Management students` perception on video creating to improve speaking skill in MKU Bahasa Inggris

MANAGEMENT STUDENTS’ PERCEPTION

ON VIDEO CREATING TO IMPROVE SPEAKING SKILL

IN MKU BAHASA INGGRIS

A

SARJANA PENDIDIKAN

THESIS

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

in English Language Education

By

Paula Tiara Yunitasari Student Number: 131214030

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

MANAGEMENT ST

UDENTS’ PERCEPTION

ON VIDEO CREATING TO IMPROVE SPEAKING SKILL

IN MKU BAHASA INGGRIS

A

SARJANA PENDIDIKAN

THESIS

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

in English Language Education

By

Paula Tiara Yunitasari Student Number: 131214030

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

vi

ABSTRACT

Yunitasari, Paula Tiara. (2017). Management Students’ Perception on Video Creating to Improve Speaking Skill in MKU Bahasa Inggris. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Sanata Dharma University assists non-English major students to develop their speaking skill by adding a 3-credit Mata Kuliah Umum (MKU) Bahasa Inggris in their curriculum. It is intended to attribute the graduates with adequate competence in English. This research was conducted in Class A of Management Study Program batch 2016 in which the study program applied MKU Bahasa Inggris as one of the compulsary subjects. One of the learning activities that was done in order to develop the students’ speaking skill was a video creating activity. This activity facilitates the students to speak English in front of the camera. In this activity, the students focus on explaining a cooking tutorial which is in line with the theme of the learning about food and health. Hence, the researcher tried to discuss and figure out how the students perceive the video creating activity based on their experiences.

This research poses one research question as the basis of the whole study. The research question formulated in this study is „how do the students perceive the use of their video to increase their motivation to speak English?’ In other words, this research is intended to find out the Management students’ perception on the video creating activity in developing their speaking skill.

In order to answer the research problem, the researcher used mixed- method. There were two research instruments to collect the data. Those research instruments were questionnaire and interview. The questionnaire was distributed to 46 Management students of class A. After the students answered the questionnaire, the researcher conducted the interview. The researcher chose five students randomly for the interview.

The results of this research showed that the students had a positive perception on the video creating activity due to the fact that the students enjoyed the process of the activity. However, the students still found difficulties in speaking because they lacked vocabulary. The researcher believed that this condition could be ameliorated if the lecturers of MKU Bahasa Inggris gave the students a pre-activity that enables them to practice speaking with their peers in groups. Therefore, the students would be more well-prepared.

vii ABSTRAK

Yunitasari, Paula Tiara. (2017). Management Students’ Perception on Video Creating to Improve Speaking Skill in MKU Bahasa Inggris. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Universitas Sanata Dharma membantu mahasiswa bukan jurusan Bahasa Inggris untuk mengembangkan kemampuan berbicara Bahasa Inggris dengan menambahkan Mata Kuliah Umum Bahasa Inggris 3 SKS dalam kurikulum. MKU dibentuk dengan tujuan untuk membekali para mahasiswa kompetensi yang cukup dalam Bahasa Inggris. Penelitian ini dilakukan di kelas A Program Studi Managemen angkatan 2016. Salah satu kegiatan belajar yang dilakukan untuk mengembangkan ketrampilan berbicara adalah kegiatan membuat video. Dalam kegiatan ini, para mahasiswa berpusat pada menjelaskan prosedur memasak dikarenakan tema yang dipelajari adalah food and health. Dengan demikian, peneliti mencoba untuk membahas dan memahami bagaimana para mahasiswa memberikan persepsi tentang kegiatan membuat video.

Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan masalah tersebut adalah „bagaimana persepsi para mahasiswa tentang kegiatan membuat video dalam mengembangkan ketrampilan berbicara?’ Dalam kata lain, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Management dalam aktivitas pembuatan video dalam mengembangkan kemampuan berbicara.

Untuk menjawab rumusan masalah, peneliti menggunakan metode penelitian campuran. Terdapat dua instrumen penelitian untuk mengumpulkan data. Instrumen penelitian tersebut adalah kuesioner dan wawancara. Kuesioner tersebut dibagikan kepada 46 mahasiswa Managemen kelas A. Setelah semua mahasiswa mengisi kuesioner, peneliti melakukan wawancara dengan 5 mahasiswa. Peneliti memilih 5 mahasiswa dengan cara menunjuk secara acak.

Hasil dari penelitian ini menunjukan bahwa para mahasiswa mempunyai persepsi yang baik tentang kegiatan membuat video karena para mahasiswa menikmati proses kegiatannya. Namun, para mahasiswa masih menghadapi berbagai kesulitan dalam ketrampilan berbicara karena mereka keterbatasan dalam kosa kata. Peneliti percaya bahwa akan lebih baik jika dosen memberikan aktivitas awal dengan berlatih berbicara atau menjelaskan gagasan dengan teman-teman di dalam kelompok-kelompok. Dengan demikian, para mahasiswa dapat mempunyai pesiapan lebih yang baik.

viii

ACKNOWLEDGEMENTS

With the accomplishment of this undergraduate/ Sarjana Pendidikan thesis, I would like to express my gratitude to my Lord, Jesus Christ, who always supports, strengthens, and guides me. Through His abundant love, I finally can accomplish my study. He always gives me strength to always keep trying to finish my study.

I would also like to thank all people who contribute in my academic life. I am, therefore, glad to address my deep gratitude to my advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M. who has guided me patiently to finish my thesis. She always believes in me. I am very indebted to her encouragement, care, motivation, and advice from very beginning of my study in Sanata Dharma University until the accomplishment of this thesis. Then, I send my gratitude for all of the lecturers of English Language Education Study Program for teaching me in Sanata Dharma University for the generosity shown during my presence at this beloved institution.

I also take this opportunity to thank my entire family. This thesis would not have been possible without prayer and love from my father, Robertus Sujiyanto and my mother, Helena Ramsiyah. They never complain in realizing one of their children’s dreams. I would like to thank my elder sister, Rosalia Yuli Purwanti, and my elder brothers, Antonius Purwantono and Hermanus Wahyoko who always support me during my studies. They always motivate me to dream big.

ix

I also deliver my great gratitude for my colleagues at the English Language Education Study Program batch 2013. I thank to all of my classmates for making my day more challenging and colorful.

The last but not least, I would like to give thanks Indrajid Lukman, who always supports me patiently so that I can finish this thesis: “thank you for your time, effort, care, and love”.

Finally, my warm regards go to all of those who have made a positive contribution in my life.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

CHAPTER I. INTRODUCTION A. Background of the Study ... 1

B. Research Question ... 3

C. Research Significance... 3

D. Definition of Terms ... 4

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 7

1. Perception ... 7

2. Speaking ... 10

3. Motivation ... 11

4. Video Creating... 13

B. Theoretical Framework... 14

CHAPTER III. METHODOLOGY A. Research Method ... 16

B. Research Setting ... 17

C. Research Participants ... 17

xi

1. Questionnaire ... 17

2. Interview ... 19

E. Data Analysis Technique ... 20

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A.The Students’ Positive Perception on the Video Creating Activity ... 22

B. The Students’ Confidence in Doing the Video Creating Actvity ... 29

C.The Students’ Motivation on a Video Creating Activity... 35

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 40

B. Recommendations ... 42

REFERENCES ... 45

xii

LIST OF TABLES

Table Page Table 3.1 Sample of the Questionnaire Form ... 18 Table 3.2 Questionnaire Blueprint ... 18 Table 4.1 The Distribution of Responses to the Students’ Perception

on the Video Creating Activity ... 23 Table 4.2 The Distribution of Responses Related to the Students’ Confidence ... 29 Table 4.3 The Distribution of Responses Related to Students’ Motivation ... 35

1

CHAPTER I

INTRODUCTION

This research investigated Management students’ perception on the video creating activity to improve speaking skill. This chapter provides background information and rationale of the study which are divided into four parts. Those parts are research background, research question, research significance, and definition of terms.

A.

