STUDENTS’ PERCEPTION ON THE USE OF VIDEO AS MEDIA IN LEARNING NARRATIVE TEXT AT XII IPA 3 OF SMA N 10 YOGYAKARTA
STUDENTS’ PERCEPTION ON THE USE OF VIDEO AS MEDIA IN LEARNING NARRATIVE TEXT AT XII IPA 3 OF SMA N 10 YOGYAKARTA A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Veronica Kristiani
Student Number: 081214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
STUDENTS’ PERCEPTION ON THE USE OF VIDEO AS MEDIA IN LEARNING NARRATIVE TEXT AT XII IPA 3 OF SMA N 10 YOGYAKARTA A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Veronica Kristiani
Student Number: 081214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
A Sarjana Pendidikan Thesis on
... Those who are wise shall shine like the brightness of the firmament, and those who turn many to righteousness like the stars forever and ever (Holy Bible, Daniel 12:3)...
I dedicate this little piece of
hard work to everyone who loves
to teach and learn English . . .
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 2 August 2012 The Writer
Veronica Kristiani 081214006
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Veronica Kristiani Nomor Mahasiswa : 081214006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF VIDEO AS MEDIA IN LEARNING NARRATIVE TEXT AT XII IPA 3 OF SMA N 10 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengolahnya 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: 20 July 2012 Yang menyatakan
ABSTRACT
Kristiani, Veronica. (2012). Students’ Perception on the Use of Video as Media in
Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta . Yogyakarta:
Sanata Dharma University.The use of video is one alternative to motivate the students in language teaching. Video can be used innovatively to teach many kinds of functional text like narrative, descriptive, and argumentative. In order to know how the narrative text is taught using video as media, this study is focused on the students’ perception on the use of video to learn narrative text.
This study is intended to answer two problems. The first problem is the students’ perception on the use of video as media in learning narrative text and the second problem is the recommendations to improve the use of video as media in learning narrative text.
This research is a survey research which aimed at knowing the students perception on the use of video as media in learning narrative text. The sucjects of this research were 33 students of XII IPA 3 of SMA N 10 Yogyakarta 2011/2012 academic year. In order to answer the problem formulation, the researcher used quantitative and qualitative study related to the use of statistical analysis of numeric data and social phenomena analysis of human’s perspective. There were two instruments of this research i.e. questionnaire and interview.
The results of the study showed that most of the students thought that video helps them to develop their four skills i.e speaking 60.6%, reading 57.57%, listening 84.84% and writing 54.54%. The use of video also helps the students to understand the content, ideas, vocabularies, or generic structure of narrative text better. In the recommendation to improve the use of video in teaching narrative text, the teacher should use interesting technique to explore the use of video itself, like group discussion on characters in the video, or games on characters’s expression based on the characters in the story of the video. Besides, the teacher can also ask the students to make a mini drama or simple dialogue based on the story in video, to provide a better understanding to students as well as making a form of appreciation to literature. The teacher can use this method frequently and repetitively to make the students get better understanding. The techniques that can be used in the improvement of the use video as media in learning narrative text is vocabulary development, information gap, and flashcards. The teacher also has to check the tools before the class begin including the speakers, viewer, handouts, and also the video files.
Having known that most of the students are helped through the use of video in learning narrative text, the researcher suggests to the future researchers to develop the use of video as media to the other kinds of text such as descriptive, argumentative, and recount, with the implementation of other teaching techniques in the class.
ABSTRAK
Kristiani, Veronica. (2012). Students’ Perception on the Use of Video as Media in
Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta . Yogyakarta:
Universitas Sanata Dharma.Penggunaan video merupakan salah satu alternatif untuk memotivasi siswa mempelajari bahasa. Video bisa digunakan secara inovatif untuk mengajarkan berbagai macam teks fungsional seperti naratif, deskriptif, dan argumentatif. Untuk mengetahui bagaimana naratif diajarkan dengan menggunakan video, penelitian ini terpusat pada bagaimana persepsi siswa terhadap penggunaan video.
