B. Discussion
This part covers the discussion of information gathered from the result of both quantitative and qualitative data analysis. The results show that there is a
statistically significant difference from the gain scores which are obtained from the pre-test and post-test. From the one-way analysis of variance ANOVA results
using SPSS statistical analysis, it could be summarized that the implementation of mobile phone video-making task gave significant impact to the improvement of
students’ communicative skill compared to the common oral classroom presentation since there is a higher achievement of students’ communicative skill
by the use of mobile phone video-making task. Therefore, mobile phone video- making task as the treatment is more effective than common oral classroom
presentation. This section further discusses some features provided in mobile phone video-making task which significantly contribute to the improvement of the
students’ communicative skill.
1. Experimental Research Findings The experimental research was conducted to compare
students’ communicative skill learning achievement between the experimental and the
control group to see the difference made by both groups after conducting mobile phone video-making task treatment. This is conducted to investigate whether the
treatment affects better on the improvement of students’ communicative skill compared to common oral presentation technique. The findings show the
effectiveness of mobile phone video-making task on students communicative skill
supported by the quantitative results based on the obtained F-value and the level of significance as presented in Data Presentation section.
The statistical findings confirm that mobile phone video-making task contributes to students communicative skill. From the table, difference between
the mean of scores were analyzed. The mean score of the Experimental group which were 30 students in total is 2.61 sd= 1.02, while for the control group of
30 students in total, the mean score is 0.68 sd= 1.14. Thus, the mean difference for both groups is 1.93. Accordingly, the mean of each group is significantly
different. From the mean scores, it is revealed that the mean scores of the experimental group which implemented the use of mobile phone video-making
task is higher than the mean score of the control group which employed the general technique, oral classroom presentation.
Moreover, from the calculation for the experimental gain or loss scores, it is found out that the obtained F-value is 14.271. Meanwhile the critical F-value,
based on the F table, at the = 0.05 and the degree of freedom d.f. = 3 is 3,182. Therefore, since the obtained F-value is higher than the critical F-value
14.2713,182, the decision is to reject the null hypothesis Ho = µe ≤ µc and accept the alternative hypothesis H
1
= µe µc. The results indicate that there was a statistically significant difference between groups. From the results, the first
research question of this study is answered that is, the implementation of mobile phone video-making task improves students’ communicative skill better than the
oral classroom presentation. Therefore, the implementation of mobile phone video-making task is effective in improving the students’ communicative skill.
By the implementation of mobile phone video-making task for one semester, the students demonstrate their communicative skill improvement which
can be traced from the results of pre-test and post-test of their communicative skill performance score. The students communicate better and with more confidence at
the end of the implementation treatment as they get a chance to have more English exposure by the features provided in mobile phone video-making task activity.
The students got the benefits from the treatment in terms of the improvement of listening skill, pronunciation and fluency. Moreover, their understanding toward
language expressions, confidence and motivation to communicate in English are also increased. The followings are some of the students’ statement towards the
implementation of mobile phone video-making task taken from the open questionnaire.
“It gives many benefits because with video, I can directly look at the context provided by the video in terms of pronunciation and expression which I cannot get
from power point screen.” [1Q1]
“The treatment is very helpful to ease understanding, listening or pronunciation.” [5Q1]
“To my point of view, it is fun to learn English with video and make video because they can increase confidence to speak in English with friends.” [7Q2]
“Able to be more communicative, improve technological skill, and make learning becomes more interesting.” [13Q1]
“In learning, I feel more relax, comfortable and able to further improve my understanding on English lessons.” [15Q1]
“Remember English vocabulary better. Teach me how to speak pronounce English vocabulary.
Train me to ask and answer questions spontaneously. Practice to handle communication difficulty in English language.” [18Q1]
“The topics are also interesting, effective and beneficial to help my career later on.” [21Q2]
“Besides, the video making task encourages me to study the English expressions which are being taught more seriously.” [22Q2]
“We can know the correct pronunciation of the English language. Seeing while hearing is more effective for remembering vocabulary.” [26Q1]
“Improve English Pronunciation Understand The use of English in the situational context
Help to communicate in English.” [27Q1]
“Video making and video learning activities are more interesting and appropriate to the elected skill”. [27Q2]
Based on the above students’ statements, the implementation of mobile phone video-making task is implied to benefit the students in terms of Knowing
correct and accepted pronunciation and expression; enriching listening skill and vocabulary or language expressions; improving creativity, self-confidence and
technological skill; understanding English conversation much easier; stimulating the brain to remember the lesson fast; remembering language expression longer;
enabling to have conversation practice; understanding the use of English in the situational context; improving speaking ability; practicing to ask or answer
questions spontaneously; helping to communicate in English; creating a more alive, interesting, relax, pleasurable and communicative learning atmosphere that
can increase students’ learning interest and minimize boredom. Those situations inevitably improve students’ communicative skill achievement as resulted in their
higher score in the post test result. The treatment, indeed, effects better than common
oral classroom
presentation technique.
Consequently, the
implementation of mobile phone video-making task is more effective than the common oral classroom presentation.
2. Survey Findings A significant difference of the communicative skill learning achievement
between the experimental group and the control group has been revealed from the results of the experimental research. The findings show the effectiveness of
mobile phone video-making task on students communicative skill supported by the level of significance and the obtained F-value as presented in Data
Presentation section. However, in order to support the results obtained from the statistical analysis, the detail information on how the treatment contributes to
students’ communicative skill improvement is needed to investigate. Therefore, the survey design is conducted to answer the second research question which is,
“What features of mobile phone video-making task contribute to the improvement of students’ communicative skills?” This second objective of this research is to
find out the students’ opinion on the features provided in mobile phone video- making task and their contributions on the improvement of the students’
communicative skill. Thus, the discussion is based on the results of the questionnaire interpretation from the highest to the lowest score as presented in
Table 4.6 p.86. The determination of range score criteria is adopted from Best 1970: 179
ranging from one to five namely very high, high, fair, low and poor. Those range score criteria in table 3.9 are needed in order to figure out which feature in
mobile phone video-making task contributes the highest to the improvement of students’ communicative skill. One feature is categorized into a very high
criterion when most of research participants strongly agree with its statement stated in the questionnaire. Therefore, a feature which is considered having the
most significant contribution to the improvement of students communicative skill is the feature belonging to the very high criterion. On the contrary, the feature
with poor criterion is the feature which contributes the least to the students’ communicative skill improvement.
This discussion section covers the results of three different data gathering instruments consisting of tests of students’ communicative skill competence,
questionnaire and interview. Therefore, triangulation strategy is used in analyzing the data, specifically, the concurrent triangulation strategy. It usually uses separate
quantitative and qualitative methods which aim to counterbalance the weaknesses with supporting findings to strengthen the result Creswell, 2003: 220. In this
study, the triangulation strategy was implemented by the use of score, questionnaire and interview to validate the trustworthiness of the findings. In
order to figure out which features in mobile phone video-making task contribute significantly to the improvement of students’ communicative skill, the
interpretation criteria of range score table 3.9 and interpretation of features in mobile phone video-making task table 2.1 became the basis of discussion.
