The impact of mobile phone video making task on students` communicative skill

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THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain

Magister Humaniora

(M.Hum) Degree

in English Language Studies

by

Fitria Rahmawati

Student Number: 10 6332 025

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014

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ii

A THESIS

THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

by

Fitria Rahmawati

Student Number: 10 6332 025

Approved by

Dr. B.B. Dwijatmoko, M.A.

Advisor

Yogyakarta, March , 2014

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iii

A THESIS

THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

Presented by

Fitria Rahmawati

Student Number: 10 6332 025

Defended before the Thesis Committee

and Declared acceptable.

THESIS COMMITTEE

Chairperson :

F.X. Mukarto, Ph.D.

______________

Secretary

:

Dr. B.B. Dwijatmoko, M.A.

______________

Members

:

1. Dr. J. Bismoko

______________

:

2. Dr. Fr. B. Alip, M.Pd., M.A.

______________

Yogyakarta,

The Graduate Program Director

Sanata Dharma University

Prof. Dr. Augustinus Supratiknya

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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iv

STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated,

are the ideas, phrases, and sentences of the thesis writer. The writer understands

the full consequences including degree cancellation if s

he took somebody else’s

ideas, phrases, or sentences without proper references.

Yogyakarta, March, 2014

The Writer,

Fitria Rahmawati

10 6332 025

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v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Fitria Rahmawati

NIM : 10 6332 025

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPACT OF MOBILE PHONE VIDEO-MAKING TASK

ON STUDENTS' COMMUNICATIVE SKILL

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal :

February 2014

Yang menyatakan,

(Fitria Rahmawati)

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vi

Menuntut ilmu adalah Ibadah

Belajar adalah Jihad

Mengajarkan ilmu adalah Amal

(Agus Priya Atmaka, 1985)

I dedicate this thesis to ALLAH SWT,

all teachers and academicians,

my beloved parents, husband, and sister,

and all of my best friends and colleagues.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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vii

ACKNOWLEDGEMENTS

In the name of Allah SWT, the Most Gracious and the Most Merciful. Praise is for

Him, The Cherisher and Sustainer of the world, and Muhammad, His final

Prophet and Messenger.

The greatest gratitude goes to ALLAH SWT, who has given His Blessings

and graces so that the writer can finish composing this thesis. The writer would

like to give her Very Big Thanks , respect and appreciation to the following great

people who have made this thesis possible:

1. Mas Danang Supriyanto, We made it! Yeay!

Thank you for your prayers,

spirit, patience and love, Mas... You ve been very supportive.

2. Her Father, Drs. Agus Priya Atmaka, for having taught her to believe in the

value of principles.

Thank you for being so care and wise, Bapak

3. Her Mother, Sri Supargianti, for having endured hardship to raise her.

Thank

you for your prayers and spririt Mah!

4. Her sister, Nur Purnama Ratri, S.E., for trusting her as someone whom she

shares her problems with.

Adeeek, thank you for the SPSS tutorials!

This Thesis is dedicated to you four!

5. _{Dr. B.B. Dwijatmoko, M.A., as her thesis advisor who has guided her so}

patiently.

Thank you for spending your valuable time to give me guidance,

help, suggestions, and support, Pak Dwi. You really are the Best of the Best ,

Sir!

6. _{Mr. F.X. Mukarto, Ph.D., as the Head of the Graduate Program in English}

Language Studies, Sanata Dharma University.

Thank you for your prayers

and support every time I ask for your signature, Sir.

7. All the lecturers in The Graduate Program in English Language Studies,

Sanata Dharma University, Dr. J. Bismoko, Prof. Dr. Soepomo

Poedjosoedarmo, Prof. Dr. C. Bakdi Sumanto, Dr. Fr. B. Alip, M.Pd., M.A.

for having imbued in her a thirst for knowledge.

8. All secretariat staffs in English Language Studies, especially

Mbak

Lely and

Pak Mul,

for always helping her with the administrative matters and for

providing any information.

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viii

9. The principal of SMK N 5 Yogyakarta, Mr. Suyono, S.Pd. M.Eng., for letting

her to conduct the research and gather the data at his institution.

