keahlian animasi animation expertise program and program keahlian desain komunikasi visual visual communication design expertise program.
Since the present research’s focus is on the implementation of technology, the selected populations considered appropriate were then, the programs which
emphasize the use of technology in the process of learning and teaching, namely, programs of technological design expertise including animation and visual
communication design programs DKV. The populations were the second graders joining those two programs including three classes one class of animation program
and two classes of DKV program with the total amount of students were about 105 students. From the total number of population, sixty 60 students from two classes
were selected as the research samples. Two classes are randomly selected as samples of the research, one from Animation class which later called as the experiment group
and the other one from DKV class as the control group. For English lesson, the allotted time was three times 3x a week within one and an hour 1,5 classroom
interaction in each meeting.
E. Data Collection Instruments
This study utilized different types of instruments to obtain the data. Referring to the first research question, the data for students’ communicative skill learning
achievements were gathered from the score of students’ recorded performance in the video. The instruments used were the instructions or the working procedures
appendix 4, pg. 47 given by the teacher as the students’ working procedure in
making the video. The video produced by the students were then used to score the students’ communicative skill performance.
Table 3.1. Data Gathering Instruments of Students’ Communicative Skill Learning Achievement
Experiment Group Control Group
Pre-test Students’ recorded
communicative performance in describing procedures
Students’ communicative performance of oral classroom
presentation in describing procedure
Post-test Students’ recorded
communicative performance in telephoning skills
Students’ communicative performance of oral classroom
presentation in telephoning skills
In order to ease the data gathering and data analysis, the criteria and indicators of communicative skill performance are determined. The criteria used in assessing
students’ performance are based on a criterion reference of Communicative Performance Table 2.2, modified from Richards 2006 Nunan 2004.
Table 3.2. The Aspects of Communicative Skill Performance
No. Communicative
Skill Performance Indicators
Aspects
1. Delivery
Student performs very well with confidence
fluency, volume, eye contact, note-reliance,
peer-cooperation, confidence.
2. Pronunciation
Student performs very well with clear pronunciation
intonation, stress, pauses, rhythm.
3. Content
Student performs comprehensive and understandable content using
appropriate language expressions conjunctions
language expression, conjunction, focus, clarity,
originality, and video quality.
4. Vocabulary
Wholly appropriate for task Diction or word choice
related to the topic of discussion
Based on the above criteria and indicators of communicative skill performance, a rubric was created in order to assess students’ communicative skill.
The same rubric was used to assess both the experimental and the control groups. The rubric is as follow:
Table 3.3. Communicative Performance Assessment Rubric
Student’s name: ___________________________________
No. Aspects
Description
Score
Range Criteria
1. Delivery:
25 Points including fluency,
volume, eye contact, note- reliance, peer-cooperation,
confidence 25-20
Student performs very well with confidence
20-15 Student performs with little hesitation
15-10 Student performs with a few pause
10-5 Student performs with a lot of hesitation
5-1 Student performs inadequately
2. Pronunciation:
25 Points including intonation,
Stress, Pauses, Rhythm 25-20
Student performs very well with clear pronunciation
20-15 Student performs well with a few
inaccurate pronunciation 15-10
Student performs adequately well with a few inaccurate pronunciation
10-5 Student does not perform adequately with
a lot of inaccurate pronunciation 5-1
Student performs completely inadequately 3.
Content: 25 Points
including language expression, conjunction or
prepositional phrase; focus, clarity, originality,
and video quality 25-20
Student performs comprehensive and understandable content using appropriate
language expression conjunction 20-15
Student performs not comprehensive but understandable content using adequate
language expression conjunction 15-10
Student performs understandable content using limited language expression
conjunction 10-5
Students performs understandable content does not use language expression
conjunction 5-1
Students performance almost incomprehensible
does not use any language conjunction
4. Vocabulary:
25 points include diction or word
choice related to the topic of discussion
25-20 Wholly appropriate for task
20-15 Few limitations
15-10 Sometimes limited
10-5 Limitation affected task considerably
5-1 Inadequate for task
Total Score
The scoring formula = Total Score
10
Furthermore, in the attempt to answer the second research question, which features of mobile phone video-making task contribute to the improvement of
students’ communicative skills?, the five-point Likert scale questionnaire, open-ended questionnaire and interview were utilized as the data collection instruments. The
questionnaires and interview were based on the features adopted from Nunan’s categorization of task based components and from the principal activities in the
communicative language teaching CLT. The questionnaire was employed in this study to gather the information of
students’ response toward the implementation of mobile phone video-making task. In this step, the questionnaires were distributed to thirty students of XI Animation
program as the experiment group. The questionnaire contained evaluation of each feature in mobile phone video task which supports the students’ communicative skill
improvement. Besides, it also contained feedback from the students as the participants after the implementation of the treatment.
The interview was conducted with three students from the experiment group after the treatment had been executed. The sample was taken randomly from students
who are considered appropriate as the representatives of the whole population group. The analysis of the emerging themes from the interview results is needed to interpret
and draw conclusions about students’ opinion on the features provided in mobile phone video-making task which contribute to their communicative skill improvement.
The results of these instruments were used as secondary data attempting to reveal the facts to support the main findings of the quantitative study.
In addition to it, the aspects of excellent communicative skill would also be related to the features provided in mobile phone video-making task as the proposed
treatment which show how the treatment is able to support the indicator of excellent communicative skill. In table 2.3., the features of mobile phone video-making task
which support the improvement of students’ communicative skill are presented. The features in the treatment become the main discussion and influence the results of the
study in the attempt to answer the second research problem.
Table 3.4. The Aspects of Communicative Skills and Supporting Features in Mobile phone video-making task MPVMT
No. Communicative
Skill Performance Aspects
Supporting Features in MPVMT
1. Delivery
Fluency, volume, eye contact, note-reliance, peer-cooperation,
confidence. Input, content, role of
teacher, role of students, procedure, activity, output.
2. Pronunciation
Intonation, stress, pauses, rhythm.
Input, content, role of teacher, role of students,
output. 3.
Content Language expression,
conjunction, focus, clarity, originality, and video quality.
Goal and objective, input, content, role of teacher, role
of students, setting, procedure, activity, output.
4. Vocabulary
Diction or word choice related to the topic of discussion
Input, content, role of teacher, role of students,
setting, activity, output.
These criteria presented in the above tables are inferred from the theoretical reviews provided in this chapter. Therefore, they will not restrict the data analysis and
data findings in this study since the presented criteria serve only as a theoretical framework of the students’ communicative skill improvement, and the supporting
features of mobile phone video task are based on the reviewed theories. In case, if there is aother themes emerge in the data findings, the new emerging themes will
also be discussed in this study.
F. Data Collection Procedures