Furthermore, the students’ response toward the interview is also used to validate and further support the findings. The features of mobile phone video-making task
being discussed consist of goal and objective, input, content, role of teacher, role of students, setting, procedure, activity and output adapted from Nunan, 2004.
a. Goal and Objective Determining a clear goal and objective in the learning process is
indispensable as they tell students what is expected of them. Instructional objectives make definite direction in which teaching leads and become the focus
of instruction, not only for teachers but also for the students. Furthermore, the goal and objective also serve as the unifying elements in the teaching and learning
process. The goal and the objective of mobile phone video-making task were described clearly as the questionnaire results high score which is 4.17. The score
belongs to the high score category meaning that the goal and objective of mobile phone video-making task influence the students’ learning process. Setting a clear
goal and objective of a treatment becomes one of the most significant aspects to the success of the treatment itself. Moreover, a well-planned goal and objective
help both the students and the teacher to keep on track in the process of achieving the goal.
There have been strong notions supporting communicative skills to become the main goal of language learning outcomes. Firstly, Kasper 1997
points out models of communicative skill serve as goal specifications for second language teaching and testing. It is to say that the objectives of language teaching
should be based on the improvement of communicative skill and on the ability of students to use the target language for communication. In line with Kasper,
Savignon 2002 argues that focusing on the communicative improvement shifted the instructional emphasis from grammar translation, drills and practice of
structural patterns to using language in real-life contexts for meaningful purposes. Regarding to the goal and objective of learning English, most of the
students feel the need of English for communication or communicative purposes in social interaction rather than for understanding a set of grammar rules or
structures. The results can be seen from the students’ opinion in the open-ended questionnaire as follows:
“It would be better if English learning focuses more in speaking and communication purposes in order to be more fluent.” [6Q3] Open-Ended
Questionnaire ResultGoal and ObjectiveApp.12
“Have conversation practice more, not only theory.” [17Q3] Open-Ended Questionnaire ResultGoal and ObjectiveApp.12
Moreover, based on the results of the interview, the preferable goal and objective of learning English is revealed. Most of the students answer that they
prefer learning English for communication as being able to communicate well in English is an important skill for their career later. The followings are the students’
opinion.
“[The reasons I study English are] “1. At least, I want to be able to speak one foreign language. 2. I want to study animation abroad, so I must be able to speak
English. 3. In order to be able to chat with my idol, miss.” Student CC008- C009Goal of ELInterviewApp.13
“Ooh... So, that’s the difference I learn English for communication. I supposed it is simpler, because it is only to communicate. To me, the most important is to be
able
to communicate,
that’s enough.”
Student CC036Preferable
GoalInterviewApp.13
“[I learn English] In order to be able to communicate with native speaker, and to support my career also, miss.” Student EE014Preferable GoalInterview
App.13
“I prefer the one for communication purpose, miss,, it’s more free,,” Student EE029Preferable GoalInterviewApp.13
“I like better for communication, Ms, Even though grammar is also interesting, because it is
frequently used for conversation.” Student W W043-
W044Preferable GoalInterviewApp.13
The goals and objectives of a task are intended to set specific language skill, language competence and language function which are going to be achieved.
They are also used as a guideline of overall learning processes and evaluation. The goal of implementing mobile phone video-making task is to improve
students’ communicative skill competence especially for students of vocational school. Meanwhile the objective of the treatment is improving the students’ skill
or ability in using English appropriately to understand a series of utterances, to use language expressions, to convey information and to maintain the flow of
communication in a certain context including describing process and telephoning. The implications of providing communicative learning goal and objective for the
students are reflected from their opinion both in the narrative questionnaire and in the interview as follows.
“We can practice speaking English fluently and practice listening.” [3Q1] Open- Ended Questionnaire ResultGoal and ObjectiveApp.12
“It’s very helpful, to ease understanding, listening or pronunciation.” [5Q1] Open-Ended Questionnaire ResultGoal and ObjectiveApp.12
Moreover, the benefit of setting communicative learning goal and objective in a language learning can also be indicated from the following interview result.
“[Learning English for communication is] useful for work, improving speaking ability and also increasing self-confidence.” Student CC118Goal and
ObjectiveInterviewApp.13
“To broaden my knowledge, Ms. Also, in order to be able to communicate with natives and understand to what they talk about.” Student W W008Goal and
ObjectiveInterviewApp.13
“In my point of view, I agree that it is useful for work and improving speaking ability.” Student W W121Goal and ObjectiveInterviewApp.13
The students’ opinion is then, in line with the discussion in the Literature Review on the significance of focusing students’ communicative skill in the target
language. As Richards 2006 asserts, communicative skill enables students to use the language properly in a range of different purposes and functions. In the sense
that it enables the students to vary the language based on the participants, settings and the degree of formality as well. Moreover, the implementation assists students
to develop greater competence in the use of English for communication. Therefore, the goal and objective of mobile phone video-making task are suitable
for language learning as they focus on students’ communicative skill improvement that enable them to use English for the communicative purposes.
b. Input The role of input in language learning is undeniably significant. As
mentioned by Krashen 1985; 1990; 2003, students need to receive a lot of comprehensible input in the target language in order to assist them in
understanding it. The implementation of mobile phone video-making task provides comprehensible input for the students. This condition is supported by the
result of questionnaire as it achieved 4.32 average score belonging to high category. The students responded high as much as 4.43 score that the course
facilitated them to know some specific language expressions used in a certain context. Besides, the input from classroom topic discussion helped the students
learn how to communicate appropriately in English, since it shows the high results of 4.47. Moreover, the explanation of language expressions used in each topic
helped the students understand and differentiate between formal and non-formal language use, as seen from the score of 4.07 categorized as high category.
In relation to the implementation of mobile phone video-making task, the lessons were delivered by means of videos in addition to PowerPoint slides. Video
is an appropriate learning resource and material since it provides the comprehensible input both in terms of audio and visual which can foster students’
communicative skill. As observed by Fisher 1996, the audio-visual materials promote perception, understanding, transfer of training, reinforcement, or
knowledge of results and retention. The result of open-ended questionnaire shows
that there is one student who felt difficult to understand the lesson presented in the video. The comment is as follow:
“In my opinion, using video to learn English is not really understood, because the explanation in the video is implicit not too detail and cannot really be
understood. [14Q2] Open-Ended Questionnaire ResultInputApp.12
Nevertheless, the rest of the students admitted that they could understand the lesson easier as they got more input by the audio and visual facilities provided in
the video as revealed from the results of questionnaire and interview below.
