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.