PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

A STUDY ON THE USE OF VIDEO IN CRITICAL LISTENING-SPEAKING 2 CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Wulanda Rismayanti Student Number: 081214020

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY 2013

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A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY 2013

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A Sarjana Pendidikan Thesis on



Approved by

Sponsor

Christina Kristiyani S.Pd., M.Pd

July 16, 2013

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A Sarjana Pendidikan Thesis on


By WULANDA RISMAYANTI Student Number: 081214020

Defended Before the Board of Examiners on August 14, 2013 and Declared Acceptable

Board of Examiners

Chairperson

: C. Tutyandari, S.Pd., M.Pd.

.......................................

Secretary

: Drs. Barli Bram, M.Ed., Ph.D.

.......................................

Member

: Christina Kristiyani S.Pd, M.Pd

.......................................

Member

: C. Tutyandari, S.Pd., M.Pd.

.......................................

Member

: Drs. Barli Bram, M.Ed., Ph.D.

.......................................

Yogyakarta, August 14, 2013 Faculty of Teacher Training and Education Sanata Dharma University Dean,

Rohandi Ph.D.

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“Indeed, Allah will not change the condition of a people until they change what is in themselves” (Qur’an, 13 : 11)

This thesis is dedicated to my beloved parents and sister For supporting me in all conditions

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, August 14, 2013 The Writer

Wulanda Rismayanti 081214020

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama

: Wulanda Rismayanti

Nomor Mahasiswa

: 081214020

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul: A STUDY ON THE USE OF VIDEO IN CRITICAL LISTENING-SPEAKING 2 CLASS Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 14 Agusutus 2013 Yang menyatakan,

Wulanda Rismayanti

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ABSTRACT Rismayanti, Wulanda. (2013). A Study on the Use of Video in Critical ListeningSpeaking 2 Class. Yogyakarta: English Language Education Study Program. Sanata Dharma University. Video is a medium to be applied in English language teaching. It is an audio visual medium which functions as a good model for students in comprehending and producing oral language. In so doing, the lecturer uses videos in Critical Listening-Speaking 2 (CLS 2) of English Language Education Study Program of Sanata Dharma university. This study investigates the students’ perception on the use of video in CLS 2 class. This study focuses on the use of video in listening class. This study has two research problems addressed. The first research problem discusses the students’ perception on the use of video in CLS 2 in general. The second research problem focuses on the benefits of video based on the students’ perception. This study employs survey method. The participants of this study are students of CLS 2 class. The participants are chosen purposively in order to see the entire class’s perception. The participants were chosen based on the consideration of the lecturer of CLS 2 class. The results showed that students tend to have good perception to video in listening class of CLS 2. It was proven by students’ responses to the observation, questionnaire and interview. The students’ favorite activity in CLS 2 class was watching the video. They also perceived that the activities given related to the video were various. In addition, kinds of video were also interesting to them. However, they students felt that the use of video in CLS 2 class had a weakness. Sometimes, there were subtitles on video played. According to the students, there were four benefits of video in CLS 2 class obtained. First, video improved students’ listening and speaking skills. Second, it also enriched students’ knowledge. Third, it provided real model for the students. Fourth, it increased students’ motivation and interest. Keywords: perception, video, Critical Listening-Speaking 2 (CLS 2)

