Students` perception on the use of group video in speaking practice.

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ABSTRACT

Ganita, Raras. (2015). Students’ Perception on the Use of Group Video in Speaking Practice. Yogyakarta: Sanata Dharma University.

English has become a lingua franca which is widely accepted as a mean of communication between speakers who have different native languages. Having good skills in English especially in speaking English has become a need for the learners. Speaking English fluently will take a lot of time because it is a continuing process. Students are not able to speak English fluently only by learning theories in the classroom. Students should have the experiences in speaking English. One of the technologies that students can use to practice speaking English is a video project.

There were two research problems in this research: (1) What is the students’ perception on the use of group video in speaking practice? (2) What is the students’ perception on the implementation of group video? The aims of this research were to find out the students’ perception on the use of group video in speaking practice for the second grader of SMP Negeri 2 Mlati and to find out the students’ perception on the implementation of group video for the second grader of SMP Negeri 2 Mlati.

This research was included as quantitative research. The researcher gathered the data by using survey method. In collecting the data, the researcher used questionnaire, interview, and observation as the research instruments. The data which were derived from the questionnaire became the main data. The data which were obtained from the interview and the observation as the supporting data.

The first finding towards the students’ perception on the use of group video showed that the students tended to have positive perception towards the use of the group video. Students were interested to practice speaking English through the group video. Through the group video, the students expressed themselves in speaking English freely. The students’ positive perception on group video made the students became confident to speak English in front of the class and they could participate to share their ideas in the learning activity. The second finding towards the students’ perception on the implementation of video group showed that the students tended to have positive perception on the implementation of group video. The students had more time to practice speaking English outside the classroom. The intensity in using English to communicate among the students in the classroom was increased because the students practiced speaking English intensively through group video. The students also learned how to pronounce English words correctly.


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ABSTRAK

Ganita, Raras. (2015). Students’ Perception on the Use of Group Video in Speaking Practice. Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris telah menjadi lingua franca yang diterima untuk berkomunikasi antara pembicara yang memiliki perbedaan bahasa ibu. Memiliki ketrampilan berbahasa Inggris yang baik terutama dalam berbicara bahasa Inggris menjadi sebuah kebutuhan bagi pelajar. Berbicara bahasa Inggris secara lancar akan membutuhkan waktu lama karena hal ini merupakan proses yang berkelanjutan. Siswa tidak bisa dengan mudah lancar berbicara bahasa Inggris hanya dengan mempelajari teori di kelas. Siswa harus memiliki pengalaman berbicara bahasa Inggris. Salah satu teknologi yang dapat digunakan siswa untuk berlatih berbicara bahasa Inggris adalah video project.

Ada dua permasalahan di dalam penelitian ini yaitu: (1) Apa persepsi siswa terhadap penggunaan group video dalam berlatih berbicara? (2) Apa persepsi siswa terhadap implementasi group video? Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa mengenai penggunaan group video dalam berlatih berbicara bahasa Inggris dan untuk mengetahui persepsi siswa mengenai implementasi group video untuk siswa kelas dua di SMP Negeri 2 Mlati.

Penelitian ini bersifat kuantitatif. Peneliti mengumpulkan data dengan menggunakan metode survei. Dalam mengumpulkan data, peneliti menggunakan kuesioner, wawancara, dan observasi sebagai instrumen penelitian. Data dari kuesioner menjadi data utama. Data dari wawancara dan observasi sebagai data pendukung.

Hasil temuan pertama mengenai persepsi siswa terhadap penggunaan group video menunjukkan bahwa siswa memiliki persepsi positif terhadap group video. Siswa tertarik untuk berlatih berbicara bahasa Inggris dengan menggunakan group video. Melalui group video, siswa dapat mengekspresikan diri mereka dalam berbicara bahasa Inggris dengan bebas. Persepsi positif siswa tentang group video menjadikan siswa lebih percaya diri untuk berbicara bahasa Inggris di depan kelas dan mereka dapat berpartisipasi untuk menuangkan gagasan dalam aktivitas pembelajaran. Hasil temuan kedua mengenai persepsi siswa terhadap implementasi group video menunjukkan bahwa siswa memiliki persepsi positif mengenai implementasi group video. Siswa memilki waktu lebih banyak untuk berlatih berbicara bahasa Inggris di luar kelas. Intensitas dalam menggunakan bahasa Inggris untuk berkomunikasi di antara para siswa meningkat karena siswa berlatih berbicara bahasa Inggris secara intensif melalui group video. Siswa juga belajar bagaimana untuk mengucapakan kata dalam bahasa Inggris secara tepat.


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STUDENTS’ PERCEPTION ON THE USE OF GROUP VIDEO

IN SPEAKING PRACTICE

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By Raras Ganita

Student Number: 111214066

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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STUDENTS’ PERCEPTION ON THE USE OF GROUP VIDEO

IN SPEAKING PRACTICE

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By Raras Ganita

Student Number: 111214066

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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iv

GOD HAS MADE EVERYTHING BEAUTIFUL ON

THE RIGHT TIME

(ECCLESIASTES 3:11)

’ A

Y

A A

GREATER THAN MY FEARS

(WELEN FAGAN)

I dedicate this thesis to:

My beloved parents for their everlasting love

My best sisters ever


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ABSTRACT

Ganita, Raras. (2015). Students’ Perception on the Use of Group Video in Speaking Practice. Yogyakarta: Sanata Dharma University.

English has become a lingua franca which is widely accepted as a mean of communication between speakers who have different native languages. Having good skills in English especially in speaking English has become a need for the learners. Speaking English fluently will take a lot of time because it is a continuing process. Students are not able to speak English fluently only by learning theories in the classroom. Students should have the experiences in speaking English. One of the technologies that students can use to practice speaking English is a video project.

There were two research problems in this research: (1) What is the students’ perception on the use of group video in speaking practice? (2) What is the students’ perception on the implementation of group video? The aims of this research were to find out the students’ perception on the use of group video in speaking practice for the second grader of SMP Negeri 2 Mlati and to find out the students’ perception on the implementation of group video for the second grader of SMP Negeri 2 Mlati.

This research was included as quantitative research. The researcher gathered the data by using survey method. In collecting the data, the researcher used questionnaire, interview, and observation as the research instruments. The data which were derived from the questionnaire became the main data. The data which were obtained from the interview and the observation as the supporting data.

The first finding towards the students’ perception on the use of group video showed that the students tended to have positive perception towards the use of the group video. Students were interested to practice speaking English through the group video. Through the group video, the students expressed themselves in speaking English freely. The students’ positive perception on group video made the students became confident to speak English in front of the class and they could participate to share their ideas in the learning activity. The second finding towards the students’ perception on the implementation of video group showed that the students tended to have positive perception on the implementation of group video. The students had more time to practice speaking English outside the classroom. The intensity in using English to communicate among the students in the classroom was increased because the students practiced speaking English intensively through group video. The students also learned how to pronounce English words correctly.


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viii ABSTRAK

Ganita, Raras. (2015). Students’ Perception on the Use of Group Video in Speaking Practice. Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris telah menjadi lingua franca yang diterima untuk berkomunikasi antara pembicara yang memiliki perbedaan bahasa ibu. Memiliki ketrampilan berbahasa Inggris yang baik terutama dalam berbicara bahasa Inggris menjadi sebuah kebutuhan bagi pelajar. Berbicara bahasa Inggris secara lancar akan membutuhkan waktu lama karena hal ini merupakan proses yang berkelanjutan. Siswa tidak bisa dengan mudah lancar berbicara bahasa Inggris hanya dengan mempelajari teori di kelas. Siswa harus memiliki pengalaman berbicara bahasa Inggris. Salah satu teknologi yang dapat digunakan siswa untuk berlatih berbicara bahasa Inggris adalah video project.