I can follow what is expressed in the video, because it’s easier for me to practice. Besides, through video, English lesson becomes more interesting and fun. [30Q1]
Open-Ended Questionnaire ResultInputApp.12
I think it is very beneficial because learning through visualization is easier to comprehend. Student CC029The use of videoInterviewApp.13
It’s fun, as through visualization, the lesson is easier to comprehend by the brain :D Student CC046Benefit of videoInterviewApp.13]
I think it is beneficial, because it makes me understand the lesson more. Also, it is more fun : Student EE022The benefit of videoInterviewApp.13
Yaa.. It’s quite long miss, yet it will not last long if it is not used daily in conversation.. Student EE047 The use of video vocabulary retention
InterviewApp.13
Moreover, video as a medium of language learning can be used to various kinds of activities including to train listening comprehension, to activate students’
schema, and to show a real experience of communication by native speaker Tatsuki, 1996. In line with it, Canning 2000 further mentions that by using
video, students are able to familiarize what and how English is used in such a situation. The followings are the students’ view resulted from the open-ended
questionnaire:
“I have a chance to practice my English speaking skill when learning using video and when making video with other group members.” [8Q2] Open-Ended
Questionnaire ResultInputApp.12
“It gives many benefits because with video, I can directly look at the context provided by the video in terms of pronunciation and expression which I cannot get
from power point screen.” [1Q1] Open-Ended Questionnaire ResultInput App.12
Able to see the expression and listen to the pronunciation, dialect or accent. [19Q1] Open-Ended Questionnaire ResultInputApp.12
Able to learn the intonation or other people facial expression when they talk. [20Q2] Open-Ended Questionnaire ResultInputApp.12
The results of the questionnaire are further supported by the results of the interview below.
“Yes. I feel there is an improvement of vocabulary, though not that much.” Student CC047The use of videoInterviewApp.13
“It is effective miss. I can learn many new vocabularies, miss. Then, I can also compare the use of formal and informal language. Hehe :d.” Student
CC056Reason to learn English through movieInterviewApp.13
“Video assists us in listening skill, Miss. Provide more vocabularies.” Student CC103 The content in videoInterviewApp.13
“Yes…: because it video enables us to watch and listen at the same time and also able to see the expressions.” Student EE054Benefit of contents in
videoInterviewApp.13
“Yes, Ms. Especially the language expressions, the expressions can be used every day.” Student W W016 Benefit of videoInterviewApp.13
“If using media technology, we are able to see how the picture and the shape look like. Furthermore, we are able to know the English vocabulary for each stuff,
how to pronounce it correctly, and also practice to listen.” Student WW102The content provided in MPVMT techniqueInterviewApp.13
Another significant aspect is that students’ motivation increases when students learn language using video Ryan, 1998. This is supported by the
students’ points of view below.
“It’s fun, as through visualization, the lesson is easier to comprehend by the brain :D” Student CC046Benefit of videoInterviewApp.13]
“It disappears boredom miss,, : we become more motivated to learn English.” Student EE046The benefit of video atmosphereInterviewApp.13
“I think it is beneficial, because it makes me understand the lesson more. Also, it is more fun :.” Student EE022The benefit of videoInterviewApp.13
The results of both open-ended questionnaire and interview prove the discussion in chapter II that input is one of the important aspects in language
learning. By integrating video in learning activities, students get more input in terms of pronunciation, many kinds of scenes, situations and accents as well as
voices Richards and Renandya, 2002. Therefore, video is an appropriate learning resource and material since it provides the comprehensible input both in terms of
audio and visual which can foster students‟ communicative skill. Furthermore, audio-visual material also results intensity of motivation which breaks the
monotony of traditional class teaching and is enjoyable and stimulating.
c. Content Content refers to the selection of topics or materials being taught,
including the language expression or conversational gambits. The two selected topics are describing process and telephoning skill. The selections of content are
appropriate as they fit both the relevance and the significance of the students’ need. The appropriateness of the content selection is supported by the result of
questionnaire with 4.41 average score categorized as very high. The very high category means that the content provided in the treatment contributes significantly
to the students’ communicative skill improvement. From the result, the score 4.33 shows the discussion topics are relevant to the programs of expertise offered by
the school. Moreover, the score 4.47 indicates that the language expressions being taught are adequate and appropriate to be used in the real-life context. Also, the
learning English for communication is more relevant to the students’ future work demand rather than for grammar mastery as the score results 4.43 points.
The selection of contents is relevant to everyday contexts of language use. Furthermore, the topics are significance to be mastered for the job demands. The
content appropriateness is exposed in the following students’ response from the open-ended questionnaire.
“It supports the English learning. The topics and the activities are also appropriate to the expertise that I take.” [8Q1]
“The topics are also interesting, effective and beneficial to help my career later on.” [21Q2]
“It’s good because it can help to enrich or understand every-day-used vocabularies.” [9Q2]
“Understand the use of English in the situational context.” [27Q1]
Supporting the results of open-ended questionnaire, the students’ answers from the interview further uncover the appropriateness of content selection as
follows.
“Yes, Ms. In terms of support, the contents of the materials are really supporting.” [C088]
“Yes, sure, of course, because the scope of animation is so wide, and needs international language which is English. What I mean is the scope of animation
world, miss, moreover when it deals with my future job environment.” [E019] “I suppose that the topics being discussed are all appropriate, Ms, especially the
telephoning topic.” [W030]
“Because describing process is needed and helpful to some jobs, for example, an animator needs a tutorial to decrease his working load or working difficulty.
Telephoning is beneficial for communication fluency between others, for urgent needs, such as making appointment.” [C023]
“The telephoning topic can help me in case I am having holiday in foreign countries, furthermore, telephoning is useful when I book a room in a hotel or so
on.” [E020]
“The topic of describing process is beneficial for example, if I join an international animation competition, I will be able to explain the process using the expressions
learnt in that topic, if the competition requires me so. It is because making an animation includes several steps, or in other words, it needs process. Therefore,
the material of describing process is appropriate with animation department, miss.” [E021]
“Yes, Ms, It helps us to understand when we communicate with natives, and also to ease the job later. In my opinion, the topics are beneficial to support my career
later in the future, Ms.” [W033]
The comments show that the selected topics benefit the students to broaden their knowledge about how to use language expressions in certain
context. Moreover, the topics facilitate the students’ need of being able to communicate in English. Therefore, it is expected that the students can really use
the language expression in the working field. This condition refers to the discussion in chapter II that a review of
numerous case-study reports Gardner 1995; Levine 2004 reveals that successful learning focuses on real-world subject matter that can sustain the interest of
students. Therefore, the materials should be carefully selected to maximize language, content, and real-life skill learning. Finally, the selection of contents is
in line with the general objective of the teaching and learning English in SMK which is preparing the students to be ready to enter the job market The National
Education System Act, 2006:5.
d. Roles of Teacher Though recent implementation of teaching techniques places students as
the centered focus of learning activities, teacher has significant roles in the process of students’ language development. Providing guidance and feedback are
two of the substantial roles a teacher has. In mobile phone video-making task treatment, the teacher’s main roles are providing sufficient guidance and giving
adequate feedback needed by students. The roles of teacher cover three statements in the questionnaire including whether or not the teacher’s assistance could be
asked anytime the students find difficulty during the video making process which
gained 4.1 score, meaning that students can ask the teacher anytime they find difficulty in the learning process. Another is whether the teacher provided
sufficient feedbacks for the students and their group to improve their communicative skill performance got 4.13 score which also belongs to high
category. The last statement reached score of 4 referring to whether or not the teacher’s feedback enabled the students to produce a good quality video.
Consequently, the roles of teacher extensively influence the students’ language development as shown by the high average score of 4.08 belonging to high
category. The teacher has a substantial role to help the students communicate
effectively. During the process, the teacher gave adequate feedback for the students to use appropriate language expressions for each topic. It is shown from
the following students’ comments.