10. The English teacher of SMK N 5 Yogyakarta, Ms. Dra. Arnita Budi Susanti,

M.Hum,

Thank you for your permission, for your hospitality, for your help

and for your kind assistance

11. The students of SMK N 5 Yogyakarta, DKV class and Animation class, grade

XI, especially for Arifaza, Elina and Wanda,

You guys rock! Thanks for your

help and cooperation, dear

12. The lovely 2010 ELS colleagues, especially class B Education community, for

the moral and intellectual support.

13. To all the colleagues at

Universitas Muhammadiyah Yogyakarta, especially

PBI and PPB, for giving her chances to improve her practical teaching

experiences and share knowledge.

I am so honored and blessed to be part of

these institutions

14. To every person whose name has not been mentioned here. Thank you!

May ALLAH SWT blesses you all

Best Regards,

Fitria Rahmawati

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ix

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE... iii

STATEMENT OF ORIGINALITY... iv

LEMBAR PERNYATAAN UNTUK PERSETUJUAN

PUBLIKASI KARYA ILMIAH ... v

DEDICATION PAGE... vi

ACKNOWLEDGEMENTS... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES...xiii

ABSTRACT... xiv

ABSTRAK... xv

CHAPTER I. INTRODUCTION... 1

A. Background ... 1

B. Problem Identification ... 3

C. Problem Limitation ... 7

D. Problem Formulation ... 9

E. Research Objectives... 10

F. Research Benefits... 11

G. Operational Definition Of Terms ... 14

CHAPTER II. LITERATURE REVIEW

... 18

A. Theoretical Review ... 18

1. Language Learning ... 18

a. Competence and Performance... 19

b. Language Input and Language Output ... 21

c. Interaction... 23

2. Communicative Skill ... 24

a. Concept of Communicative Skill ... 25

b. Communicative Language Teaching... 29

1) Theory of CLT... 29

2) The need of CLT ... 31

3) Issues in CLT Principle and Practice ... 32

c. Task-based Instruction ... 34

1) Task-based Instruction in Practice... 34

2) The Benefit of Task-based Activity ... 38

3. Mobile Phone Technology ... 39

a. ICT in Language Learning and Teaching... 39

b. Mobile Phone in Language Learning and Teaching... 40

1) Useful Features of Mobile Phone... 40

2) Characteristics of Mobile Phone ... 41

c. Integrating MPVMT in Language Learning... 43

4. Vocational Education (SMK) ... 45

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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x

5. Related Studies ... 48

B. Theoretical Framework ... 51

CHAPTER III. RESEARCH METHODOLOGY

... 56

A. Research Methodology ... 56

B. Research Design ... 58

C. Nature of Data ... 60

D. Research Setting and Participants ... 61

E. Data Collection Instruments ... 62

F. Data Collection Procedures ... 67

G. Operation ... 69

H. Data Analysis ... 70

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS... 76

A. Results ... 76

1. Quantitative Data Analysis... 76

a. Experimental Data Analysis... 77

b. Requirement Analysis Test... 78

1) Test of Normal Distribution ... 78

2) Test of Homogeneity... 80

c. Hypothesis Testing ... 81

d. Survey Data Analysis ... 85

2. Qualitative Data Analysis... 89

B. Discussion ... 95

1. Experimental Research Findings... 95

2. Survey Findings... 99

a. Goal and Objective... 100

b. Input ... 104

c. Content ... 107

d. Roles of Teachers ... 109

e. Roles of Students... 112

f. Setting... 115

g. Procedure ... 119

h. Activity... 123

i. Output... 127

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

... 136

A. Conclusion ... 136

B. Suggestions ... 139

BIBLIOGRAPHY... 141

APPENDICES ... 146

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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xi