Ada dua permasalahan di dalam penelitian ini yaitu: (1) Apa persepsi siswa terhadap penggunaan group video dalam berlatih berbicara? (2) Apa persepsi siswa terhadap implementasi group video? Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa mengenai penggunaan group video dalam berlatih berbicara bahasa Inggris dan untuk mengetahui persepsi siswa mengenai implementasi group video untuk siswa kelas dua di SMP Negeri 2 Mlati.

Penelitian ini bersifat kuantitatif. Peneliti mengumpulkan data dengan menggunakan metode survei. Dalam mengumpulkan data, peneliti menggunakan kuesioner, wawancara, dan observasi sebagai instrumen penelitian. Data dari kuesioner menjadi data utama. Data dari wawancara dan observasi sebagai data pendukung.

Hasil temuan pertama mengenai persepsi siswa terhadap penggunaan group video menunjukkan bahwa siswa memiliki persepsi positif terhadap group video. Siswa tertarik untuk berlatih berbicara bahasa Inggris dengan menggunakan group video. Melalui group video, siswa dapat mengekspresikan diri mereka dalam berbicara bahasa Inggris dengan bebas. Persepsi positif siswa tentang group video menjadikan siswa lebih percaya diri untuk berbicara bahasa Inggris di depan kelas dan mereka dapat berpartisipasi untuk menuangkan gagasan dalam aktivitas pembelajaran. Hasil temuan kedua mengenai persepsi siswa terhadap implementasi group video menunjukkan bahwa siswa memiliki persepsi positif mengenai implementasi group video. Siswa memilki waktu lebih banyak untuk berlatih berbicara bahasa Inggris di luar kelas. Intensitas dalam menggunakan bahasa Inggris untuk berkomunikasi di antara para siswa meningkat karena siswa berlatih berbicara bahasa Inggris secara intensif melalui group video. Siswa juga belajar bagaimana untuk mengucapakan kata dalam bahasa Inggris secara tepat.


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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ

for His everlasting love, His blessing, His guidance, and also His protection for me so that I am able to finish my thesis. I would like to deliver my special gratitude to my thesis advisor, Fidelis Chosa Kastuhandani, S.Pd., M.Hum., for his patience, guidance, suggestions, and also time in helping me from the beginning until the end of this thesis.

I also would like to whole-heartedly thank my beloved parents Ignatius Haryanto and Nanik Budi Pudyastuti, and also my sisters, Diksi Kresnawati

and Anindita Dhiaksa, for their eternal love, their support, their curiosity about the time I finish my thesis and my thesis defense. I would not able to finish my thesis without the support from my beloved best-friends, Tabhita Dwi Apriani, Indrias Pratama, Hanung Yulianto, Alexandra Teffannia and also Felix. I thankfor their biggest support, their jokes that have been given to me when I feel down and want to give up and also their help. My biggest love for Siska and Cici

for helping me to conduct this research and to gather the data. I also thank mbak

Venty for her help to proofread my thesis.

My deepest gratitude to all of students in class 8D and class 8C SMP Negeri 2 Mlati, and also pak Mei, for their willingness in helping me to conduct this research. Finally, I would like to deliver my gratitude to everybody who has helped me in finishing my thesis.


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x

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 ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Problem ... 3

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 6

1. Perception ... 6

2. Group Video ... 6

3. Speaking Practice ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8

1. Perception ... 8

2. Speaking Skill ... 13

3. Video Use in Education ... 21

B. Theoretical Framework ... 30

CHAPTER III. RESEARCH METHODOLOGY A.Research Method ... 34

B.Research Setting ... 35

C.Research Participants ... 35

D.Research Instruments and Data Gathering Technique ... 37

1. Observation ... 37

2. Questionnaire ... 39

3. Interview ... 42


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Page

F. Research Procedure ... 46

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A.Data Presentation ... 50

1. Frequency Distribution ... 50

2. Percentage Distribution ... 51

B.Data Interpretation ... 51

1. Students’ Perception on the Use of Group Video in English Speaking Practice ... 52

2. Students’ Perception on the Implementation Of Group Video ... 76

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A.Conclusions ... 83

B.Recommendations ... 84

REFERENCES ... 86


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xii

LIST OF TABLES

Table Page

3.1 Scores Distribution ... 40 3.2 Negative and Positive Criteria ... 45 4.1 Percentage Distribution of Students’ Background ... 53 4.2 Percentage Distribution of

Students’ Perception on Speaking ... 56 4.3 Percentage Distribution of

Students’ Perception on Group Video ... 60 4.4 Percentage Distribution of Students’ Perception on

Cooperative Learning (Group Work) ... 69 4.5 Percentage Distribution of Students’ Perception on

Uploading Video Project in YouTube ... 72 4.6 Percentage Distribution of Students’ Perception on the


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LIST OF FIGURES

Figure Page

2.1 Perceptual Process ... 10 2.2 Speaking Process ... 18 3.1 Percentage Formula ... 45


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xiv

LIST OF APPENDICES

Page

APPENDIX A The Research Permission Letter ... 90

APPENDIX B The Pilot Questionnaire Blueprint ... 93

APPENDIX C The Pilot Questionnaire ... 97

APPENDIX D The Questionnaire Blueprint ... 101

APPENDIX E The Questionnaire ... 105

APPENDIX F The Questionnaire Changes List ... 109

APPENDIX G The Interview Protocol ... 112

APPENDIX H The Data of the Respondents ... 122

APPENDIX I The Computation Result of the Questionnaire ... 125


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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the research why the researcher conducted a research about students’ perception on the use of group video in speaking practice. This chapter is divided into six parts. They are the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms. The introduction of this research contains the background information related to the

researcher’s reasons in conducting this research.

A. Research Background

According to Harmer (1991) English has become a lingua franca which is widely accepted as a mean of communication between speakers who have different native languages. Having a good English speaking skill is a need for the students. Students are not able to speak English fluently only by learning theories in the classroom. Students should have experiences in speaking English. They need more practices to speak in order to get better ability in speaking English. Freeman (1986) states if the students only memorize the language rule systems, they may understand the rules of language usage, but will be unable to use the language.

Students in this globalization era are familiar with the use of technology; it helps the students to be able to use technology as the learning media. It is also


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essential in helping the students to learn and practice the knowledge that they have. According to Newby, Stepich, Lehman, Russell, and Leftwich (2011), technology has been used to address problems in communication, medicine, sports, construction, and to address practical problems involved in human learning. Technology in education is generally called educational technology. Seels and Richey (1994) explain that educational technology is the application of technological processes and tools which can be used to solve problems of instruction and learning (as cited in Newby et al., 2011). Educational technology utilizes application tools to accomplish the overall goal of constructing and delivering optimal learning experiences.

There are so many applications that students can use, such as internet, video recording, social media and many others that can help students in practicing English language especially in speaking. One of the technologies that students can use in English speaking practice is a video project. In this research, the researcher asks students in groups to create a video project in order to practice their English speaking skills. According to Hafner and Miller (2011), video project motivates students since the students’ comments on the video project have revealed that the tasks provided students with an opportunity to reflect on their learning. They have also found the video project to be novel, fun, challenging and meaningful (as cited in Procedia, 2014). In order to have a good speaking skill, students can practice their speaking skill by creating their videos in a form of a group video and uploading those videos into the web such as YouTube, tumbler, Google+, blog or other webs that have application to upload video.


