Data Analysis Techniques METHODOLOGY

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the research. This research was conducted to find out the students’ perception on the use of videos in learning English and students’ recommendations to improve and to maximize the use of videos in English learning. The findings were divided into two parts. They were part A that explained the students’ perception and part B that explained the students’ recommendations.

A. Students’ Perception on the Use of Videos in Learning English

The data were obtained through three instruments; they were an observation, a questionnaire, and an interview. Each instrument would be analyzed separately. These three instruments were used to answer the students’ perception on the use of videos in learning English while to answer the students’ recommendations to maximize and to improve the use of videos, the researcher only used an interview.

1. Students’ Perception Based on the Observations of Students’ Behavior in

the Teaching-Learning Process Using Videos Bootzin 1983: 120 says that perception is very important because it can influence students’ behavior and motivation toward the teaching and learning process. Based on that theory, the researcher divided the observation into three sections. 35 The researcher focused on observing students’ behavior before viewing section 1, during viewing section 2, and after viewing videos section 3. The first observation was done on September 22 nd , 2008. The total number of present students was thirty-two. The teaching and learning process took place in a classroom. In the first section, every student had prepared his or her English book on the tables. Some of them were talking while waiting for the teacher who was preparing the video equipment for about five minutes. Before the students watched the video, they were asked about the previous video that they learnt the week before. The students were quite active in answering the teacher’s questions. After doing the review, they were asked about what they knew related to kinds of European food and beverages for breakfast to activate their background knowledge. Most of them tried to answer but only some of them could answer the question correctly. Afterward, the students paid attention to the teacher’s explanation about the material they were going to learn. All of the students paid attention to the teacher seriously. In the second section, they watched the video. At the first viewing, they watched the video with the sound off. All of them watched the video seriously, and some of them tried to take notes. Afterward, the teacher used OHP to explain kinds of European food and beverages. The students took notes of the English vocabularies and the meaning, then, they were asked what the video content was. Some students shared their ideas. Next, they watched the video again with the sound on. Afterward, the teacher discussed the vocabularies of European food and beverages by pausing the video to show what the food looked like and to show 36 correct pronunciation, and then the students were asked to pronounce the same words. In the third section, the students were asked to have a conversation in pairs about what they had for breakfast that morning. All of the students enjoyed the conversation. There were some students who still used Indonesian and English in one sentence; however, they tried to speak actively. They sometimes made jokes. There were no students who looked sleepy. They were enthusiastic in the process of learning. Overall, the students were active and enjoyed the teaching and learning process. The second observation was done on October 13 th , 2008. The total number of present students was thirty. The teaching and learning process took place in the English laboratory. In the first section, every student had prepared his or her English book on the tables. The teacher played a “My heart will go on” song before beginning the lesson in order to make the atmosphere of the class comfortable. Some students sang that song while the other students talking to their friends. When the teacher began the lesson, all students paid attention to him. Before they watched the video, they were asked about a character named Kate who played in the video they watched the week before. They were asked what the character did at that time. They answered the question together. Although they made noise, it showed that the students were active in answering the question. Then the teacher asked the students about kinds of job that they knew. Almost half of the total students answered the question. Then the teacher only said that they would watch Kate’s job in order to make the students curious.