LIST OF TABLES

Table 1.1. The Blueprint of Research Variables... 15

Table 2.1. The Features of Mobile phone video-making task... 37

Table 3.1. Data Gathering Instruments of Students Communicative Skill

Learning Achievement ... 63

Table 3.2. The Aspects of Communicative Skill Performance... 63

Table 3.3. Communicative Performance Assesment Rubric ... 64

Table 3.4. The Aspects of Communicative Skill and Supporting Features in

Mobile Phone Video-Making Task (MPVMT) ... 66

Table 3.5. Table Blueprint of Data Gathering of Questionnaire ... 68

Table 3.6. The Percentage Result of Questionnaire Statement (Blank) ... 72

Table 3.7. The Rules of Answer Weight Standard ... 73

Table 3.8. The Evaluation of Features in MPVMT ... 73

Table 3.9. The Interpretation Criteria of Range Score ... 74

Table 4.1. One-Sample Kolmogorov-Smirnov Test ... 80

Table 4.2. Test of Homogeneity of Variances ... 81

Table 4.3. Group Statistics ... 82

Table 4.4. ANOVA ... 83

Table 4.5. Multiple Comparisons ... 84

Table 4.6. The Questionnaire Interpretation of Features in MPVMT ... 86

Table 4.7. The Examples of Translated Coding of Open Ended Questionnaire .... 89

Table 4.8. The Interview Result and Emerging Themes ... 92

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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xii

LIST OF FIGURES

Figure 2.1. Components of Task (Adapted from Nunan, 2004) ... 36

Figure 2.2. Construct Mapping of Mobile phone video-making task ... 53

Figure 3.1. Research Design (Adapted from Creswell, 2003, p. 169)... 59

Figure 4.1 The Graphic Analysis of Normality Test ... 79

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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xiii

LIST OF APPENDICES

Appendix 1. The Letters of Permission ... 146

Appendix 2. The Syllabus ... 148

Appendix 3. The Lesson Plan ... 149

Appendix 4. The Working Procedures ... 151

Appendix 5. The Learning Materials ... 152

Appendix 6. The Questionnaire for the Data Gathering ... 158

Appendix 7. The Students Response ... 160

Appendix 8. The Guidelines for Interview ... 162

Appendix 9. The Sample s Gain Score from Pre-test and Post-test ... 164

Appendix 10. The Results of Questionnaire ... 165

Appendix 11. The Questionnaire Interpretation of Features in MPVMT ... 167

Appendix 12. The Questionnaire Narrative ... 169

Appendix 13. The Translated Coding of Open-Ended Questionnaire ... 174

Appendix 14. The Interview Result and Emerging Theme ... 181

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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xiv

ABSTRACT

Fitria Rahmawati. 2014.

The Impact of Mobile Phone Video-Making Task on

Students Communicative Skill.

Yogyakarta: The Graduate Program in

English Language Studies, Sanata Dharma University.

Being urged by both the educational and technological changes, English

teachers need to carefully utilize appropriate teaching media so that students

motivation and interest in learning English can be facilitated. The implementation

of mobile phone video-making task (MPVMT), thus, becomes one alternative

compared to the common oral classroom presentation. Therefore, this study

attempted to seek the answers for the two research questions. The first is

does the

implementation of MPVMT improve students communicative skill better than the

oral classroom presentation technique?

This was conducted to find out the

difference of students achievements between the experimental group and the

control group after conducting the treatment. The other is

what features contribute

to the effectiveness of MPVMT?

In order to answer the research questions, this study employed both

quantitative and qualitative research design. The experimental research was

implemented to find out the communicative skill difference of the two groups

after the treatments. Two variables of this study were the treatment (MPVMT) as

the independent variable (X) and the students communicative skill as the

dependent variable (Y) presented by their performance. Moreover, close and

open-ended questionnaire were used to answer the second question. The results of

the questionnaire were then confirmed and strengthened by the interview to

investigate students opinion toward what features contributed to the effectiveness

of MPVMT treatment. This study was conducted in a state vocational high school

of arts and crafts in Yogyakarta, SMK 5 Yogyakarta, in the odd semester of

academic year 2011/2012. The subject of this study was the second graders from

animation

and

DKV

programs.

The research results are presented as follows. To see the effectiveness of

MPVMT treatment, the gain scores of the experimental group and the control

group were analyzed. 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 = 0.05 and (d.f.) = 3 is 3,182. Therefore, since

the obtained F-value is higher than the critical F-value (14.271 > 3,182), the

decision is to reject the null hypothesis (Ho = µe µc) and accept the alternative

hypothesis (H1 = 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.