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ABSTRAK Rismayanti, Wulanda. (2013). A Study on the Use of Video in CLS 2. Yogyakarta: English Language Education Study Program Sanata Dharma University. Video adalah salah satu media yang digunakan di dalam pengajaran bahasa inggris. Video tersebut merupakan audio visual media yang berfungsi sebagai sebuah model bagi siswa untuk memahami dan menghasilkan bahasa lisan. Oleh karena itu, video digunakan dalam kelas CLS 2 di program studi Pendidikan Bahasa Inggris Universitas Sanata Dharma. Penelitian ini meneliti persepsi siswa pada penggunaan video di kelas CLS 2. Ada dua rumusan masalah dalam penelitian ini. Rumusan masalah yang pertama membahas persepsi para siswa terhadap penggunaan video di kelas CLS 2 secara umum, sedangkan rumusan masalah yang kedua membahas tentang keuntungan-keuntungan dari penggunaan video di kelas CLS 2 berdasarkan persepsi siswa. Penelitian ini menggunakan metode survei. Partisipan dari penelitian ini adalah para siswa kelas CLS 2. Para partisipan dipilih secara purposif untuk melihat persepsi dari siswa kelas CLS 2 secara keselurhan. Mereka dipilih dengan bantuan dari dosen CLS 2. Hasil dari penelitian ini menunjukkan bahwa siswa memiliki persepsi yang baik terhadap kelas CLS 2. Hal ini terbukti dari respon siswa yang dapat dilihat di observasi dan dalam kuisioner dan wawancaras. Aktivitas yang paling disukai siswa di kelas CLS 2 adalah menonton video. Siswa juga memiliki persepsi yang baik terhadap tugas-tugas yang diberikan. Menurut mereka, tugas-tugas di kelas CLS 2 sudah cukup variatif. Selain itu, siswa juga merasa bahwa pilihan video di kelas CLS 2 menarik. Akan tetapi, siswa merasa bahwa penggunaan video di kelas CLS 2 masih memiliki kekurangan yaitu masih terdapat subtitle di beberapa video. Menurut siswa kelas CLS 2, ada empat keuntungan yang diperoleh dari penggunaan video. Pertama, video memperbaiki kemampuan mendengarkan dan berbicara. Kedua, video juga menambah pengetahuan siswa. Ketiga, video menyediakan model yang riil bagi siswa. Keempat, video meningkatkan motivasi dan ketertarikan siswa. Kata kunci: perception, video, Critical Listening Speaking 2 (CLS 2)

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ACKNOWLEDGEMENTS First of all, I would like to thank Allah S.W.T, for the unlimited blessings and love during my whole life, for the best things in the right time and the ability to learn about anything. Through the blessing, I am also able to finish writing this thesis. I would like to show my greatest gratitude to my thesis advisor Christina Kristiyani S.Pd, M.Pd., who was willing to share her precious time for my thesis consultation. Without her support and her guidance, I would not be able to finish this thesis by myself. I also would show my gratitude to Barli Bram, M.Ed., Ph.D, for helping me to proofread my thesis. My gratitude also goes to CLS 2 lecturer, Fidelis Chosa Kastuhandani S.Pd., M.Hum, for the opportunity given to conduct my research in his class. I would thank all PBI lecturers, for sharing their knowledge during my study in PBI. I could develop my English language skills because of their guidance. I also would thank PBI staff for helping me during my study in PBI. I would also warmly thank Mas Krisna, Pak Miko, Angga, Gilang and Mbak Ratri for proofreading my thesis. I would also thank students of CLS 2 class for being my research participants. I would also dedicate my sincere thankfulness to my parents, Risyanta S.Pd and Sugiyanti, for their unending prayer, love, and support both material and spiritual. My thankfulness is also dedicated to my sister, Dian and my grandmother for their motivation all the time. I also warmly thank my beloved partner Panggih Widodo. He always motivates me to pass every difficult situation. My sweetest thankfulness are addressed to all my friends in PBI 2008, especially Mary, Vita, Carol, Sinta, Adi, Yuan, Dimas, Clara, Desya, Tia, Asri and Nala for spending nice moments together. I thank also my consultation friends; Ambar, Ratih, Deti, Sepsi, Sinta, Angel, Selly, and Windru. I also ix


would thank my wonderful friends Ambar and Teah who always become the best supporters in finishing this thesis. Last but not least, I also thank all people who help me whose name cannot be mentioned one by one. May God reward their kindness.