“Yes.. The students are free to askconsult the teacher every time we find difficulty.” [CC077Teacher’s feedback]
“We consult the teacher when asking for the English vocabulary for any word that we don’t know, and also the pronunciation.” [CC078Examples of Teacher’s
feedback]
“For the teacher’s feedback, it is not too detail in terms of the video making technique; yet, it focuses more on the use of English language for the
conversation in the video.” [CC082Teacher’s feedback]
“ mean, the technique is not being criticized; the teacher gave us feedbacks and suggestions
more to
the language
used
in the
communication.” [CC083Teacher’s feedback]
“For example, when we found difficulty in arranging words in English. And also in finding meaning of unknown vocabularies, we can ask the teacher. Especially
all the things including the English learning or the lessons being taught.” [WW082The examples of role of teacher]
To some extent, the teacher’s feedback is useful to revise the use of students’ language. In addition, the students consider that the teacher’s
explanation is helpful to review and correct the students’ mistakes in the video making task. The following students’ remarks mention the benefit of teacher’s
role.
“…, while the comment from the teacher is a corrective feedback. So, we are able to correct or revise our work better.” [EE075bRole of teacher]
“It’s good, miss,, so that the task can be completed maximally.” [EE080Benefit of teacher’s feedback]
“The teacher’s feedback helps us to know our weaknesses in the video making process in terms of pronunciation and expression :0 besides, we can also know
the lack of our video”. [CC089The output of teacher’s feedback]
“It the feedback of students’ video results is good. We can understand the incorrect vocabulary or expression in terms of pronunciation.” [WW094The
benefit from teacher’s feedback correction]
Another teacher’s essential role is as a learning mediator in which the teacher assists the students to understand the lesson more comprehensively
Richards Rodgers, 2001. Teacher’s explanation during the class is meaningful and helpful for the students to understand and use the language expression. The
students’ comments in the open-ended questionnaire show that, still, they need teacher’s clear instruction and comprehensive explanation toward the learning
activities.
“To my point of view, it’s good enough. However, there should be more explanation from the teacher about the content in the video, so that the students
can understand it better.” [25Q2]
“It’s very excellent, effective and efficient also pleasant when every after watching the video, the teacher discusses it further with us.” [5Q2]
“The teacher gives more inputfeedback about the video produced by the students.” [20Q3]
Regarding to the students’ expectation on the teacher’s feedback, the result of interview clarifies that feedback from the teacher contributes to the students’
communicative skill improvement as the students can apply the use of appropriate
language expressions on the given context. Furthermore, the feedback is also beneficial that the students could ask the teacher freely to clarify or solve their
problem in terms of the language use, pronunciation and the conversational practice. Meanwhile, the teacher’s explanation during the class is meaningful and
helpful for the students to comprehend, produce and interact using the language expression. Therefore, as expected by the students, teacher’s roles in the learning
process are indispensable.
e. Roles of Students During the process, each student developed his or her role in the group
discussion. One of the roles of students was as pointed by Kineo 2007 who explains that video recording task facilitates collaborative learning, in the sense
that, students could involve themselves in groups to check their performance, identify their mistakes and learn how to improve on their communicative skills.
Referring to it, the students acted as an evaluator of the other students’ works. Therefore, one of the accomplishments in mobile phone video-making task is
giving comment and input about the video produced by the students related to the language use, content and also the creativity. It was aimed at encouraging the
students to evaluate their lack and henceforth make a better video. The role of students show various result from the students’ point of view.
This feature contains four items related to the roles of students in the learning process as stated in the questionnaire. The first item mentions whether “The
classmates’ comments and feedbacks enabled you and your group to improve your communicative skill performance” resulted 3.87 score belonging to a fair criteria.
The second item asks whether or not “Each of your group members helped each other during the topic discussion in order to improve your communicative skill”
which gained 2.83 score or low criteria, meaning that most students less agree with this statement. The next item resulted 3.27 score belonging to a low criteria
stating that “Each of your group members helped each other during the video making process in order to produce a good quality video”. The last item states
whether or not “The classmates comments helped you to identify your performance weaknesses and your video’s shortage”. This statement gained 3.93
score which belongs to fair criteria. The average score for the role of students feature is 3.48 belonging to low category, meaning that to some extent, not all
group members actively involved in the learning activity. This questionnaire result indicates that role of students contributes less to the improvement of students’
communicative performance. From the discussion on the role of students, giving and receiving
comments from other group members of the classmates are actually crucial as it stimulates the students to be critical and careful in accomplishing a task. Though
so, two issues are raised from this feature, including the inappropriate comment and input given by the students and also the students’ low participation in the
learning activities. Sometimes, the students gave comment and input based on their limited background knowledge of the topic, so that, their comments were
merely on the aspects of video, such as the video innovativeness and video performance. Only few of them discussed the language use for the conversation in
the video. Besides, students’ low participation becomes another barrier in achieving the expected goal. The students state that:
“In the discussion of the video made by the students, every student should participate in giving comment so that everyone knows the weakness and the
strength.” [29Q3Role of Students]
“For students who did not participate in the video making task, they should be given a punishment.” [25Q3Role of Students]
“Yes… the feedback from the other friends is more to mocking… So, it’s just a joke comment. Yet, the comments from the other students can also be correction to our
lack.” [EE075Role of students weakness strength]
Furthermore, the input and comment from their classmates are considered helpful and beneficial in terms of helping the students to identify their
performance weaknesses and to produce a good quality video. Here are some students’ opinions from the interview when they were asked whether or not the
classmate’s feedback toward their video is helpful for them from the interview:
“Students’ video playing and feedback is good, as we are able to know the other friends’ opinions and also the teacher’s feedback toward our work movie
making.” [CC080 The benefit of feedback on video]
“Yes.. That’s right miss, the comments and feedback are really helpful.” [CC081Classmates’ feedback]
“I feel happy. The students’ video playing can be used to compare our video result with the other groups’ videos.” [E E074 The benefit of students’ video
playing]
“Yes.. If the lack is commented, later, when we make another video we can be more careful in order to be better.” [EE077 Benefit of students’ feedback]
“Yes Ms. we become more motivated.” [WW092The atmosphere of classmate’s input]
“It makes us know understand what our lacks and mistakes are.” [WW086The benefit from classmates feedback]
“Yes, sure Ms. the group work helps me to be more creative and innovative in finishing the task. I don’t really understand about that thing video making.” [W
W064 = W067The output of GW]
“Yes Ms. because if we have not understood the processes of how to make or edit a video, we can learn it from the other group members. Therefore, by doing so,
we do the task while learning.” [WW067The benefit of group work]
Though this feature contributes less to the students’ communicative performance, the result indicates that input and comment from the classmates do
not bring negative impact. For some students, their friends’ input is indeed advantageous to their learning process as it motivates them to improve and
produce better work. Consequently, the students might learn to advance their performance from their classmates’ feedback through this process.
f. Setting
Appropriate setting becomes another feature in mobile phone video- making task. The input hypothesis asserts that a low anxiety instruction setting
helps comprehensible input build students’ language skill Krashen, 1985. In order to assist the students in understanding the lesson and minimize their anxiety
to use English, the classroom setting should provide pleasant learning situation. The implementation of mobile phone video-making task employed the use of
mobile phone video recorder as the learning tool. The basic reason of using mobile phone is based on the consideration of how adept most students are with
mobile phone these days. While for video, it has long been admitted as one of the useful media in language learning.