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Nikitina (2009) explains that with the help of video project, students have a chance to practice the target language in a more meaningful way and to develop useful strategies that can help them in their learning process (as cited in Procedia, 2014). Moreover, Masats, Dooly, and Costa (2009) state video making as an effective learning tool since it engages students in a cooperative project which is an excellent opportunity for integrating students in the class (as cited in Procedia, 2014). By creating their own video and uploading into the web, students can practice language in speaking more easily and then the students will get a lot of benefits in using a video project as their learning media. Salmon and Edirisingha (2008) explain that there are some benefits of uploading video. The benefits that the students will receive are the accessibility. The video can be accessed with

students’ gadget everywhere which is compatible to access the link of the uploaded video, enhancing students’ confidence and students’ ability to identify error, and also knowing in what parts of their speeches which are needed to be improved (p. 48).

Related to the explanation above, the researcher conducts a research

about students’ perception on the use of group video in speaking practice. The aim

of this research is to discover the students’ perception on the use of group video in speaking practice for the second grader of SMP Negeri 2 Mlati. This research also

discovers the students’ perception on the implementation of group video.

B. Research Problems


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questions:

1) What is the students’ perception on the use of group video in English speaking practice?

2) What is the students’ perception on the implementation of group video?

C. Problem Limitation

The researcher limits this research into the students’ perception on the use of group video in English speaking practice for the second grader of SMP Negeri 2 Mlati. This research focuses on students’ personal perception, their experiences in creating their group video projects and the implementation of group video in English speaking practice. The participants of this research are 30 students from second grade of SMP Negeri 2 Mlati who have experienced of creating group video project.

D. Research Objectives

Related to the research problems above, the researcher formulates two research objectives, they are:

1. To find out the students’ perception on the use of group video in English speaking practice for the second grader of SMP Negeri 2 Mlati.

2. To find out the students’ perception on the implementation of group video in English speaking practice for the second grader of SMP Negeri 2 Mlati.


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E. Research Benefits

There are some benefits that can be obtained in this research. The results of the research can be beneficial for students, teachers and future researchers. The benefits are:

1.Students

This research is aimed to solve students’ problem in English speaking practice. Therefore, the students could use group video to practice their English speaking skill. Through creating video project, the students can practice speaking English in a fun way.

2.Teachers

The teachers will get new way of teaching students to speak English. Through this research, the teachers could use group videos as teaching media in helping students to practice speaking English interestingly and effectively. The teachers can motivate the students to be confident in speaking English.

3.Future Researchers

This research can be beneficial for the future researchers who are interested in conducting the similar research topic. The future researchers can conduct the research about the effectiveness of the use of a group video in English speaking practice. Hopefully, the future researchers may have deeper explanation and more detail data towards the research.


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F. Definition of Terms

In order to avoid misunderstanding, some terms are defined by the researcher as follows:

1.Perception

According to Altman (1985), perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted (p. 85).

Perception is a person’s view of reality. Moreover, Huffman (2000) states perception as the process of selecting, organizing, and interpreting sensory data into useful mental representations of the world (p. 107). Perception in this research refers to the students’ view or interpretation on the use of group video in speaking practice.

2.Group Video

A video according to Hyun-suk, Sub, and Jin-il (2000) is technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. According to Hafner and Miller (2011), a video project provides a social context in which students are able to interact with one another (as cited in Procedia, 2014). Thus, group video in this research is the video project that is created by the students in groups.

3.Speaking Practice

According to Hope, Taylor, and Pusack (1984), speaking is person-to-person communication ability that obviously cannot even remotely be replicated on a bare-bones computer that communicates via a keyboard and a


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screen (p. 48). In this research, speaking practice means the activity or the performance in communication using language.


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8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents theories which are related to this research. This chapter is divided into two parts, they are the theoretical description and the theoretical framework. The theoretical description explains the theories being used in this research and the theoretical framework contains all major relevant theories which help the researcher to conduct this research.

A. Theoretical Description

In this part, the researcher presents the theories which are relevant to be used in this research. This part is divided into three sections. They are perception, speaking skill, and video usage in education.

1. Perception

People get information in their environment by gathering the data and then collecting the information on the brain. In collecting the information, actually people have their perceptions related to the information that they get based on the data received from their surroundings. Generally, perception is a process of attaining awareness in understanding the sensory information.

a. Definition of Perception

According to Vernon (1982), perception is never instantaneous (p. 16). It is possible to see the perceptual process in various ways and to observe its gradual development. People see the world around them to identity and find objects. Perceptual system is used to understand and respond appropriately to frequent


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change (p. 16). Vernon (1982) explains that change and variation of stimuli are essential to increase an efficiency of perception and a cognitive process. It has been found that people are conscious about something new, something outside there and different from general. In short, perception can be defined as the way people think of something that is different from the surroundings. In order to have perception, based on the explanation which is previously stated, people are affected by their interests and their motives. Thus, every person actually has his or her own perception depends on the benefits that he or she gets from it. It is difficult to decide whether the perception is right or wrong. It means that people have their rights to have their perceptions as long as the perception has the facts that can be proved.

Altman (1985) describes perception as the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted (p. 85). Perception is a person‟s view of reality. The stimuli that people get will become their interpretations of the things that they thought. Interpretation becomes the perception of the people. The way perception described shows that the stimuli which are influenced the people‟s interpretation have an important role in building the perception itself. Therefore, knowing what kinds of stimuli from someone‟s perception is the best way to decide in what side his or her interpretation is. According to Huffman (2000), perception refers to the process of selecting, organizing, and interpreting data into useful representations of the world (p. 107). The researcher uses these theories of perception because students‟ perception is being influenced by their motivations and stimuli in creating a video project.


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b. Perceptual Process

Based on Altman (1985), there are several factors that influence person‟s perception. The four important factors are selection of stimuli, organization of stimuli, the situation, and the person‟s self-concept. Those four factors are very important to be known in order to see what kinds of perceptions that someone has (p. 86).

The first factor in perceptual process is selection of the stimuli. Selection is one of reasons why people perceive things differently. Each person selects specific cues and filters out the others. The second perceptual process is organization of stimuli. After the information has undergone the screening process, it must be arranged to become meaningful. The third perceptual process is the situation. Situation as well as someone past experiences affects what the person perceives. Perceiving a situation accurately is also related to how well a person adjusts his or her behavior to the situations. The fourth perceptual process is self-concept. Self-concept is the way people feel about and perceive themselves. The way people see themselves affects their perception of the world around them. Altman (1985) figures the perceptual process as in this picture below:

Figure 2.1 Perceptual Process (Source: Altman, 1985, p. 85)


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Huffman (2000) explains three steps in the perception. The first step in perception is selection the stimuli. Selection is choosing the stimuli to which people will pay attention. Selective attention directs the attention to the most important aspect of the environment (p. 108). Huffman also states that there are three major factors involved in any selection decisions. They are physiological factors, stimulus factors and psychological factors.

1) Physiological Factors

The basic mechanisms for perceptual selection are built into the brain, but a certain amount of interaction with the environment is apparently necessary for feature detector cells to develop normally. A physiological factor is a biological influence on selection. There are two major factors of physiological, they are feature detectors and habituation. The eature detectors are specialized cells in the brain that is distinguished between different sensory inputs. Another physiological factor is habituation. Habituation refers to the tendency of the brain to ignore environmental factors that remain constant. The brain seems “prewired” to pay more attention to the changes in the environment than to the stimuli that remain constants.