Wulanda Rismayanti

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TABLE OF CONTENTS

TITLE PAGE...........................................................................................................i APPROVAL PAGES...............................................................................................ii DEDICATION PAGE.............................................................................................iv STATEMENT OF WORK’S ORIGINALITY.........................................................v PERNYATAAN PERSETUJUAN PUBLIKASI........................................................vi ABSTRACT...........................................................................................................vii ABSTRAK..............................................................................................................viii ACKNOWLEDGEMENTS....................................................................................ix TABLE OF CONTENTS........................................................................................xi LIST OF FIGURES..............................................................................................xiii LIST OF TABLES................................................................................................xiv LIST OF APPENDICES.......................................................................................xv

CHAPTER I. INTRODUCTION A. Research Background......................................................................1 B. Research Problems ..........................................................................4 C. Problem Limitation .........................................................................4 D. Research Objectives ........................................................................4 E. Research Benefits ............................................................................5 F. Definition of Terms .........................................................................5 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ....................................................................8 1. Perception...................................................................................8 a. Factors of Perception .....................................................8 b. The Perceptual Process ...................................................9 c. Perception on Learning ................................................. 11 2. Video in Language Teaching ...............................................13 xi


a.

Kinds of Video...........................................................14

b.

Activities through using the Video ............................14

c.

The Benefits of Video................................................18

B. Theoretical Framework ...................................................................21 CHAPTER III. RESEARCH METHODOLOGY A. Research Method ............................................................................24 B. Research Setting .............................................................................25 C. Research Participants ......................................................................25 D. Research Instruments and Data Gathering Techniques ..................27 1. Questionnaire ...........................................................................27 2. Observation ..............................................................................28 3. Interview...................................................................................30 E. Data Analysis Technique .................................................................31 F. Research Procedures........................................................................35 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Students’ Perception on the Use of Video in CLS 2 Class .............36 B. The Benefits of Video Application in CLS 2 Class ........................44 1. Improving Students’ Listening and Speaking Skill ....................45 2. Enriching Students’ Knowledge related to the Content of Video ...................................................47 3. Providing Real Models ...............................................................49 4. Increasing Students’ Motivation and Interest to Study...............50 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ....................................................................................58 B. Recommendations ..........................................................................59 REFERENCES................................................................................................56 APPENDICES ................................................................................................59

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LIST OF FIGURES

Figure 2.1 Perceptual Process ........................................................................... 10 Figure 2.2 3P Model .......................................................................................... 11 Figure 4.1. Students’ Responses to “The lecturer has given various assignments” .................................................. 38 Figure 4.2. Students’ responses to “I enjoy doing CLS 2 assignments” .................................................................. 39 Figure 4.3. Students’ responses to “Kinds of video used in CLS 2 class attract my interest” ................................. 40 Figure 4.4. Students’ responses to “The application of video in CLS 2 class is effective” ..................................... 42 Figure 4.5.students’ responses to “the activities given through using video develop my listening-speaking skills” .............................................................. 43 Figure 4.6 students’ responses to “video improves ability in listening and speaking critically” ........................... 46 Figure 4.7 students’ responses to “video improves my understanding about foreign culture” .............................. 48 Figure 4.8.students’ responses to “I like CLS2 class” ...................................... 51 Figure 4.9. students’ responses to “before watching the video, I discuss the topic with my friend in group seriously”...................................... 52 Figure 4.10. students’ responses to “I answer the questions that the lecturer give actively” .................................... 53

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LIST OF TABLES

Table 2.1 Kinds of Activities through Using the Video.........................................15 Table 3.1 Summary of the Questionnaire...............................................................28 Table 3.2 Interview Guide Features.......................................................................31 Table 3.3 Frequency of the Students’ Responses for Each Statement in Questionnaire.....................................................................33 Table 3.4. Percentage of Students’Responses for each statement in Questionnaire.......................................................................34

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LIST OF APPENDICES

Appendix A : Permission Letter ................................................................. 64 Appendix B : Observation Checklist .......................................................... 66 Appendix C : Questionnaire ........................................................................ 73 Appendix D : The Raw Data of The Questionnaire .................................... 75 Appendix E : The Frequency and Precentage of Students’ Responses to Each Statement................................................... 78 Appendix F : The Guiding Questions of Students’ Interview ...................... 81 Appendix G : Students’ Interview Transcript............................................... 83

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CHAPTER I INTRODUCTION

This study investigates the use of video in Critical Listening-Speaking 2 class. This chapter elaborates six sections. Those are research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.