Penelitian ini bermaksud menjawab dua rumusan masalah. Masalah pertama adalah persepsi siswa terhadap penggunaan video sebagai media dalam pembelajaran naratif dan masalah kedua adalah rekomendasi untuk meningkatkan penggunaan video sabagai media dalam pembelajaran naratif.
Penelitian ini adalah penelitian survei yang bertujuan untuk mengetahui persepsi siswa terhadap penggunaan video sebagai media dalam pembelajaran naratif. Subjek penelitian ini terdiri dari 33 siswa XII IPA 3 SMA N 10 Yogyakarta. Untuk menjawab rumusan masalah, peneliti menggunakan penelitian kuantitatif dan kualitatif sehubungan dengan penggunaan analisis statistik dari data yang berupa angka dan analisis kejadian sosial dari perspektif manusia. Penelitian ini menggunakan dua instrumen yaitu kuesioner dan wawancara.
Hasil penelitian menunjukkan sebagian besar siswa berpendapat video membantu mereka mengembangkan keempat ketrampilan yaitu berbicara 60.6%, membaca 57.57%, mendengarkan 84.84% dan menulis 54.54%. Penggunaan video juga membantu mereka untuk mengerti isi, ide, kosa kata atau struktur organisasi naratif lebih baik. Rekomendasi untuk meningkatkan penggunaan video dalam pembelajaran naratif adalah guru seharusnya menggunakan teknik yang menarik untuk menjelajahi penggunaan video seperti diskusi kelompok pada tokoh dalam video, atau permainan pada ekspresi tokoh berdasarkan cerita dari video. Disamping itu, guru bisa mengajak siswa membuat drama/dialog singkat berdasarkan cerita dari video, untuk memberikan pemahaman yang lebih baik kepada siswa sebaik pembuatan bentuk apresiasi dari sebuah karya sastra. Teknik lain yang dapat digunakan dalam kemajuan penggunaan video sebagai media dalam pembelajaran teks naratif adalah dengan menggunakan pengembangan kosakata, melengkapi informasi, dan kartu pengingat. Guru bisa menggunakan metode ini sesering mungkin dan berulang-ulang untuk membuat siswa mendapatkan pemahaman yang lebih baik. Guru juga harus mengecek semua peralatan sebelum kelas dimulai seperti speaker, viewer, handout, dan file video.
Setelah mengetahui persepsi menggunakan video sebagai media dalam pembelajaran naratif positif, peneliti selanjutnya diharapkan mengembangkan penggunaan video sebagai media untuk teks lain seperti deskriptif, argumentatif, dan pengalaman, dengan pelaksanaan teknik mengajar yang lain di kelas.
ACKNOWLEDGEMENTS
First and foremost, I would express my deep gratitude to My Almighty
God for His blessing for me so I can finish this thesis. His blessing has taken me
from the hard moment in doing my study until I can step forward to the final my study as form of making this thesis. In this occassion, many people have given their support to me, I could not mention their name one by one. I really appreciate them because without them I could not be able to finish my thesis.
My greatest thank is for my advisor V. Triprihatmini, S.Pd., M. Hum.,
M.A. for her patience so I can go on with this thesis. She had helped me to finish
this thesis. She gave me attention in reading and correcting my thesis. If I was spiritless, she gave me guidance like giving fresh air in my breathless situation.
My thankfullness for Drs. Timbul Mulyono, M.Pd. as the principal of SMA N 10 Yogyakarta, Drs. Dhana Rismawan as the teacher of XII IPA 3 and also the students in XII IPA 3 SMA N 10 Yogyakarta, for their permission and guidance I could do my research. It was very meaningful for me to have a great chance in conducting my research in SMA N 10 Yogyakarta.
I would thank to all of PBI lecturers, especially Caecilia Tutyandari,
S.Pd., M.Pd., Drs. Barli Bram, M.Ed., Ph.D., Christina Lhaksmita Anandari,
S.Pd., M.Ed., Dr. Retno Muljani M.Pd, Dr. Ant. Herujiyanto, M.A, and Drs.