The setting presents high result as it reached 4.30 average score. The score belongs to high criteria indicating that it provides much impact to the
improvement of students’ communicative skill. The significant contribution of appropriate setting can be revealed from the high score of questionnaire items.
Mobile phone and video are two helpful tools to learn English, especially to improve students’ communicative skill. The benefit of these two tools in language
learning is supported from the result of 4.53 score which belongs to very high criteria. Besides, the presence of mobile phone video recording feature is effective
and useful to be used in the process of video making as it hint score of 4.13 placing it into the high category. Moreover, the user friendly features provided in
the mobile phone video device encourage students to make good videos. It is shown from the high score of 4.23 indicating that the tools used in the treatment
substantially assisted the learning process. The following students’ answers from the open-ended questionnaire
represent the pleasant learning setting resulted from the implementation of mobile phone video-making task:
“Utilize technology more often like using video as one of the examples because it helps the students to understand the vocabulary more.” [4Q3Setting]
“The use of video for learning should be more frequent and the videos being played should be more interesting and varied.” [24Q2Setting]
“It’s please if video can be played or shown in every English learning activity, because video as a visual media is able to stimulate the brain to remember the
lessons fast.” [17Q1]
The results of interview further support the findings of questionnaire underlining two aspects. The first aspect is that the setting of mobile phone video-
making task assists the students to understand the lesson easier than the common classroom setting as it adopted technology as the learning tool. The other aspect is
that the students can learn better in a pleasurable learning situation.
“It’s fun, as through visualization, the lesson is easier to comprehend by the brain.” [CC046Setting]
“I think it is very beneficial because learning through visualization is easier to comprehend.” [CC029 Setting]
“Able to know the pronunciation, body language, and expression.”
[CC030The input of video]
“Video assists us in listening skill, Miss. Provide more vocabularies.” [CC103The input of video]
“Yes, Ms. Especially the language expressions, the expressions can be used every day.” [WW016 Setting]
“I think it is beneficial, because it makes me understand the lesson more. Also, it is more fun.” [EE022Setting atmosphere]
“It disappears boredom miss,, we become more motivated to learn English.” [EE046Setting atmosphere]
Furthermore, another issue emerged from the interview results. The instruction setting in mobile phone video-making task significantly assisted the
interaction valuable for language acquisition. The setting of the treatment provided interaction which allowed students to interact each other to accomplish
the tasks. Mobile phone video-making task let the students to get an exposure to the meaningful communicative use of language in appropriate contexts. One of
the significant aspects for language exposure that plays a role in language learning is interaction. Interaction is considered essential since it is a means by which input
and output, at the same time, can be provided. Moreover, Hedge 2000 views interaction as an integral and powerful aid that bridges students to communicate in
the target language. Therefore, students can practice both receptive and productive skills at the same time. The need of interaction is supported by the following
students’ responds.
“Yes, especially the interaction between the students and the teacher.” [CC075The need of interactionSetting]
“Interaction is needed in order to build communication and also to help each other.” [EE072The need of interaction in ELSetting]
“Interaction is needed ms. in order that the students’ English skill can be improved.” [WW079The need of interaction in EL to improve students’
skillSetting]
“To my experience, interaction is beneficial in speaking skill ms.” [W W080 The benefit of interaction in EL]
Accordingly, the classroom interaction which involves interaction among students and between teacher-students held important roles in the learning
process. The classroom interaction is important as it allows the students to use the target language more in the real situation. Here, the language used in the
interaction provides opportunities for contextualized, meaningful use directly to the learners Egbert and Smith, 1999.
The students indeed recommended mobile phone video making to be implemented as a task based on the following reasons.
“MPVMT is suitable to be implemented because it can be used as a learning media, and the students are easier to understand the lesson.” [EE119The
implementation of MPVMT setting]
“The reasons why MPVMT is suitable to be implemented are because:
It helps us to communicate in English,
It helps us in the working field, later on
It is more effective or interesting and useful way of learning English
It improves speaking ability and self-confidence [EE120The implementation of MPVMT setting]”
“The MPVMT is appropriate to be implemented because variation can improve the learning spirit.” [CC128The implementation of MPVMT setting]
“The reasons why MPVMT is appropriate to be implemented are because it improves speaking ability and self-confidence and also it is more effective or
interesting and useful way of learning English.” [CC129The implementation of MPVMT setting]
Based on the above students’ answers, a supportive learning setting in the mobile phone video making treatment contributes significantly to assist students’
communicative skill in terms of providing a pleasant learning situation, increasing students’ understanding, and also assisting interaction by the activity of group
work and discussion in which students can interact and communicate each other.
g. Procedure The next feature in mobile phone video-making task is procedure.
Procedure also related to the instruction or direction of the task given by the teacher. In order to complete the task as required, students need to be given clear
instructions of the steps they should perform. Giving clear instruction is essential for the success of task accomplishment. Willis 2007 argues that teachers who
spent more time in guided practice also had students who were more engaged during individual work. Therefore, his idea suggests that, when teachers can give
clear instructions, learners feel more secure in the lesson. It also means learners can begin tasks more quickly, which increases time for learning.
The results of questionnaire for procedure ranked from fair to high, with 3.89 points as the average score. Overall, this feature was less significant in the
learning process. The result showed that the procedures are fairly relevant to the goals of mobile phone video-making task, as it gained 3.5 score. Hence, there
should be more explanation on the video content played in the class and more clarification on the instruction of the video making task. The details can be
revealed from the students’ comment in the open-ended questionnaire.
“Please more clarify the English learning materials in the video. [14Q3Procedure]
“Use audio visual more often and more clarify the instruction of video making procedure.” [22Q3Procedure]
“To my point of view, it’s good enough. However, there should be more explanation from the teacher about the content in the video, so that the students
can understand it better.” [25Q2Procedure]
Furthermore, the result uncover that the procedures are designed in a way which allows students to communicate and cooperate in group. This item got 4.13
placing it into high criteria. As the task is done in a group, students got a chance
to improve their communicative skill by practice communicating in English using the language expressions they have learnt. This condition is supported by the
following students’ comments.
“Yes miss, we can share, we can communicate in English for interaction and communication as well” [CC042The benefit of GW]
“Yes, Miss… because if the task is done in pairs, we can also practice communicating in English at once, miss...” [EE038The benefit of GW]
“While we were doing the task, we practice the dialogue in English Ms., in order to be more fluent b.” [WW063The benefit of GW]
As regards to the procedure of video making task, the videos shown as the examples gave clear ideas of what video should be made for the given task. As
resulted from the questionnaire, this criterion was categorized as high criteria since its score was 4.03. Below is the students’ answers regarding to the sample
tutorial videos played in the class.
“Utilize technology more often like using video as one of the examples because it helps the students to understand the vocabulary more.” [4Q3Procedure]
“Expand the implementation of video to have more varied activities.” [13Q3Procedure]
“Make use of English videos more numerously
and frequently.”