2) Stimulus Factors

The stimulus factors refer to the environmental influences on the selection. When given a wide variety of stimuli, people automatically select the stimuli that are intense, novel, moving, contrasting, or repetitious. So, the stimuli that people have are influenced by the environment where they live. Their surrounding is the reason how people stimuli are built.


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3) Psychological Factors

The psychological factors refer to the influences on selection. Motivation and personal needs are two factors why people attend to some stimuli and not to others. What people choose to perceive is determined largely by their current level of satisfaction or deprivation. Students will have positive stimuli and it will also create positive interpretation if they have motivation that by using their group video students will get a lot of benefits and students have personal needs to practice speaking English. It is clearly showed that motivation and personal needs influence the stimuli. In this psychological factor there is a subliminal stimulus. A subliminal stimulus occurs below the threshold of people‟s conscious awareness. Therefore, people sometimes do not realize that the stimuli that they have are influenced by their own motivations and also satisfactions.

The second step in perception is organization. People must organize the selected incoming information into patterns and principles that will help them to understand the world. Data is organized in four several ways: form, perceptual constancy, depth, and color. First way is the form. Basic principles of the form are figure and ground, reversible figure, proximity, continuity, closure, contiguity and similarity. Second, the perceptual constancy allows perception of a stable environment even though actual sensory data may be constantly changing. The constancy is based on prior experiences and learning. The types of constancy are size constancy, shape constancy, color constancy and brightness constancy. Third is depth that means the role of experience and learning in the organizations of perceptions is particularly clear. Fourth is color, it is a combination of two theories.


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They are the trichromatic theory and the opponent-process theory. The trichromatic theory explains about three color systems maximally sensitive to blue, green and red. Those are operated in cones of retina. Opponent-process theory is also about three color systems but each is sensitive to two opposing colors (blue and yellow, red and green). It occurs in optic nerve and thalamus.

The last step in the perception is the interpretation. The interpretation is influenced by early life experiences, perceptual expectancy, cultural factors, needs, interests and frames of reference. In this step of perception, when people interpret external stimuli and the patterns they form, people are trying to make sense of their world.

2. Speaking Skill

Language is the way how people communicate with each other. In order to communicate, people usually use language in a daily conversation. In using language as the daily conversation and way of communication, people use language through speaking. When people use language in speaking, they should pay attention in the speaking practice because it can help people to be more confidence in using the language especially foreign language that is not their mother tongue and they do not always use it in their daily conversations. According to Hope, Taylor, and Pusack (1984), speaking is person-to-person communication skill that obviously cannot even remotely be replicated on a bare-bones computer that communicates via a keyboard and a screen (p. 48). A more advanced technology now reaching the educational market involves computer-generated speech which can take two forms, they are digitized speech


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and synthetic speech. Digitized speech stores a numeric encoding of a real utterance and regenerates the utterance at playback time. Synthetic speech, which is only beginning to offer acceptable quality on microcomputers, involves rule-based speech production using highly advanced microprocessor circuitry.

Bedford (1991) explains that language also can be learned in the education field. As language teachers, people are all in the business of helping learners to gain competence of language (as cited in Harmer, 2007, p. 162). A learning part about another person‟s language involves assimilating appropriate speech acts within particular social contexts, appropriate behavior within those contexts, and how to make an effective communication within groups. If people want to be able to speak fluently in English, they need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. In the education field, asking students to speak in class sometimes can be easy. In a good class atmosphere, students who cooperate with each other and whose English is at an appropriate level will often participate freely and enthusiastically if they are given a suitable topic and task.

Harmer (2007) explains that students are often reluctant to speak because they are shy and are not predisposed to express themselves in front of other people, especially when they are being asked to give personal information or opinions. There also a worry about speaking badly and therefore losing face in front of their classmates (p. 345). Therefore, practicing speaking with group is a good way to help students to speak confidently. This is related to the use of cooperative learning which is needed to create a good cooperation among the group members.


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Slavin (1995) states that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content (p. 2).

Mercer, Wegerif, and Dawes (1966) explain that cooperative learning provides students with ways of interacting together, so they learn to listen to what others have to say and how they say it (as cited in Gillies & Ashman, 2003, p. 7). When students interact with others, they learn to develop their abilities to use the language. Moreover, Dewey (1966) states that by interacting with others, students receive feedback from their friends and teacher, students learn socially appropriate behaviors, and they also understand how to work together in a group (as cited in Gillies & Ashman, 2003). The cooperative learning requires pupils to work together in small groups to support each other and to improve their own learning (Jolliffe, 2007, p. 14). Jolliffe also explains the two most important key elements in cooperative learning. Those keys are positive interdependence and individual accountability.

Positive interdependence requires each member of the group to contribute to the group learning. Meanwhile, in individual accountability each member of the group is responsible for completing his or her own work. It requires each students in the group to develop personal responsibility to learn and to help the rest of the group to learn. Therefore, in this research, cooperative learning is a teaching method that helps students to work together in a group to create the video project. Using cooperative learning in speaking practice brings so many benefits for the students. Slavin (1995) explains that cooperative learning can increase


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student achievement, acceptance of academically handicapped classmates, and increased self-esteem. There are two major categories of the theories that make the group work work well, motivational and cognitive. First is a motivational theory. It focuses on the reward or goal structures under which students operate. Deutsch (1949) identifies three goal structures (as cited in Slavin, 1995, p. 16). First goal structure is cooperative; each individual‟s goal-oriented efforts contribute to others‟ goal attainment. Second goal structure is competitive; each individual‟s goal-oriented efforts frustrate others‟ goal attainment. Third goal structure is individualistic; individual‟s goal-oriented efforts have no consequences for others‟ goal attainment. Based on the motivational theories, cooperative goal structures create a situation in which the only way group members can attain their own personal goals is if the group is successful. Therefore, to be successful, every group member should encourage their groupmates to the maximum effort.

Second is cognitive theory. This theory emphasizes the effects of working together. There are two major categories of cognitive theories in cooperative learning, they are developmental theory and elaboration theory. Developmental theory assumes that interaction among children among appropriate tasks increases their critical concepts. Piaget (1926) states that social-arbitrary knowledge, languages, values, rules, morality, and symbol systems can be learned only in interaction with others (as cited in Gillies & Ashman, 2003). Wittrock (1978) states that if information is retained in memory and related to information already in memory, the learner must engage in some sort of cognitive restructuring (as


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cited in Gillies & Ashman, 2003). The most effective means of elaboration is explaining the material to others.

Through cooperative learning, students can practice speaking with group more effectively since cooperative learning gives a chance for the students to work together and help each member to speak English confidently. There are number of things which help students to practice speaking. Therefore, students should give more attention for it. According to Harmer (2007) there are number of things that can help the students in speaking. Some of them are preparation, the value of repetition, big groups and small groups, and mandatory participation. a. Preparation

Students will perform much better if they have the chance to think about what they are going to say and how to say it. Students usually need much time to think what they should speak. They may also have difficulties if they are being asked to speak directly. Students need more practices in speaking especially when they should speak foreign language such as English that students usually learn it only at school. English language which is not their mother tongue will not be easy to be used by the students even it is in speaking because they are not accustomed to use the language in their daily conversations. Students can practice telling themselves about the best thing that happened to them today or tell the person in their heads about their plans for the future. Mennim (2003) describes how students record presentations they are going to make, transcribe what they have said, correct the recordings and then give them to the teacher for further comment before making the final presentation (as cited in Harmer, 2007).