Research Background

Sanata Dharma University has applied a 3–credit Mata Kuliah Umum (MKU) Bahasa Inggris as one of the compulsary subjects to assist non-English major students to master English since 2016. It is intended to attribute the graduates with adequate competence in English. MKU Bahasa Inggris is a supplementary of English language proficiency test or Tes Kemampuan Berbahasa Inggris.

There are four skills that should be developed in order to master English. Those skills are reading, listening, writing and speaking. Reading and listening are considered as receptive skills while writing and speaking are productive skills. Those four skills are taught by the lecturers in MKU Bahasa Inggris. However, the main focus of this subject is the speaking skill. Therefore, the final test for

MKU Bahasa Inggris is an oral test in which the students should be able to tell

2 Since the students are not from English major students, there are a lot of problems which appear in the class. One of the examples is that the students did not feel confident to speak English in the class. They chose to speak Bahasa Indonesia instead of English in answering the questions. They also felt shy if they had to speak in front of the class. Moreover, the students lack of motivation in learning English. It means that they need to be motivated so that they want to practice their speaking. Hence, the lecturers in MKU Bahasa Inggris try to facilitate the students to solve the problems by giving the students a lot of activities related to speaking. There are a lot of techniques to improve the students’ speaking skill. Bygate (1987) said about the need of speaking for learners.

To test whether learner can speak, it is necessary to get them actually to say something. By giving the students „speaking practice’ and „oral exam’, we recognize that there is a difference between knowledge about a language and skill in using it (p. 1).

Those statements mean that the students need to be given oral activities to test their speaking skill in order to understand how the students use the language.

One of the lecturers in MKU Bahasa Inggris applied one technique of speaking practice in a Management Study Program Class. The lecturer created a pleasant activity that makes the students interested in learning English. The lecturer asked the students to make a tutorial video for speaking section which the theme was cooking due to the fact that the topic in that class was about food and health. The aim of this task is to encourage and motivate the students to speak English. The video is chosen because it might be interesting for the students. Then

the students might be able to express their ideas confidently because the video might help the students decrease their speaking anxiety.

B. Research Question

Based on the problem that is described in the research background, one research question is formulated as follows: how do the students perceive the use of the video creating activity to increase their motivation to speak English? However, in this research, the researcher also focuses on other possible findings that related to the students’ confidence and their motivation.

C. Research Significance

It is expected that this research gives some benefits to Mata Kuliah Umum Bahasa Inggris. Besides, the researcher hopes that this research is also beneficial to the lecturers or tutors of MKU Bahasa Inggris as well as future researchers.

1. Mata Kuliah Umum Bahasa Inggris Program

The researcher hopes that this research gives benefits for MKU Bahasa Inggris of Sanata Dharma University. By conducting this research, the English program for non-English major students can be developed, specifically on the methods to advance the non-English majors speaking skill. This research is aimed to know the students’ perception about making a video on how to make something. It is expected that the students will enjoy their learning, especially in the learning speaking.

4

2. The lecturers or tutors of MKUBahasa Inggris

By understanding the students’ perception on making a video of how to make something (procedural texts), the researcher hopes that the lecturers or tutors in MKU Bahasa Inggris can develop this technique in order to make the students enjoy the learning process. It is important to build the students’ motivation by developing appropriate techniques for the learning.

3. Future researchers

The researcher hopes that the future researchers will obtain the information about one of the techniques to improve the students’ speaking skill. Moreover, the future researchers are able to develop another technique that uses videos to motivate the students to speak English.

D. Definition of Terms

There are several keywords in the title of this research that need clear definitions. Those keywords are perception, motivation, video creating, and speaking skill. The definitions of terms are presented as follows.

1. Perception on Learning

Champbell, Smith, Boulton, Brownlee, Burnett, and Charrington (2001) said that there are five elements of language teaching-learning activities implementation that build students’ perception. Those elements are the way how the teachers teach the students, what the teachers wants the students to learn, how the students learn, what the students learn, and what the purpose of learning the

language. The main focuses of this study are point one and four; they are the way how the teacher teaches the students and what the students learn. The meaning of perception in this research is the Management students’ point of view on creating video of how to make something. The students’ perception becomes the key whether the learning process is successful or not.

2. Speaking Skill

Speaking skill is one of the language skills. According to Ur (1996), speaking seems to be the most important skills of all the four skills (listening, speaking, reading and writing) because people who know a language are usually referred to as speakers of that language. Therefore, the main reason to learn English is to master the speaking skill. In addition, Lado (1965) stated that “speaking ability is described as the ability to express oneself in life situations or the ability to report acts or situations in precise words, or ability to converse, or to express the sequences of ideas fluently” (p. 240). In this research, speaking skill is the ability of the Management students to express their ideas when they speak in front of the camera. The main point of succeed of speaking is that the students can deliver the ideas on how to make something.

3. Motivation

Pintrich and Schunk (2008) explained that motivation is a process which involves two main elements such as goal and activity. There are two kinds of motivation; intrinsic motivation and extrinsic motivation. Courage and willingness are included as intrinsic motivation. Then, external motivation comes

6 from external factor that influences a person attitude toward something. The example of extrinsic motivation is the atmosphere in the learning process that is built by lecturers or teachers. As the result, the extrinsic motivation can influence the intrinsic motivation of the students. In this study, the researcher focuses on both intrinsic and extrinsic motivations.

4. Video Creating

Video is a form of multimedia that conveys information through two simultaneous sensory channels which are aural and visual. It often uses multiple presentation modes, such as verbal and picture representations in the case of on-screen print (Mayer, 2001). This study focuses on the video as a part of learning where the students use the camera to make videos. According to Harmer (2001), creating a video suggests a way in which the camera can become a central of learning aid. It is clear that the video creating activity can be the main focus for students to learn. In this study, a video is the students’ creation to give information on how to make something/ procedural text.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains reviews of related literature. The theories that are related with this study will be explained deeper in this chapter. Those theories are used to solve the research problem. Chapter II is divided into two parts which are theoretical description and theoretical framework.

A. Theoretical Description

This part discusses the theories that are used in this research. There are four basic theories explained, they are perception, motivation, speaking skill, and video creating.

1. Perception

According to Fleming and Levi (1998), perception is the process whereby someone becomes aware of the environment around. In perception, we use our senses to apprehend objects and events. It is clear that people give perception on something based on senses; what they hear, what they see, and what they experience. Robbins (2001) noted that perception is a process in which people organize and interpret their sensory impression so that it gives meaning to their environment. In other words, perception is a process in which an individual interprets information.

8 In the learning process, the students’ perception is very important. The students’ perception toward their learning in the class can be a parameter whether the learning process is successful or not. Hardy and Heyes (1994) defined that “the basic form of perception is people’s born talent; meanwhile perceptional ability is the result of learning, which is determined by the environment”. In other words, perception is the personal’s interpretation which is influenced by the environment.

From those definitions, perception can be defined as a process in which an individual interprets the information based on the sensory impression about a particular thing. Perception can also be defined as a personal point of view or opinion.

a. Factors of Perception

Donnelly, Gibson, and Invancevich (1985) noted that “because each person gives his or her own meaning to stimuli, different individuals will “see” the same thing in different ways” (p. 60). It is clear that someone’s and others’ perception will be different on a same thing. In addition, Donnely, Gibson, and Invancevich (1985) stated that there are six factors that influence the perception; they are stereotyping, selectivity, self-concept, situation, need, and emotion.

1) Stereotype

Donnely, Gibson, and Invancevich (1985) defined stereotype as “a set of beliefs about the characteristics of people in a particular group that is generalized to all members of the group” (p. 64). Based on that statement, stereotype is a condition when people give their judgment about personal

characteristics between some people in certain group and all members of the group.

2) Selectivity

The second factor that affects someone’ perception is selectivity. In understanding about something, people should be able to select the information that will be meaningful for them. Not all people can easily catch all information from what they see or hear. As stated by Donnely, Gibson, and Invancevich (1985), people may tend to select information that support their viewpoints and ignore information or cues that might make them feel discomfort.