Bambang Hendarto, M.Hum. who have given knowledge to me during my
study in PBI. They do not only give me knowledge in literal meaning, but also give me knowledge how to be a real teacher for my future. I would also thank PBI staffs, Mbak Dhanniek & Mbak Tari for their patience in helping me to prepare letters, and organize what I need during my study in PBI. It is also important to say thank you to all of Sanata Dharma Librarians for giving best services for me during my study in PBI.
My sincerity thanks go to My Late Mother for her light from heaven, My
Grandfather & Grandmother for their kindness to reach my dreams, My Best
Tyas for her being childish that makes me feel younger than the truly I am, and
My Architect for his love and being someone to be proud of.My sweetest thanks are also addressed to Kolobendono 14 A Community for giving a real home for me to stay in Yogyakarta, 2008 A Community for the loving friendship through my life in PBI, Sr. Klarina for her advice to help me in serving God, Angga for his strongly-true friendship during studying in PBI, Asri,
Elista, Adi, Dimas, & Gilang for their loyal friendship, Mbak Setyo for her real
direction to be a good human, Mas Dwi for his help in conducting a research,
Desya for her help to revise this research. Mas Asep for his fidelity as a kind-
hearted brother during my study in PBI, Bayu for his patience in accompanying me to find the permission letters, Helen for her loyalty as a good friend, Mas
Bonus for his support to be focused on my study rather than my problems, Alexy
for his prayer from heaven and the last but not the least, My Precious Frater for his advice to be so alive in facing this hard-time in the world.
Veronica Kristiani
TABLE OF CONTENTS
Page TITLE PAGE ...................................................................................... i APPROVAL PAGES ........................................................................... ii DEDICATION PAGE.......................................................................... iv STATEMENT OF WORK’S ORIGINALITY ..................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ...................................... vi
ABSTRACT ........................................................................................ vii
ABSTRAK ............................................................................................ viii
ACKNOWLEDGEMENTS ................................................................. ix TABLE OF CONTENTS ................................................................... xi LIST OF TABLES ............................................................................... xiv LIST OF FIGURES ............................................................................ xv LIST OF APPENDICES ..................................................................... xvi
CHAPTER I. INTRODUCTION A. Background of the Study ..........................................
1 B. Problem Formulation ................................................
3 C. Problem Limitation ...................................................
3 D. Objectives of the Study .............................................
4 E. Benefits of the Study .................................................
4 F. Definition of Terms ...................................................
6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description .............................................
9 1. Theory of Perception .................................................
9 a. The Definition of Perception ..............................
9 b. The Process of Perception ..................................
10 2. Review Media in Language Teaching ......................
12
b. The Use of Media in English Language Teaching.
13 3. Video as Media in Language Teaching ......................
14 4. Theory of Language Learning ..................................
16 a. The Nature of Language Learning ......................
16 b. Learning English as Foreign Language ...............
17 5. Narrative Text in Language Teaching ......................
17 a. Definition of Narrative Text ................................
18 b. Communicative Purpose of Narrative Text .........
18 c. Types of Narrative Text ......................................
19 d. Generic Structures of Narrative Text ...................
20 e. Grammatical Featues of Narrative Text ..............
20 B. Theoretical Framework .............................................
21 CHAPTER III. METHODOLOGY A. Research Method ......................................................
24 B. Research Setting .......................................................
25 C. Research Respondents/Subjects .................................
26 D. Instruments and Data Gathering Technique ...............
26 E. Data Analysis Technique ...........................................
28 F. Research Procedure ...................................................
28 CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS
A. The Student’s Perception on the Use of Video as Media in Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta ...............................................
32 1. Students’ Perception Based on the Questionnaire .....
32 2. Students’ Perception Based on the Interview ............
41 B. The Recommendations to Improve the Use of Video as Media in Learning Narrative Text at XII IPA 3 of SMA N 10 Yogyakarta ...............................................
46
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conlusions ................................................................
