54 argue that the results from one method can help develop or inform the other
method. The data collection was certainly done in different time. As it has been
previously explained, the first data were taken from pre-test. Since EG and CG had a parallel schedule and the one who had to interview the students was the
researcher herself, the pre-test was firstly carried out for the EG. The following week was for the CG. The different schedule for post-test also happened for EG
and CG since the process of learning using video-recordings in EG took longer than the process of learning without using video-recordings in CG. After the post-
test administered in EG, the questionnaires were distributed. Then, the interview was finally done after the scores of pre-test and post-test were completely
analyzed since the samples for the interviews were taken based on the scores the students gained.
C. Setting and Participants of the Study
This study was conducted in the even semester during March – June 2014 and taken place in the Language Teaching Centre of Muhammadyah University of
Yogyakarta. The respondents of the research were the fourth semester students of Nursing Department of Muhammadyah University of Yogyakarta. The researcher
took nursing students as the participants of the study since they are known to have consistency in their classroom presence. To support or optimize the speaking
performance at the end of the experiment, the respondents had to attend the whole session of the experiment the three implementations; therefore, the consistency
of being present was essential. The researcher took two classes, one class was EG
55 and the other was CG. The number of students in each class was 21 students. So,
the total respondents of this study were 42 students. The respondents from both EG and CG share the same English ability since
they were placed in the same level, namely level 5. This placement was based on the score of placement test administered by the Language Teaching Center of
UMY. Level 5 in the Language Teaching Centre of UMY is equal to Level B2 of Common European Framework of Reference for Language CEFR. The students
who are placed in level 5 are able to justify and sustain their opinions in discussion by providing relevant explanations, arguments and comments. They
can present clear, detailed descriptions on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and
relevant examples. They can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples.
During the semester, the students attend an English course to learn Integrated English Learning where they are supposed to learn four skills at one
time. However, since this study focused on speaking, the other three skills were put aside, especially in some topics where the three implementations of video-
recording were done. Both EG and CG had a parallel schedule. The students attended the English course twice a week, every Tuesday and Friday mornings,
for 90 minutes.
D. Research Procedures and Treatment