3) Self-concept

The next factor is self-concept. Donnely, Gibson, and Invancevich (1985) explained that people use themselves as benchmarks in perceiving others.

Knowing oneself makes it easier to see others accurately, one’s own characteristics affects the characteristics identified in others and people who accept themselves are more likely to see favorable aspects of other people (p. 67).

It is clear that when someone knows him or herself well, it influence the way he or she gives the perception on others.

4) Situation

The fourth factor is related to situation. The situation is very significant since it can influence someone’s perception. As stated by Donnely, Gibson, and Invancevich (1985), the situation is related to the press

10 time, the attitudes of the people and other situational factors. Those factors can affect perceptual accuracy.

5) Need

The next factor is need. According to Donnely, Gibson, and Invancevich (1985), perception is significantly influenced by needs and desires. In other words, needs affect someone in shaping the perception. In learning process, the need of the students is important. The students will learn what they need to learn. Therefore, it is significant for the lecturers to consider the student’s needs.

6) Emotion

The last factor that affects the perception is emotion. Emotion has a big role to build someone’ perception. As supported by Donnely, Gibson, and Invancevich (1985), “a person’s emotional state has a lot to do with perception” (p. 67). In addition, emotion can also develop negative or positive perception.

2. Speaking

According to Chaney (1998), “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts” (p. 13). Speaking skill is one of the language skills that can be developed by the students to master English. Speaking skill is important because people might think that a person who masters a particular language should be able to speak that language. Ur (1996) said that speaking seems to be the most important skill of all the four skills (listening, speaking, reading and writing)

because people who know a language are usually referred to as speakers of that language. Richards (2008) noted that the succeed measurement of the foreign language learning process can be measured from how well the students can improve their speaking skill. Thus, it is clear that teaching speaking is important for English as a Foreign Language (EFL) learners. Learning to speak a foreign language requires more than knowing its grammatical and semantic rules, yet the learners must acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange (Richard and Renandya, 2002). It can be seen that the EFL learners need to have deep understanding on how to use the language. Lado (1965) stated that “speaking ability is described as the ability to express oneself in life situations or the ability to report acts or situations in precise words, or the ability to converse, or to express the sequences of ideas fluently” (p. 240). Obviously, speaking skill is not only about the grammatical rule but also the ability to express ideas fluently.

Nunan (2003) also noted that “speaking skill in the new language is more difficult than other skills” (p. 48). Therefore, the students might think that to have good speaking skill is challenging. However, speaking can build learners’ motivation and make English becomes a fun and dynamic place if the right speaking activities are taught in the classroom (Nunan, 2003).

3. Motivation

In the learning process, motivating the students is needed. Motivation might be achieved by the students through good reinforcements from lecturers or the learning process itself. Based on Ormrod (2011), “motivation is something

12 that energizes, directs, and sustains behavior; it gets students moving, points them in a particular direction, and keeps them going” (p. 362). Motivation also has several effects on learners’ behavior. The first is that motivation can direct behavior toward particular goals. It also increases effort and energy in reaching those goals. Moreover, it makes the students have initiation of and persistence in certain activities. Furthermore, it helps the students to face occasional interruptions and frustrations. Then, motivation also affects cognitive processes such as what learners pay attention to and how much they think about and elaborate on it

Ormrod (2011) also said that people might think that motivation is something that the students bring to school. However, motivation is also about the environment in the school. Based on that fact, the condition in a class is very important to build the students’ motivation.

There are two types of motivation which are extrinsic motivation and intrinsic motivation. Extrinsic motivation is when students are motivated by external factors. Learners who are extrinsically motivated may want the good grade, money, or recognition that particular activities and accomplishment. On the other hand, intrinsic motivation is when the students are motivated by factors within them. Harmer (2001) noted that “intrinsic motivation comes from within individual when a person might be motivated by enjoyment of the learning process itself or by desire to make themselves feel better” (p. 51). In addition, learners who are intrinsically motivated may engage in an activity because it gives them pleasure, helps them develop skills that they think are important. In addition,

Schunk, Meece, and Pintrich (2014) have stated about the relation between motivation and interest.

Students will say that when they do not learn it is because school and classes are boring and they cannot become interested in the work. This intuitive view of motivation proposes interest as an important aspect of motivation that causally influences attention, learning, thinking, and performance (p. 247).

It is clear that the students’ interest is able to motivate the students in their learning process.

4. Video Creating

Video is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. It often uses multiple presentation modes, such as verbal and pictorial representations in the case of on-screen print and closed-captioning (Mayer, 2001). A video communicates the same information to the students through simultaneous learning modalities and can provide students with “multiple entry points” (Gardner, 2006) into the content.

In this research, the researcher focuses on the video as a part of the learning process where the students create the video. In other words, the students deal with the video creating activity. The main focus of this activity is the speaking aspect where the students express their ideas in front of the camera. According to Harmer (2001), “video making activities 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 the process and the product of video-making” (p. 290). Therefore, video can be a playback monitor

14 for the students to do activity. Harmer (2001) also states that “video can enhance simulation, not only because it can provide very telling feedback when the students can watch themselves and evaluate their performance” (p. 290). By using the video, the students can see themselves after creating the video.

B. Theoretical Framework

In the theoretical framework, the researcher related the theories to this study. This study deals with Management students’ perception on the video creating activity to improve speaking skill. Based on the theory about perception from Flemming and Levi (1998), perception is the process when someone is aware of the condition around. In other words, the perception is influenced by the environment. Hence, the students could give their perception on creating a video of how to make something based on their experiences. In addition, the researcher used the theory from Donnelly, Gibson, and Ivancevich (1985) on the six factors that influences the perception. They are stereotype, selectivity, self-concept, situation, need, and emotion. The theory was used to answer the research question that related to the perception.

In the learning process, the students’ perception can also build their motivation. As stated by Glynn and Owens (2005), there is a relationship between the students’ positive perception and the learning motivation. If the students have a good perception on their learning process, they will have the motivation to learn something. In order to make an enjoyable learning process to build students’ good perception, the lecturers should be able to develop one of the interesting activities.

Creating a video was one of the techniques in the learning process that was used in a part of learning speaking. The students perceive creating a video as a good technique if they have good experiences about it. Harmer (2001) stated that a video can be a part of learning for the students in video making activity where its language becomes the central of the activity.

The analysis about the students’ motivation could answer to what extent creating a video could help the students to increase the speaking ability in English. It was supported by the theory from Ormrod (2011). In addition, the researcher used the theory from Schunk, Meece, and Pintrich (2014) which stated that there is a relationship between the students’ interest and the motivation.

If the lecturers have already built the students to have a positive perception, the students will have the motivation to develop their speaking skill. As Glyyn and Owens (2005) stated, the students’ perception could influence their motivation in the learning. Hence, after the lecturer knew that the students already had a positive perception on the video creating activity, it would be helpful for the lecturers to organize a good learning activity which was suitable to the students’ needs.

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CHAPTER III

METHODOLOGY

This chapter discusses the methodology to answer the research question mentioned in the previous chapter. This chapter is divided into 5 parts. They are the research method, setting, participants, data gathering technique, and data analysis.

A. Research Method

This study was conducted to figure out how creating a procedural video is able to develop the students’ speaking skill based on their perception. This research was conducted to the students of Management Study Program of Sanata Dharma University of class A, Academic Year Batch 2016. To conduct this research, the researcher used a mixed-method. According to Cresswell and Plano (2011), a mixed-method research design is a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative methods in a single study or series of studies to understand a research problem. Furthermore, in 2012, Christensen and Johnson noted that “qualitative research is the research used to understand people’s experiences and to express their perspectives” (p. 33). The example of a qualitative research is interview. Besides, one of the characteristics of a quantitative research is “collecting numeric data from a large number of people using instruments with preset questions and responses” (Creswell, 2012, p. 13). To collect the quantitative data, the researcher used a questionnaire.