52 B. Recommendations .....................................................
53 REFERENCES ...................................................................................
55
LIST OF TABLES
Table Page Table 4.1. The Result of Questionnaire ...............................................
33
LIST OF FIGURES
Figure Page Figure 2.1. Process of Immediate Perception .......................................
11
LIST OF APPENDICES
Appendix Page Appendix 1. Covering Letter for the Head of SMA N 10 Yogyakata ....
58 Appendix 2. Covering Letter for the Governor of DIY .........................
60 Appendix 3. Covering Letter for the Mayor of Yogyakarta ..................
62 Appendix 4. Permission Letter from the Governor of DIY ...................
64 Appendix 5. Permission Letter from the Mayor of Yogyakarta .............
66 Appendix 6. Questionnaire ..................................................................
68 Appendix 7. Interview Guide ..............................................................
71 Appendix 8. Interview Transcripts .......................................................
73
CHAPTER I INTRODUCTION This research investigates the students’ perception on the use of video
as media in learning narrative text. The researcher presents the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
There are four skills in language teaching. They are speaking, listening, reading, and writing. The four skills are related each other. If students want to study speaking and make a conversation, they have to write a script first for their conversation. Then, they have to read it to learn deeper about the script. The last, they must listen to their partners to practice the conversation like a real conversation. That is the simple example how the four skills are having relation to fulfill each other.
In order to study the four skills in English, teachers have to use the right method in teaching their students. In this study, the researcher would discuss how students have their own perceptions in using one of method in learning four skills in English. Vernon (1971) said that perception is rapid and accurate, and the observer will be able to react promptly in the appropriate manner without further thinking, and then dismiss the situation from mind. The researcher finds that the opinion as result of reaction from the subjects in seeing or feeling something is
Narrative text is one of the functional texts which had been the part of school curriculum. Based on the researcher’s experience on PPL, the problem occurs when the students have a test on learning narrative text. They have to know the intrinsic and extrinsic aspect from the story. Moreover, students in this research are the students in the third grade and they have to face National Examination. Teacher needs perception of the students in order to get idea what the students’ expectation in teaching and learning activity. If the perception is positive, the teacher can improve the use of video as media in learning narrative text, but if the perception is negative, the teacher has to find another media to make the students understand the learning activity better.
The reasons that motivated the researcher to conduct this research is to help the teacher and students to learn narrative text. In addition, video is interesting media in learning activity. The visual side would be interesting for the students. This study would find out the proof that visual side can be helpful for students since it can arouse students concentration that supports the understanding through the listening. Edwards and Willis (2002) argue that video narratives with sound but no words are well suited to research into storytelling skills. In this case, storytelling is not only used in one skill, but also supports the students to learn better in four skills by watching video narratives.
Some previous researches dealing with the use of video in teaching showed better results. One of the researcher was Christina in 2009. Christina showed the students’ perception in learning English. Her research was done by research in the use of video as media in learning narrative text. The students’ perception in learning narrative text using video as media is important to the growth of educational process. It can show how the media takes part on the better process of teaching and learning activity.
B. Problem Formulation
In this study, the researcher intends to find out the answer of the problem formulations below:
1. What is the students’ perception on the use of video as media in learning narrative text at XII IPA 3 of SMA N 10 Yogyakarta?
2. What are the recommendations to improve the use of video as media in learning narrative text at XII IPA 3 of SMA N 10 Yogyakarta?
C. Problem Limitation This study focuses on 33 students of XII IPA 3 of SMA N 10 Yogyakarta.
It is a cluster sample taken from one class. This study will only discuss the students’ perception on the use of video as media in learning narrative text and recommendations to improve the use of video as media in learning narrative text by using the theories and methodologies. The aims of the research are to help the students and the teachers of SMA N 10 Yogyakarta to teach and learn narrative text. Narrative text is choosen because it is an interesting text that the students usually know. The use of video is recommended as a media to improve their skills speaking and reading. Furthermore, this study is limited to a study of students’ perception in learning narrative text using video as media for the students of XII
IPA 3 of SMA N 10 Yogyakarta.
