F. Data Collection Procedures
Regarding to students’ communicative skills, the data were gained from the scores of students’ performance. For the experiment groups, the scores were obtained
by assessing students’ recorded communicative performance in the video, while for the control group, the scores were from students’ oral classroom presentation. The
assessment of their performance includes delivery, pronunciation, content, and vocabulary.
The scores of students’ communicative performance were presented as the representation of students’ communicative skill improvement. Moreover, in order to
know the contribution of the treatment, the scores difference and mean difference were calculated. In other words, the score and mean difference indicated the impact
of mobile phone video-making tasks. The assumptions made for the scores representing the treatment’s impact was, “If the students’ scores in the experiment
group increased after the treatments, meaning the mobile phone video-making tasks gave impact to the improvement of students’ communicative skills”.
Furthermore, in order to assess students’ communicative skill, a rubric was created See table 3.3., p. 64. The rubric used in assessing students’ performance is
based on a criterion reference of Communicative Performance modified from Richards 2006 Nunan 2004. From the rubric, the score of students’
communicative skills were obtained. In order to make the calculation becomes easier, the result then were rounded into one number behind the comma. Thus, the score
were round numbers with 10 as the highest score.
As stated in the second problem, this study was also attempted to find out to what features of mobile phone video-making task contribute to the improvement of
students’ communicative skills. In order to answer this question, survey research was conducted. Blueprint of the features provided in the treatment and its indicator were
made. There were nine features identified based on the reviewed literatures as presented in table 3.5. The features include goal and objective, input, content, role of
teacher, role of students, setting, procedure, activity and output which were adopted from Nunan’s categorization of task based components and from the principal
activities in the communicative language teaching CLT. The thirty questionnaire statements were then made based on those features.
Table 3.5. The Blueprint of Data Gathering of Questionnaire
Variables Supporting Features
Phenomena Gathering Item
Mobile phone video-making task Working Definition:
A language learning instruction which involves students in comprehending, using,
producing and interacting in the target language to complete a task which is created
using mobile phone video recorder. Goal and Objectives
1 Content
3, 11, 19 Setting
6, 14, 23 Procedure
7, 15, 24 Activity
8, 16, 25, 27, 29 Output
9, 17, 26, 28, 30
Students’ Communicative skill Working Definition:
Conversational and questioning skills defined as the students’ skill or ability in using
English appropriately to understand a series of utterances, to use expressions, to convey
information and to maintain the flow of communication in a certain context.
Input 2, 10, 18
Role Of Teacher 4, 12, 20
Role Of Students 5, 13, 21, 22
Moreover, with the use of open-ended questionnaires and interview, the narrative data were obtained since the aim of these instruments was to reveal
students’ opinion toward the implementation of the treatment. Those instruments
were also used to identify the features provided in the treatment which were considered beneficial in improving their communicative skill. In addition, the results
of survey research were used to support the results obtained from the inferential statistics, which is the factorial design or ANOVA.
G. Operation
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