Moreover, from the results of open-ended questionnaire and interview, the feature

which contributed the highest to the effectiveness of MPVMT implementation

was

content. Other features which gave significant contribution were

goal and

objective, input, role of teacher, setting, activity and output.

Meanwhile the

features considered to give less impact were

procedure

and

roles of students.

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xv

ABSTRAK

Fitria Rahmawati. 2014.

The Impact of Mobile phone video-making task on

Students Communicative Skill.

Yogyakarta: The Graduate Program in

English Language Studies, Sanata Dharma University.

Terdorong oleh perubahan paradigma pendidikan dan perkembangan

teknologi, guru bahasa Inggris perlu dengan sangat teliti memanfaatkan media

pembelajaran yang sesuai, sehingga motivasi dan ketertarikan siswa dalam belajar

bahasa Inggris dapat terfasilitasi. Oleh sebab itu, mobile phone video-making task

(MPVMT) atau pembuatan video melalui perekam video telepon genggam,

menjadi salah satu alternatif teknik pembelajaran. Sehingga, penelitian ini

bertujuan untuk menjawab dua permasalahan. Permasalahan pertama yakni,

Apakah penerapan MPVMT dapat lebih meningkatkan kemampuan

berkomunikasi siswa dibandingkan dengan kegiatan presentasi kelas? Hal ini

dilaksanakan untuk mengetahui perbedaan prestasi siswa setelah pemberian

tindakan. Pertanyaan penelitian kedua adalah Unsur-unsur apa saja yang

berkontribusi dalam keefektifitasan penerapan MPVMT?

Penelitian ini menggunakan metode pendekatan kuantitatif dan kualitatif

untuk menjawab pertanyaan penelitian. Penelitian eksperimen dilaksanakan untuk

mengetahui perbedaan kemampuan berkomunikasi siswa dari dua grup setelah

pemberian tindakan. Terdapat dua faktor yang diteliti, yakni MPVMT sebagai

faktor bebas (X) dan kemampuan berkomunikasi siswa sebagai faktor terikat (Y).

Selain itu, kuesioner digunakan untuk menjawab pertanyaan penelitian kedua.

Selanjutnya, interview dilaksanakan guna mengetahui pendapat siswa tentang

fitur-fitur dalam MPVMT yang berkontribusi efektif dalam peningkatan

kemampuan berkomunikasi siswa. Penelitian ini dilaksanakan di SMK seni dan

kerajinan, SMK 5 Yogyakarta pada semester gasal tahun ajaran 2011/2012.

Peserta penelitian ini adalah siswa kelas II dari jurusan Animasi dan Desain

Komunikasi Visual.

Hasil dari penelitian ini dapat dijelaskan sebagai berikut. Keefektifitasan

penerapan teknik MPVMT dilihat dari hasil analisis perbedaan nilai antara

kelompok eksperimen dan kelompok pembanding. Dari perhitungan nilai selisih

antara pre-test dan post-test, didapatkan nilai F-hitung sebesar 14.271, sedangkan

nilai F-tabel pada =0.05 dan d.f.(3) adalah 3.182. Dengan demikian, karena nilai

F-hitung lebih besar dari nilai F-tabel (14.271 > 3,182), keputusannya adalah

untuk menolak hipotesis null (Ho = µe µc) dan menerima hipotesis alternatif

(H1 = µe > µc). Hasil tersebut mengindikasikan bahwa terdapat perbedaan

statistik yang signifikan di antara kedua grup. Sehingga, berdasarkan hasil analisis

statistik, pertanyaan penelitian pertama terjawab, yakni, penerapan Mobile Phone

Video Making Task meningkatkan kemampuan berkomunikasi siswa lebih baik

dibandingkan dengan presentasi kelas. Selain itu, diketahui bahwa unsur atau

komponen dalam MPVMT yang berkontribusi paling besar dalam meningkatkan

kemampuan berkomunikasi siswa adalah

content. Unsur lain yang memberikan

kontribusi berarti dalam penerapan teknik MPVMT adalah

goal and objective,

input, role of teacher, setting, activity and output.

Sedangkan unsur yang

memberikan sedikit pengaruh adalah

procedure

dan

roles of students.