D. Objectives of the Study
As this study is intended to find out the answers of the questions mentioned above in problem formulation, two research objectives are:
1. To find out the students’ perception on the use of video as media in learning narrative text at XII IPA 3 of SMA N 10, Yogyakarta.
2. To obtain the recommendations in order to improve the use of video as media in learning narrative text at XII IPA 3 of SMA N 10, Yogyakarta.
E. Benefits of the Study
This study would be useful for English teachers and the students of SMA N 10 Yogyakarta, the researcher, English Language Education Study Program (PBI) of Sanata Dharma University and the other researchers who are interested in this study.
1. The English Teachers of SMA N 10 Yogyakarta.
This research is expected to help the English teachers in SMA N 10 Yogyakarta to understand the importance of knowing students’ perception on the use of video as media in learning narrative text. The teachers will know the way in using video as a media to teach a narrative text. Finally, the teachers in SMA N 10 Yogyakarta can improve the methods of using video to help their students to learn
2. The Students of SMA N 10 Yogyakarta By doing this research, the students are expected to be able to learn the narrative text better. It is not only for XII IPA 3 of SMA N 10 Yogyakarta, but all of the students are expected to get the benefits. Hopefully, they will be more interested in learning narrative text than before. The main point is the students will feel more fun to learn narrative text through the use of video as media.
3. The Researcher By conducting this study, the researcher is expected to be able to answer the problem formulation and find out the objectives in this research. On the other hand, the researcher is also expected to be able to use and develop various media while teaching students. The researcher wants to make media useful for facilitating the teaching and learning activity.
4. English Language Education Study Program (PBI) of Sanata Dharma University
This research is expected to give knowledge to PBI of Sanata Dharma University that video can be used as interesting media to teach narrative text. It also gives them knowledge that media is important to help the students to know better about the materials given.
5. The Other Researchers The other researchers who have topics related to this study may get the information and results of this research as their research needs. Furthermore, they can improve or develop this issue as their topic by doing deeper researches.
F. Definition of Terms
This section is to define the important terms used in this research such as perception, media, video in learning English, narrative text, and class XII IPA 3 of SMA N 10 Yogyakarta. It will prevent misunderstanding about the terms used in this study.
1. Perception According to Lindsay and Norman (2007), perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. On the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input.
In practice, sensation and perception are virtually impossible to separate, because they are part of one continuous process. In this study, perception is defined as the way the subject interpret and describe their thinking.
Furthermore, Vernon (1971) also adds that perception is never instantaneous, the process of perception will develop gradually. The subjects will not immediately give their perceptions without any process, but they will do it gradually by following the steps of getting their perceptions. In this study, the organism is the students, and they have to be able to interpret video in learning narrative text. The students’ perception on the use of media like video is helping the teacher in giving the materials easily because by knowing the students’ perception, the teacher will know what the students expect in the process of learning activity. This research will be focused on the students’ perception on the
2. Media According to Richards (2012), media which is the plural form of medium is simply means communication. Then, people communicate with each other by using several kinds of media like televisiom, news, journalist, etc. From that explanation, it can be seen that media is a tool or instrument in three-dimension that can be used to achieve a certain purpose. For language teaching activity, there are a lot of media that can be used. This study will be focused on one of the media, that is video.
3. Video in Learning English Skerrit (1984) says that video is not considered in a vacuum, detached from the learning task and the learner. It is seen as a medium by which specific educational objectives can be achieved under certain appropriate conditions. In this study, video refers to a video materials about narrative text. The video is intended to give better materials in learning by watching the images on the video. By knowing the perception of the use of video as media, the teacher will be able to give what the students wants from the teaching and learning activity.
4. Narrative Text Polkinghorne (1988) asserts that narrative text is the fundamental scheme for linking individual human actions and events into interrelated aspects of an understandable composite. It displays the significance that events have for one another. By significant events, the readers will get better understanding about the content of the narrative text.