[23Q3Procedure]
“The use of video for learning should be more frequent and the videos being played should be more interesting and varied.” [24Q2 Procedure]
From the interview result, some new points were emerged related to the process of video making task. The first emerging theme is related to the preferable
recording tool used in the process of video recording task. The students noted that mobile phone video recorder and digital camera have both advantages and
disadvantages. Some students prefer to use digital camera while some other prefer to use mobile phone video recorder. Based on the students’ opinion, the benefits
of digital camera are:
“I prefer to use digicam.. Because it is specifically used for recording, it’s simpler to transfer to the computer, I thought.” [CC110Preferable tool]
“Yes, it the video was made by using hp, mis,, only the telephoning video was made by using digicam to produce a good result, my hp is only a 2-MP camera”.
[CC11Benefit of Digicam Limitation of MP]
“Yes miss. It is good to use digicam miss,, the picture is better too,,” [EE091Preferable tool]
Meanwhile, the students’ opinion related to the use of mobile phone as a video recorder can be seen from these statements:
“Using hp is also simpler, because it can always be carried everywhere. Hp uses 3gp format, therefore, the video size is smaller.” [CC112-113The benefit of MP]
“If we make a video using hp, we should only convert the video format into avi.” [CC114Limitation of MP]
“… we don’t need to resize the video.”[CC115The benefit of MP] “For mobile phone, it is easier to carry, miss,, Hp is easy, as it is the closest
friend for high school students,, So, we get used to it.“ [EE096-E097The strength of MP]
“Hp is easy to operate, mobile, it can be carried anywhere, reasonable price, we don’t need to use a digicam anymore...” [EE099The benefit of MP efficiency
procedure]
“The video format produced by hp is in 3gp format, so if we want to edit, it should be converted to avi, first.. but it is not difficult,, While for the size, it is
much economical,, because it is smaller.” [The weakness strength of MP]
“To me, I prefer to use mobile phone hp, Ms. [WW109Preferable tool] “The operation of recording a video using hp is easier, Ms.” [WW110The
strength of MP]
“Of course, Ms. Everyone has mobile phone, while digicam, not everyone has a digicam.” [WW112 The strength of MP efficiency]
“I think the operation is not really difficult, Ms. [WW116MP video recording procedure]
The other emerging theme is that the students had undergone some procedures or steps in accomplishing the task. The procedures done by the
students were in line with the goal of the task and contributed to the students’
communicative skill improvement since during the process, they practiced communicating in English. The procedures through by the students were revealed
from the following students’ answers:
“Discussion, job desk distribution, location determination. It was about a day, miss” [CC121MPVMT Procedure]
“Yes, we practiced first. It was
about two days, I forget, mis.” [CC122Preparation Time]
“We made a text to be more fluent; arranged the video shoot order. One day preparation exclude two days practice was enough,, what took time was the video
making phase itself. [EE108MPVMT Procedure steps]”
“Sure, we did practice… We did on-going practice, so we make a video while practicing.. If I’m not mistaken we practice for about one week. [EE109-
110Procedure]
“The steps that should be done included: arranging the appropriate expressions and finding the English terms. And then, preparing the Vespa and finding the
exact time for the recording. However, I forget the how many days, Ms.” [WW126MPVMT Procedure]
Moreover, the procedures in movie making task let the students to experience some processes in accomplishing the task which are helpful to make
them become autonomous and independent. The procedures also required the students’ creativity in producing an innovative short video. Therefore, to some
extent, the process of video making made them to be creative. This condition is supported by the students’ response as follows.
“The use of video in learning is very enjoyable and doesn’t make the students feel sleepy bored. Besides, the video making task activity can also increase
creativity and self-confidence.” [17Q2 Output]
“Yes [it makes us autonomous], because we were given a freedom to explore our own expressions not only copy paste, students were allowed to use their own
words” [CC058 Benefits of MPVMT]
“In terms
of writing,
arranging expressions
and also
speaking”
[CC059Examples of Autonomy]
“It can explore creativity” [CC107Movie Making Output]
“I can learn how to arrange my own words expressions, and also become more confident for speaking” [CC108Movie Making Benefit autonomy]
“
The benefit of MPVMT are increasing one’s creativity and self- confidence, improving speaking ability, practicing to ask answer questions spontaneously” [CC119The output
of MPVMT treatment]
Based on the above findings, it can be revealed that the procedure as one of the features in mobile phone video-making task benefited students in several
ways. The procedures of mobile phone making task allowed the students to communicate and cooperate using the target language to improve their
communicative skill. Moreover, the procedures also let the students to be autonomous and creative.
h. Activity Another significant feature of mobile phone video-making task is its
activity. As proposed by Brown 1994, communication is likely to occur in the classroom where a significant amount of pair or group work is conducted,
authentic language input in real life context is provided, students are encouraged to produce language for genuine, meaningful communication and classroom tasks
are conducted to prepare students for actual language use outside the classroom. Larsen-Freeman 2000, p. 65 also notes that it is important “To facilitate small
group and paired activities in which students have opportunities to interact. Accordingly, the treatment of mobile phone video-making task adopted the
activity of pair and group work involving communication and interaction among the students.
The activity in mobile phone video-making task assisted the students to communicate better, as seen from the average score of 4.33 which belongs to the
high category. The group discussion was effective to help the students become more creative and innovative in editing and producing good videos. Group work
allows students to be more creative for two reasons. Firstly, the group work assists students to enrich themselves from their partner’s skills as they can observe the
other group members’ performance. Secondly, it gives them a chance to cooperate and perform well as it lets the students to share their ideas with their partners.
Hence, the students can learn from each other and improve their skill through group work. That mobile phone video-making task developed the students’
creativity and innovation was revealed from the high score of 4.33 points of questionnaire result. Further, this situation can be inferred from the students’
opinion through the open-ended questionnaire below.
“The use of video in learning is very enjoyable and doesn’t make the students feel sleepy bored. Besides, the video making task activity can also increase
creativity and self-confidence.” [17Q2]
“Increasing one’s creativity and self-confidence, improving speaking ability, practicing to askanswer questions spontaneously.” [CC119Benefit of MPVMT]
“Yes, sure Ms. the group work helps me to be more creative and innovative in finishing the task. I do not really understand about that thing video making.”
[WW064The output of GW]
“Yes Ms, because if we have not understood the processes of how to make or edit a video, we can learn it from the other group members. Therefore, by doing so,
we do the task while learning.” [WW067The benefit output of group work]
Besides, the group discussion or group work was more preferable in learning English so that the students could practice their English with the other
group members. The 4.33 points of questionnaire result revealed that group work contributes considerably to the students’ communicative skill improvement as
most of the students preferred to work in group instead of individually. The followings are the students ‘comment regarding the group work.
“I prefer working in group, because we can share hehe :D.” [CC038Benefit of GW]
“In group for sure, miss.. because togetherness is entertaining.” [EE033Benefit of GW]
“I prefer working in group to working individually, Ms.” [WW055The preferable setting of learning English]
As discussed previously, the activities in the classroom language learning should involve oral communication, carrying out meaningful tasks, and using
language which is meaningful to the student. Mobile phone video treatment adopted task-based activity including group work, discussion and role play which
focus on the interaction as an integral and powerful aid that bridged students to communicate in the target language. The interaction between teacher and students
encouraged the students to communicate in English. This condition is supported by the high score of questionnaire result which was 4.1 indicating that the activity
in mobile phone video-making task contributes significantly to the improvement of students’ communicative skill through the provided interaction. The significant
contributions of mobile phone video making activities are reflected in the following students’ response from the questionnaire.