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b. The Value of Repetition

Repetition has many beneficial effects. The repetition allows students to improve on what they did before. When students repeat speaking tasks they have already done once or twice, their first attempt is like a rehearsal for the final effort. It gives them more confidence as they are not attempting to get the words out for the first time when they try to speak in subsequent „performances‟.

The repetition works better if the students get a chance to analyze what they have already done. Howarth (2001) describes this as process of speaking, characterized by the pattern (as cited in Harmer, 2007):

plan perform analyze repeat

Figure 2.2 Speaking Process (Source: Howarth, 2001)

c. Big Groups and Small Groups

A major reason for some students in taking part in speaking activities is because they find themselves having to talk in front of a big group. Students counteract this by making sure that they get chances to speak and interact in smaller groups too. Students will be more confidence when others listen and appreciate what they are talking about. They also can learn from others‟ speeches in order to get a better speaking skill.

d. Mandatory Participation


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drawing a grid and writing the names of half of the students on the vertical axis, and half on the horizontal access (as cited in Harmer, 2007, p. 35). Students are writing the numbers 1-4 in the first column of the vertical axis and then write the numbers diagonally downwards. They put number 4 at the top of the second column and then enter it diagonally too. After that, write 3 at the top of the third column and 2 at the top of the fourth column. Mandatory participation also lies at the heart of jigsaw reading activities and story-circle writing since both of these and other similar activities only work when all the students take part.

The use of cooperative learning in speaking practice is not only to create cooperation among the group members but also create a good social environment for the students. It means that cooperative learning is not only an instructional technique for increasing student achievement, but also a way of creating a happy pro-social environment in the classroom. Therefore, the students‟ outcomes in the cooperative learning are very important toward the successful of their achievement in learning. The researcher summarizes the cooperative outcomes based on Slavin (1995) which are related to this research. First is about self esteem. The students believe that they are valuable and important individuals of critical importance for their abilities to withstand the disappointments of life, to be confident decision-makers, and ultimately to be happy and productive individuals (Slavin, 1995, p. 60). The students are named as friends to their classmates, so it makes them feel more successful in their academic works and they can achieve more than they do in the classroom. Therefore, through cooperative learning, the students can increase their self-esteem in speaking because their friends support


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them to be confident to speak. For example, in jigsaw, students feel important because they have information that is indispensable to the group. Moreover, Johnson and Johnson (1983) state that cooperation increases students‟ general and school self-esteem (as cited in Gillies & Ashman, 2003). Students who had worked in group were doing a good practice of learning.

Second is proacademic peer norms. Cooperative learning motivates students to get each other to do academic work and makes students feel that their classmates want them to do their best. Third is locus of control. In this locus of control, Slavin (1995) explains that cooperative learning make students feel that they have a chance to succeed, that their efforts will lead to success, and that success is a valued goal. Cooperative leaning gives mutual benefits to the all group members. The benefits are gain from each other‟s efforts, recognize that all group members share a common fate, know that one‟s performance is mutually caused by oneself and one‟s team members, and feel proud and jointly celebrate when a group member is recognized for achievement. Moreover, Harmer (2007) explains that cooperation among the group members or groupwork brings the advantages for the students. The advantages that the students can get are increasement the amount of speaking, personal relationships are usually less problematic, there is also a greater chance of different opinions and varied contributions, it encourages broader skills of cooperation and negotiation, and it promotes learner autonomy by allowing students to make their own decisions in the group (p. 117). As a conclusion, implementing the cooperative learning in speaking practice is a good way because students are able to speak confidently


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using English language since their friends support them.

3. Video Use in Education

The advanced of the use of technology in the language learning can be developed through many ways. One of the ways is a project-based learning. Project-based learning is an instructional technique in which meaningful tasks, often in the form of problems, serve as the context and stimulus for knowledge building and critical thinking (Howard, 2002, as cited in Hung, Keppell, & Jong, 2004). Students can develop their knowledge and also their critical thinking toward the target language through project-based learning. It could be happened because project-based learning focuses on meaningful activity in which realistic and occurs through a participation in a challenging and motivating project. In this activity, the students gain deep learning and they are able to apply knowledge gained in school into real life situations. Moreover, Booth (1997) states that project based learning is an active learning (as cited in Hung et al., 2004). It places students in situations which require authentic use of language in order to communicate. Technology should be a partner in the teaching and learning process, engage and support thinking (Jonassen, Howland, Moore & Marra, 2003, as cited in Hung et al., 2004). Related to the use of technology in language learning, one of the project based learning which can be used is video project. Harmer (2007) also explains that one of the activities that can improve speaking is making video recordings (p. 361). The activities in this section suggest ways in which the camera can become a central learning aid, as a result of which students work cooperatively together using a wide variety of language both in the process and


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the product of making a video or audio recording.

According to Hyun, Sub, and Jin-il (2000) video is a technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. Newby (2000) states that any media format that uses a television screen or monitor to present a picture can be referred to the video. In this research, group video means a video project for the students in a form of group using English language. Through group video project, each member of the group can review individual performance and group performances as well as their work in progress. Guo (2013) suggests that students come to know themselves better in the learning process because the use of video data provides individuals with unique opportunities to reflect on their experiences in a tangible manner, therefore allowing for improvements to be possible.

Students have their own autonomy to learn language. According to Benson and Voller (1997) students autonomy suggests five ideas (as cited in Watkins & Wilkins, 2011). First, the responsibility in language development. Second, students should acquire learning skills to be implemented in any language aspects. Third, students should have opportunities to learn independent successfully. Fourth, the specific course of language development is the final decision for the students. Fifth, students have crave self-guided education. Those five ideas are related to the use of YouTube (Benson & Voller, 1997, as cited in Watkins & Wilkins, 2011). Firstly, students can choose to view YouTube clip in English, evaluate possible limitation, and finally choose academic attention to that


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particular area. Secondly, students can determine in which pronunciation and conversation skills are desired to acquire the clip. Thirdly, students can browse videos in YouTube by their own. Fourthly, students can investigate all clips which are particularly interesting and useful in language learning freely. An intelligent and self-guided examination into YouTube can be conducted if students feel that the materials being studied in class are not useful.

When working with video project, the students use task-based learning model (Willis, 1996, as cited in Dal, 2010). There are three models of task-based learning. They are preparatory stage or pre-task, doing the task or during the task, and presentation and evaluation of the task or post-task. First step is preparatory stage or pre-task. In this step, the students are introduced to the equipment of the video if they have not handled video equipment before and define the subject for the video production. It also includes allocation of individual responsibilities for the group members. An important part of this step is developing a script for the video production. The script should be written in the target language and all the members of the group should be involved in the script making. Second step is doing the task or during the task. The important part of the recording procedure is the rehearsal, the students try out the script such as the dialogues and the gestures. This part is important because rehearsal and repetition can improve both the language and the result of the video project. In this step, the control production is essential in order to secure a balance between contents, speeches, and technical features. According to Fraser and Oram (2003), it is important that the spoken language plays a major part in the video and that the final result is not drowned by


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too many effects (as cited in Dal, 2010). The third step is presentation and evaluation or post-task. In this last step, the video can be presented to the class, to the peers from other classes, and can be made public such as upload it in YouTube. Therefore, making a video can be seen as a way of getting the students to use the target language in class and as a medium to develop fluency and competence on the use of English in speaking.

