Student`s perceptions on the video project in their speaking class: a study of 11th grade of SMAN 1 Kasihan students.

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ABSTRACT

Sari, Riski Aninda. (2016). Students’ Perceptions on the Video Project in Their

Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:

English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers Training and Education, Sanata Dharma University. The research discusses the students’ perceptions on the video project in their speaking class. Learning English is important for the students. Most of the schools in Indonesia have an English course as the compulsory course. English course is expected to help the students able to communicate with each other in English. In the speaking class which is a part of an English class, the students learn to train their speaking skills. In the classroom, the teachers apply some of teaching media. One of the teaching media which is used in the speaking class is a video project.

This study was conducted to find out the students’ perceptions on the video project in their speaking class. A perception is important because by knowing the

students’ perceptions, the perception can determine how the teaching and learning should be applied. If the students had good perceptions on the video project, it meant that a video project could be used as one of the teaching media in the speaking class. Then, the teaching media could be accepted well by the students and it could give a better teaching and learning result. There was one research problem in this research. The question was what the students’ perceptions on the video project are in their speaking class. In order to find out the students’ perceptions on the video project in their speaking class, the researcher conducted a survey research. The research was conducted in SMA 1 Kasihan and the participants were eleventh (11th) Social Two students.

The questionnaire results showed that most of the students had good perceptions on the video project. They thought that a video project helped them to train their speaking skills. Through a video project, the students were motivated to give the best results in the project. The result of the interview also showed that a video project helped them to realize their mistakes, so that they could overcome those mistakes to be the better speakers. It meant that a video project is appropriate to be applied in English class.

Keywords: video project, students’ perception, speaking class, teaching and learning process

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ABSTRAK

Sari, Riski Aninda. (2016). Students’ Perceptions on The Video Project in Their Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini membahas tentang presepsi murid terhadap tugas video di kelas berbicara Bahasa Inggris. Belajar Bahasa Inggris penting untuk siswa. Hampir seluruh sekolah di Indonesia memiliki mata pelajaran Bahasa Inggris sebagai pelajaran wajib. Mata pelajaran Bahasa Inggris diharapkan untuk membantu siswa agar mampu berkomunikasi menggunakan Bahasa Inggris dengan satu sama lain. Di dalam kelas berbicara Bahasa inggris yang mana bagian dari kelas Bahasa Inggris, murid belajar untuk melatih kemampuan berbicara dalam Bahasa Inggris. Di dalam kelas guru menerapkan beberapa media mengajar. Salah satu media mengajar yang digunakan di dalam kelas berbicara Bahasa inggris adalah tugas video.

Penelitian ini dilakukan untuk mengetahui presepsi siswa terhadap tugas video dikelas berbicara Bahasa inggris. Sebuah presepsi penting karena dengan mengetahui presepsi murid dapat menentukan bagaimana seharusnya proses belajar dan mengajar diterapkan. Apabila siswa memiliki presepsi yang baik terhadap tugas video, berarti bahwa tugas video dapat digunakan sebagai salah satu media mengajar di kelas Bahasa Inggris. Sehingga media mengajar tersebut dapat diterima dengan baik oleh murid dan dapat memberikan hasil belajar mengajar yang lebih baik. Terdapat satu rumusan masalah pada penelitian ini. Rumusan masalah tersebut adalah apakah presepsi murid terhadap tugas video di kelas berbicara mereka. Dalam rangka mengetahui presepsi murid terhadap tugas video dikelas berbicara Bahasa Inggris mereka, peneliti melakukan sebuah survei penelitian. Penelitian ini dilakukan di SMA 1 Kasihan. Responden penelitian adalah siswa kelas XI IPS 2.

Hasil dari kuesioner menunjukkan bahwa hampir semua siswa memiliki persepsi yang baik terhadap video project tersebut. Mereka berpendapat bahwa tugas video membantu mereka untuk melatih kemampuan berbicara Bahasa inggris. Melalui tugas video, siswa termotivasi untuk memberikan hasil yang terbaik. Hasil wawancara juga menunjukkan bahwa tugas video membantu siswa untuk menyadari kesalahan-kesalahan yang dilakukan, jadi siswa dapat mengatasi kesalahan untuk menjadi pembicara yang lebih baik. Itu berarti bahwa tugas video sesuai untuk diterapkan di kelas Bahasa inggris.

Kata kunci: Tugas video, Persepsi siswa, Kelas berbicara Bahasa Inggris, Proses belajar dan mengajar

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STUDENTS’ PERCEPTIONS ON THE VIDEO PROJECT

IN THEIR SPEAKING CLASS: A STUDY OF 11

GRADE OF

SMAN 1 KASIHAN STUDENTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Riski Aninda Sari Student Number: 121214043

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

I dedicate this thesis to Allah SWT

my parents, Bambang Suwanto who passed away one year ago (October 1st, 2015) and Harlina

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vii

ABSTRACT

Sari, Riski Aninda. (2016). Students’ Perceptions on the Video Project in Their

Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:

English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers Training and Education, Sanata Dharma University.

The research discusses the students’ perceptions on the video project in their speaking class. Learning English is important for the students. Most of the schools in Indonesia have an English course as the compulsory course. English course is expected to help the students able to communicate with each other in English. In the speaking class which is a part of an English class, the students learn to train their speaking skills. In the classroom, the teachers apply some of teaching media. One of the teaching media which is used in the speaking class is a video project.

This study was conducted to find out the students’ perceptions on the video project in their speaking class. A perception is important because by knowing the students’ perceptions, the perception can determine how the teaching and learning should be applied. If the students had good perceptions on the video project, it meant that a video project could be used as one of the teaching media in the speaking class. Then, the teaching media could be accepted well by the students and it could give a better teaching and learning result. There was one research problem in this research. The question was what the students’ perceptions on the video project are in their speaking class. In order to find out the students’ perceptions on the video project in their speaking class, the researcher conducted a survey research. The research was conducted in SMA 1 Kasihan and the participants were eleventh (11th) Social Two students.

Keywords: video project, students’ perception, speaking class, teaching and learning process

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ABSTRAK

Sari, Riski Aninda. (2016). Students’ Perceptions on The Video Project in Their Speaking Class: A Study of 11th Grade of SMA N 1 Kasihan Students. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Kata kunci: Tugas video, Persepsi siswa, Kelas berbicara Bahasa Inggris, Proses belajar dan mengajar

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ACKNOWLEDGEMENTS

First of all, I would like to thank Allah SWT for His blessings. I would like to thank Allah for always strengthening me in the process of finishing my thesis. Secondly, I would like to thank and dedicate my appreciation for my supervisor Ibu Dr. Retno Muljani, S.Pd., M.Pd for all her time, patience, feedback and her guidance during the time I finish my thesis. I also thank SMA 1 Kasihan for allowing me to conduct the research and also Ibu Arsianti S.Pd as the English teacher in Eleventh (11th) Social Two SMA 1 Kasihan for her kindness in helping me to conduct the research. I would also thank Evelenth

(11th) Social Two SMA 1 Kasihan students for being my participants.

I dedicate my special gratitude to my parents, Bapak Bambang Suwanto,

SH and Ibu Harlina, SH for their unconditional love. My gratitude is also for my

little sister, Normala Sari Nastiti. A special appreciation goes to my grand-parents, Kakung Haris Suparjiyono and Uti Suripmi for their supports. My family is the biggest inspiration of my life.