“We can practice speaking English fluently and practice listening.” [3Q1] “I can practice conversation with the other group members in English during
the process of video making task.” [3Q2]
“I have a chance to practice my English speaking skill with other group members when learning using video and when making video.” [8Q2]
“Interaction is needed in order to build communication and also to help each other.” [EE072The need of interaction in EL]
“Interaction is needed ms. in order that the students’ English skill can be improved.” [WW079The need of interaction in EL]
The activities were indeed beneficial for the students as they facilitated the students to comprehend, produce and interact with the target language in certain
contexts focusing on meaning rather than form. Moreover, through the group work, the socialization and interaction happen and support the learning process
more naturally as revealed from the interview result.
“Yes miss, we can share, hehe. We can communicate in English for interaction and communication as well.” [CC042The benefit of GW]
“If there is a problem, it can be solved soon, the task becomes easierlighter, we can also consult each other…” [CC072Benefits of GWPair work]
“Yes, if we do the task in group, we can do it while practicing to communicate in English, miss.” [CC073Benefit of GW setting activity]
“Yes, because some ideas are emerged if we do the task in group. Hehe.” [CC074Benefit of Group work work]
“Hehehee.. yes misssss... because if the task is done in pairs, we can also practice communicating in English at once, miss...” [EE038The benefit of GW]
“It is enjoyable, miss,, in group, we can share task too,, so that we don’t really feel difficult,, a.” [EE067Benefit of GW]
Another significant aspect resulted from the activity of mobile phone video-making task is the increase of students’ confidence to use the target
language for communication. The learning activities helped the students become more confidence in using English for communication as it reached 4.4 score
resulted from the questionnaire. Moreover, the learning activities using technology, to some extent, were more motivating and encouraging the students to
learn and speak English as the score was 4.53 belonging to high criteria. During the process of accomplishing the task, the students could communicate in English
with their friends. They were encouraged to express their thought and ideas in English without being afraid of making mistakes. Therefore, the activity is
focused more on meaning rather than form which facilitates the students to practice communicating and interacting using English.
“To my point of view, it is fun to learn English with video and make video because they can increase confidence to speak in English with friends”. [7Q2]
“… Besides, the video making task activity can also increase creativity and self- confidence.” [17Q2]
“It’s good enough, belongs to one of the refreshing methods in learning and teaching.” [12Q2]
“Interesting methods, like watching video, singing, storytelling, etc. Such methods will trigger a sense of willingness to learn English.” [26Q3]
“I can learn how to arrange my own wordsexpressions, and also become more confident for speaking.” [CC108Movie making benefit confidence]
“Yes, a little bit, miss, because my English speaking skill is not fluent, hehe. And also, I become more confident, I become more encouraged to speak.” [EE089
Movie making task benefit confidence motivation]
“For speaking, yes, it the movie making task makes me more confident.” [WW107The MPVMT atmosphere]
By the activities implemented in mobile phone video-making task, students obtained several benefits in terms of the chance to have meaningful,
purposeful interactive communication, and the increase of motivational level. In the sense that students can learn from listening the language used by other group
members, produce more language, have the chance to improve fluency, and also, increase their motivational level. Thus, the activity in mobile phone video-making
task becomes one of the alternatives to vary the learning activities.
i. Output
Output is language produced by the student. The Output Hypothesis states that to learn a language, in addition to comprehensible input, students also need to
create comprehensible output, involving students speaking or writing. Swain
1985 as cited in Ellis 2008, p. 957 has proposed that, “When students have to make efforts to ensure that their output is comprehensible, acquisition is fostered”.
Swain argued that, while input is necessary, it is not sufficient for language acquisition. In addition to input, students need opportunities to produce the target
language. That is to say, both language input and language output impact a student’s acquisition of the target language. Accordingly, the researcher also
considered output as a feature which gives significant effect toward students’ communicative performance. The significance of producing comprehensible
output in the target language was reflected from the task which required the students to communicate in English and record themselves to make a video. By
doing so, the students interacted each other and at the same time, input and output could be provided.
The treatment contributes significantly in enabling the students to produce the target language by communicating in English through the video making task.
Firstly, mobile phone video-making task assisted the students to memorize English vocabularies and language expression as it got a high score of 4.4. This
finding is also revealed from the following students’ comments.
“It becomes easier to understand English conversation.” [2Q1] “Utilize technology more often like using video as one of the examples because it
helps the students to understand the vocabulary more.” [4Q3]
“It’s good because it can help to enrich or understand every-day-used vocabularies.” [9Q2]
“I like it very much because the vocabularies and the pronunciations are easier to remember.” [11Q2]
“It’s please if video can be played or shown in every English learning activity, because video as a visual media is able to stimulate the brain to remember the
lessons fast.” [16Q2]
“I become more familiar with the language expressions. Video can help me to know or recognize the clear expression when they speak.” [23Q1]
“The improvements after the MPVMT treatments are in terms of vocabulary or language expressions and expressing ideas.” [C C123The output of MPVMT]
“So, it is also a way to understand the correct and appropriate pronunciation... Besides, it enriches my vocabulary.” [EE024The output of MPVMT]
“I especially find it easier to understand the correct pronunciation as well the appropriate language expressions.” [EE053The benefit of MPVMT]
“To me, the benefit of movie making is in terms of using the vocabulary expressions, ms..” [W W105 The output of MPVMT]
“The treatment enriches my vocabulary or language expressions.” [WW131The output of MPVMT]
Secondly, the output generated from the task helped the students to practice communicating in English outside the classroom. This communication
practice resulted by the task revealed from the score of 4.07. Thirdly, the activities and tasks of video making enhanced students’ fluency and listening ability as seen
from the high score of 4.43. The treatment of mobile phone video-making task provided a chance for the students to practice English skill outside the classroom
since the treatment employed not only inside-classroom for knowledge building but also outside-classroom activities for the task accomplishment. During the
video making accomplishment, the students were required to discuss, share ideas or thought in English. Therefore, the students can practice communicating in
English with the other group members to improve their skill as seen in the open- ended questionnaire and interview results.
“Able to be more communicative, improve technological skill, and make learning becomes more interesting.” [13Q1Output]
“I am able to understand English easier by the use of video. Also, the activities, to me, are a good way to practice English speaking skill.” [16Q1Output]
“I can practice to communicate in English through making videos.” [21Q1Output]
“Besides, the video making task encourages me to study the English expressions which are being taught more seriously.” [22Q2Output]
“I am able to interact in English miss.. enrich my vocabulary.. and also practice speaking..” [EE104The benefit of MPVMT]
“A good way to practice speakingexpress ideas in English, improving speaking ability, practicing to handle speaking problems.” [EE106The benefit of
MPVMT]
“The treatment is a good way to practice speaking or to express ideas in English.” [WW123The output of MPVMT]
“We can practice to speak English fluently and practice listening.” [3Q1Output] “Listening skills
becomes sensitive and more familiar with English words or expressions.” [21Q1Output]
“It helps me to express ideas and also it increases my ability to speak.” [WW131The output of MPVMT]
Moreover, the video showings made by the other students motivated them to edit and make a better video. One of the follow up activities after the task of
video making had been accomplished was playing the video and let the other students from different group to evaluate their friends work. They can give
comment, suggestion of feedback toward the video regarding to language expression, performance and also creativity. This follow up activity, in fact,
motivated the students to make or edit their video as seen from the high score of questionnaire result of 4.17 and from the following students’ response.