B. Research Setting

This research was conducted in the first semester of the Academic Year of 2016/2017 in November-December 2016. The setting of this study was Class A of Management Study Program of Sanata Dharma University, Academic Year Batch of 2016. The researcher conducted this research in class III/ 53.

C. Research Participants

In this study, the participants were from Mata Kuliah Umum Bahasa Inggris of Management Class, Sanata Dharma University. This research was done in a population which consisted of 46 students. Class A of Management Study Program was chosen because the lecturer of MKU Bahasa Inggris asked the students to make a video for the speaking section. After distributing the questionnaire to the students, the researcher also had interviews where the researcher chose five students by choosing them randomly in order to obtain more data.

D. Instruments and Data Gathering Technique

1. Questionnaires

The first technique used in gathering the data was the questionnaire. Best and Kahn (2006) stated that “a questionnaire is when general category of inquiry form includes data-gathering instruments through which respondents answer the questions or respond to the statement in writing” (p. 312). The researcher wanted

18 to find out the students’ perception on the video creating activity. In this study, the researcher used a rating scale presented in the questionnaire. Cohen, Manion, and Marrison (2005) stated that “rating scale is very useful device for the researcher to build a degree of sensitivity and differentiate of response whilst still generating numbers” (p. 253). Having collected the questionnaire, the researcher began analyzing the data. The following table was the example of questionnaire.

Table 3.1 Sample of the Questionnaire Form

No. STATEMENTS SD D A SA

1. I am interested in making a video of how to make something as one of the learning activity

Table 3.1 shows the sample of questionnaire that was used in this study. The statement is the example of closed-ended question. Besides, this table also explained the ranging scale in which “SD” is for “strongly disagree”, “D” is for “disagree”, “A” is for “agree”, and “SA” is for “strongly agree”.

Table 3.2 Questionnaire Blueprint

NUMBER INDICATORS FORM THEORIES

1-5 Students’

perception about making a video

Closed-ended

Robbins (2001) The meaning of perception Fleming and

Levi (1998)

The meaning of perception Donnelly,

Gibson, and Invancevich (1985)

The factors that influence perception 6-10 Students’

experience in the process of making a video especially in speaking

Closed-ended

Richard and Renandya

(2002)

Speaking skill for EFL

Lado (1965) Fluency in speaking skill

NUMBER INDICATORS FORM THEORIES 11-15 Students’

motivation about making a video

Closed-ended

Ormrod (2011) Motivation

Schunk, Meece, and Pintrich (2014)

Motivation and interest

1-3 The review of students’ opinion about a video creation

Open-ended

Table 3.2 indicates the questionnaire blueprint. The researcher tried to explain the indicators in the questionnaire. From the table, it could be seen that number 1 to 5 were about the students’ perception about making a video. Then, number 5 to 10 were related to the students’ experience in the process of making a video especially their speaking English experience. Meanwhile, the statement number 11 to 15 were about the students’ motivation on the video creating activity. The form of those questions was closed-ended questions. Besides, there were three numbers for open-ended questions. Those three numbers consisted of the review on the students’ perception on the video creation activity.

2. Interview

The researcher also chose an interview as the instrument to gather the data. It was obvious that an interview helped the researcher to gather information to do this study. As noted by Cohen (2011), an interview is a flexible tool for data collection, enabling multisensory channels to be used: verbal, non-verbal, spoken and heard and a powerful implementation for the researcher. To deal with this, the researcher interviewed directly the respondents.

20 The researcher chose five Management students of class A by choosing them randomly. The five students were chosen because the researcher did not consider the positive or negative perception. However, the researcher focused on the general perception of the students. The researcher asked the students five questions related to their opinions about the video creating activity. The researcher also used the recording media to record the interview.

E. Data Analysis Technique

After collecting all of the required data, the researcher started to analyze them. Since the researcher used a mixed method, there were two kinds of data. The first data was taken from the questionnaire while the second data was from the interview. The result of the questionnaire was described in tables. Then, the result of the interview was presented in descriptive forms. The researcher analyzed the data from the results of the questionnaire and the interview and compared them to some theories in Chapter II.

For the closed-ended questions of the questionnaire, the researcher counted the average score to show the major response. The researcher also made the result of the closed-ended answer into percentage. The presentation of percentage numbers from closed-ended questions was made to have clear data description. The researcher counted the percentage of the answer by using the following formula:

χ = the number of the students who choose the degree of agreement n = the total number of all the students

The researcher analyzed the open-ended questions and the interview to collect more data. It was summarized, contrasted, and compared in paragraphs. Then, the researcher drew the conclusion based on the data obtained.

22

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the research results and discussion of the research on the use of the video creating activity to motivate Management students to speak English based on their perception. This chapter also discusses the answer of the research question which is formulated in the problem formulation. Each analysis of the research problem was discussed and strengthened by theories in the review of related literature.

The research problem of this research is how the students perceive the video creating activity to improve speaking skill in MKU Bahasa Inggris. To answer the research question, the researcher gathered quantitative data and qualitative data. The quantitative data was taken from the questionnaire while the qualitative data was from the interview. In the results of the questionnaire and the interview, the researcher found two major findings. The first point is the students’ positive perception on the video creating activity. The second point is the other additional findings; the students’ confidence and the students’ motivation in doing the video creating activity.

A. The Students’ Positive Perception on the Video Creating Activity

The focus of this part was the students’ perception. According to Robbins (2001), perception is a process in which an individual interprets information. In

addition, Fleming and Levi (1998) noted that perception was influenced by the environment around. This research emphasized on how the students perceive the video creating activity. The data of the questionnaire and the interview were analyzed by combining the results. In the questionnaire, the closed-ended questions part that stated about perception was number 1-5.

The researcher presented the data using the table. This table showed the percentage of the results of the questionnaire that related to students’ perception.

Table 4.1 The Distribution of Responses to the Students’ Perception on the Video Creating Activity

No.

STATEMENTS

Degree of Agreement

SD D A SA

1. I am interested in making a

procedural video as one of learning activities.

1 2 29 14

2.17% 4.35% 63.04% 30.43% 2. I like creating a cooking video.

0 12 30 4

0.00% 26.09% 65.22% 8.70% 3. I enjoy studying to speak English

through the video creating activity. 0 0 33 13 0.00% 0.00% 71.74% 28.26% 4. Creating a video is one of the

effective ways to develop my speaking skill.

1 7 23 15

2.17% 15.22% 50.00% 32.61% 5. Speaking English in front of the

camera is easier than speaking English in front of the class.

0 12 24 10

0.00% 26.09% 52.17% 21.74%

The first statement was about the students’ interest in creating a video. Most of the students answered “agree” as their choice. They agreed that the implementation of the video creating activity was interesting as one of the

24 activities in the learning process. It was proven by the percentage of the students that agreed with the statement. It was 63.04% of the total respondents which were 29 students out of 46 students agreed with the statement. Moreover, 30.43% of the students or 14 students chose “strongly agree”. However, one student or 2.17% of the students answered “strongly disagree” and two students or 4.35% of the students chose disagree as their choice.

The second statement was still about the students’ interest. Thirty students or 65.22% of the students agreed that they liked the video creating activity. Then, 4 students or 8.70% of the students also stated that they “strongly agree” with that statement. Furthermore, 12 students or 26.09% from the total respondents stated that they disagreed with the statement.

Related to the first and the second statements, the researcher found that most of the students were interested in the video creating activity. It was in line with the theory from Donnely, Gibson, and Invancevich (1985) which noted about the factors that influenced perception. One of the factors was self-concept in which stated “knowing oneself makes it easier to see others accurately” (p. 67). It was clear that the students had their self-concept by understanding that they were interested in the video creating activity. Moreover, the students’ interest also related to stereotype where the students gave their opinion or judgment about the video creating activity as an interesting technique for their learning.

The students’ interest was also in line with the students’ motivation. As stated by Schunk, Meece, and Pintrich (2014), there was a relation between the

motivation and the interest. Therefore, it was clear that the students’ interest on the video creating activity could build their motivation to learn.

