environment is generated and the language acquisition can be facilitated, thus, learners’ communicative skills can be promoted.
In consideration to the problems and the related theoretical perspectives, the investigation over the implementation of interactive, enjoyable and stimulating
teaching techniques into language instruction, thus, becomes indispensable. This research proposed a Mobile Phone Video-Making Task MPVMT as a technique
to assist students in using English to communicate and perform optimally in their future work field. Moreover, it is conducted to find out the impact of mobile
phone video-making task to students’ communicative skill revealed from their communicative performance in the video.
An experimental research was conducted in one vocational school in the Special Region of Yogyakarta, namely SMK 5 Yogyakarta. SMK 5 Yogyakarta,
focusing art and craft as the areas of expertise, is a state vocational school located at Kenari Street no. 71, Mujamuju, Umbulharjo, Yogyakarta. The samples of the
study were sixty 60 students from two different classes in the second 2
nd
grade, as an experiment group and a control group. The research was done during
October to January of the academic year 20112012.
D. Problem Formulation
This research attempts to answer the following questions: 1. Does the implementation of mobile phone video-making task improve
students’ communicative skill better than the oral classroom presentation technique?
2. What features of mobile phone video-making task contribute to the improvement of students’ communicative skills?
E. Research Objectives
There are two objectives of conducting this study. Finding out the difference of the students’ communicative skill achievements between the
experiment group and the control group after conducting the treatments becomes this research’s primary objective. This is conducted to investigate whether or not
mobile phone video-making task as the proposed treatment has better effect on the improvement of students’ communicative skill than that the common oral
classroom presentation technique? Therefore, quantitative approach serves as the strategy of inquiry firstly employed in the study with the experimental research as
its methodology since it compares the students’ communicative skill learning achievement between the experimental and the control group to see the difference
made by both groups. The data required to answer this first research objective are the students’
communicative skill learning achievement in the form of scores. For the experiment group, the scores are obtained from the students’ recorded
performance in the video. While for the control group, the scores are from the students’ oral classroom presentation. Then, their performance is assessed by
utilizing a criterion-reference test of Communicative Performance, modified from Richards 2006 Nunan 2004. Since the data are gathered from the pre-test
and post-test, the gain or loss scores are used in the data analysis. The scores are analyzed statistically to compare means with one way Anova and t test using SPSS
Statistics 17.0. Lastly, the critical value P-value for t test is used for the hypothesis testing.
The other objective of this research is operationalized in the second research question, which is ‘What features of mobile phone video-making task
contribute to the improvement of students’ communicative skills?’ The features being observed in this study are features dealing with the principal activities in the
communicative language teaching CLT and with the task’s components developed from Nunan 2004 including the followings: goal and objective, input,
content, role of teacher, role of students, setting, procedure, activity, and output. In order to identify the features of mobile phone video-making task and to analyze
their impacts which contribute to the students’ communicative skill improvement, the quantitative approach is adopted by conducting survey research.
The data needed in order to answer the second research objective are both numerical and narrative data. The numerical data are gained through the five-point
Likert scale questionnaires, while the narrative data are gathered from the open- ended questionnaire and the interview. The results from those two instruments are
used to support the findings in the quantitative study. Therefore, the second objective of this research is to find out the students’ opinion toward the features
provided in mobile phone video-making task and their contributions on the improvement of the students’ communicative skill.
F. Research Benefits
