The Students’ Positive Perception on the Video Creating Activity

26 good motivation to learn. As noted by Harmer 2001, motivation within an individual came from the enjoyment of the learning. Statement number four was the students’ perception on the effectiveness of the video creating activity according to their experiences. The researcher found that the 23 students or 50 of the students agreed that the video creating activity is an effective way to develop their speaking skill. Fifteen students or 32.61 also chose “strongly agree” with the statement. Yet, 15.22 of the students or 7 students stated that they disagreed. Then, one student or 2.17 of the students claimed “strongly disagree” as the choice. The statement that was written in number 4 was in line with the selectivity and the need as the factors of the perception that was stated by Donnely, Gibson, and Invancevich 1985. The results of the closed-ended question number 4 showed that the students had the belief that the video creating activity was effective as one of the techniques in learning speaking. In addition, from the open- ended results, the respondents declared that the video creating activity was meaningful for them as they thought that the activity was effective to increase their speaking skill. It proved that the students’ need was fulfilled. Furthermore, the students could get new knowledge related to vocabulary. Statement number five was about whether or not speaking English in front of the camera was easier than speaking in front of the class. It was 52.17 of the total respondents which were 24 students out of 46 students agreed with the statement. Ten students or 21.74 of the students chose “strongly agree”. 27 Meanwhile, from the data, 12 students or 26.09 of the students chose “disagree” and none of the students chose “strongly disagree”. Related to the fifth statement, the situation as one factor that influenced perception was appeared. As Donnely, Gibson, and Invancevich 1985 stated that the situation was in line with the situational factor or the condition. The results from the interview indicated that the students could deliver ideas freely and avoid their nervousness because of the situational factor in which the students could speak in front of the camera instead of speaking in front of the class. As student number 1 stated, “... lumayan lancar sih, lebih suka ngomong di depan kamera daripada di depan kelas ” I thought, I was fluent enough, I prefered to speak in front of the camera rather than in the class. In short, from the results of the questionnaire related to the students’ perception, most of the students or more than 50 of the total respondents answered “agree”. It was clear that the students had a positive perception on the video creating activity. The results of the closed-ended questions were also supported by the data from the open-ended questions and the interview. The results of the open-ended questions also showed that most of the students had a good perception on the video creating activity. The students noted that they got advantages from the video creating activity. By doing the activity, the students could be more creative since they could learn how to cook and get new recipes. Departing from those benefits, the students also got other advantages related to learning English. For instance, the students could get a new experience in learning to speak English. Moreover, they could improve and acquire new 28 vocabulary. Then, the implementation of the video creating activity made the students able to build their confidence in speaking English even though some of them could not speak English fluently. The next benefit was that the video creating activity provided a special opportunity for the students to go beyond what had been taught by the lecturer. The video creating activity could engage the students to express themselves and apply what they have learned in the class. Moreover, while doing the activity, the students used the camera to take the video. Hence, the students could see their performances their recordings when they were speaking English. As noted by Harmer 2001, the video could be the center of the learning in which the students could work cooperatively together using a wide variety of language both the process and the product of the video creating activity. In the interview, the students said that video creating was an effective technique to facilitate the students to speak English. One student stated that the activity could help the students to enhance their confidence in speaking English. Moreover, one student also said that the activity was fun and interesting. “...membuat video tu kan termasuk kegiatan di luar kelas ya yang menurutku cukup efektif buat kita lebih gimana ya, istilahnya di situ kan kita harus mencari ya, ketika kita nggak tau Bahasa Inggris-nya apa sih, cari. Jadi di situ lebih efektifnya jadi ada keinginan mencari lebih dalam, lebih lebih lagi apalagi untuk speaking -nya, jadi penyempurnaan video dari segi yaa masakan mungkin nomor sekian. ” Student 2 “...I thought, creating a video was an outside activity that was effective because the students were given an opportunity to figure out the new vocabulary in English. Therefore, it was effective because the students had the willingness to find the meaning deeper and practice their speaking. It meant the video itself was not the main priority. ” Student 2 Student number 2 said that the video creating activity was an outdoor activity that enabled the students to acquire vocabulary. Therefore, the video or the technical PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 29 matter was not the priority. In short, it was clear that the video creating activity was effective for the students. Moreover, training the students to be able to speak English was the main aspect of this activity. By understanding the results of the questionnaire and the interview, the researcher concluded that the students in class A of Management Study Program batch 2016 had a positive perception. The results showed that the students’ positive perception on the video creating activity was built by six factors that affected perception which were stereotype, selectivity, self-concept, situation, need, and emotion. Moreover, the results were also proved that the students were interested in the video creating activity. Then, the students also got the benefits after doing this activity.