A.

Research Background English is a popular language in the world. According to Nga (2008), it is

not only considered as the mother tongue of more than 60 million speakers in many countries and but also widely used in the world as an international language. English is used in order to unify people from different countries to be able to communicate each other. Therefore, Sanata Dharma Universities provides two study programs to study the English language. They are English Language Education Study Program (ELESP) or Pendidikan Bahasa Inggris (PBI) and English Letters or Sastra Inggris. English Language Education Study Program (ELESP) or Pendidikan Bahasa Inggris (PBI) is a study program which is aimed at improving the English skills of the English teacher candidates. Before taking several educational courses from first to fourth semester, students are taught the basic English language skills to improve their comprehension. In the first semester, students take the basic 1


2 courses such as Basic Speaking, Basic Listening, Basic Reading and Basic Writing. Those skills are continued to the second semester. From the third semester, students are taught the integrated skills to develop their critical thinking. There are two courses; namely Critical Reading-Writing (CRW) and Critical Listening-Speaking (CLS). In the fourth semester, students take the next level of CRW and CLS, namely CRW 2 and CLS 2 courses. Critical Listening Speaking 2 or CLS 2 is a compulsory course taken by English Language Education Study Program of Sanata Dharma University students. It should be taken at fourth semester. Listening and speaking are learnt separately. Therefore, there are two meetings on each week. Both in the listening and speaking classes, the lecturer uses several media to maximize the teaching-learning process. The main medium used in listening class of CLS 2 is video. Video is a good medium to be used in language teaching. It is a moving picture with sound and action. According to Schreiner (2011), teachers allow non-native speakers to see authentic examples of language use and build their language skills by observing the language use of others by integrating video into the learning process. Therefore, video presents the clearer examples from native speakers without inviting them speaker to the class. Video is also an audio visual medium which functions as a good model for students in comprehending and producing oral language. McKinnon (2011) notes that the setting, action, emotions, gestures, etc., that the students can observe in a video clip provide an important visual stimulus for language production and practice. This stimulus influences students’ sensitivity to spoken language that


3 they watch and listen. According to Sherman (2003), video brings up all kinds of voices in all situations. He adds that video has also an obvious advantage for visual dimension comprehension and especially for pragmatic understanding in dialogue (p. 2). Therefore, it increases students’ understanding of the materials. In order to see the use of video in CLS 2 class, the writer conducts a study on the use of video in listening class of CLS 2. Video is chosen because it is considered as an interesting and beneficial medium in language learning which is familiar to the students’ daily life. Sherman (2003) states that many people spend more time with audio visual media. He added that video is more familiar to the people than the world of books and papers (p. 2). Every day, students can enjoy the video easily on television or while they are surfing on the internet. Therefore, video becomes the writer’s concern on this study. In the English Language Education Study Program, there is more than one course which uses video as the medium to learn certain materials. However, the writer concerns on listening class of Critical Listening-Speaking 2 because it focuses on developing students’ critical listening skill which is also important in learning English language. The writer also focuses on discussing students’ perception because perception in learning also has a role in influencing students’ motivation. Therefore, the writer conducts research entitled “A Study on the Use of Video in Critical Listening-Speaking 2 Class”.


4 B.

Research Problems Based on the background of this research, the writer would like to find out

the students’ perception on the use of video in CLS 2 class. There are two problems for this research.

C.

1.

What is the students’ perception on the use of video in CLS 2 class?

2.

What are the benefits of video based on the students’ perception?

Problem Limitation The discussion of this study is needed to be limited. First, this study

focuses on discussing how video is used in listening class of Critical ListeningSpeaking 2 course. Second, the investigation of this study also focuses on students’ activities and comments on the use of video in CLS 2 class. Last, the participants of this study are CLS 2 class’ students.

D.

Research Objectives Based on the research problems, there are two objectives of this research.

1).