“Besides, the video making task activity can also increase creativity and self- confidence.” [17Q2Output]
“The benefits are I become more understand to the lessons being taught and I am able to edit the video live shoot.” [EE067Movie making output]
“I feel happy. The students’ video playing can be used to compare our video result with the other groups’ videos.” [E E074 The benefit of students’ video
playing]
“Yes.. If the lack is commented, later, when we make another video we can be more careful in order to be better.” [EE077 Benefit of students’ feedback]
“It makes us know understand what our lacks and mistakes are.” [WW086The benefit from classmates feedback]
Another significance of task output is that the video making task is more relevant to the students’ daily life and future work demand to have good
communicative skill. The treatment was aimed at improving the students’ communicative skill which is an important skill for their career later. Moreover,
the topics facilitate the students’ need of being able to communicate in English and are significant to be mastered for the job demands. The high score of 4.33
resulted from the questionnaire revealed the significant impact of producing the target language. The interview result further supported the finding.
“I agree toward the use of video in the English learning context because it can increase students’ learning interest and also beneficial for my career later on.”
[6Q2Output]
“[Learning English for communication is] useful for work, improving speaking ability and also increasing self-confidence.” Student CC118Goal and
ObjectiveInterviewApp.15
“To broaden my knowledge, Ms. Also, in order to be able to communicate with natives and understand to what they talk about.” Student W W008Goal and
ObjectiveInterview App.15
“In my point of view, I agree that it is useful for work and improving speaking ability.” Student W W121Goal and ObjectiveInterview App.15
The results show that producing comprehensible output in the target language provided various contributions to students’ skill improvement. The
students were considered as active users of language and also technology. They can produce the target language by communicating and interacting each other
during the learning process. Accordingly, the significant results of output were in terms of assisting students to memorize English vocabulary and language
expressions, enhance fluency, increase motivation to learn English and to prepare the students for the future work demand.
Based on the discussion, most of the features provided in mobile phone video-making task significantly contributed to the students’ communicative skill
improvement. Unfortunately, the implementation of technology utilizing mobile phone video recorder, in this research, was not without obstacles. There were
some limitations to record a video by means of video recorder installed in a mobile phone. The limitations are in terms of the feature of video recorder itself,
for instance, the resolution a video recorder has, the sound quality it produces, and also the video type it is resulted. Some of the limitations were uncovered from the
following interview result.
“The resolution which is produced by mobile phone video recorder is low, miss. The sound is also too soft.” [CC126Problems of proceduretool quality]
“Yes miss, my mobile phone has only 2 megapixels camera video… the sound is not too loud. But for the video, the result is quite good.” [EE116Problems of
proceduretool quality]
“If we make a video using hp, we should only convert the video format into avi.” [CC114Limitation of MP]
Besides mentioning the limitation of using mobile phone video recorder as the recording tool, the students also outlined some strengths or advantages they
got from using mobile phone video recorder. The advantages are reflected from the following interview results.
“Using hp is also simpler, because it can always be carried everywhere. Hp uses 3gp format, therefore, the video size is smaller.” [CC112-113The benefit of MP]
“… We don’t need to resize the video.”[CC115The benefit of MP] “For mobile phone, it is easier to carry, miss,, Hp is easy, as it is the closest
friend for high school students,, So, we get used to it.“ [EE096-E097The strength of MP]
“Hp is easy to operate, mobile, it can be carried anywhere, reasonable price, we don’t need to use a digicam anymore...” [EE099The benefit of MP efficiency
procedure]
“The video format produced by hp is in 3gp format, so if we want to edit, it should be converted to avi, first.. but it is not difficult,, While for the size, it is
much economical,, because it is smaller.” [The weakness strength of MP]
“The operation of recording a video using hp is easier, Ms.” [WW110The
strength of MP]
“I think the operation is not really difficult, Ms. [WW116MP video recording procedure]
Therefore, even though the students had to cope with the problems regarding to the mobile phone video limitation, they enjoyed the activities of
accomplishing the video making task. Most of the students admitted that they experienced many advantages through the implementation of mobile phone video-
making task in terms of the following.
“It can explore creativity.” [CC107Movie making output] “I can learn how to arrange my own words expressions, and also become more
confident for speaking.” [CC108Movie making benefit]
“The benefits are I become more understand to the lessons being taught.” [EE067Movie making output]
“Because my English speaking skill is not fluent, hehe. And also, I become more confident, I become more encouraged to speak.” [EE089Movie making task
benefit]
“To me, the benefit of movie making is in terms of using the vocabulary expressions, ms..” [WW105The output of MPVMT]
Moreover, based on the research results, another feature in mobile phone video-making task is revealed. The emerging feature brought up by the students is
classroom atmosphere. The atmosphere created by video making task triggered the students’ motivation to communicate in English and also to produce a creative
video. The enjoyable learning atmosphere of video making task activity is revealed from the following students’ response.
”It becomes easier to understand English conversation, it is interesting, avoids boring, but appropriate with the learning materials.” [2Q1Atmosphere]
“It is fun and makes English learning not becomes boring.” [4Q2Atmosphere] “It the technique makes thought or mind fresher, and able to concentrate to
comprehend the conversation in the video.” [12Q1Atmosphere] “In learning, I feel more relax, comfortable and able to further improve my
understanding on English lessons.” [15Q1Atmosphere]
“Able to enrich many new vocabularies, the English learning becomes more alive and pleasurable.” [17Q1Atmosphere]
“With the use of video, the English learning becomes more attractive and more easily understood.” [24Q1Atmosphere]
The students’ answer from the interview further support the findings that the implementation of mobile phone video-making task has created an enjoyable
learning environment which is needed for the students’ skill improvement.
“It’s fun, as through visualization, the lesson is easier to comprehend by the brain :D.” [CC046AtmosphereSetting]
“It disappears boredom miss,, : we become more motivated to learn English.” [EE046The atmosphere]
“It’s more fun and easily accepted…” [The atmosphere of MPVMT] “It is more refreshing. Learning English does not merely look at words or
writings.” [WW065 The atmosphere of MPVMT]
To come to the point, though the treatment has its weakness that still needs to improve, the implementation of mobile phone video-making task brings about a
great impact on students’ learning process and achievement. The students take advantages in terms of being provided by the interactive and practical materials,
tasks and media. Thus, its presence in language learning contributes in creating enjoyable learning environment which can reduce students’ anxiety in learning
English. Moreover, students get the chance to use English for communication in the interaction process with their peer or other group members during the process.
By video making, the students become active users of both technology and the
target language. Since many students admitted that video making task provides a wider scope for their skill improvement, the implementation of MPVMT is
effective to improve the students’ communicative skill performance and achievement. To put it briefly, the implementation of mobile phone video-making
task results in the effective learning which improves the students’ communicative skill in some aspects compared to the common oral classroom presentation.
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CHAPTER V CONCLUSION AND SUGGESTIONS
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