I also thank my best friends, Nuryulia Ari Tsalatsaningrum, Rosita Dwi

Noegraheni and Idha Panedha for sharing their craziness and friendship in my

life. My next gratitude goes to my best friends in English Language Education Study Program: Maria Vita Oktavia, Ria Resty Winarni, Martha Pritzanda

Pudhika, Steffany Dian P, Gisela Bertiantari, Fransiska Neny for their

friendship these four years. Then, I thank Tengkyu broo members, Annisa

Dwirahma, Patrick Lintang, Patrick Ganang, Vincent Hendriya, Veryndra, Robert Septian, Braddo Marcell, Kadek Wardhana, Richard Devara,

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Carolus Suksmo P, Ardhi Caco, Adi S, Albertus Yordhana, Pradipta, Aji Putra Prasetya, Gheza Damara and Luther Jonggi S for their togetherness and

supports.

I thank Rosalina Puspitarini, Maria Sandra Deta, and Giovani Agnes

Utami for their kindness and companions; Anchieta Ave, Thomas Prabowo M, Adityo Prawinanto as my proof readers; and Yanuar Wildan Yahya who have

supported me in my ups and downs when I work on my thesis. I am very grateful for having them in my life.

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TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xiv

CHAPTER I ... 1

A. Research Background ... 1

B. Research Problem ... 5

C. Problem Limitation ... 5

D. Research Objectives... 5

E. Research Benefits ... 6

1. For Senior High School students ... 6

2. For English teachers ... 6

3. For Future Researchers ... 6

F. Definition of Terms ... 7

1. Perception ... 7

2. Video Project ... 7

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xii

4. Speaking Class ... 8

CHAPTER II ... 10

A. Theoretical of Description ... 10

1. Perception ... 10

a. Definition of the Perception ... 11

b. Perceptual Process ... 12

c. Factors Influencing Perception ... 13

d. Relation between perception and learning ... 14

2. Speaking skill ... 16

a. Stages in Teaching Speaking Skill ... 16

b. Problem in Speaking Skill ... 17

c. Causes of Poor Speaking Skill ... 18

d. Conditions Where The Students’ Speaking Skill Can be Implemented .... 19

e. Types of Spoken Test ... 20

f. Factors Which Help Students in Speaking ... 21

3. Video Project ... 22

B. Theoretical Framework ... 24

CHAPTER III ... 27

A. Research Method ... 27

B. Research Setting ... 28

C. Research Participants ... 28

D. Research Instruments and Data Gathering Technique ... 29

1. Questionnaires... 29

2. Interview Guideline ... 32

E. Data Gathering Technique ... 33

F. Data Analysis Technique ... 34

1. Questionnaire ... 34

2. Interview Protocol ... 36

G. Research Procedures ... 36

CHAPTER IV ... 37

A. Data Presentation of the Questionnaires and Interviews ... 37

B. Discussions ... 49

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xiii

A. Conclusion ... 53

B. Recommendations... 54

1. For English Teacher ... 54

2. For Senior High School Students ... 55

3. For Future Researcher ... 55

REFERENCES ... 56

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LISTS OF FIGURES

Figure 2.1. The perceptual process ... 12

Figure 2.2. The Relation between Perception and Learning ... 15

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LIST OF APPENDICES

APPENDIX 1 : Permission Letter ... 60

APPENDIX 2 : The Pilot Questionnaire Blueprint ... 61

APPENDIX 3 : The Pilot Questionnaire ... 62

APPENDIX 4 : Questionnaire Blueprint ... 64

APPENDIX 5 : The Questionnaire ... 68

APPENDIX 6 : The Questionnaire Changes List ... 71

APPENDIX 7 : The Questionnaire Results ... 74

APPENDIX 8 : Interview Guideline ... 79

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CHAPTER I

INTRODUCTION

The first chapter discusses the introduction of this research. This chapter provides some information related to the background of the study. This chapter elaborates the research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

Learning English is important because English is an international language. According to Smith (1976), an international language means that English is used to communicate with people from different nations. English facilitates people from different nations to be able to have a conversation, so that they can make a relation. According to Smith (1983), English is mostly used in international trade, diplomacy and tourism. More people study English than other languages.

English also plays an important role in students’ life. It is considered as one of the requirements for studying abroad in several decades. In particular, most of the textbooks in all the different disciplines are in English. English is also taught in schools. Most of the schools in Indonesia also consider English as a compulsory course which needs to be learned in schools. The existence of an English course is expected to help all Indonesians understand and communicate in English.

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materials which are discussed. Theories are important, but in the case of learning English, the most important thing is practice. According to Willingham (2004), a practice guides students to a better memory. Short and long term memories need ongoing practice. When students tend to memorize all about theories but they have less practice, their English skill will not work well. Jones (1996) states that in speaking and listening, people tend to be getting something done, exploring ideas, working out some aspects of the world or simply being together. English course helps the students to be able to communicate with other people in English. It can be improved by practice to speak English in a speaking class.

The development of technology nowadays facilitates the students to learn English easier and funnier. The 21st century learners are familiar with many kinds of technology. A video is one of the technologies that can be used as a teaching media. Hyun-suk, Sub, and Jin-il (2000) state that a video is a technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing images representing scenes and motion. A video provides moving pictures and sounds. In a speaking class, a video is used to teach the students how to be good speakers. According to McKinnon (2000), a video is an interesting teaching media because it provides real situation and native speakers. From the video, students are able to identify gestures, emotion and fluency.

In a speaking class, the use of a video can be a project for the students to create a documentary video about themselves in English. Through practicing their speaking skill in front of a camera, they accustomed to speak English. Besides, using a video in the class is also more interesting for the students. Through a

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video project, the students are expected to understand the material easily. By watching their own documentary videos, they can get feedback from their performances in delivering speeches, understand more about the topic which is being discussed, and perform self-reflection on their performances. The video project was experienced by the eleventh (11th) grade of SMA 1 Kasihan students. When the researcher did her teaching training on 13 February 2016 until 15 April 2016 in SMA 1 Kasihan, the researcher was given eight opportunities to teach the students.

There were two classes that were taught by the researcher, but only twenty-one students of XI Social Two who became the researcher’s participants for the research. The XI Social Two students were chosen as the participants because the researcher only taught a speaking class in the XI Social Two class. A topic which is about a biography text used to be a content for the video project. The participants were chosen based on the topics which were learned in the teaching training. The video project was conducted when the participants discussed a biography text in the speaking class. They learned to make biography texts with the correct structures. According to the learning material of Curriculum 2013, biography text is a story which tells about someone’s life and achievements who give an influence for the environment. In this video project, the students were asked to make their own biographies.

The success of teaching and learning English is influenced by the students’ perceptions. If the teachers know the students’ perceptions of the process of teaching and learning English, they are able to decide the appropriate teaching

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technique. According to Kleinke (1978), a perception is important for both teachers and students because it influences the teaching and learning process. The students will be able to learn the materials if they understand their own perceptions. By understanding their own perceptions, they will know what they need and what teaching media which is useful for them. If the students have good perceptions on the teaching technique which is given by the teachers, it can lead the teachers and students to achieve a good result of the English teaching and learning process. If the students have negative perceptions, the teacher should change or modify the teaching technique to get the students’ interests and attentions. The modification of teaching technique is needed to make the materials understood by the students easily. Good or bad perceptions can be identified by knowing students’ responses on the teaching technique. If the students are motivated and interested to respond the teaching technique which is used in class, the students have good perceptions.

As it is already explained before, students’ perceptions influence the teaching and learning English. It is important for the teachers to know students’ perceptions whether they have good opinions on the use of video project or not. It is also important to support their English learning especially in the peaking class, whether it is helpful or not for the students. This research aims to know the students’ perceptions on the video project in the eleventh (11th) grade of Social Two SMA 1 Kasihan students. The researcher formulated one research problem in the following sub-section.

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B. Research Problem

From the research background presented, the researcher deals with one research problem:

What are the students’ perceptions on the video project in their speaking class?