To discover students’ perception on the use of video in CLS 2 class.

2).

To identify video benefits based on the students’ perception.


5 E.

Research Benefits This research is expected to give benefits for PBI lecturers and further

researchers who are interested in this study. 1.

ELESP Lecturers For ELESP lecturers, this study provides the information about the use of

video in CLS 2 class. Especially for CLS 2 lecturers, this study also informs them about what the students have achieved through the teaching medium. In addition, the lecturers also obtain the information about students’ expectations and comments to the medium that has been used in CLS 2 class. Last, this study also provides the information about the benefits of video used based on students’ point of view. 2.

Further Researchers Lastly, this study is also beneficial for the further researchers. This study

can be used as a reference to those who want to conduct research in students’ perception and the use of video.

F.

Definition of Terms In this study, the writer defines the important terms in this research to

clarify the key terms. They are perception, video, and Critical Listening Speaking (CLS 2).


6 1.

Perception Kreitner R (2008) defines a perception as “a cognitive process that enables

us to interpret and understand our surroundings” (p. 183). In other words, perception is also described as the way how people see the environment. In this study, perception is defined as how students interpret the use of video and give comments on it. By using their perception, the students can respond the stimuli which they receive from the environment. If their perception is good, their responses to the stimuli are also good. On the contrary, if they have bad perception they will also have bad responses to the stimuli. In this study, the students perceive the video in listening class of CLS 2. 2.

Video Sherman (2003) defines videos as all the kinds of program which can be

normally seen at the cinema, on TV or DVD: feature films, documentaries, commercials, game shown, etc (p. 2). By video, students can watch and hear the scene. In language teaching, video is a listening tool. According to McKinnon (2011), video is a listening tool which can enhance the listening experience for our students. In this study, video is defined as an audio-visual medium which is designed to entertain the students so that the students pay more attention to the materials. This medium consists of moving picture with sounds and actions that students can watch and listen to. 3.

Critical Listening Speaking 2 (CLS 2) Critical Listening Speaking 2 or CLS 2 is a course in English Language

Education Study Program of Sanata Dharma University. It is a advanced course of


7 Critical Listening Speaking 1. This course integrates Listening and Speaking skills. Normally, it is taken by the fourth semester’s students. In previous courses, the students only learn listening by voice recording. In this course, the students learn listening and speaking by audio-visual media. Therefore, the writer would like to know the students’ perception on the benefits of video used.


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter provides two sections. The sections are theoretical description and theoretical framework. Theoretical description discusses the relevant theories of this research. The second section, theoretical framework presents the relation between the theories and research.

A.

Theoretical Description In this part, there are two major areas being discussed. They are the

theories of perception and theories of video. 1.

Perception This study presents the students’ perception on the use of video. According

to Hodgett, Altman and Valenzi (1985), perception is the way a person’s view of reality. In this section, the writer provides three theories related to the perception. They are the theories of factors of perception, the perceptual process and perception on the learning. a.

Factors of Perception In teaching-learning activities, perception is an important aspect which

influences students’ point of view on learning. According to French and Bell (1995), perception is “the process by which people select, organize and evaluate the stimuli in our environment to make it meaningful for ourselves” (p. 194).

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9 Therefore, it determines students’ evaluation to the stimuli they receive from the environment. Students’ good perception leads them to have good responses to the stimuli from the environment. On the contrary, bad perception leads them to have bad responses to their environment. In defining the perception, there are several factors which influence the process of perception. French and Bell (1995) group those factors into two general factors that influence the perception (p. 195). Those factors are internal and external factors. The first factor is called the internal factors. These factors come from the people themselves. These factors cause people take only the stimuli which are interesting to them. They consist of motives, values, interests, attitudes, past experiences and expectations. The second factor is called the external factors. These factors are the characteristics of the target perceived. There are motion, intensity, size, novelty and salience. Salience object is something that dominates what they see. b. Perceptual Process In determining perception, people need to experience the process. As stated by French and Bell (1995), “perception is the process by which we select, organize and evaluate the stimuli in our environment to make it meaningful for ourselves” (p. 194). The process of a perceiver in determining the perception is called perceptual process or perceptual organization.