(16)

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Furthermore, the technological changes have come into existence and can

be seen from the following situations. By the advance of technology, teaching

materials which can be digitized have started to be digitized, for example, books

become interactive CDs or e-books, letters become e-mails, lesson can not only be

carried out through face to face interaction but also via online website, tasks can

be submitted to a server in a digital format, and lab works can be presented in

video streaming over the internet. Students also get exposures to the internet

which enables them to connect and communicate with people around the world. In

other words, students are given chances to be exposed to a more interesting and

interacting learning instruction.

In Indonesia, English is considered as a foreign language (EFL). English

has been introduced in the primary to university level as a compulsory subject. In

accordance to the importance of English, the Indonesian government has

attempted to improve the system of education and human resources development

in realizing the objectives of national education. Some efforts are done by

improving the system of secondary educational levels, implementing the

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xt

, for this case, the context is job

or work demand. Some educational experts have pointed out the importance of

adapting communicative skills in language learning for preparing students to be

able to communicate well in working fields. Richards (2006, p. 35) asserts that

communicative skill will

enable 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. In addition, it is communicative skill addressed by Skehan (1998) which

plays an important role in

enhancing one s success in learning the language

and

using the language to cope with the working demands

.

Therefore, communicative principals in communicative language teaching

(CLT) should be adopted throughout the lesson based on the following

explanations. In contrast to the teaching of grammar and vocabulary drills,

communicative task lets students collaborate on tasks that demand authentic,

relevant, and real-life communicative interactions where students are allowed to

use their individual learning styles. Besides, the activities in CLT, which focus on

the students interests, allow students to creatively use their thought and actively

express themselves in a variety of interesting and enjoyable tasks.

(20)

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ICT

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SMK

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Þæ âå âì åé åæêÜàð ëâ åÜæ ëæò å âé äí àäÜéÞ å é ç Üððíæ åç ëâå Üæ ô

L

Þßìá ùúûúõî

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Þç Üæòèìá âÞçãæ ÜèÜïì äàÜß åò Þ é âãÞ äÜâÞæ âå ëè ëé ðÞæ âå ÜæÞò ñì

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ëæò Þ àâÜæ ôûüüüõá â Ü Þæ ïë ïÞ æ ëâåßÞ é äÞë÷Þ àé ëâ ë ò åé âëæçÞ á âÜí âåè åýÞ ëí âãÞæ âåç ðëâÞàåëèé ëæò âÜÞæ ëñè Þ é âíòÞæ â é

âÜ åæ âÞ àëç â Ýå âã àåçã á ðíè â åþò å ðÞæ é åÜæ ëè èÞ ëàæ åæ ï Þæß å àÜæ ðÞæ âé î

I

æ ÜâãÞà Ý Üàò é á

ICT

ÞæëñèÞ é éâíòÞæ â é â Ü àÞçÞ åßÞ åæêÜ àðëâ åÜæ ëæò ç Üððíæ åç ëâÞ Ýå âã ÜâãÞ àé åæ

(21)

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& Houser, 2005; Levy

& Kennedy, 2005). The students are mostly considered as only the users of either

using the technology to learn or access course documents. These situations

become another challenge for teachers to create learning environments in which

students can participate actively improving their communicative skills and to

provide learning media which fit the students needs.

In addition to the educational and the technological changes, other

challenges faced by EFL teachers including Indonesia consist of the following.

The problems are related to large classroom sizes, insufficient instructional

materials and technological support. Furthermore, the anxious, uncooperative, and

unmotivated students who feel reluctant to participate in classroom activities are

also considered as problems. As Harmer argues (2007), uncooperative and

unmotivated students are a serious barrier and can easily disturb the instructional

process and the language acquisition as well.

(22)

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the 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.

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(23)

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how students can use the

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(24)

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a Mobile Phone Video-Making Task (MPVMT)

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y| z{x v ~ } vw }~ {|| wy }y x v ~y v}} vz }w

the oral classroom presentation

technique

?

(25)

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quantitative approach

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experimental research

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Communicative Performance

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& 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

(26)

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goal and objective, input,

content, role of teacher, role of students, setting, procedure, activity, and output.

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