C. Problem Limitation

English course is divided into four skills which are learned, such as speaking skill, reading skill, listening skill and writing skill. A speaking class is a part of English class which focuses on the students’ speaking skill. A speaking class uses videos as the teaching media. The topic about biography was also discussed in the speaking class, so that the researcher decided to apply the video project in the class. This research focuses on the students’ perceptions toward the video project in their speaking class. The participants of the research were eleventh (11th) grade of Social Two SMA 1 Kasihan students. It consists of twenty-one students but only sixteen students became the participants because there were five students missed the class when the researcher conducted the research.

D. Research Objectives

This research has one research objective:

1. This research aims to dig the study of students’ perceptions on the video project in their speaking class.

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E. Research Benefits

This research is expected to bring some benefits for the senior high school students, English teachers and future researchers:

1. For Senior High School students

This study is beneficial for senior high school students because through creating videos, they can train their speaking skills. Using a video as one of the learning media can encourage the students in learning English. Then students can perform better speaking skills.

2. For English teachers

Teachers can find other teaching media to teach English in a fun way. This teaching media can be imitated by other teachers to build an interesting teaching and learning process. The teachers may use video as an audiovisual media to be implemented in speaking class.

3. For Future Researchers

This study is beneficial for the future researchers who want to have the same topic of the research. It is important to find some methods of learning to make English lesson more fun and easier for the students. This research can be used as one of the references to conduct another research.

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F. Definition of Terms

There are some terms which are presented in this research. Those terms are perception, video project, 11th grade of social two SMA 1 Kasihan students, and speaking class. The researcher writes the description of each term in order to avoid misunderstanding, as follow:

1. Perception

Perception is a thought which is created when person sees around the world. According to Forgus (1966), perception is a process which an organism receives particular information about the environment. Perception does not only create person’s experience but it also lets the person knows deeper through the environment (Cheery, 2015). In other words, perception is a sensory experience and involves environmental stimuli and action. Different perceptions from person to another are influenced by their interests and needs. In this study, perception means students’ subjective experiences and opinions through their observation which happen in the speaking class.

2. Video Project

McGovern (1983) states that a video is an audiovisual media which produces sounds and images. According to Hafner and Miller (2011), a video project provides a social context in which able to communicate with one and another. In this research, a video is a teaching media for students to observe and practice to speak English. In the beginning of the class, a video which is supported

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by projector, LCD and notebook, is used to attract the students’ interests to follow the teaching and learning process. A video is also used as a project for the students to record their own speeches about their biographies. In this study, a video project refers to the students’ creations in form of videos about their own biographies.

3. Social Two Class of 11th grade SMA 1 Kasihan students

The researcher focused on the 11th grade of SMA 1 Kasihan students in the Social program. There are five social classes in academic year 2015/2016. There are XI Social One, XI Social Two, XI Social Three, XI Social Four and XI Social Five. During the teaching training program, the researcher only taught one social class which was XI Social Two. The researcher conducted the research in this class which consists of twenty one students. Based on the observation that the researcher conducted in the beginning of the teaching training program, the researcher found that most of the students had encouragement to learn English as well. However, sometimes they felt bored and did not give attention to the teaching and learning process. In this study, XI Social Two students in SMA 1 Kasihan represent of the research’ participants to know students’ perceptions on the video project in their speaking class.

4. Speaking Class

Formally, there is no speaking class in English course for senior high school students. English course in SMA 1 Kasihan is divided into classes based on

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the basic competence in Curriculum 2013, such as speaking classes, listening classes, writing classes, and reading classes. A speaking class refers to the teaching and learning activities which trains the students’ speaking skills. In a speaking class, students are expected to be accustomed to speak English. In this study, a speaking class is a class where the video project is applied to be one of teaching media to train students’ speaking skill.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theoretical description and theoretical framework. Theoretical description is supported with some theories which are relevant to the research. This is divided into three subtitles: (1) Perception, (2) Speaking skill, (3) Video Project. The theoretical framework discusses the implementation of the theories which answer the research problem.

A. Theoretical of Description

The researcher provides some theories from the experts. This part elaborates the theories consists of definition of perception, speaking skill and project based learning.

1. Perception

The purpose of this study is to find out the students’ perceptions on the

video project in their speaking class. Before knowing the students’ perceptions, it

is important to know what perception is and how perception is formed. The researcher provides some theories related to the definition of perception from some experts, perceptual process, factors affecting perception and the relation between perception and learning.

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a. Definition of the Perception

The definitions of perception are taken from some experts. According to Angell (2015), a perception is the consciousness sense. In other words, perception is the way people think of something in their surroundings. A perception is formed starting from the eyes, then the eyes catch stimuli and it produces physiological process to bring out perceptions. As stated by Haire (1956) as cited by Gibson, Ivancevich, & Donnelly (1973), perception is a process of recognizing information and it is compared with previous memory which is stored in person’s brain.

A perception refers to the students’ subjective based on their experiences. People may have different perceptions. It depends on their physiological process such as needs and motivation. A perception cannot be decided whether it is right or wrong. Each person has his or her right to have their perceptions as long as it can be proved with the facts. Perception is the way stimuli are chosen so that they can be meaningful (Altman, 1985). The way perception is described shows that stimuli have important role in building the perception. According to Sharma (2015), our sense organs will be stimulated by different stimuli. Our senses organs receive those stimuli and they are converted into sensations. Perception is defined as the process of interpretation of stimulus. These sensations are transmitted to the parts of brain then it will be interpreted. Perception involves two processes, they are sensation and interpretation.

However, perception also requires past experience because people can identify something easily if they have seen it earlier compare with people who have not seen it before. Referring to this research, students may have different

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perceptions toward their video project depend on the sensation and interpretation which are processed in their brains. These theories of perception are used in this study because the students’ perceptions on the video projects are influenced by stimuli and motivation

b. Perceptual Process

A perception is a process of receiving information about the environment (Forgus, 1966). In this study, a perception refers to the students’ opinios about their experiences. A perceptual process is a step which is used by people to interpret information. Altman et al (1985) shows how perceptual process happens (see Figure 2.1).

Figure 2.1. The perceptual process

Based on the diagram, the perceptual process begins from stimuli which are selected by our sensory receptors to be interpreted. The data from stimulus are selected by individual sensors and people can interpret the sensory message. Information which is interpreted can be different depends on some factors. That is why each student may have different perceptions on the video project.

Stimuli Sensor

selection of

Perception, organization

and interpretation

of stimuli

Behavioral response

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c. Factors Influencing Perception

There are four important factors which influence person’s perception

(Sharma, 2015). The first factor is perceptual learning. People learn to emphasize some sensory inputs and to ignore other things. For such perceptual skill, experience is the best teacher. The students who got a training for a particular skill are better than untrained people. Referring to this study, students who already experienced the same video projects may have different perceptions. They may realize that a video project is one of the teaching media which is beneficial especially in learning English.

The second factor is mental set. Someone’s readiness to receive some

sensory inputs called mental set. It requires good attention and concentration. Related to this study, students who put well attention when the video project is given will be different with the students who did not really put attention. A video project will be responded well when the students are ready to receive the learning process and they have good intention on learning English.

The third factor is motives and needs. These factors show that person’s motives and needs will influence perceptions. For the example, students who are motivated to learn English will receive all the teachers’ teaching media because they have good intention in learning English. They will create the video project with full of spirit because it is their needs to be successful in learning English.

Another expert also explains some factors which influence someone’s perception. Altman et al. (1985) explains the first factor which influences perception is selection of stimuli. A stimulus which is received by person is

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different with others because people perceive things differently. People have different interests toward something. Referring to this research, there are many ways to learn English. Students have their own ways in learning English. Some of them are interested in creating video to learn English. The second factor is

organization of stimuli. People’s perceptions are influenced by the arrangement of

stimuli, so that stimuli should be organized. Stimuli can be interpreted as meaningful information if there is a categorization of stimuli and become simpler. It means that every meaningful information comes from the activities that can

effect someone’s behavior.