10 Figure 2.1 shows the perceptual process which is claimed by Hodgetts, Altman, and Valenzi (1985).

stimuli

sensors' selection of stimuli

perception, organization and interpretation

behavioral response

Figure 2.1 Perceptual Process

As seen in Figure 2.1, perception begins with stimuli from the environment. They are the most important things in determining the perception. After people receive the stimuli, they experience three stages until finally they determine their perception. The three stages in determining perception are also stated by French and Bell (1995). 1). Selection It is the key aspect of the perceptual process. In this stage, people receive the environmental stimuli. The stimuli that they have received can be the physical or social stimuli. Then they selectively perceive subsets of environmental stimuli. 2). Organization In this stage, the stimuli are organized or translated to be meaningful. People organize stimuli into schemas, which are mental maps of different concepts, events or types of stimuli. Everyone has different maps. Once schemas


11 have been established, they affect on how people handle future information because they determine what people attend to and what people remember. 3). Evaluation Evaluation is also called inference. People’s conclusions are biased by their individual attitudes, needs, experiences, expectations, goals, values and physical condition at the time. Therefore, the interpretations may be different. Not only person to person, but same person can also have different perception on the same stimuli at different point in time. c.

Perception on Learning Perception allows people to recognize objects meaningfully and to interact

with their environment. It starts with stimuli from the environment. At the end, the results are judgments and decisions. In language learning, perception has big influences on students’ evaluation about what they learn. It also influences their behavior in learning. Biggs (1992) defines three elements of perception in learning and teaching called 3P model. It has three elements; those are presage, process and product or learning outcomes (Biggs, 1992: 3-6). Those elements are elaborated on the next page.

Figure 2.2 3P Model


12 1)

Presage Presage is an indicator of future occurrence. It presents the factors before

learning takes place. Those factors are students’ characteristic and learning environment. Students’ characteristics include gender, personality, learning style, age and prior knowledge. While learning environment includes situational factors ranging from institute, faculty and department to the course such as teaching method, assessment, course and department. According to according to Ramsden (1998) , the point of contact between the student and the learning environment is “the perceived learning environment, depicting a relationship between these two domains” (as cited in Nijhuis, 2006, p. 4). Therefore, the students perceive the learning environment that can influences learning. 2)

Process Process is the element which includes students’ perception on the learning

environment and specific learning strategies that they experience in learning tasks. It also has the factors such as the way students experience and deal with learning situations. In this element, learning strategies have a role in influencing the process of learning. The example is the process how students learn the materials during English teaching-learning activities. 3)

Product Product is also called learning outcome. It describes the outcomes of the

learning process and has three categories namely quantitative outcomes, qualitative outcomes and affective outcomes. Quantitative outcomes refer to the amount of knowledge and skills which have been acquired by a student. This is


13 reflected in exams, assignments and essay. Qualitative outcomes refer to the integration of newly learned information with previously learned information and the structure of knowledge. Lastly, affective outcomes refer to students’ feeling in terms of their motivation and satisfaction with the course. In building students’ perception on learning, students may change their perception on the process of learning. At first, students might feel that the course was difficult. However, since the course activities are interesting, they can change their perception on the process along the way. 2.

Video in Language Teaching Video is the main concern of this study. It permits the students to watch

actions and to listen to the dialogue in video. Mostly, the video gives the example of the way the native speaker speaks. This is used to be imitated by the students. Related to the use of video, Herron, et al., (1995, p. 775) as cited in Mekheimer (2011) describes the using of video: Video is lauded for contextualizing language (i.e., linking language form to meaning) and depicting the foreign culture more effectively than other instructional materials. Video tapes permit students to hear native speakers interacting in everyday conversational situations and to practice important linguistic structures. Unlike audiocassettes, video's visual dimension is thought to reduce ambiguities present in native speaker voices and to motivate students to want to learn the foreign language (Herron, et al., 1995, p. 775). As seen in the theory, video is useful to be applied in language teaching. The visual dimension of video gives clear imagination to the students so that it can be the better example for the students. Therefore, it also avoids ambiguity because the students do not only listen to the speaker voice but they can also watch the setting where the speaker speaks.