Fraser and Oram (2003), also explain that video project can create meaningful learning for the students. Five important characteristics of meaningful learning using video project are active, constructive, intentional, authentic, and cooperative (as cited in Dal, 2010). First, meaningful learning is active. It means that the students are able to change, experiment, and then observe the results of their video project. Second, meaningful learning is constructive. Students reflect on new experiences and relate to the prior knowledge. Therefore, students have preconceptions about video project and will change their conceptions through the process of learning. Third, meaningful learning is intentional. When students have clear goals to achieve, students are able to set their goals and reflect on their progress, so that they are able to apply this learning to new situations in the future. Fourth, meaningful learning is authentic. In their group, the students need to make decisions with the real issues of video production on a real project. Fifth, meaningful learning is cooperative. It means that each member of the group needs to understand the task and agree of the stages and the methods they will use to achieve the goal of the project. The project-based learning outcome of the video project was treated as a public artifact, which will be uploaded to YouTube for


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sharing.

YouTube is a good medium for sharing the result of the video project since YouTube is widely used by the students and easy to be accessed. In this research, YouTube is used as the engine to upload students‟ group video project and also to help the students in finding the appropriate videos example related to the topic of the group video project. Brunner (2013) explains that YouTube is the largest video portal and the second largest video search engine. Terantino (2011) states that in February 2005, Chen, Hurley, and Karim founded YouTube with domain name http://youtube.com. The site was created as a forum for people to create and share short video clips online.

According to Terantino (2011), YouTube offers fast and fun access to language and culture-based videos and instruction from over the globe (p. 2). Students and teachers can create videos in YouTube. YouTube also provides students an opportunity to engage the meaningfull target language. According to Berk (2009), the use of videos has been found to help students by connecting to multiple intelligences, both hemispheres of the brain and to the emotional sense of the students (as cited in Terantino, 2011). It strengthen the fact that using technology is very beneficial in language learning. Wang (2005) explains that incorporating technology into language learning helps students to connect seemingly abstract foreign language concepts to their actual experiences (as cited in Watkins & Wilkins, 2011). Leung (2004) also states that incorporating technology into the classroom generates students‟ autonomy and students language learning (as cited in Watkins & Wilkins, 2011). However, students as the


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learner should be responsible in using YouTube to learn language.

Brunner (2013) describes some of the quality criteria for using YouTube as an educational tool. First is about the accessibility. People can access YouTube anywhere, anytime, and the interesting part is that it is free of charge. It makes YouTube becomes user-friendly because it allows people easier in uploading videos that people can subscribe into different channels. Second, YouTube is authentic and offers many multicultural contents related to the target culture. Third is about the connectivity. YouTube has easy connection to other social media and it enables cooperation to share videos and communicate when rating and commenting on videos. YouTube is also available in many devices including mobile phone which make it easy to be used in education. Fourth is media agreement. It means that YouTube is the media in which students interact with on in daily basis (p. 1). Watkins and Wilkins (2011) state the two primary benefits in using YouTube in the classroom are the exposure to authentic English as well as the promotion of a learning style that is more autonomous and student-centered (p.113). Johnson and Swain (1997) also explain that when students regularly use a wide variety of English media, they are achieving a degree of language learning immersion that might otherwise be unavailable outside the classroom (as cited in Watkins & Wilkins, 2011, p. 114).

Terantino (2011) presents several general methods in which YouTube videos can be utilized, they are:

a. YouTube for Providing Content and Information


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important is the uploaded videos are used to provide linguistic, cultural content, and information in the target language. According to Berk (2009) explains that utilizing YouTube videos in an informative manner is also beneficial for illustrating a concept, presenting an alternative viewpoint, stimulating a learning activity, and motivating the students (as cited in Terantino, 2011, p. 12). The YouTube videos which are commonly used in language learning are videos for less commonly taught languages and culture-based videos. Some of YouTube videos provide access to spoken samples, instructional units, and reading and writing practice. Moreover, related to linguistic and motivational purposes, YouTube videos deliver the representations of cultural information.

b. YouTube for Student-Created Videos

YouTube also gives opportunity for students to create their own videos in target language. Through creating their own videos, students can apply the target language into real world situations. By creating their own videos and uploading in YouTube, students are able to develop creativity and freedom of expression, it encourages them to utilize the target language.

c. YouTube for Collaboration

In addition allowing students to create and edit language-based video clips, YouTube videos provide an opportunity for multiple students to collaborate on a language-based project (Terantino, 2011). The projects make the students to create a final linguistic product. YouTube also provides a worldwide venue for the students to share their video projects. Furthermore, the viewers can like or dislike the videos, respond to the videos by posting a text or video response. Through


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these facilities, students can get real feedbacks. Students and also teachers can subscribe to certain channels maintain by individuals or companies from around the world to keep up with their videos.

Skerritt (1984) explains that video project gives students opportunity to experience learning as controlled by themselves and assists students in producing their own recording with the aim of understanding and applying strategies of learning. Mestre and Lian (n.d.) believe that video is an excellent tool for developing awareness of critical features of the target language and for defining the individual needs of students (as cited in Skerritt, 1984). Video project enables the learner to develop their English speaking skill through a broad range of possible activities and a sensitivity to the critical or elements of communication. Successful language learning occurs in people who have the ability to recognize patterns and to re-create patterns in short time. Therefore, working with the video project provides learners with the opportunity of becoming aware of the framework of the target language and to develop and modify them according to the demands of the target language. Furthermore, students can observe their own current English oral proficiency and discover ares they need to improve.

Cooper (1991) explains that when students are using video cameras by themselves they are given the potential to create something memorable and enjoyable (as cited in Harmer, 2007, p. 282). Cooper also believes that video projects can provoke creative and communicative uses of the language. Through video project, students help themselves experience new things in English. Video provides better feedbacks when students can watch themselves and evaluate their


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performances. Harmer (2007) states that one of the main benefits of video project or video-making for the students is the chance to display what they have done and get feedback from the classmates or from the teachers. It can be achieved in several ways according to Harmer (2007); class feedback, teacher feedback, video installation, and individual and library copies. In class feedback, students show their video in front of the class and their classmates can vote for the best video or they can record the successful and less successful examples of the video that they already made. This way will be more useful if different students take charge of different areas such as effectiveness, clarity, grammar, vocabulary, production, face expression, and voice quality. Meanwhile, in the teacher feedback the teachers respond to each video, saying what the teachers liked about it, correcting mistakes, and giving suggestions about how it might be improved. The general point of view is that students should learn from their mistakes so that they are able to develop their ability to speak English (Hartford & Harlig, 2004, as cited in Dal, 2010).

The implementation of video project has a number of benefits for students. Hafner and Miller (2011) state that video project provides a social context within which students are able to interact with one another (as cited in Procedia, 2014). Students can capture and playback their own performances to reflect on their speaking English. Hafner and Miller (2011) conclude that video project motivates the students since the students‟ comments on the video projects to reflect on their learning (as cited in Procedia, 2014). Hafner and Miller also state that video project is novel, fun, challenging, and meaningful. In addition,


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video project creates students autonomy and enables students to practice the target language in a collaborative, enjoyable, and comfortable atmosphere. As emphasized by Nikitina (2009), students have a chance to practice the target language in a more meaningful way and to develop useful strategies that can ease their learning process (as cited in Procedia, 2014). Moreover, Masats, Dooly, and Costa (2009), state video project as an effective learning tool since it engages students in a cooperative project which is provided an opportunity for integrating all members in the group (as cited in Procedia, 2014). Besides that, it is suggested that video production should be used as an integrative learning tool. Therefore, video project that the students made in this research was as an integrative English learning tool.