The third factor is situation. What people perceive toward something depends on their expectation on situation that they experience. Altman., et al (1985) states that situation and past experience effect person perceives something. When person finds situation that she or he already experienced, she or he will recall the past experience.

The last factor is self-concept. A self-concept is the way people perceive about themselves. Self-concept is important because it can affect people’s perceptions and it can determine what people perceive and do. Those eight factors

from two experts are about factors which can influence people’s perceptions. The

next discussion is about the relation between perception and learning.

d. Relation between perception and learning

There is a relation between perception and learning. Kleinke (1978) states that perception is important because it influences the students in learning. When

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students have good perceptions on the video project which is given by the teacher, it can lead students to be successful in learning English. The students will be able

to learn the material well. It is needed to attract students’ interests toward teaching and learning process. In the contrary, if students have bad perceptions toward teaching media which is applied by the teacher, it lead them to be failed. It will be difficult to find their interests in learning English. The following figure is the discussion.

Figure 2.2. The Relation between Perception and Learning

In this study, the writer would implement the definition of perception and perceptual process as the basis to determine how the students’ perceptions toward video project in speaking class are formed. The researcher uses a theory from

Haire (1956) as cited by Gibson, Ivancevich, & Donnelly (1973), which says that a perception is a process of recognizing information and it is compared with previous memory which is stored in person’s brain. Some factors influencing perception are used to know how each student could have different perceptions toward the video project which is given to them. Moreover, the relation between perception and learning is used to analyze how the success of learning English is also defined by the students’ perceptions toward the implementation one of teaching media which is called a video project.

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2. Speaking skill

Speaking skill is used to communicate with each other. According to Tarigan (1990: 3-4), speaking skill is a language which is improved when people were in their young ages. It is important to train speaking skill especially foreign language. Clark (in Nunan, 1991: 23) states that speaking is an instrument act. Speakers speak to have some effects from their listeners. Speaking skill can be

measured with someone’s ability to carry out a conversation in the language.

Speaking skill is described as someone’s ability to show a situation or an activity to report actions. Tarigan (1990: 8) writes that speaking is a way of communication that influences our lifes.

a. Stages in Teaching Speaking Skill

Tarigan (1990:12) also states that there are three stages to teach speaking skills. The first one is introducing new language. In speaking skill, teachers need to introduce a new language to the students. The second is a practice. Speaking skill is not a skill which can be dealt with memorizing only. Students need to practice their speaking skills and make it as a habit. The third is a communicative activity. A communicative activity can be done by doing an interview or having conversation. It is easier for the students to train their speaking skill if they can express what they want to say with other people, so there will be a response for

them. By doing a communicative activity, it trains students’ brains to think

spontaneously. According to Wallace (1978:98), speaking skill will be meaningful when students are able to aid on what they are saying. By paying attention on it,

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students can improve their ways to express themselves with acceptable pronunciation and dictions.

b. Problem in Speaking Skill

According to Richards (2008), while practicing speaking skill, the students often meet some problems. There is a lack of vocabulary which needed to talk about common utterances. For the leaners, the vocabularies are different with native speakers. Usually, the vocabularies are simpler, so when they meet uncommon vocabularies they will get difficulties on how to respond it. Besides, speaking slowly and takes too long to compose utterances. Learning new language especially in practice speaking skill needs extra time. However, learners are not really familiar with foreign language. When the students try to produce sentences in second language acquisition, their brains work harder. They also cannot participate actively in the conversation.

There is a possibility for the learners that they cannot involve themselves well in the middle of conversation with the second language acquisition. It is caused when they are in the middle of conversation; they have to do two activities. Those activities are understanding the conversation and trying to produce sentences in order to response the conversation. Having poor grammar is also problem for learners. In order to avoid grammatical mistake in speaking activities, it is important for students to learn the theories of English. One of the difficulties in training speaking skill is the learners have limited knowledge of

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speaking skill.

Another problem is poor pronunciation. Pronunciation is a crucial thing. Learning how to pronounce words is important. According to Derwing and Murno (2005), pronunciation helps the learners to communicate normally and can be understood easily. Those five problems in speaking skill do not appear without reasons.

c. Causes of Poor Speaking Skill

There are some reasons for poor speaking skill, Richards (2008). The first is lack of curriculum emphasis on speaking skills. Traditional thought assumes that learning English is only about understanding the rules of grammar and being able to apply minimum requirement in the written form. That is why sometimes speaking skill is ignored. The fact is a speaking skill should be trained to get better result of learning English.

The second is the teachers’ limited English proficiency. English teachers

who are needed by students not only teachers who understand how to make a good paragraph without any grammatical mistakes. It is easier for the students to learn how to train their speaking skill if the teachers are also good speakers. The

third is class’ conditions do not facilitate oral activities. Every learning process is started with a conducive class. It can be said conducive when the students and teachers can learn together.

The forth is limited chances outside of class to practice their speaking skill. The teachers are responsible to facilitate students to practice their speaking

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skill. However, doing practice inside the class is not enough for students. There are only some meetings to learn English. It means that they need to be given opportunities to practice their speaking skill outside the class. By doing practice outside the class, they are able to meet new topics to be discussed. It contributes them to learn new vocabularies or dictions.

The fifth is examination system does not emphasize oral skills. People are familiar with written test. They assume that oral test does not give an exact result

of students’ work. Actually, giving oral test is important. It trains students to do

their test by themselves because doing oral test avoids cheating. Besides, oral test teaches students to think spontaneously so they are able to say what they want to express.

d. Conditions Where The Students’ Speaking Skill Can be Implemented There are certain conditions where students’ speaking skill can be

implemented well (Dakowska, 2005). Firstly, the topic is interesting enough to

open students’ opinions. The students’ interests in speaking skill should be

provoked by giving some interesting topics. It can be measured by knowing any

information which are relevant with the teenagers’ issues. It can be about fashion,

music or education. Secondly, the students are given opportunity to choose topic of the discussion so that they are able to utter their individual opinions. It is better for teachers to give them a chance to choose the topic based on their interests. So, they are able to express their opinions. The third is discussion involves working in group or open class of interaction. Working in group is important to trains

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students’ communication skills.

e. Types of Spoken Test

According to Thornbury (2007: 126) there are some types of spoken test. The first is interview. McNamara (1999) stated that interview is useful to get story

from the participants’ experiences. The interviewer can also get deep information

from the participants related to the topics. By giving information to the interviewer, the learners learn to response the answer quickly. It needs to be spontaneous to response the questions. The second is monologue. A monologue is an extended speech by one person. When students are given opportunities to do monologues, it means that the students learn how to develop the topic of the monologue. It becomes a story or a speech which can be accepted by the listeners. The third is recorded monologues. There is a difference between monologue and recorded monologue. The difference between monologue and recorded monologue is that recorded monologue is a monologue which is recorded. So the speakers can re-play their monologue to get feedback and to know their mistakes. The forth is role plays. Role-play is what you do when you are pretending to be another person and using your imagination to speak, think and even feel like that characters. If the learners use their imagination to speak, it trains their speaking skill to create their imagination becomes something real and entertaining.

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f. Factors Which Help Students in Speaking

According to Harmer (2004), there are three factors that help students in speaking. The first is preparation. Preparation is an important factor if students want to have better performances in their speeches. They need time to think what they are going to say. They need more practices in speaking because English is a foreign language. English is not their mother tongue, so they are not accustomed to speak English. As cited in Harmer (2004), Mennim (2003) states that before

final presentation, the students’ preparation are to record what they are going to

make, transcribe what they want to say and correct the recordings.

The second reason is the value of repetition (Harmer, 2004). Repetition is an important factor because repetition lets students to improve what they already did. When they repeat their tasks one or twice, it is their rehearsal for final effort. Repetition makes them be more confident because they got chance to analyze and improve what they have done. The following figure shows the process of speaking which is described by Howarth (2001).