The next statement which was written in number three was about the students’ enjoyment through the video creating activity. Thirty-three students or 71.74% of the students chose “agree” that they enjoyed the learning activity through the video creating activity. Moreover, 13 students or 28.26% students from the total respondents chose “strongly agree”. There were no students who chose “disagree” and “strongly disagree”.

The third statement in the close-ended questions was related to “situation” in which it was one of the factors that affected the perception. The results of statement number three proved that the students enjoyed the process of creating the video. It was because the situational factor where the students could enjoy the process of creating the video. Moreover, the video creating activity was considered as an outdoor activity. In the interview, student number 2 declared,

“buat video itu kan aktivitas di luar kelas ya, ya efektif lah, apalagi bisa bareng

teman” (creating a video was an outside activity that was effective since we could

do it with friends). In other words, the implementation of the video creating activity was delightful since the students could do the activity outside the class with their peers.

Statement number 3 was also in line with the emotion factor that affected the perception. The implementation of the video creating activity could create a good learning atmosphere where the students would have a good emotion to enjoy the learning process. If the students enjoyed the learning process, they would have

26 good motivation to learn. As noted by Harmer (2001), motivation within an individual came from the enjoyment of the learning.

Statement number four was the students’ perception on the effectiveness of the video creating activity according to their experiences. The researcher found that the 23 students or 50% of the students agreed that the video creating activity is an effective way to develop their speaking skill. Fifteen students or 32.61% also chose “strongly agree” with the statement. Yet, 15.22% of the students or 7 students stated that they disagreed. Then, one student or 2.17% of the students claimed “strongly disagree” as the choice.

The statement that was written in number 4 was in line with the selectivity and the need as the factors of the perception that was stated by Donnely, Gibson, and Invancevich (1985). The results of the closed-ended question number 4 showed that the students had the belief that the video creating activity was effective as one of the techniques in learning speaking. In addition, from the open-ended results, the respondents declared that the video creating activity was meaningful for them as they thought that the activity was effective to increase their speaking skill. It proved that the students’ need was fulfilled. Furthermore, the students could get new knowledge related to vocabulary.

Statement number five was about whether or not speaking English in front of the camera was easier than speaking in front of the class. It was 52.17% of the total respondents which were 24 students out of 46 students agreed with the statement. Ten students or 21.74% of the students chose “strongly agree”.

Meanwhile, from the data, 12 students or 26.09% of the students chose “disagree” and none of the students chose “strongly disagree”.

Related to the fifth statement, the situation as one factor that influenced perception was appeared. As Donnely, Gibson, and Invancevich (1985) stated that the situation was in line with the situational factor or the condition. The results from the interview indicated that the students could deliver ideas freely and avoid their nervousness because of the situational factor in which the students could speak in front of the camera instead of speaking in front of the class. As student number 1 stated, “...lumayan lancar sih, lebih suka ngomong di depan kamera

daripada di depan kelas” (I thought, I was fluent enough, I prefered to speak in

front of the camera rather than in the class).

In short, from the results of the questionnaire related to the students’ perception, most of the students or more than 50% of the total respondents answered “agree”. It was clear that the students had a positive perception on the video creating activity. The results of the closed-ended questions were also supported by the data from the open-ended questions and the interview. The results of the open-ended questions also showed that most of the students had a good perception on the video creating activity. The students noted that they got advantages from the video creating activity. By doing the activity, the students could be more creative since they could learn how to cook and get new recipes.

Departing from those benefits, the students also got other advantages related to learning English. For instance, the students could get a new experience in learning to speak English. Moreover, they could improve and acquire new

28 vocabulary. Then, the implementation of the video creating activity made the students able to build their confidence in speaking English even though some of them could not speak English fluently. The next benefit was that the video creating activity provided a special opportunity for the students to go beyond what had been taught by the lecturer. The video creating activity could engage the students to express themselves and apply what they have learned in the class. Moreover, while doing the activity, the students used the camera to take the video. Hence, the students could see their performances/ their recordings when they were speaking English. As noted by Harmer (2001), the video could be the center of the learning in which the students could work cooperatively together using a wide variety of language both the process and the product of the video creating activity. In the interview, the students said that video creating was an effective technique to facilitate the students to speak English. One student stated that the activity could help the students to enhance their confidence in speaking English. Moreover, one student also said that the activity was fun and interesting.

“...membuat video tu kan termasuk kegiatan di luar kelas ya yang

menurutku cukup efektif buat kita lebih gimana ya, istilahnya di situ kan kita harus mencari ya, ketika kita nggak tau Bahasa Inggris-nya apa sih, cari. Jadi di situ lebih efektifnya jadi ada keinginan mencari lebih dalam,

lebih lebih lagi apalagi untuk speaking-nya, jadi penyempurnaan video

dari segi yaa masakan mungkin nomor sekian.” (Student 2)

“...I thought, creating a video was an outside activity that was effective because the students were given an opportunity to figure out the new vocabulary in English. Therefore, it was effective because the students had the willingness to find the meaning deeper and practice their speaking. It meant the video itself was not the main priority.” (Student 2)

Student number 2 said that the video creating activity was an outdoor activity that enabled the students to acquire vocabulary. Therefore, the video or the technical

matter was not the priority. In short, it was clear that the video creating activity was effective for the students. Moreover, training the students to be able to speak English was the main aspect of this activity.

By understanding the results of the questionnaire and the interview, the researcher concluded that the students in class A of Management Study Program batch 2016 had a positive perception. The results showed that the students’ positive perception on the video creating activity was built by six factors that affected perception which were stereotype, selectivity, self-concept, situation, need, and emotion. Moreover, the results were also proved that the students were interested in the video creating activity. Then, the students also got the benefits after doing this activity.

B. The Students’ Confidence in Doing the Video Creating Activity

The second finding of this research was related to the students’ speaking skill in the process of creating the video that emphasized on the students’ confidence. The part of the closed-ended questions in the questionnaire related to speaking skill specifically their confidence was written in number 6-10. The following table was the results of the closed-ended questions.

Table 4.2 The Distribution of Responses Related to the Students’ Confidence No.

STATEMENTS

Degree of Agreement

SD D A SA

6. I feel confident to speak English in

front of camera. 1 15 23 7

2.17% 32.61% 50.00% 15.22% 7. I can speak English fluently.

30

No.

STATEMENTS

Degree of Agreement

SD D A SA

13.04% 54.35% 30.43% 2.17% 8. I can control my speech.

1 19 25 1

2.17% 41.30% 54.35% 2.17% 9. I can explain my ideas fluently.

1 24 19 2

2.17% 52.17% 41.30% 4.35% 10. I can speak naturally in front of

camera. 0 17 25 4

0.00% 36.96% 54.35% 8.70%

The statement number 6 stated, “I feel confident to speak English in front of the camera”. From the data, it was found that 23 students or 50% of the students agreed with the statement. Moreover, 7 students or 15.22% of the students chose strongly agree as their choice. However, 15 students or 32.61% of the students disagreed with the statement. Then, only one student stated “strongly disagree” as the choice.

As declared by Ormrod (2011), motivation was something that could sustain behavior. By the results from the closed-ended questions number 6, it was clear that most of the students were confident in the process of creating video. The data of the open-ended questions also sustained the results of the closed-ended questions in which the students noted that the implementation of the video creating activity made the students more confident to speak English.

The next statement that was written in number seven stated, “I can speak English fluently”. From the data, the researcher found that 14 students or 30.43%

of the students chose “agree”. Furthermore, one student or 2.17% of the student chose “strongly disagree”. However, there were 25 students or 54.35% of the students disagreed with the statement. Then, 6 students or 13.04% of the students claimed “strongly disagree” as their choice.

Statement number seven was in line with the theory form Lado (1965) that was defined speaking skill as the ability to converse the ideas fluently. The results of statement number 7 showed that most of the students had difficulty in expressing ideas fluently. It was proven by 25 students who disagreed that they could speak English fluently in the process of creating the video. As stated by the respondents in the closed-ended questions, they could not speak English fluently due to the fact that they had a lot of things consider such as the camera, room, tools, and ingredients.