B. The Students’ Confidence in Doing the Video Creating Activity

The second finding of this research was related to the students’ speaking skill in the process of creating the video that emphasized on the students’ confidence. The part of the closed-ended questions in the questionnaire related to speaking skill specifically their confidence was written in number 6-10. The following table was the results of the closed-ended questions. Table 4.2 The Distribution of Responses Related to the Students’ Confidence No. STATEMENTS Degree of Agreement SD D A SA 6. I feel confident to speak English in front of camera. 1 15 23 7 2.17 32.61 50.00 15.22 7. I can speak English fluently. 6 25 14 1 30 No. STATEMENTS Degree of Agreement SD D A SA 13.04 54.35 30.43 2.17 8. I can control my speech. 1 19 25 1 2.17 41.30 54.35 2.17 9. I can explain my ideas fluently. 1 24 19 2 2.17 52.17 41.30 4.35 10. I can speak naturally in front of camera. 17 25 4 0.00 36.96 54.35 8.70 The statement number 6 stated, “I feel confident to speak English in front of the camera”. From the data, it was found that 23 students or 50 of the students agreed with the statement. Moreover, 7 students or 15.22 of the students chose strongly agree as their choice. However, 15 students or 32.61 of the students disagreed with the statement. Then, only one student stated “strongly disagree” as the choice. As declared by Ormrod 2011, motivation was something that could sustain behavior. By the results from the closed-ended questions number 6, it was clear that most of the students were confident in the process of creating video. The data of the open-ended questions also sustained the results of the closed-ended questions in which the students noted that the implementation of the video creating activity made the students more confident to speak English. The next statement that was written in number seven stated, “I can speak English fluently”. From the data, the researcher found that 14 students or 30.43 31 of the students chose “agree”. Furthermore, one student or 2.17 of the student chose “strongly disagree”. However, there were 25 students or 54.35 of the students disagreed with the statement. Then, 6 students or 13.04 of the students claimed “strongly disagree” as their choice. Statement number seven was in line with the theory form Lado 1965 that was defined speaking skill as the ability to converse the ideas fluently. The results of statement number 7 showed that most of the students had difficulty in expressing ideas fluently. It was proven by 25 students who disagreed that they could speak English fluently in the process of creating the video. As stated by the respondents in the closed-ended questions, they could not speak English fluently due to the fact that they had a lot of things consider such as the camera, room, tools, and ingredients. The results of the closed-ended questions clearly stated that the students had difficulties in their speaking. It was seen by the majority of respondents who chose between “agree” and “disagree”. These results were also supported by the data from the open-ended questions. In the open-ended questions, the students noted that they found difficulties in speaking English. In the process of their speaking in front of the camera, most of the students were confused in explaining the cooking steps. They still thought how to speak English well. Sometimes, they also forgot some vocabulary. However, some students also stated that speaking in front of the camera helped them to speak English more fluently. In the interview, the students also said that they had difficulties in speaking because their lack of vocabulary. Therefore, they should memorize some words. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 32 “...memilih kata. Kaya misalnya “tunggu sampai men didih ” tu Bahasa Inggrisnya apa, makanya dalam video masak yang saya kumpulkan banyak yang saya tanyakan ke temen2, itu Bahasa Inggrisnya apa.” Student 5 “...choosing the right diction. For instance, how to say “ tunggu sampai mendidih ” wait until it boils in English. Therefore, I should ask some words to my friends. ” Student 5 Student number 5 explained that the students had had difficulties in arranging sentences and choosing the diction. For instance, the student did not know how to say “ tunggu sampai mendidih ” wait until it boils in English. Therefore, by combining and analyzing the results of the questionnaire and the interview, it could be stated the students needed helps for improving their speaking skill due to the fact that most of the respondents found difficulties. The next statement that was written in number 8 was about whether or not the students could control their speech while they were making a video based on their experiences. The data showed that 25 students or 54.35 of the students agreed with the statement. Meanwhile, one student or 2.17 of the student chose “strongly agree”. Yet, 19 students or 41.30 chose “disagree”. Then, one student chose “strongly disagree”. The results from statement number 8 indicated that the students had the confidence in delivering their ideas. As stated by the respondents in the open-ended questions, the students felt confident if they spoke the target language in front of the camera. One interviewee also declared that the video creating activity assisted the students to be more confident to speak English. “...t erus belajar untuk PD percaya diri, terus melatih Bahasa Inggris yang speaking. Karena di video itu harus ngomong tutorial, harus ngomong Bahasa Inggris. Jadi, harus belajar . ” Student 3 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