Figure 2.3 Speaking Process (Source: Howarth, 2001)

The researcher would explain how those theories are used in this study. In this study, a theory from Tarigan (1990: 8) which says that speaking is a way of communication that influence our life would be used to implement that students need to train their speaking skill because it can influence their life. Besides, the

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explanation about stages in teaching speaking skill is used to know how to teach speaking skill for students in the correct stages. Some students also realize that they get difficulties in improving their speaking skill. The researcher would use the explanation about problem in speaking skill to know what kind of problem in speaking skill happen to the students. Therefore, there must be some causes why students have difficulties in speaking skill. The researcher would analyse those

causes to find a condition how students’ speaking skill can be implemented well in the speaking class. After knowing a condition how the students’ speaking skill

can be implemented well in the speaking class, the researcher would use some

types of spoken test to know how to train the students’ speaking skill. One of the types is a monologue. A monologue is used in this research because in a video project, the students do monologue. Then, some factors that helps the students in speaking are also used to know how video project can helps students to train their speaking skill.

3. Video Project

The technology nowadays can support the learning language. According to Jonassen, Howland, Moore & Marra (2003), a technology should be a partner in teaching in learning process, engage and support thinking (as cited in Hung et al., 2004). A project based learning is one of the ways to develop learning language.

Thomas (2000) states that a project-based learning is complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity

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to work relatively. The students are expected to create some products which can involve their abilities on problem solving and making decision of any obstacles they face.

Booth (1997) explains that a project based learning is an active learning (as cited in Hung et al., 2004). A project based learning puts the students to the situation which need authentic use of language to communicate with each other. Through a project based learning, a students can develop their critical thinking to the target language. One of the project based learning which can be used in learning language is a video project. Hyun-suk, Sub, and Jin-il (2000) state that video represents scenes in motion by capturing, recording, processing, storing,

transmitting. Video is used to support the students’ language learning. It can be used to assess, observe and practice.

Harmer (2004) says that an activity which can improve speaking skill is creating a video project (p.361). According to Mayer (2001), well-designed multimedia instructional messages can promote active cognitive processing in students, even when learners seem to be behaviorally inactive. Some students have passive behavior, so creating documentary video triggers the students to give the best result in front of the camera. It can increase their confidences.

A video project is also meaningful for the students (Fraser & Oram, 2003). There are four reasons why a video project is meaningful for the students. The first reason is active because through a video project, the students can put all their creativities to create the video. A video project facilitates them to explore their

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knowledge to produce good videos. The second reason is constructive. It is the way the students relate video projects as new experience with their previous experiences. During the process of learning, they are able to change their conceptions on the video project.

The third reason is intentional. In the learning process, the students should set their goals to achieve, and then this learning method can be applied in the future. The fourth reason is authentic. In the video projects, students have to make videos about their own biographies. They have to be able to decide with the real issues. The last reason is cooperative. It is usually needed when students work in groups. When the students work individually, they need to be cooperative with the teacher when the teacher explained about the projects. They need to understand the method and stages they will use in creating video project.

In this study, one of the project based learning is a video project. The researcher would use a theory from Jonassen, Howland, Moore & Marra (2003) which say that technology should be a partner in teaching and learning process, engage and support thinking (as cited in Hung et al., 2004). It would support the study that video project is a kind of technologies that can be used in teaching and learning process.

B. Theoretical Framework

This part presents how the researcher answers one research problem in this research. In order to support the research, the researcher provides some theories related to the perception, speaking skill and video in learning language. The

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researcher uses a theory of a video by Hyun-suk, Sub, and Jin-il (2000) to define the use of videos in speaking class which is experienced by XI Social Two students of SMA 1 Kasihan. Next, the theories of project based learning from Harmer (2004) and Jonassen, Howland, Moore & Marra (2003) are used to define whether the video project as one of the project based learning is appropriate to be used in teaching and learning process in the speaking class.

Then, a theory from Sharma (2015) related to the factors which affecting

perception is used to know the diversity of the students’ perceptions on the video

project in their speaking class. Knowing the students’ perceptions on the video

project can give testimonies towards the teachers. If the students’ perceptions of

the video project are good, learning language involves video project is worth to use. It means that video project can be implemented in the class. The theory of speaking skills according to Tarigan (1990) is given to provide information that speaking skill is not only a skill which can be done by sitting inside the class and listening to the lecturers’ explanation. Speaking skill can be developed through practice.

There are two reasons why the researcher provides the theories which are relevant with video project in learning language. The first is to know whether development of technology in this globalization era can be beneficial for students

to support their learning process. The second is to know whether students’ can

take the advantages of the technology for their learning process. In order to address the research problem, the researcher refers to the theories of the definition of perception, speaking skill and video project. The theories of perception will be

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implemented to analyze how the students or participants perceive particular project-based assignment given by the English lecturer.

If the result shows students’ perceptions of video project are positive, it means the teacher’s goals in applying this teaching media is successfully. It can be accepted well by the students and the students feel that video project is not only fun but also beneficial for the students’ speaking skills. If the result is not good enough, it means that the teachers need to revise their teaching media. This questionnaire will be in a form of close ended statement to gather the data and the interview will be done in open-ended questions. The research finding will be analyzed and written in the paragraph forms and in qualitative way. The next chapter will present the methodology of the research.

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27 CHAPTER III METHODOLOGY

There are six partswhich are discussed in this chapter. There are the research method, research participants, research instrument, data gathering technique, data analysis, and research procedures.

A. Research Method

This research uses a survey research. A survey research is used to collect information and to know relationship between different variables (Borg & Gall, 1983). A survey aims to know social event. Therefore, the event of this study is the

students’ perceptions on the video project as an assignment in their speaking class which was taken in the second semester of the academic year 2015/2016. According to Scheuren (2004), a survey is used to draw a method when gathering the data from a sample of individual. In this study, thesurvey research was applied to gather the data from the students who experienced the video project in their speaking class.

The instruments used in this study are questionnaires and interviews. According to McLeod (2014), questionnaire is a way of obtaining large amounts of information of people. A questionnaire can be also thought as the written interview. The questionnaires are to measure the percentage of students who have good or positive perceptions of the video project. In this research, the data gathered from

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questionnaires were presented in the form of description.

Besides, the researcher conducted interviews as the supporting data. An interview is one of devices to help understand the variable in questions (Altman & Hotgetts, 1985). An interview also permits the participants to give the reasons of their answers in the questionnaires. Through the interviews, the participants could express what they felt and thought.

B. Research Setting

The research was conducted in SMA 1 Kasihan. It is located at Jalan Bugisan, Tirtonirmolo, Kasihan, Bantul. The participants were the students of XI Social two class which consists of twenty-one students in academic year 2015/2016. There were sixteen students who became the participants of this research because there were five students who did not submit the video projects, so that they could not be the participants. The questionnaires were distributed in the speaking class. The research was conducted in May to June 2016.

C. Research Participants

The aim of this research is to find out the students’ perceptions on the video project in their speaking class. The participants of this study were the sixteen students of XI Social two in SMA N 1 Kasihan who had designed the video project. According to Mariam (2009), participants are those who have had direct experience of this phenomena. The reason why XI Social Two class was chosen as the

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participants was because the students had been designing the video project in their speaking class and they also agreed to be the participants.

D. Research Instruments

The researcher employed two instruments to gather the data. The instruments were questionnaires and interview as the supporting instrument. Therefore, the researcher answered the research question through the results of questionnaires and interviews.

1. Questionnaires

The first research instrument was questionnaires. The purpose of the questionnaires is to get the data about the students’ perceptions on the video project. According to Key (1997), a questionnaire is a process of evoking beliefs, experiences, perceptions and attitude in sample of individuals. The questionnaires were distributed

because the researcher intended to know students’ perceptions about their experience in creating video projects.