The results of the closed-ended questions clearly stated that the students had difficulties in their speaking. It was seen by the majority of respondents who chose between “agree” and “disagree”. These results were also supported by the data from the open-ended questions. In the open-ended questions, the students noted that they found difficulties in speaking English. In the process of their speaking in front of the camera, most of the students were confused in explaining the cooking steps. They still thought how to speak English well. Sometimes, they also forgot some vocabulary. However, some students also stated that speaking in front of the camera helped them to speak English more fluently.

In the interview, the students also said that they had difficulties in speaking because their lack of vocabulary. Therefore, they should memorize some words.

32

“...memilih kata. Kaya misalnya “tunggu sampai mendidih” tu Bahasa Inggrisnya apa, makanya dalam video masak yang saya kumpulkan banyak

yang saya tanyakan ke temen2, itu Bahasa Inggrisnya apa.” (Student 5) “...choosing the right diction. For instance, how to say “tunggu sampai

mendidih” (wait until it boils) in English. Therefore, I should ask some

words to my friends.” (Student 5)

Student number 5 explained that the students had had difficulties in arranging sentences and choosing the diction. For instance, the student did not know how to say “tunggu sampai mendidih” (wait until it boils) in English. Therefore, by combining and analyzing the results of the questionnaire and the interview, it could be stated the students needed helps for improving their speaking skill due to the fact that most of the respondents found difficulties.

The next statement that was written in number 8 was about whether or not the students could control their speech while they were making a video based on their experiences. The data showed that 25 students or 54.35% of the students agreed with the statement. Meanwhile, one student or 2.17% of the student chose “strongly agree”. Yet, 19 students or 41.30% chose “disagree”. Then, one student chose “strongly disagree”. The results from statement number 8 indicated that the students had the confidence in delivering their ideas. As stated by the respondents in the open-ended questions, the students felt confident if they spoke the target language in front of the camera. One interviewee also declared that the video creating activity assisted the students to be more confident to speak English.

“...terus belajar untuk PD (percaya diri), terus melatih Bahasa Inggris yang speaking. Karena di video itu harus ngomong tutorial, harus

“..I learned to be confident and trained to speak English because the significant part in the activity was the speaking. So, I had to learn.” (Student 3)

Student 3 declared that the video creating activity could build the confidence because the students were given the opportunity to explain or to express their ideas in English. In other words, departing from the fact that the video creating activity could train the students to speak English, the activity was also able to guide the students to be more confident.

The ninth statement stated, “I can explain my ideas fluently”. Lado (1965) stated that speaking skill is an ability to report the sequences of ideas fluently. Nineteen students or 41.30% from the total respondents said that they agreed with the statement. Two students also chose “strongly disagree”. However, 52.17% of the students or 24 students disagreed with the statement and one student chose “strongly disagree”.

The statement number 10 was about whether or not the students could speak naturally in front of the camera. Twenty five students or 54.35% of the students chose “agree”. Then, 4 students or 8.70% of the students chose “strongly agree”. Yet, 17 students or 36.96% of the students disagreed with the statement. There were no students who state “strongly disagree”.

The tenth statement was connected to the situation as one of the factors that affected perception. Donnely, Gibson, and Invancevich (1985) defined that situational factor such as press time could influence perceptual the accuracy. The results of the closed-ended questions in the questionnaire proved that the students could speak naturally. As Richards and Renandya (2002) stated, the students

34 should acquire the knowledge of how the native speakers used the language to learn a foreign language. Therefore, through the video creating activity, the students could learn to speak English naturally. In interview, student number 1 explained, “...kan ngomongnya nggak di depan kelas jadi nggak deg-deg-an” (...because I did not speak in front of the class, I was not nervous). In other words, the student number 1 claimed that there was no pressure when doing the activity. Hence, the students could speak naturally.

In conclusion, the results of the questionnaire and the interview indicated that the students had their confidence to speak English in the process of creating the video. The students could be more confident because the situational factor where the students could enjoy the process of creating the video. Moreover, the students spoke in front of the camera instead of in front of the class. In 2003, Nunan stated that the right speaking activity could build the students’ motivation and make English became a fun subject.

However, the students still found the difficulties related to speak English since the students lacked vocabulary. Moreover, the students were still confused in composing sentences. Nunan (2003) noted that speaking skill in the target language was more difficult than other skills. However, Ur (1996) claimed that speaking skill is the most significant skill of all skills (listening, speaking, reading, and writing). Therefore, the lecturers needed to assist the students to develop their speaking skill by implementing an activity where the students could train the target language appropriately.

C. The Students’ Motivation on the Video Creating Activity

The last finding was the motivation. Most of the Management students stated that they were motivated to speak English after the video creating activity. This finding was sustained by the results of the closed-ended questions in the questionnaire that was written in number 11-15 about the students’ motivation on the video creating activity.

Table 4.3 The Distribution of Responses Related to the Students’ Motivation No.

STATEMENTS

Degree of Agreement

SD D A SA

11. I build my confidence to speak English after doing the video creating activity.

0 10 22 14

0.00% 21.74% 47.83% 30.43% 12. Creating cooking video motivates

me to speak English. 0 6 30 10

0.00% 13.04% 65.22% 21.74% 13. I get a lot of vocabulary through the

video crating activity. 0 8 21 17

0.00% 17.39% 45.65% 36.96% 14. Creating video facilitates me to

speak English. 0 4 28 14

0.00% 8.70% 60.87% 30.43% 15. I practice to speak English as a

preparation to create a cooking video.

0 11 21 14

0.00% 23.91% 45.65% 30.43%

The statement that was written in number 11 was about whether or not the video creating activity built students’ confidence to speak English. Twenty two students or 47.83% of the students agreed with the statement. Besides, 30.43% of the students or 14 students chose “strongly disagree”. Yet, 10 students or 21.74% of the students disagreed that the video creating activity built the students’

36 confidence to speak English. There were no students who chose “strongly disagree”.

As stated by Ormrod (2011), motivation is something that energizes the behavior. Based on this statement, the students were able to be more confident to speak English. It showed that they were motivated as they directed the behavior which was being confident.

The next statement which was written in number 12 stated, “Creating cooking video motivates me to speak English”. Thirty students or 65.22% of the students agreed that creating cooking video motivated them to speak English. Moreover, 10 students or 21.74% from the total respondents claimed “strongly agree” as their choice. However, 6 students or 13.04% of the students disagreed with the statement. There were no respondents who chose “strongly disagree”.

In 2011, Ormrod noted that motivation was not only about something that the students brought to school. It was more about the condition or situational factor. Statement number 12 showed that the students were motivated to speak English through the video creating activity. It was related to the situation in which the students could speak English freely without any burden.

The thirteenth statement stated, “I get a lot of vocabulary through the video creating activity”. From the data, 21 students or 45.65% of the students agreed that they got a lot of vocabulary through the video creating activity. Moreover, 17 students or 36.96% chose “strongly agree”. Seventeen percent of the students or 8 students chose “disagree”. Besides, there were no students who chose “strongly disagree”. As Donnely, Gibson, and Invancevich (1985) stated that students

learned what they wanted to learn. It was one of the factors that influenced perception which was “need”. The statement number 13 of the closed-ended questions proved that the students were motivated to speak English because they needed it. As the results, the students got an advantage which they could acquire more vocabulary.

The next statement that was written in number 14 stated, “Creating video facilitates me to speak English”. Twenty eight students or 60.87% of the students chose “agree” with the statement. In addition, 14 students or 30.43% of the students stated that they strongly agreed. Then, 4 students or 8.70% of the total respondents chose “disagree”.

Similar to statement number 13, the fourteenth statement of closed-ended questions was in line with one of the factors that affected perception which was the need. The students saw the creating video activity was the answer of their need. It was proven as the students agreed that the video creating activity could be one of the learning techniques which facilitated them to speak in English.

