement was supported
by 65.22 from the total respondents or 30 students who chose “agree” in statement number 12 about whether or not the video creating activity could
motivate the students to speak English. In the open-ended questions, there were 39 students who stated that they
were motivated to speak English more by doing the video creating activity. The students stated that they wanted to build their skill especially in speaking so that
they could speak English fluently. The students also felt that the activity was fun and joyful. They did not have any burden. As stated by Nunan 2003, the right
speaking activity was able to build the students’ motivation and make English language become fun to be learned.
The results were also supported by the data from the interview. Student number 5
stated “
Saya ada kemauan untuk bisa
... ” I had a willingness to learn....
In other words, the student had willingness to learn English specifically speaking. In the interview, the students also said that learning English was beneficial for
their future. They realized that they would need English in their job. However, from the open-
ended questions’ results, there were 7 respondents who feel PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 unmotivated by the activity because they thought that they could not speak
English fluently. Based on the questionnaire and the interview, the researcher concluded
that the students were motivated by the implementation of the video creating activity as one of the techniques in learning speaking. It obviously showed that the
students had a good perception on the activity that influenced the students’
motivation. As Glynn and Owens 2005 noted, the positive perception influenced the
students’ motivation. The positive perception could affect the students’ motivation in their learning.
All findings of this research were connected to each others. The students of class A Management Study Program had a positive perception on the
implementation of the video creating activity. The students’ positive perception affected their motivation to speak English. Then, the motivation could sustain the
students behavior which was being confident. In short, the positive perception could build t
he students’ motivation to be more confident to speak English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