The questionnaires were designed in the form of closed-ended statements to ease the researcher collected the data. According to McLeod (2014), close-ended statements structure the answer by allowing only answers which fit into categories that have been decided in advanced by the researcher. A close-ended statement item is easy to use and score (Fraenkel & Wallen, 2009). An example of the questionnaire

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is “In English class, I learn to make English sentences with correct structure.” There is a set of degree agreement namely strongly agree, agree, neutral, disagree or strongly disagree. The instruction of the questionnaire is to tick the degree of

agreement based on the students’ opinions. Then, the data were interpreted by the

researcher. The questionnaires are divided into three blueprints. The first is about the teaching and learning process in the speaking class, the second is the process of

creating the video project, and the last is about the students’ perceptions on the video project in their speaking class. The validity of the questionnaires is given by the advisor of the researcher.

The information needed were covered in thirty-three closed-ended statements to answer the research problem. Those close ended-statements were designed based

on the theories about the students’ perceptions on the teaching and learning process, the process of creating video projects and the students’ perceptions on the video

projects. The results of questionnaires were counted into a percentage. After counting the result into a percentage then it would be interpreted in the form of description. The researcher did a piloting of questionnaires to make sure that the questionnaires were understandable. Evaluating the questionnaires is called pilot testing (Vaus, 2002). There are two categories of pilot testing. They are pilot testing questions and pilot testing questionnaire.

The first stage is pilot testing questions. There are three stages of pilot testing questions (Converse and Presser, 1986). Those stages are questions development,

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questionnaire development, and polishing pilot test. In the stage one, question development is used to establish how to phrase each question and to evaluate the way respondents analyze the meaning of the question. The evaluation is done based on the

participants’ understanding. If there are no students who ask about the question, it

means that the question is understandable. In the second stage, it is an evaluation of the questionnaires as a whole. The evaluation is identified from the flow of the questionnaire whether the transition from one section to another are jump quickly or delicate. Another consideration is also the time that the participants spent to answer the questionnaires. If the participants need long time to answer the questionnaire, there is a possibility that the question is not clear. In the third stage, the questions are revised or shortened if it is necessary. The researchers revised the difficult words based on the participants’ opinions to the easier words that can be understood.

Second is pilot testing questionnaire. According to Vaus (2002), there are four things that should be checked. They are flow, question skips, timing, and

respondents’ interests and attention. The flow is needed to know the transitions from one question to another are smooth or not. The question skips are about the instruction which is given to the students can guide the students trough questionnaires. If the students take too long to answer the questions, it might be the questionnaires need to be cut for the final questionnaire. The last, if the participants look bored the questionnaires might be too long. The statements should be reorganized to get better questionnaires.

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The researcher provided thirty-three closed-ended statements in the questionnaires. The first six statements talked about teaching and learning process in the speaking class. Those six statements were connected with the relevant theories which were provided in the theoretical description. Next, the fifteen closed-ended questions were about the process of creating the video project. Those questions were

used to know the students’ obstacles or challenges in the process of creating the video. The students’ obstacles or challenges in the process of creating video influenced their perceptions of the video project. The last twelve close-ended questions were used to answer the research question. The questions related to the theories of perception which are described in the theoretical description.

2. Interview Guideline

An interview is a direct conversation in order to obtain reliable and valid measures in the form of verbal responses from the respondents. It is a conversation in which the roles of the interviewer and the respondent change continually (Key, 2000). By doing an interview, the researcher is able to complete the data related to the process of designing the video project in speaking class (Frankfort-Nacsmias, 1996).

The researcher asked three students from XI Social two in SMA 1 Kasihan to be the interviewees who had filled the questionnaires. The interviews used stratified sampling to get the participants. Stratified sampling means the sample is taken from each stratum. In this study, the stratum based on their achievement in their video

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projects’ results. The stratum was divided into three achievers. There were high

achiever, middle achiever and low achiever. The researcher took one student from each achiever, so there were three students to be the interviewees. The purpose of using the stratified sampling was because the researchers wanted to find out all the

students’ perceptions. Those three students represented all of the students who have

same experiences and opinions of the video project. There must be different experiences which are faced by the students from each achievement on this video project. It means that the opinions are different. The researcher provided four open-ended questions to be asked to the participants directly. In the interview protocol, the

questions related to the theories of perception were used to find the students’

perceptions.

E. Data Gathering Technique

The data started to be collected after the students finished their video project. This research used survey method as the method of gathering the data. According to Ary, Jacobs and Sorensen (2010), there are six steps which should be done when the research uses survey method. The first step was planning. Before the questionnaires and the interviews were conducted, the researcher confirmed that the statements were understandable. The statements were made in order to answer the research problem.

The research problem of this research was “How are the students’ perceptions on

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The second step was to define the population. After deciding the population, the researcher did sampling to choose the participants. The participants were sixteen students for the questionnaires and three students for the interviews. The participants were decided using purposive sampling and stratified sampling.

The next step was defining the instruments. The instruments to gather the data were questionnaires and interviews. Then, the researcher distributed the questionnaires to the participants or the students of XI Social two SMA 1 Kasihan in the speaking class. After distributing the questionnaires, the researcher did the interviews with three participants.

The last step was processing the data. The researcher analyzed the answers to interpret the information. The data were summarized in the form of descriptions, so the researcher was able to conclude the data and the research problem was answered.

F. Data Analysis Technique

The instruments which are used to get the data in this research were questionnaires and interviews.

1. Questionnaire

The first step to process the data was the researcher read all of the answers in the questionnaires, then the researcher made the classification of the same answer for each statement. After all of the answers were classified, the answers were calculated into the percentage. Then, the results were put on the table and the results were

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discussed based on the categories in the questionnaire blueprint.

Students who had positive perceptions on the video project tended to choose

“agree” and “strongly agree”. It meant that the video projects helped them speaking English and be confident in introducing themselves in front of cameras. For those students who had no idea about the statements tended to choose “neutral”. On the

contrary, students who had negative perception tended to choose “disagree” or “strongly disagree”. The researcher counted the total of the agreements. Then, the total of the agreements was divided with the total of the participants and times with 100%. This is the formula which was used by the researcher:

 x: Total respondents who choose the same degree of agreement

 n: Total all of the respondents

After all of the answers were counted, the data of the results were made into the paragraphs. The next step was to process the second instrument namely interviews. The researcher needed to make the transcripts of the interviews. It was used to strengthen the result of questionnaires. The last step of processing the data was to present all of the information from both interviews and questionnaires in the form of description. Then, the researcher made the conclusion of the data from both interviews and questionnaires in the form of paragraphs.

 x X 100%

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2. Interview Guideline

The researcher used a recorder to collect the information from the interviewees. Then, the researcher made the transcripts by listening to the recorder repeatedly. Next, the researcher concluded the important points of the interviews which supported the research. It was showed in a written form to answer the research problem. That information related to the students’ perceptions on the video project in their speaking class was presented in form of description to make the readers noticed easily.

G. Research Procedures

There are some steps which are done in this study. The first step is the process of creating the video project. The video project is done when the students discussed a biography text. In the first meeting, the researcher explained about the material of the biography text. After explaining the materials, the researcher gave them example of a good biography text. Then, the researcher asked the students to make a biography text about a figure. For the project, the teacher explained the guidance for the students in creating the video project. Then, the researcher did a library research. In the library research, the researcher finds books and articles which are suitable for the research. Then, the researcher defined the population. The fourth step, the researcher conducted the survey research. There were two steps in conducting the survey research. The researcher distributed the questionnaire to the participants in XI Social Two SMA 1 Kasihan. After distributing the questionnaire, the researcher conducted the interviews

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of three participants. Then, the researcher recorded the interviews and made it into the transcripts. The researcher also concluded the important information from the interviews results. The forth step was the researcher analyzed the data. The last was the researcher presented the results of the study.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter provides the data collected in this study as well as the discussions about the data as the research findings. The data are collected from the results of the questionnaires and interviews. The researcher discusses whether the students have positive or negative perceptions on the video project in their speaking class. There are two sections presented to answer the research problem. The first is data presentation of the questionnaires and interviews. The second is the discussion.