Furthermore, Edwards and Willis (2002) add that narrative text is a word often associated with the sophisticated world of literary fiction or oral tradition; however, more mundane narratives form an important part of our daily conversation. Through narrative text, people rationalize their experiences, creating a coherent sense of self (a life story).
In this study narrative text is a kind of materials formed as a story that contain some characters and have a storyline. This narrative text is taught in senior high school level, according to the Indonesian education system. To be focused, the kind of narrative text that would be tested in this study is a fairytale.
The fairytale is chosen because a lot of students are familiar about it; by using familiar topic, it will make the researcher knows whether the use of video influences them or not. The narrative text would be presented in audio-visual way.
5. Class XII IPA 3 of SMA N 10 Yogyakarta
XII IPA 3 is one of the classes of SMA N 10 Yogyakarta. It consists of 16 male students and 18 female students. This is the third grade of senior high school level. Based on the observation done in researcher’s practice teaching before, XII
IPA 3 is one of the classes that have difficulty in learning narrative text. They thought that learning narrative text was difficult. They needed more time to learn some tasks. When they studied listening, they would ask to play the recording more than two times. Therefore, the researcher wants to know the students’ perception if they are using video as media in learning narrative text. In this research, the researcher did not take the IPS classes as the subjects because the
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents theoretical description and
theoritical framework. In theoretical description, the researcher provides a discussion on some theories related to the research and become the base of it.
Then, in theoretical framework, the researcher relates how the theories solve the problem being researched.
A. Theoretical Description
In the theoretical description, the researcher discusses four major theories related to this research. The theories are perception, media, video, learning English, and narrative text. They are important in this research to analyze the finding of perception later.
1. Theory of Perception
Since this study mainly on perception, then this part presents the theory of perception. In this part, the theory of perception is divided into two parts: the definition of perception and the process of perception.
a.
The Definition of Perception Dealing with this study is mainly talking about perception, according to
Murdock (2012), perception is a reality which holds on the truth to a person or situation. It is related with the interpersonal relationships which need attention and facts to build a truth.
In order to the concept of perception itself, a researcher named Krishnananda (2011) states that perception is happened in man consciousness that this is valid thing and real exist. People can feel and get their perception by seeing, touching, or hearing using their senses. They think as the objects are in their minds.
From the definitions above, perception is a belief/truth that commonly all of people have the same opinion about it. This is a valid thing and people who have perception are in the conscious condition. Perception deals with how the things are reflected to people’s mind and how they get them in order and to give senses based on their beliefs. Perception is also how people get understanding on something that they feel or see with their eyes.
b.
The Process of Perception In the process of perception, Little (1999) states that “The mechanisms of immediate perception are a set of physical events in the physical universe,
(
labeled World 1 as per the earlier stated convention Paper 1: Theory of Perception).” In order to make it clearer, the diagram in the next page is a conceptual schematic of the process of immediate perception.
In this study, the researcher is using this immediate perception theory to describe that the use of video as media is an uncommon thing before the researcher did a preliminary study by using this video. Usually, the students did not use media in learning narrative text. Then, the researcher wanted to know the students’ perception before they using video as media in learning narrative text.
Figure 2.1. Process of Immediate Perception (www.grlphilosophy.co.nz/paper1.htm)From the diagram above, a reality or something which happens is the main thing in this process. This reality of the environment/perceptual field would influence the bodies which feel it, or the eyes which see it. Then the bodies or eyes continue the respond to the visual cortex. The visual cortex is the reacting part of this process. The visual cortex which is the nucleus of the brain has to stimulate the other parts of the brain and central nervous system. It represents the immediate perception by giving a big direct effect for thought and emotion.
From the explanation of the intermediate perception process, it is clear that the process of perception is based on the reality. People build belief from their feeling or seeing from the reality itself. After feeling and seeing, the nucleus or visual cortex is produced the reacting part or reaction through thought or emotion. This process depends on the reality around the people.
In this study, the theory is used after getting the data by giving the instruments to the subjects. Then, the researcher analyses the data based on the theory. The analysis starts from the environment observation of the subjects then comparing the results of the data. After that, the researcher checks the data and takes the conclusion of subjects’ perception.