B. Theoretical Framework

This section synthesizes all major relevant theories which are already reviewed by the researcher above. The use of those theories is intended to help the researcher to conduct a research to solve the research problems. In this research, the researcher attempts to answer two research questions. First is about the students‟ perception of the use of group video in speaking practice. Second is about the role of group video in speaking practice.

The researcher employs the theory of perception for the first research question. The researcher needs to know the definition of perception in order to acknowledge what perception is. According to Altman (1985), perception is the way stimuli are selected and grouped by a person so that they can be meaningfully


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interpreted. The way the students perceive on something, whether it is in positive or negative way influences the students‟ behavioral responses (p. 85). The behavioral responses can be positive or negative. It depends on the students‟ perception. If the students perceive the use of group video positively, they will have positive perception and the students‟ behavioral responses will positive too. The positive behavioral responses of the students will motivate the students more to use group video in speaking practice. On the other hand, negative behavioral responses of the students will make the students have less motivation in using group video to practice speaking.

Huffman (2000) states three steps in perception. They are selection the stimuli, organization, and interpretation (p. 108). Related to this research, the students should be aware in selecting the stimuli towards the use of group video. Students have to look at the importance of using group video in speaking practice, so that the students will get the stimuli to use the group video. After the students selected the stimuli, the students should organize the stimuli into patterns which can help the students to understand the use of video project in their speaking practice. The last step is the interpretation. The students interpret the patterns that they have after organizing their stimuli and resulted their own perception toward the use of group video in speaking practice.

In order to answer the second research question, the researcher applies the theories of video project, speaking practice, YouTube, and cooperative learning. Video is widely used to support the language learning. Video is commonly used in language learning because video is an excellent tool for


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developing awareness of critical features of the target language and for defining the individual needs of students (Mestre & Lian, n.d., as cited in Skerritt, 1984). The use of video in language learning become more meaningful in form of video projects because through video project, students can learn the language authentically. According to Hafner and Miller (2011), video project provides a social context within which learners are able to interact with one another, students can capture and play back their own performances to reflect on their speaking English (as cited in Procedia, 2014). By making video project and using it as a tool in practicing speaking English, students are able to reflect on their own performances in that video. Therefore, they know in what areas of their speeches which are needed to be improved. It is strengthen with the theory from Harmer (2007) that one of the main benefits of video project or video-making for the students is the chance to display what they have done and get feedback from the classmates or from the teachers. Therefore, students can publish their video by uploading it in YouTube.

The project based learning outcome of the video project was treated as a public product, which will be uploaded to YouTube for sharing. YouTube is an appropriate media for the students to upload their video product. Brunner (2013) states the four quality criteria for using YouTube as an educational tool: easy to be accessed, authentic media, easy to connect to other social media, and students interact with on in daily basis. In this research, the video project is in a form of group video in which students work in a group (p. 1). Work in a group is more beneficial and effective for the students. Slavin (1995) explains that cooperative


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learning can increase student achievement, acceptance of academically handicapped classmates, and increased self-esteem. Moreover, Harmer (2007) explains that cooperation among the group members or groupwork brings the advantages for the students (p. 11). The advantages that the students can get are increases the amount of talking for individual students, personal relationships are usually less problematic, there is also a greater chance of different opinions and varied contributions. It encourages broader skills of cooperation and negotiation, and it promotes learner autonomy by allowing students to make their own decisions in the group. Therefore, creating video project to practice speaking English in a form of group will be more meaningful than make it individually.


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34

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a rationale for the method of research and analysis. The researcher described the method of research and analysis, outlined the procedure in gathering and analyzing the data and revealed the boundaries of the research. This chapter divides into six parts: the research method, the research setting, the research participants, the instruments and the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

Since this research is aimed to find out the students‟ perception on the use of group video in speaking practice for the second grade of SMP Negeri 2 Mlati, researcher used quantitative research. According to Creswell (2014), quantitative research is the process of collecting, analyzing, interpreting, and writing the result of the study. Quantitative research emphasizes on collecting and analyzing information in the form of numbers. The data were collected in a form of quantitative data.

The researcher gathered the data by using survey method. The survey is the most widely used social science data-gathering technique. Neuman (2011) explains survey method as the quantitative research in which the researcher systematically asked a large number of people the same questions and then recorded their answer.


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Survey method uses a written questionnaire or formal interview to gather information on the backgrounds, behaviors, beliefs, or attitudes of a large number of people. Another explanation of survey method is stated by Vaus (2002), survey method is one method of collecting, organizing and analyzing the relevant data which are collected by a variety of techniques and in many studies it may be appropriate to use a range of research methods. The researcher presented the data in a quantitative way. In collecting the data, the researcher used questionnaire, interview, and observation as the tools. The data which were derived from the questionnaires became the main data and the data which were derived from the interview as the supporting data. The main data collected from the questionnaires were presented in a quantitative way, in a form of numeric information. The supporting data gathered from the interview and the observation were presented descriptively.

B. Research Setting

The researcher conducted the research in SMP Negeri 2 Mlati which is located in Jl. Perkutut, Sinduadi, Mlati, Sleman, Yogyakarta. The researcher chose second grade students as the research participants. The researcher distributed the questionnaire on May 20, 2015.

C. Research Participants

The participants of this research were second grade students of SMP Negeri 2 Mlati. The total participants were 30 students. Ott and Longnecker (2010)


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explain that to infer validity that the results of a study are applicable to a larger group than just the participants in the study, researchers must be careful in defining the population to which inferences are sought and design a study in which the sample has been appropriately selected from the designated population. The larger group to which one hopes to apply the results is called the population. According to Ott and Longnecker (2010) a population is the set of all measurements of interest to the sample collector. The population of this research were 63 students in second grade who had experiences in using group video.

According to Fraenkel, Wallen, and Hyun (2012) sampling refers to the process of selecting the individuals. A sample in a research study is the group in which information is obtained. The total sample of this research were 30 students in second grade. All of 30 participants were asked to answer the questionnaire. In deciding the participants who would answer the questionnaire, the researcher used purposive sampling. Fraenkel et al. (2012) explain purposive sampling consists of individuals who have special qualifications of some sort or are deemed representative on the basis of prior evidence. Cohen, Manion, Morrison (2007) also state that in purposive sampling the researchers build up a sample that is satisfactory to their specific needs. The qualifications of the respondents related to the researcher‟s needs are the respondents should have experienced in using group video and the respondents have the same intensity in using the group video.

The total respondents were 30 students. The researcher selected 6 students out of 30 students as the sample to be interviewed. Stratified sampling used to decide the participants who would be interviewed in this research.


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Neuman (2011) explains that stratified sampling is a random sample in which the researcher identifies a set of mutually exclusive and exhaustive categories, divides the sampling frame by the categories, and then uses random selection to select cases from each categories. Therefore, the researcher chose the sample from three strata, higher-achievement, medium-achievement, and lower-achievement. Two research participants were selected from each strata. Thus, the researcher gathered the supporting data from the result of the interview of two students with higher-achievement, two students with medium-achievement, and two students with lower-achievement. In order to triangulate the data, the researcher used observation, questionnaire, and also interview as the research instruments.

D. Research Instruments and Data Gathering Technique

As stated before, the researcher used survey method in gathering the data. Neuman (2011) states that surveys have many uses and take may forms such as interview, internet opinion polls, and questionnaires. In collecting the data that the researcher needed, observation, questionnaire and interview are selected as the research instruments. The complete information about the three research instruments that the researcher uses will be explained as follows.