The last statement of the closed-ended question stated, “I practice to speak English as a preparation to create a cooking video”. The data showed that 21 students or 45.65% of the students agreed with the statement. Moreover, 14 students chose “strongly agree”. However, 11 students disagreed with the statement or 23.91% of the total respondents. Then, there were no respondents who chose “strongly disagree” in the last statement.

The last statement was in line with the theory from Ormrod (2011) which stated that motivation could get the students moving and point them in a particular

38 direction. It was clear that by having motivation, the students wanted to ameliorate their speaking skill. The motivation was shown by the students when they had good preparations before they explained their ideas in front of the camera.

Regarding the results of the closed-ended questions, in average, 53.04% of the respondents answered “agree” for statements number 11 to 15. It showed that the respondents were motivated to speak in English. This statement was supported by 65.22% from the total respondents or 30 students who chose “agree” in statement number 12 about whether or not the video creating activity could motivate the students to speak English.

In the open-ended questions, there were 39 students who stated that they were motivated to speak English more by doing the video creating activity. The students stated that they wanted to build their skill especially in speaking so that they could speak English fluently. The students also felt that the activity was fun and joyful. They did not have any burden. As stated by Nunan (2003), the right speaking activity was able to build the students’ motivation and make English language become fun to be learned.

The results were also supported by the data from the interview. Student number 5 stated “Saya ada kemauan untuk bisa...” (I had a willingness to learn...). In other words, the student had willingness to learn English specifically speaking. In the interview, the students also said that learning English was beneficial for their future. They realized that they would need English in their job. However, from the open-ended questions’ results, there were 7 respondents who feel

unmotivated by the activity because they thought that they could not speak English fluently.

Based on the questionnaire and the interview, the researcher concluded that the students were motivated by the implementation of the video creating activity as one of the techniques in learning speaking. It obviously showed that the students had a good perception on the activity that influenced the students’ motivation. As Glynn and Owens (2005) noted, the positive perception influenced the students’ motivation. The positive perception could affect the students’ motivation in their learning.

All findings of this research were connected to each others. The students of class A Management Study Program had a positive perception on the implementation of the video creating activity. The students’ positive perception affected their motivation to speak English. Then, the motivation could sustain the students behavior which was being confident. In short, the positive perception could build the students’ motivation to be more confident to speak English.

40

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Chapter five shows two parts which are conclusions and recommendations. The first part is conclusions which focus on the summary of the research results and discussion. Then, the second part is the recommendations for the lectures, the students, and the future researchers.

A. Conclusions

The researcher conducted this research to find out the students’ perception on the video creating activity to increase the students’ motivation to speak English. After analyzing the results of the questionnaire and the interview, the researcher came to conclusions. The researcher found that most of the students in class A of Management Study Program as the respondents had a positive perception on the video creating activity to motivate them for speaking English. Most of the students surely agreed with the positive statements that were written in the closed-ended questions of the questionnaire.

The results of open-ended questions also promoted that the respondents had a good perception on the implementation of the video creating activity. Then, they thought that the video creating activity was an interesting activity. They enjoyed the activity outside the class with their peers. The students felt that they got new experience in learning English with fun. In addition, the students obviously stated that there were a lot of benefits which they got through the

activity. For instance, the students could acquire new vocabulary. Furthermore, the students got benefits in which they could go beyond from what they learned in class and apply it appropriately. Then, the activity could also engage them to speak English freely. The results of the questionnaire and the interview proved that the students were confident to speak English in the process of creating the video. Most of the students were confident to speak in front of camera than in front of the class. In short, the researcher drew a conclusion that the students had a good perception on the video creating activity as a technique to motivate them to speak English. As Glynn and Owens (2005) noted, the positive perception influenced the students’ motivation.

The perception of the students was influenced by six factors by Donnely, Gibson, and Invancevich (1985) which were stereotype, selectivity, self-concept, situation, need, and emotion that affected perception. The students had a belief that the video creating was good for their learning English. Furthermore, the students could express their ideas freely. Next, the situational factor in which the students could enjoy the process of creating the video that affected their perception. In other words, the students could learn English in a pleasant atmosphere. Then, the need of the students was fulfilled by doing the video creating activity.

However, some students found some difficulties in the process of the activity which was related with their speaking skill. The students lack of fluency since there were a lot of things to consider. The students should pay attention to the tools and ingredients that they needed. Moreover, they should choose the

42 appropriate room for taking the video. They students also declared that they lacked vocabulary. Hence, the students had a difficulty in explaining the ideas of the video fluently. The researcher believed that the lecturers should assist the students in speaking. The video creating activity can be ameliorated if the lecturers conduct a pre-activity that enabled the students to practice in the class with their peers in groups. The students can share with their peers or the lecturers if they find difficulties. Therefore, they can avoid making mistake when they speak in front of the camera. In other words, the students are more well-prepared.

B. Recommendations

In this section, the researcher would like to present several recommendations. There are three parts of the recommendations that the researcher has been composed; they are recommendations for the lecturers, the students, and the future researchers.

1. The Lecturers

There are few recommendations for the lecturers, as the facilitators, in class. Most of the students had a positive perception on video creating activity as one of the techniques. Therefore, this technique can be used for teaching the students, especially in teaching speaking. The video creating activity assists the students to advance their speaking skill. By doing this activity, the students can be more confident since the students speak in front of the camera instead of in front of the class. Furthermore, the students are interested in the activity due to the fact

Appendix 3 The Sample Transcript of Interview Notes

R : Researcher S : Student Student 1

R : Bagaimana pendapatmu tentang aktivitas membuat video memasak? S : Ini cara belajar yang efektif sih seberernya karna kita bisa belajar ngafal

terus belajar jadi PD di depan kamera tapi ini menurut pendapat aku cuma nggak tau yang kebanyakan gimana sih

R : Menurut pendapatmu apa aktivitas ini efektif untuk meningkatkan kemampuan Bahasa Inggris khususnya speaking?

S : kalo menurut aku sih gimna yaa, ya setengah-setengah sih, efektif iya, cuma kalau misalnya kalau aku mau mengungkapkan kalimat susah gitu aku harus berpikir dulu tapi kalau yang tentang bahasa sehari hari sih mudah-mudah aja, lumayan lancar sih, lebih suka ngomong di depan kamera

R : Kesulitan apa yang kamu hadapi sebelum pembuatan video dan pada saat pembuatan video baik yang berhubungan dengan speaking atau tidak? S : kesulitannya, kan saya waktu buat video ini kan berdua. Kesulitannya itu

patner saya kurang begitu cakap berbicara Bahasa Inggris jadi harus menyesuaikan supaya saya bisa buat dia PD dan ngomong lancar. Yang berhubungan dengan speaking nggak ada sih, fine-fine aja, kan ngomongnya nggak di depan kelas jadi nggak deg-deg-an.

R : Apakah kamu merasa termotivasi untuk berbicara Bahasa Inggris?

S : itu sih cukup bagus sih kalau buat aku karna eee pada masa yang akan datang kita kan ketemu banyak orang. Misalnya aku seorang pegawai atau aku punya client dari luar negri, jadi kan aku dituntut PD di depan orang itu jadi dengan latian kemarin aku bisa belajar sesuatu dari situ.

R : Apa saja manfaat yang kamu peroleh dari aktivitas ini?

S : maanfaatnya ya itu, aku jadi lebih PD ngmong Bahasa Inggris, sabar cara menghadapi patner ku biar lancar ngomong inggris, nggak macet-macet, gimanabiar videonya jg bagus,kerja sama yang baik,yaa apa lagi yaa,, udah sih itu aja

R : Tolong berikan saran untuk meningkatkan aktivitas membuat video ini! S : sarannya sih jangan kasih perintah yang susah maksudnya “harus 20

kata”, misalnya.. jangan terlalu banyak dan tidak dibatasi. Student 2

R : Bagaimana pendapatmu tentang aktivitas membuat video memasak? S : Bagus sih, soalnya ngerjainnya kan di luar kelas jadi seru.

R : Menurut pendapatmu apa aktivitas ini efektif untuk meningkatkan kemampuan Bahasa Inggris khususnya speaking?