2. Review Media in Language Teaching
Dealing with video as media in teaching and learning activity, this study needs media’s theory for the basic theory. In this part, the review of media is devided into two parts: the nature of media and using media in teaching.
a. The Use of Media in Language Teaching Based on a book written by an organization called Asian and the Pacific
Programme of Educational Innovation for Development (APEID) in 1986, there are seven types of media that can be used in teaching learning activity. The first media is non-projected visuals media. It is media like graphics (maps, graphs or cartoon that presented on cards or boards), board display, charts/posters and study prints (photographs or printed illustrations of reality). The second media is projected visuals media like still pictures (slides/film strips) and moving pictures casette tape, script for actual radio broadcasts, and language laboratory programmes. The fourth media is pictures with sound media like slide, film strip, movie, scripts for TV broadcasts, and video tape programmes. The fifth media is printed materials media like newspaper, pamphlets, booklets, and printed notes.
The sixth media is objects (three-dimensional) media like real objects (minerals and biological speciments). The last media is multi-media systems. It is a media that involves the combinations of the individual media. For example resources to a museum display and simulation game to individuals or groups.
From the types of media above, a teacher can decide which media to use by comparing the type of media and what should the materials given in the teaching learning activity. An appropriate media will help the learners to absorb the materials better rather than without using any media. Media can be useful to the learners as a facility to learn something better.
b. The Use of Media in English Language Teaching Media is such a materials or equipments to help the learning activity.
Finocchiaro (1989) states that “There are so many devices and approaches which can supplement the text book and often even the teacher’s voice that it seems a pity for the alert teacher not to make use of them” (p. 136). In that case, it clearly states that the media can help the teacher to motivate the students to learn better in teaching learning activity.
Based on a book written by an organization called APEID, it argued that there should be various media to teach the students. The various media can rather than using one medium. The effect of using more than one media, will be greater from some components of media.
From the definition above, media can be a tool that stimulates the learners to gain the knowledge better rather than without media. It is better to combine two medium with the others media to make a good teaching technique. For example, a teacher can combine a non-projected visuals medium with a real object medium. First the teacher gives the picture cards and then he shows the real objects of the picture cards in front of his students.
3. Video as Media in Language Teaching
Related to this study which is focused on the video as media in learning narrative text, it is necessary to discuss what video is and how the video in language teaching activity is used. This part mainly presents video as media in language learning.
Before moving on the use of video in learning materials, the researcher gives what actually the nature of video is. According to Cruse (2012), video is one of tools that can help teachers to teach the students by presenting visual and audio information simultaneously. It will make the students get new experiences by using different modalities and learning styles from the video.
Edwards and Willis (2005) assume that “Retelling of such visual stories offer comparable data that remove the concern of whether learner’s understanding has been handicapped by problems of listening comprehension, or reading ability” (p. 63) .
From the experts’ definitions, video is a moving picture that contain data. It is a tool that is common in this developing world. It usually has sounds, sometimes without sounds. Video helps the learners to absorb the data better rather than without picture at all. This also helped the learners to gain the knowledge better rather than only listen or read the materials. The visual manner helped the students to relieve their hesitation in concerning the materials.
Concerning that video is a tool for teaching Neher (2011) states that video is a useful tool for teaching. There is an evidence that a video is a valuable tool on a classroom activity. Video increases the students’ experience and give them a chance to be actively involved. The teacher rarely gave them direct conversation in making examples. He played this useful tool of people that they never see before. They were more interested in it rather than listened to their teacher.
From the evidence, that is the example about what happened in a real situation for using video in learning English. Students are interested in using a media rather than if they have to hear the teacher’s speech everyday. This video is a helpful tool in teaching activity. Besides, video or audio visual gives more advantages compared to the use of audio as media. Video can give visual imagery that stimulate the students to be motivated in learning using media.
In this study, video can help the students to understand the materials better. For example, in a video, the character on the video says something, but the students do not know the meaning of his speech/word. Then the character pronounces his speech with a gesture. By watching the character on the video, the students know the meaning of the speech from the gesture.