A. Data Presentation of the Questionnaires and Interviews

As it is described in Chapter III, the questionnaires distributed to the sixteen students of XI Social Two SMA N 1 Kasihan students. The questionnaires are divided into three parts. The first part is about the students’ learning and teaching process in the speaking class. The second is about the process of creating the video project. The last is about the students perceptions on the video project. The statements of number one until number six in the questionnaires are related to the learning and teaching process in the speaking class. Then, the statements number seven until number twenty one discuss about the process of creating the video project

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Table 4.1 Questionnaire results of the teaching and learning process in their speaking class

It is good that in the speaking class, I learn to make English sentences with the right structure.

10 (62.5%) 6 (37.5%) 0 (0%) 0 (0%) 0 (0%)

It is good that in the speaking class, I learn to speak English language.

9 (56.25%) 6 (37.5%) 1 (6.25%) 0 (0%) 0 (0%)

It is good that in the speaking class, the teacher shows some videos to be watched.

7 (43.75%) 9 (56.25%) 0 (0%) 0 (0%) 0(0%)

It is good that in the speaking class, I learn some materials through videos.

3 (18.75%) 13 (81.25%) 0 (0%) 0 (0%) 0 (0%)

It is good that in the speaking class, teacher is communicative with the students.

7 (43.75%) 9 (56.25%) 0 (0%) 0 (0%) 0 (0%)

The use of speaker, projector, LCD and notebook support teaching and learning process in the speaking class.

10 (62.5%) 6 (37.5%) 0 (0%) 0 (0%) 0 (0%) No. Statement Strongly

Agree

Agree Neutral Disagree Strongly Disagree

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Table 4.1 showed the results of the first six statements in order to find out the students’ experiences in the learning and teaching process in their speaking class. The first statement showed that ten students (62.5%) chose “strongly agree” and six students (37.5%) chose “agree”. It meant that the students learned to make English sentences in speaking class with the right structures.

For the second statement, nine students (56.25%) chose “strongly agree”, six students (37.5%) chose “agree”. It showed that the students learned to speak English language in speaking class. The aim of the lesson which is to train students’ speaking skill is achieved.

For the third statement, seven students (43.75%) chose “strongly agree”, nine students (37.5%) chose “agree”. It showed that the teacher provided some videos to support teaching and learning process in speaking class. The use of videos was shown in number four that there were three students (18.75%) chose “strongly agree”, thirteen students (81.25%) chose “agree”. The result meant that the students learned some topics through videos.

Next, in the statement number five, seven students (43.75%) chose “strongly agree”, nine students (56.25%) chose “agree”. It showed that in teaching and learning process the teacher was communicative with the students to build a good relation among students and teacher. The sixth statement, there were ten students (62.5%) who chose “strongly agree”, six students (37.5%) who thought that the loud speaker, projector, LCD and laptop support the teaching and learning process in speaking class.

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The explanation implied that the students had enough facilities to support their English lesson. The statement number seven up to twenty-one were about the process of creating video projects in speaking class. Those sixteen closed-ended statements were counted and the results can be seen in Table 4.2.

Table 4.2 Questionnaire results of the process of creating video projects in their speaking class

No Statement Strongly Agree

Agree

Neutral Disagree Strongly Disagree

This is the first time I create video project using English language. I feel interested 0 (0%) 0 (0%) 1 (6.25%) 4 (87.5%) 1 (6.25%) 8. The process of creating this video makes me understand the topic (biography) which is discussed. 7 (43.75%) 8 (50%) 1 (6.25%) 0 (0%) 0 (0%) 9.

It is good that before starting to record my speech, I write my biography in a piece of paper. 1 (6.25%) 12 (75%) 0 (0%) 0 (0%) 3 (18.75%) 10.

It is good to read my biography text 1 (6.25%) 8 (50%) 4 (25%) 3 (18.75%) 0 (0%)

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for many times before I record it.

11.

It is good to make sure that there is no mistake in my biography text. 2 (12.5%) 12 (75%) 2 (12.5%) 0 (0%) 0 (0%) 12.

It is good to memorize my biography text before record it. 0 (0%) 8 (50%) 4 (25%) 4 (25%) 0 (0%) 13.

I record my speech once and I do not repeat it. 1 (6,25%) 3 (18,75%) 0 (0%) 11 (68,75%) 1 (6,25%) 14.

It is good to record my speech more than once. 2 (12,5%) 8 (50%) 0 (0%) 6 (37,5%) 0 (0%) 15.

It is good to ask other people’s helps in the process of creating my video project. 1 (6,25%) 3 (18,75%) 0 (0%) 12 (75%) 0 (0%) 16.

It is good not to involve anyone to create this video project 2 (12,5%) 8 (50%) 1 (6,25%) 0 (0%) 5 (31,25%)

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and I do it by myself.

17.

I think I get some difficulties in the process of creating this video project. 0 (0%) 1 (6,25%) 7 (43,75%) 8 (50%) 0 (0%) 18.

It is good to watch my video project to make sure that there is no mistake in my speech. 15 (93,75%) 0 (0%) 1 (6,25%) 0 (0%) 0 (0%) 19.

I think I find some mistakes (grammatical mistake) in my video project. 0 (0%) 11 (68,75%) 1 (6,25%) 4 (25%) 0 (0%) 20.

I pretend that I do not do any mistake and I do not record it again. 0 (0%) 1 (6,25%) 3 (18,75%) 11 (68,75%) 1 (6,25%) 21.

I record my speech again until I 1 (6,25%) 9 (56,25%) 3 (18,75%) 3 (18,75%) 0 (0%)

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convince that I do not do any mistakes.

Based on the Table 4.2, there were fifteen students (87.5%) and one student (6.25%) who had experienced creating video project using English language more than once because they chose “strongly disagree” and “disagree” in the statement number seven. The student said:

This is not the first time I create video project using English. Furthermore, when I was in the beginning of my first year, I was asked to share my biography using English in front of the class. (Interviewee 2)

In statement number eight, there were seven students (43.75%) who chose “strongly agree” and eight students (50%) chose “agree”, it showed that the process of creating the video made the students understand the topic which was discussed.

The statement number nine, there were one student (6.25%) who chose

“strongly agree” and twelvestudents (75%) chose “agree”. It showed that more than

75% students wrote their biographies in a piece of paper before they started to record it. For number ten resulted that one student (6.25%) chose “strongly agree” and eight students (50%) chose “agree”, it meant that they read their biography texts repeatedly before they recorded it.

Next, the statement number eleven showed two students (12.5%) chose

“strongly agree”, twelve students (75%) chose “agree”. It meant the student ensured

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twelve, eight students (50%) chose “agree”, four students (25%) chose “neutral”. The results showed that more than 50% students memorized their biographies before they recorded their biographies and the rest did not memorize their biography texts.

Moreover, for in the thirteenth statement, there were twelve (75%) students who did not record their video projects only once. That statement was supported by the statement number fourteen which said that there were ten students (62.5%) who recorded their video projects more than once. Statement number fifteen was about

other people’s contribution to help students created their video project. There were

twelve students (75%) chose “strongly disagree” because they did not ask other

people’s help to create their video projects. Statement number sixteen strengthened

the previous statement because there were two students (12.5%) chose “strongly

agree” and eight students (50%) chose “agree” that they created their video projects

by themselves and they did not involve anyone.