S : kalo menurutku tu membuat video tu kan termasuk kegiatan di luar kelas ya yang menurutku cukup efektif, apalagi bareng teman, buat kita lebih

gimana ya, istilahnya disitu kan kita harus mencari ya, ketika kita nggak tau Bahasa Inggrisnya apa sih, cari. Jadi disitu lebih efektifnya jadi ada keinginan mecari lebih dalam, lebih lebih lagi apalagi untuk speakingnya, jadi penyempurnaan video dari segi yaa masakan mungkin nomor sekian, cuma yang kita pengen kan pastinya Bahasa Inggrisnya itu kan jadi tau gimana

R : Kesulitan apa yang kamu hadapi sebelum pembuatan video dan pada saat pembuatan video baik yang berhubungan dengan speaking atau tidak? S : kesulitan nya cuma waktu, ngumpulin teman. Kalau masalah Bahasa

Inggris kebetulan yang kita masak simple, jadi non teks dan spontan aja langsung ngomong gitu. Kalau teman dalam kelompok , kalau diajak ngomong nyambung sih jadi nggak begitu susah, mereka spjntan juga bisa R : Apa saja manfaat yang kamu peroleh dari aktivitas ini?

S :ya pertama kan kita jadi belajar ya ngomong di depan kamera tu kan susah susah gampang juga. Yaa tadi tu cari-cari kosakata baru. Lebih ke komunikasi. Lebih berkembang gitu

R : Tolong berikan saran untuk meningkatkan aktivitas membuat video ini! S : kalau aku, mungkin video nya jangan dibatasi masak lah.. mungkin ada

report, mungkin mahasiswa lebih dibebaskan buat istilahnya ada komunikasi dan interaksi menggunakan Bahasa Inggris, pasti ada kok mahasiswa yang mungkin udah bikin vlog gitu.

Student 5

R : Bagaimana pendapatmu tentang aktivitas membuat video memasak? S : membuat video masak itu nggak sulit. Membuat video itu sebenarnya

saya seneng tapi karna menggunakan Bahasa Inggris jadi saya agak bingung. Karena saya pengen bisa Bahasa Inggris tapi belum bisa memahami

R : Menurut pendapatmu apa aktivitas ini efektif untuk meningkatkan kemampuan Bahasa Inggris khususnya speaking?

S : cukup efektif kok karena kita bisa berlatih berbicara Bahasa Inggris R : Kesulitan apa yang kamu hadapi sebelum pembuatan video dan pada saat

pembuatan video baik yang berhubungan dengan speaking atau tidak?

S : memilih kata. Kaya misalnya “tunggu sampai mendidih” tu Bahasa

Inggrisnya apa makanya dalam video masak yang saya kumpulkan banyak yang saya tanyakan ke temen2, itu Bahasa Inggrisnya apa.

R : terus solusinya apa?

S : tanya temen. cari di kamus poin-poin penting.

R : Apa saja manfaat yang kamu peroleh dari aktivitas ini? S : Sedikit lebih PD soalnya itu kan ngomong di depan kamera R : Apakah kamu merasa termotivasi untuk berbicara Bahasa Inggris? S : saya ada kamauan untuk bisa tapi realitanya masih malu

R : Tolong berikan saran untuk meningkatkan aktivitas membuat video ini! S : Sebelumnya dibuatkan Kerangka kalimat yang akan disampaikan, nanti

Appendix 4 The Sample Result Students’ Answer in Open-ended Questions

1. Apakah kesulitan-kesulitan yang anda alami dalam proses pembuatan video memasak?

a) Video creating/ technique matter

 Mengatur jeda video dan mengedit video  Rung untuk membuat video/ lokasi pembuatan  Mencari gambar dan grafik

 Kendala dalam perlengkapan dan pengambilan gambar

 Salah step, kekurangan bahan saat ditengah-tengah step memasak sehingga saya dan teman sata harus membeli bahan yang kuang itu dulu

 Kesulitan ketika kendala ruangan yang gelap, takut tidak mateng  Tempat yang kurang luas

 Take video beberepa kalo karena ada beberapa kosakata yang salah b) Speaking

 Bingung dalam mengucapkan kata-kata, nama-nama bahasa dalam Bahasa Inggris dan kurang percaya diri

 Merangkai kosa kata yang sederhana dan benar  Cara berbicara dalam Bahasa Inggris

 Sulit berbicara Bahasa Inggris dengan lancar, sulit menghafalkan cara dan prosedur dengan Bahasa Inggris

 Ada yang lupa arti Bahasa Inggrisnya

 Bingung menjelasakan langkah2. Bingung dengan vocab yang digunakan

 Kurang lancar dalam menjalankan videonya terutama berbicara  Cara saya berbicara

 Berbicara dengan Bahasa Inggris yang benar

 Berbicara Bahasa Inggris dengan lancar dan santai pada saat di depan kamera

c) Another things/ personal matter

 Ketika teman satu kelompok sangat tidak bisa berBahasa Inggris  Menerjemahkan bahan-bahan masakan dan cara memasak ke

dalam Bahasa Inggris dan mengonsep video  Kosakata dalam Bahasa Inggris

 tidak percaya diri (di depan kamera)  Grogi karena berbicara di depan kamera

 Membuat arti Bahasa Inggris dari beberapa bahan dan cara membuat

 Kosakata yang belum pernah saya ketahui  Harus mempersiapkan kata2 Bahasa Inggris  Menghafal kalimat-kalimat Bahasa Inggris  Bingung dalam menyusun kalimat

 Rempong banget saat membuat video karena harus mikir mau masak apa yang enak

 Menyepelekan waktu dan membuat videonya dadakan sehingga tidak maksimal

 Menghafal teks/ vocab dan menyesuaikan diri dengan partner  Waktu

2. Apakah manfaat yang anda peroleh setelah membuat video memasak?  Membangun percaya diri setelah membuat video memasak  Meambah kosakata baru Bahasa Inggris

 Dapat berbicara Bahasa Inggris (sedikit/ lancar) walaupun tidak lancar

 Belajar memasak dengan menggunakan Bahasa Inggris  Belajar menngucapkan kata-kata (dalam Bahasa Inggris)  melihat diri sendiri bagaimana saya ketika berbicara  melatih (berbicara)Bahasa Inggris

 memotivasi diri untuk dapat lebih jauh lagi belajar Bahasa Inggris  menambah pengalaman baru

 Dapat mengetahui perkembangan kemampuan Bahasa Inggris  Menambah kreativitas

3. Apakah anda merasa termotivasi untuk berbicara Bahasa Inggris setelah melakukan aktivitas pembuatan video?

Setuju

 Sangat termotivasi

 Termotivasi untuk berbicara Bahasa Inggris dan mengembangkannya agar kemampuan Bahasa Inggris saya lancar dan bagus

 Termotivasi karena dengan berbicara Bahasa Inggris di depan kamera dapat sedikit meningkatkan kepercayaan diri saya berbicara di depan umum

 Walaupun belum PD

 karena dengan ini saya merasa enjoy/ senang, dan tidk merasa terbebani kalau harus bebicara Bahasa Inggris, malahan tertantang dan ingin bisa

 Awalnya saya malu namun saya mencoba percaya diri

 karena dengan begitu saya merasa bisa sambil belajar mencari kosa kata baru sehingga menambah wawasan Bahasa Inggris saya

 Bener banget, jadi ingin ikut kursus TOEFL biar lancar Bahasa Inggris

 Iya tentu saya sangat termotivasi dsan saya menyadari kalau belajar Bahasa Inggris itu menyenangkan

 Tertarik untuk terus belajar Bahasa Inggris

Tidak setuju biasa saja karna semua hal memotivasi untuk belajar Bahasa Inggris, Bahasa Inggris tidak terlalu lancar

4. Berikanlah saran untuk kemajuan aktivitas pembuatan video!

 Lebih sering membuat video lagi tapi jangan tentang memasak  Durasi lebih panjang sehingga kosakata bertambah