4. Theory of Language Learning
This study is mainly focused on the use of video as media in learning narrative text. Narrative text is part of learning English. In order to know the theory of learning English, the researcher presented the theory here. The discussion is devided into two parts: the nature of learning English and learning English as Foreign Language.
a. The Nature of Language Learning There are two theories of language learning. Finocchiaro (1989) argues that the first theory of language learning is “the cognitive code theory”.
Here, there is a fact that learners are influenced by an innate mental capacity while he or she is learning language. It also has a relation with the learners’ perception on studying materials and how the learners’ mental organization to evoke their images and memories without preceding stimulus. Then, the second theory of language learning is “the association or operant conditioning theory”. It is related how the learners’ responses to a stimulus. In this theory, there is a relation between responses and stimulus based on experimentation. There will be a continuous association between the learners’ responses and stimulus. Based on the two theories of learning language, it assumed that after the learners can learn a language by organizing, stimulating or responding the language, they can control their cognitive acquisition and develop the use of the language habit in their activities. By developing this language habit, the learners are able to study language easily.
b. Learning English as a Foreign Language This study is related to theory of learning a foreign/ second language.
Fries (1970) states that ”In learning English one must attempt to imitate exactly the forms, the structures, and the mode of utterance of the native speakers of the particular kind of English he wishes to learn” (p.5). It is clear that learning a foreign language is difficult. Learners do not only study about the vocabulary, pronunciation, or grammar of the language, but they have to imitate as possible as the native speakers. The better they can imitate the native speakers, the better they can learn a foreign language.
According to Finocchiaro (1989), there are five factors in learning a foreign language namely age, ability, aspiration and needs, native language, and previous language experience. Those factors influence the learners to study a new language (foreign language). If the learners are good at learning a foreign language, they will imitate the native speakers easily and can practice the language in their numerous activities.
5. Narrative Text in Language Teaching
There are a lot of functional texts that should be studied in a school because they have became part of school curriculum. The example of funtional texts are descriptive, recount, procedure, and narrative text. This study used narrative text. It is why the narrative text should be discussed in this part. This communicative purposes, types, generic structures, and grammatical features of narrative text.
a.
Definition of Narrative Text According to Tutor (2012), narrative text is a story about an event experienced by the characters of the story. Narrative text is focused on the significant event where something happens. It usually consists of introduction, content, and the climax/conclusion of the story. The example of description of events is how an event like Tangkuban Perahu Mountain happens.
Concerning the definition of narrative text itself, Corony Edwards and Jane Willis (2005) state in their book that narrative text is “a word often associated with the sophisticated world of literary fiction or oral tradition” (p.
59). Based on this statement, it refers to many stories that are not real stories. The story is also possibly from mouth to mouth or tradition from the ancestors. The nearest example with people’s life is how places occur and have their own names.
b.
Communicative Purposes of Narrative Text Narrative text has its own communicative purposes. The communicative purpose of narrative text according to Sudarwati and Grace
(2006) in Look Ahead Book 2 is “to entertain the reader with a story that deals with complications or problematic events which lead to a crisis and in turn finds a resolution” (p.154) .
From the statement, it is clear that a story can be a tool to amuse the intended to children. The example of the story that can amuse them is Cinderella, Sleeping Beauty, and Rapunzel story. Those are kinds of narrative story and can give them an amusing story about how princes find their princesses.
c.
Types of Narrative Text According to Bandara (2011), there are seven types of narartive text.
They are fable, myth, legend, fairytales, science fiction story, parables, and horror story. He gives the examples of each type of the story. The examples of fable are Mousedeer and Crocodile, The Ants and The Grasshopper, The Smartest Parrot, and The Story of Monkey and Crocodile. The examples of myth are Nyai Roro Kidul, Nyai Ronggeng, and Medusa. The examples of legend are Sangkuriang, Malin Kundang, The Legend of Tangkuban Perahu, and The Story
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