Discussing the process of creating video projects, the statement number seventeen explained that there were eight students (50%) who thought that they did not get any difficulties in creating their video projects. Then, the eighteenth statement showed that there were fifteen students (93.75%) who watched their video projects to make sure that they did not make any mistakes. It was clarified by the statement number nineteen that there were eleven students (68.75%) who found some mistakes such as grammatical mistakes in their video projects after they checked and watched their video projects again. The students said:

(1)

until I convince that I do not do any mistakes.

(6,25%) (56,25%) (18,75

(18,75%) (0%)

22. Through this video project, I am motivated to be able to speak English better 5 (31,25%) 11 (68,75%) 0 (0%) 0 (0%) 0 (0%)

23. Through this video project, I find my weaknesses in my speaking skill. 0 (0%) 11 (68,75%) 3 (18,75 %) 2 (12,5%) 0 (0%)

24. _{Through this} video project, I find my strengths in my speaking skill. 0 (0%) 12 (75%) 4 (25%) 0 (0%) 0 (0%)

25. Through this video project, I find a new method to improve my speaking skills. 2 (12,5%) 13 (81,25%) 1 (6,25% ) 0 (0%) 0 (0%)

26. Through this video project, I can improve my speaking skill 1 (6,25%) 15 (93,75%) 0 (0%) 0 (0%) 0 (0%)

27. Through this video project, I learn to use gadget for the beneficial activity. 3 (18,75%) 12 (75%) 1 (6,25% ) 0 (0%) 0 (0%)

28. Through this video project, it helps me to improve my confidence to 2 (12,5%) 14 (87,5%) 0 (0%) 0 (0%) 0 (0%)

(2)

speak English. 29.

I am motivated to give my best effort in this video project. 1 (6,25%) 13 (81,25%) 2 (12,5% ) 0 (0%) 0 (0%)

30. Before getting this video project, I am not confident in delivering speech in front of the cameras.

0 (0%) 1 (6,25%) 1 (6,25% ) 14 (87,5%) 0 (0%)

31. _{This video} project helps me to be more confident in front of cameras. 1 (6,25%) 10 (62,5%) 5 (31,25 %) 0 (0%) 0 (0%)

32. This video project helps me to improve my vocabulary knowledge. 1 (6,25%) 15 (93,75%) 0 (0%) 0 (0%) 0 (0%)

33. This video project helps me to improve my English. 3 (18,25%) 13 (81,25%) 0 (0%) 0 (0%) 0 (0%)

(3)

APPENDIX 8: Interview Guideline

Interview Guideline

1. Apakah kamu menemukan kesulitan ketika membuat video project ini? 2. Apa kamu menyadari kelemahanmu dalam hal berbicara Bahasa inggris

dari video project ini?

3. Manfaat apa yang kamu peroleh dari video projects ini?

4. Apa saran kamu buat penggunaan video project untuk meningkatkan kemampuan berbicara Bahasa Inggris ini?

(4)

APPENDIX 9: The Transcript Of The Interview

The Transcript of The Interviews

(Interview 1)

1. Apakah kamu menemukan kesulitan ketika membuat video project ini? “Kalo aku sih enggak mbak soalnya waktu smp udah pernah disuruh perkenalan diri. Waktu awal masuk sekolah dipelajaran Bahasa Inggris juga suruh perkenalan diri. Tapi kalo ini kan lewat video. Mungkin

kesulitannya itu pas merekamnya tapi kalo untuk teksnya itu udah lancer”. 2. Apakah kamu menyadari kelemahanmu dalam hal berbicara Bahasa

inggris dari video project ini?

“Aksen masih medok, grammar untuk teks udah lumayan baik, kalo pengucapan itu kadang juga masih salah”.

3. Manfaat apa yang kamu peroleh dari video projects ini?

“Latihan berbicara Bahasa Inggris atau wawancara buat besok cari pekerjaan. Menambah pengetahuan dan grammar juga”.

4. Apa saran kamu untuk penggunaan video project ini?

“Mungkin perlu dikasih komentar biar kita tahu kesalahan kita dan kita bias memperbaikinya”.

(5)

(Interview 2)

1. Apakah kamu menemukan kesulitan ketika membuat video project ini? “Saya tidak mengalami kesulitan dalam membuat video project ini”. 2. Apakah kamu menyadari kelemahanmu dalam hal berbicara Bahasa

inggris dari video project ini?

“Saya menyadari ketika saya melakukan kesalahan grammar jadi saya harus mengulangnya dari awal”

3. Manfaat apa yang kamu peroleh dari video projects ini?

“Dengan membuat video project ini dapat melatih saya lebih percaya diri ketika berbicara Bahasa inggris dan berada didepan kamera. Selain itu saya dapat memahami materi tentang biografi”.

4. Apa saran kamu untuk penggunaan video project ini?

“Untuk meningkatkan kemampuan berbicara Bahasa inggris lebih baik dilakukan penilaian video project antar teman sehingga dapat saling bertukar pendapat dan kritikan. Kita menjadi tahu kesalahan kita dalam pengucapan maupun grammar di video project ini”.

(Interview 3)

1. Apakah kamu menemukan kesulitan ketika membuat video project ini? “Saya tidak menemukan kesulitan karena sebelum saya membuat video ini, saya sudah diberi pengarahan oleh guru”.

2. Apakah kamu menyadari kelemahanmu dalam hal berbicara Bahasa inggris dari video project ini?

(6)

“Ketika membuat video ini saya sadar saya banyak melakukan kesalahan grammar dan saya merasa sedikit tidak percaya diri karena tidak terbiasa berbicara didepan kamera”.

3. Manfaat apa yang kamu peroleh dari video projects ini?

“Akhirnya saya memiliki pengalaman membuat video berbahasa inggris melalui video project ini”.

4. Apa saran kamu untuk penggunaan video project ini?

“Seharusnya guru memberi masukan kepada para siswa apa yang kurang dari video projects tersebut. Contohnya kesalahan grammar kemudian guru seharusnya memberi tahu bagaimana yang benar”.

Student`s perceptions on the video project in their speaking class: a study of 11th grade of SMAN 1 Kasihan students.

ABSTRACT

ABSTRAK

STUDENTS’ PERCEPTIONS ON THE VIDEO PROJECT

IN THEIR SPEAKING CLASS: A STUDY OF 11

GRADE OF

SMAN 1 KASIHAN STUDENTS

DEDICATION PAGE

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LISTS OF FIGURES

LIST OF APPENDICES

CHAPTER I

CHAPTER II

CHAPTER IV

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Dukungan

Links

Student`s perceptions on the video project in their speaking class: a study of 11th grade of SMAN 1 Kasihan students.

ABSTRACT

ABSTRAK

STUDENTS’ PERCEPTIONS ON THE VIDEO PROJECT

IN THEIR SPEAKING CLASS: A STUDY OF 11

GRADE OF

SMAN 1 KASIHAN STUDENTS

DEDICATION PAGE

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LISTS OF FIGURES

LIST OF APPENDICES

CHAPTER I

CHAPTER II

CHAPTER IV

Parts

Dokumen yang terkait

The relatioship between student's interest in speaking and their speaking score (a correlational study at the second grade of MTsN Parung)

THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMAN 1 KOTABUMI

Students` perceptions on the use of group discussion and their engagement in the speaking sessions of CLS I.

Eighth grade students` perceptions on the use of mind mapping to develop their organization of ideas in speaking at SMP N 2 Sedayu.

The use of video materials in grade IX students learning activities of SMP Pangudi Luhur Sedayu : a study on students perceptions.

A study on the students perceptions on the use of the student`s presentation technique in learning.

A study on the relationship between students` perceptions on the use of the student`s presentation technique in teaching content-based classes and their achievements in the content-based classes.

The relationship between the perceptions of the students of SLTP Pantekosta, Magelang of the teacher`s behaviors in class and their perceptions of their motivation.

Eighth grade students` perceptions on the use of mind mapping to develop their organization of ideas in speaking at SMP N 2 Sedayu

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