1. Observation

Observation is a good way to answer the research questions by observing how people act or how things are look like. According to Spradley (1980), observation represents a frequently used form of data collection, with the researcher able to assume different roles in the process (as cited in Creswell, 2012,


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p. 212). Moreover, Creswell also states that observation is the process of gathering open-ended firsthand information by observing people and places at a research site. Observation requires good listening skills and careful attention to visual detail. Hammersley and Atkinson (1995) state that observation also requires management of issues such as the potential deception by people being observed and the initial awkwardness of being an outsider without initial personal support in a setting (as cited in Creswell, 2012, p. 214).

Observation also has the advantages and also the disadvantages. The advantages of observation are an opportunity to record the information, study the actual behavior, and study the individuals who have difficulty in verbalizing their idea. Meanwhile, the disadvantages of observation are the researcher may have difficulty in developing the information, individuals and the researcher will also be limited to those sites, and situations where the researcher can gain access. In this research, the researcher used participant observation. Based on Fraenkel, Wallen, and Hyun (2012), researcher actually participates in the situation or setting which is being observed. The researcher should interact as natural as possible. Participant can be overt or covert. Overt observation means that the researcher is easily identified and the subjects know that they are being observed. While covert observation means that the researcher disguises the identity and acts just like other participants. The researcher implemented the covert observation in this research in order to produce more valid observations of what really happens. It also offers opportunity to see experiences from the views of participants.


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the observation. First is selecting a site to be observed that can help in understanding the central phenomenon. Second is put into the site slowly by looking around. Third is identifying who or what to observe and when and how long to observe. Fourth is determining the respondents. Fifth is initialling the researcher‟s role as an observer. Sixth is conducting multiple observations. Seventh is getting time to obtain the best understanding of the site and the individuals. Eight is designing some means for recording notes during an observation. Ninth is considering what information the researcher will record during an observation. The last is recording descriptive fieldnotes (events, activities, and people) and reflective fieldnotes (personal thoughts).

2. Questionnaire

In gathering the response of the respondents related to their perception on using group video, researcher distributed questionnaire in collecting the data. According to Best and Kahn (1986) questionnaire is one of the data gathering instruments in which the respondents answer several questions or respond in a form of writing. In this research, the researcher used two types of questionnaire, both close-ended and open-ended. According to Neuman (2011), open-ended question is a type of survey method that allows respondents free to offer any answer they wish to the question. While close-ended question is a type of survey method in which respondents must choose from a fixed set of answer. There were 39 close-ended questions and 2 open-ended questions.

In gathering the data from the close-ended questionnaire, the researcher used Likert scale which presented the degree of agreement. Neuman (2011) states


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that Likert scale is a scale often used in a survey method in which people express attitudes or other responses in term of ordinal-level categories that are ranked along a continuum. The researcher used four degrees of possible agreement, „strongly disagree‟, „disagree‟, „agree‟, and „strongly agree‟. In order to make it easier for the researcher in analyzing the data, the numbers one to four were used to represent the degrees of agreement. The scores distribution for the degree of agreement based on Riduwan (2002) can be seen in table 3.1.

Table 3.1 Scores Distribution (Source: Riduwan, 2002)

Positive Statements Negative Statements Strongly Agree = 4 Strongly Agree = 1 Agree = 3 Agree = 2 Disagree = 2 Disagree = 3 Strongly Disagree = 1 Strongly Disagree = 4

The researcher made blueprint of the questionnaire to make the statements in the questionnaire being structured. The blueprint of the questionnaire can be seen in the appendix D. After the questionnaire had been developed, each question and the questionnaire as a whole should be evaluated before distributed to the respondents. Evaluating the questionnaire is called pilot testing (Vaus, 2002). Researcher discusses pilot testing into two categories, they are stages of pilot testing questions and pilot testing questionnaire.

First is stages of pilot testing questions. Converse and Presser (1986), provide three stages of pilot testing questions (as cited in Vaus, 2002). Those


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Respondents

Students’ perception on cooperative learning (group work) Statements

23 24 25 26 27

1 4 4 3 3 2

2 3 4 3 3 3

3 3 4 3 2 3

4 2 3 3 3 3

5 4 4 3 4 4

6 3 2 3 4 3

7 4 4 4 3 4

8 3 3 3 3 4

9 4 4 3 3 4

10 3 3 3 3 4

11 3 4 3 3 4

12 3 3 4 3 3

13 3 2 3 2 1

14 2 4 3 3 4

15 2 1 2 2 3

16 3 3 3 3 3

17 3 3 3 3 3

18 3 3 3 2 3

19 3 2 3 3 3

20 3 3 3 3 3

21 3 4 3 2 4

22 3 3 3 3 3


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Respondents

Students’ perception on cooperative learning (group work) Statements

23 24 25 26 27

24 4 3 2 2 4

25 3 3 3 3 4

26 3 3 4 2 3

27 3 3 3 3 3

28 3 1 2 3 3

29 3 3 2 3 4

30 3 3 4 3 3


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Respondents

Students’ perception on uploading group video project in YouTube Statements

28 29 30 31 32

1 4 4 3 1 3

2 2 1 3 2 3

3 4 4 1 2 1

4 2 1 3 2 3

5 4 4 2 4 3

6 3 2 4 2 3

7 4 4 2 4 3

8 3 3 3 3 3

9 4 2 1 1 3

10 4 2 3 2 3

11 4 2 4 3 2

12 4 3 2 3 3

13 4 3 2 4 2

14 4 3 3 3 4

15 4 1 1 1 1

16 3 2 2 2 2

17 3 3 3 3 2

18 4 3 2 2 2

19 3 1 3 3 3

20 3 3 3 3 3

21 4 2 2 2 3

22 4 2 2 2 3


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Respondents

Student’s perception on uploading group video project in YouTube Statements

28 29 30 31 32

24 2 1 3 2 3

25 3 4 3 1 3

26 2 1 4 4 4

27 2 3 2 3 3

28 2 3 1 1 3

29 1 4 2 3 1

30 4 3 2 3 3


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Respondents

Students’ perception on the implementation of group video Statements

33 34 35 36 37 38 39

1 3 3 3 3 3 2 3

2 1 3 3 3 3 3 3

3 3 3 2 2 4 3 3

4 1 3 3 3 3 3 3

5 3 3 3 3 3 3 4

6 3 3 3 3 3 3 3

7 3 4 4 3 3 3 4

8 3 3 3 3 3 3 3

9 2 4 4 4 3 2 4

10 3 3 3 4 3 1 3

11 4 3 4 4 4 3 3

12 4 4 3 3 3 3 3

13 3 2 3 2 4 4 3

14 3 4 2 3 4 4 3

15 1 4 1 2 1 1 2

16 3 3 3 3 3 2 3

17 2 3 3 3 3 2 3

18 3 3 3 2 4 4 4

19 3 2 3 2 2 3 3

20 3 3 3 3 3 3 3

21 3 3 3 4 4 3 4

22 3 3 3 3 3 3 3


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Respondents

Students’ perception on the implementation of group video Statements

33 34 35 36 37 38 39

24 2 2 2 2 3 3 3

25 3 3 3 3 3 3 4

26 1 3 4 4 3 4 3

27 3 3 2 3 3 2 3

28 2 2 1 1 3 1 2

29 3 3 3 2 3 3 4

30 4 4 3 3 3 3 4