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questionnaires were presented in the form of description. Besides, the researcher conducted interviews as the supporting data. An
interview is one of devices to help understand the variable in questions Altman Hotgetts, 1985. An interview also permits the participants to give the reasons of their
answers in the questionnaires. Through the interviews, the participants could express what they felt and thought.
B. Research Setting
The research was conducted in SMA 1 Kasihan. It is located at Jalan Bugisan, Tirtonirmolo, Kasihan, Bantul. The participants were the students of
XI Social two class which consists of twenty-one students in academic year 20152016. There were
sixteen students who became the participants of this research because there were five students who did not submit the video projects
, so that they could not be the
participants. The questionnaires were distributed in the speaking class. The research was conducted in May to June 2016.
C. Research Participants
The aim of this research is to find out the students’ perceptions on the video
project in their speaking class. The participants of this study were the sixteen students of XI Social two in SMA N 1 Kasihan who had designed the video project.
According to Mariam 2009, participants are those who have had direct experience of this phenomena. The reason why XI Social Two class was chosen as the
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participants was because the students had been designing the video project in their speaking class and they also agreed to be the participants.
D. Research Instruments
The researcher employed two instruments to gather the data. The instruments were questionnaires and interview as the supporting instrument. Therefore, the
researcher answered the research question through the results of questionnaires and interviews.
1. Questionnaires
The first research instrument was questionnaires. The purpose of the questionnaires is to get the
data about the students’ perceptions on the video project. According to Key 1997, a questionnaire is a process of evoking beliefs, experiences,
perceptions and attitude in sample of individuals. The questionnaires were distributed because the researcher intended to know students’ perceptions about their experience
in creating video projects. The questionnaires were designed in the form of closed-ended statements to
ease the researcher collected the data. According to McLeod 2014, close-ended statements structure the answer by allowing only answers which fit into categories
that have been decided in advanced by the researcher. A close-ended statement item is easy to use and score Fraenkel Wallen, 2009. An example of the questionnaire
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is “In English class, I learn to make English sentences with correct structure.” There is a set of degree agreement namely strongly agree, agree, neutral, disagree or
strongly disagree. The instruction of the questionnaire is to tick the degree of agreement based on the students’ opinions. Then, the data were interpreted by the
researcher. The questionnaires are divided into three blueprints. The first is about the teaching and learning process in the speaking class, the second is the process of
creating the video project, and the last is about the students’ perceptions on the video project in their speaking class. The validity of the questionnaires is given by the
advisor of the researcher. The information needed were covered in thirty-three closed-ended statements
to answer the research problem. Those close ended-statements were designed based on the theories about the students’ perceptions on the teaching and learning process,
the process of creating video projects and the students’ perceptions on the video projects. The results of questionnaires were counted into a percentage. After counting
the result into a percentage then it would be interpreted in the form of description. The researcher did a piloting of questionnaires to make sure that the questionnaires
were understandable. Evaluating the questionnaires is called pilot testing Vaus, 2002. There are two categories of pilot testing. They are pilot testing questions and
pilot testing questionnaire. The first stage is pilot testing questions. There are three stages of pilot testing
questions Converse and Presser, 1986. Those stages are questions development, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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questionnaire development, and polishing pilot test. In the stage one, question development is used to establish how to phrase each question and to evaluate the way
respondents analyze the meaning of the question. The evaluation is done based on the participants’ understanding. If there are no students who ask about the question, it
means that the question is understandable. In the second stage, it is an evaluation of the questionnaires as a whole. The evaluation is identified from the flow of the
questionnaire whether the transition from one section to another are jump quickly or delicate. Another consideration is also the time that the participants spent to answer
the questionnaires. If the participants need long time to answer the questionnaire, there is a possibility that the question is not clear. In the third stage, the questions are
revised or shortened if it is necessary. The researchers revised the difficult words based on the parti
cipants’ opinions to the easier words that can be understood. Second is pilot testing questionnaire. According to Vaus 2002, there are four
things that should be checked. They are flow, question skips, timing, and respondents’ interests and attention. The flow is needed to know the transitions from
one question to another are smooth or not. The question skips are about the instruction which is given to the students can guide the students trough
questionnaires. If the students take too long to answer the questions, it might be the questionnaires need to be cut for the final questionnaire. The last, if the participants
look bored the questionnaires might be too long. The statements should be reorganized to get better questionnaires.