14 a.

Kinds of Video There are various kinds of video. In English language teaching, many

kinds of video are possible to be used. The lecturer can give the students any kinds of video which are familiar to them. Sherman (2003) mentions there are varieties and types of video recording to use in English language teaching. There are drama video (films, soaps, sitcoms, etc), documentaries, TV news and weather, discussions, interviews, TV commercials, sport programs, talk shows, game shows and educational films (p. 6). In addition, Goh (2003) adds the types of video that are appropriate in English Language Teaching including TV drama or sitcom, feature film, news program, documentary, game show, advertisement, film trailer, music video, cartoon, weather forecast, interview and talk show (p. 44). However, those types of video should be used with the consideration. Goh (2003) also adds when using video in the classroom, the lecturer needs to consider the sources of material, students’ background knowledge, length of sequence and viewing time between listening activities (p. 44). Those matters should be considered in order to maximize the video usage. b. Activities through Using Video Activities are also important in teaching-learning process. Related to the use of video, the activities given should be suitable to the learning process. The suitable activities improve the effectiveness of learning process. Therefore, the activities given should be various based on the needs. Before deciding the activities, as stated by Milli Fanzy of Kentucky Educational Television (KET,


15 1999) as cited in Ramal (2006) the teacher or lecturer should think three-part lesson, namely pre-viewing, viewing and post-viewing activities. 1) Pre-viewing Activities In pre-viewing part, the lecturer should create the activities to encourage the students’ interest in what they will be doing and prepare them to do it successfully. 2) Viewing Activities In viewing part, the lecturer should create the activities to remain in the classroom with the students to observe their reactions and see what they do not understand, what they are intrigued by, and what bothers them. 3) Post-viewing Activities In post-viewing part, the lecturer should review and clarify complex points, encourage discussion, explain, and assign follow up activities. After considering those parts, the lecturer decides kinds of activities based on the creativity. There are many kinds of activity used in language teaching. TE Editor (2008) gives six examples of activity that can be used in language teaching. Those activities are presented in the table 2.1 Table 2.1. Kinds of Activities through Using the Video

No. 1.

Kinds of Activities True or false

Description Students watch a section of video and have to write three sentences about what they see. The sentences can be a mix of true and false. The lecturer pauses the viewing periodically and asks a couple of students to read a sentence and the others must say whether it’s true or false.


16 No

Kinds of Activities

Descriptions

2.

Sound Down

The lecturer asks the students to sit in pairs facing one another with one facing the TV and the other facing away. The teacher turns the sound down and play about two minutes of film. The lecturer chooses the section carefully ensuring there’s enough action. The student watching the TV must explain what’s happening to their partner. Then change places so the other student gets a turn.

3.

Dubbing

The lecturer chooses a scene and gets the students into groups according to how many characters there are. Then the lecturer plays the scene of the video without volume and gets each student to choose a character. The lecturer play the video again, stopping after each bit of speech and get the students to invent the dialogue. The lecturer needs to go slowly and play back many times to give the students time to think and write. When they have the dialogue for the scene, the lecturer plays again and gets each group to dub the scene with their dialogue

4.

Hold it There!

The video is paused at an appropriate moment to leave a still image on the screen. The lecturer uses the image as if it was a photo or a picture and uses it to prompt discussion, creates role-plays or simply for students to describe what they can see.

5.

Prediction

The video is paused at an appropriate moment and the lecturer asks students to predict what’s going to happen next. The lecturer could put the class into teams to discuss the options and the team who’s closest to what actually happens when you watch the scene wins a point.

6.

Ordering events

The lecturer writes a list of events that happen in the video clip on the board or on a worksheet but put them in the wrong order. Students watch and re-order the events correctly.


17 In addition to those examples, Sherman (2003) also has 104 activities can be done related to the use of video in language teaching. There are several of them suitable to use for ELESP students. 

