interpretation and negotiation of meaning, all of which facilitated communicative skill. Besides, the tasks gave the students opportunities to experience real-life English
use. The differences between treatment and control group in terms of the treatment
were as the followings. The control groups only presented conversation in front of the classroom and were given feedback by the other students. Their classroom
presentations were recorded as a means to reveal the result differences between this group and the experiment group. Different with the control group, the experiment
group experienced the phase of recording their materials in the real setting using their video recorder feature available in their mobile phone. The videos then were played
in the classroom and were commented by the other students in terms of delivery fluency, volume, eye
contact, note-reliance, peer-cooperation, confidence; pronunciation intonation, stress, pauses, rhythm; content language expression;
conjunction or prepositional phrase; focus; clarity, originality, and video quality; and vocabulary diction or word choice related to topic of discussion. The videos were
also used as the students’ performance in order to get the score of their communicative competence.
H. Data Analysis
The data analysis and validation procedures implemented in this study are aimed to strengthen or cover the weaknesses of two different strategies namely
quantitative and qualitative. The data gathered from the questionnaire was analyzed and categorized to avoid the bias result. The next step was to validate by the follow-
up qualitative interview to verify the quantitative data resulted. The follow-up interview was developed based on what has been obtained in the quantitative data. It
was conducted to validate the research result in this study. Since this research implemented two research methods, the data analysis was
then also divided into two main stages. The first is analyzing the data gathered from the quantitative research, which are pre-test and post-test scores of students’
communicative skill performance. The scores, then, became the data for the statistical analysis. Since the data are gathered from the pre-test and post-test, the gain or loss
scores are used in the data analysis. Next, the scores were analyzed revealing their normality and homogeneity, and finally the scores from both groups were analyzed
statistically with one way anova and t test using SPSS Statistics 17.0. to compare means and find out their difference. Lastly, the critical value P-value for t test is
used for the hypothesis testing. The second data analysis was analyzing the data gathered from the survey
research, which are questionnaire and interview result. The questionnaire contained 30 items of closed questions, and three open questions to obtain further information
on the students’ opinion and suggestion toward the implementation of mobile phone video-making task. The questionnaire had undergone some revisions. The researcher
first collected test items from relevant questionnaires to collect design criteria. The steps included 1 integrating similar indicators and revising the order, 2 continuing
to delete, add, or change the ambiguous viewpoints, the debatable indicators and wording to prevent subjective content. Finally, after two steps of mutual
communication and discussion, thirty revised indicators were included in the Mobile phone video-making task implementation and grouped into two nine factors.
In analyzing the questionnaires, several steps were conducted. Firstly, the data collected from the questionnaire were recapitulated in the form of table. After
that, the percentage of each response toward the questionnaire’ items were counted. The result was obtained by dividing the number of the students who chose certain
answer with the total number of the students, then multiplied by 100. The data collected would be calculated using percentage as:
Note: n
= the total number of the students who chose certain answer N
= the total number of the students
After the computation of each statement in the questionnaire has been done, the results were presented in the table in the form of percentage.
Table 3.6. The Percentage Result of Questionnaire Statement Blank
No. Statement
Response f
Percentage Interpretation
For the effectiveness of mobile phone video-making task implementation, a questionnaire was delivered after all phases of treatments were conducted to thirty
students from the experiment group. The questionnaire survey was conducted through structured or closed questions employing Likert scale analysis. The Likert scale
presents some subjects with a statement for response toward the test items. The response options toward the test items are anchored from strongly disagree to
strongly agree specifically strongly disagree, disagree, neutral, agree and strongly agree. The numerical values one through five are assigned for the purpose of
analysis. Those scores were used as the central tendency of the students answering each statement. Besides, the rules of answer weight standard as presented in table
3.7. were determined to gain the scores of the students’ answer for each statement provided in the questionnaire. The scores were then used to analyze how significant
the contribution of the treatment toward the improvement of students’ communicative skill was.
Table 3.7. The Rules of Answer Weight Standard
No. Criteria
Score
1 Strongly Disagree
1 2
Disagree 2
3 Neither agree nor disagree Neutral
3 4
Agree 4
5 Strongly Agree
5
The score of the questionnaire was calculated using descriptive statistics to the source of variance. The source of variance here was number of cases and mean. The
central tendency of the respondents’ opinion on the designed set of materials could be recorded in the table as follow:
Table 3.8. The Evaluation of Features in MPVMT
No. Respondents’
opinions on Frequency of points of agreement
Central tendency 1
2 3
4 5
N Mn
Notes: N
= Number of cases the number of respondents Mn
= Mean indicators of central tendency of the set of sources
The formula to get mean is:
The score is gained through the number of the respondents answering the item of agreement in the questionnaire. To gain the average score, the total score for each
statement needs to find out first. The total score is gained by adding each score of x
Mn =
N
each Likert Scale item. The score in each Likert Scale item is found out by multiplying the number of respondents answering the item with its weigh standard.
Then, they are all added and divided by the total number of the respondents to get the mean. In this research, the total number of the respondents was 30.
The interpretation criteria of range score were also determined and served as the basis of data analysis to interpret which criteria each feature being observed in
this study belongs to. The determination of range score classification as presented in table 3.9. was adopted from Best 1970: 179 who classifies range score criteria
ranging from 1 to 5.
Table 3.9. The Interpretation Criteria of Range Score No.
Criteria Score
Meaning
1.
Very high 4.40 - 5.00
The rate very high means most respondents strongly agree with the
statement.
2.
High 4.00 – 4.39
The rate high means most respondents agree with the statement.
3.
Fair 3.50 – 3.99
The rate fair means most respondents are not sure with the statement.
4.
Low 2.50 – 3.49
The rate low means most respondents disagree with the statement.
5.
Poor 0.00 – 2.49
The rate poor means most respondents strongly disagree with the statement.
Maximum range : 5.00 75
: 3.75 - 5.00 50 – 75
: 2.50 - 3.74 50
: 0 – 2.49
In the data analysis, the interpretation criteria of range score can also show which features most significantly effective in the mobile phone video-making task in
the improvement of students’ communicative skill. In order to identify each supporting feature in the treatment, the researcher gave description to categorize the
result. The maximum point is five designed based on the 5 scales Likert analysis. The
features are considered to give significant contribution if the total points are more than seventy five percent 75 from the total maximum points. It means that the
range of the score is 3.76 - 5.0. Besides, if the total of central tendency is fifty percent up to seventy five percent 50 - 75 or 2.51 - 3.75, it means that the features fairly
give contribution to the improvement of students’ communicative skill. Meanwhile, the features considered giving low or poor contribution are the features with the total
number of central tendency below fifty percent 50 or 0 – 2.5. After analyzing each statement statistically, the next step was classifying the
emerging themes for each statement in the open-ended questionnaire based on the appropriate features. These steps were done in order to present the data clearly, to
make them easily understood and to avoid the bias result. From these data, the students’ responses towards the implementation of mobile phone video-making task
were uncovered. Besides analyzing the questionnaire data, the data from interview were also
analyzed. The interview was done in order to further reveal the students’ opinion toward the features in the treatments which were considered beneficial in the
improvement of their communicative skill. As explained previously, there were three students who were being interviewed. Moreover, there were about eight major
questions being asked in the interview. Results from the interview were used to clarify, validate and strengthen the quantitative findings in this study.
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CHAPTER IV RESULTS AND DISCUSSIONS