Answer

Aim : comprehension of questions and answer Procedure : after viewing the program, replay the selected questions, display the words, or get students to write them down (Transcript). Ask what kind of short answer each question expects. Then re-view the answers given in the program and decide which short answer comes closest to the speakers’ meaning. 

Film Presentation

Aim : Talking about films Procedure

: students study a feature film of their own choice outside the class

and prepare to present it to the rest of the class. The presentation should take no more than 15 minutes and should aim to interest the audience as much as possible. 

Parallels

Aim : discussion; the language of comparison; oral presentation and writing Procedure

: for historical and biographical videos, students are asked to think

of parallels in their own country, past or present, and to prepare a short talk describing a comparable event/personality and making comparisons with the person or events in the videos.



Preview


18 Aim : writing a preview for other viewers; a follow-up to viewing the program Procedure

: after viewing a documentary, suggest that students write a

preview for other viewers. Give out examples of documentary previews and ask the questions. Then the students are asked to write a preview for the program that they have viewed, which gives an idea of its content, moods, attitude and quality. There are so many other activities can be done. Those activities are only the examples of the activities done through video. The class can add many others activities related to the video based on the level of the learner. c.

The Benefits of Video For teaching English as the second language, video has several benefits

which make the lecturer keep using it on listening class of CLS 2. The benefits of video will enrich students’ knowledge, provide real model to the students, and increase students’ motivation and interest and as the stimulus as follows. 1). Enriching Students’ Knowledge Video is beneficial for the learners in knowing the world. It is commonly known that English is an international language used to unify people all over the world. Therefore, the news in TV, internet, radio or magazine originally use English when it is published internationally. In order to understand the news, people should be able to understand English. It is important for the learners themselves. Sherman (2003) states that people who want to access the world of English-language media are able to view the news, obtain information from announcements and see TV like consuming those shows normally (p. 2). He adds


19 that this may be one of students’ major goals in learning English. It implies that students who are able to comprehend English are able to know the world wider than those who are not able to comprehend English. Students who have the ability of comprehending English have wider access to international world such as international news or issues. 2) Providing the Real Model In audio lingual method, students only listen to the voice in the recording. However, in teaching English there are certain topics which are difficult to describe. Students become a bit confused and sometimes find ambiguity. In this situation, video plays an important role. According to Sherman (2003), video provides a vast up-to-date linguistic resource of accents, vocabulary, grammar and syntax, and context – something neither course book nor can classroom do (p. 2). Therefore, students can obtain the clearer example of linguistic. William and Lutes note that video material focuses on information that cannot be readily presented in traditional classroom because of constrains such as size, locations, cost, etc. By using video, students do not only imagine what they learn, they can directly watch and listen to the material they learn. Sherman (2003) assumes that video can be a model for specific language items or a general pool for students to pick and choose from (p. 2). Therefore, it can be a good model or example for the students in learning the materials related to video. By watching video, students also have clearer imagination about the topic they learned. According to Goh (2003), video has the advantage of providing the students with visual clues that are important source of information in real-life


20 communication (p. 43). Therefore, it helps the students to catch the aims and objectives of the topic such as in description topic. It is more difficult for the students if they only imagine the description of what is described. In teaching expression, video also provides real examples which are added by the situations. 3) Increasing Students’ Motivation and Interest In modern classroom activities, media are applied in order to give more motivation to the students. Video is one of the media which is used in CLS 2 class. It is taught to provide more motivation and interest to EFL students. According to Ramal (2006), video intrinsically motivates students by presenting authentic language interaction. Moreover, up-to-date video makes the students feel having more motivation on learning English because they think video used is suitable for them. They will also be more interested when the video being played is considered interesting and decreases the boredom. 4) As the Stimulus Video is different from the textbook or handout that the students usually use in teaching-learning activity. The textbook or handout only provides picture and written explanation. Picture only provides them limited information about what is being discussed. However, language teaching video provides more than picture does. Video does not only provide some movements and actions, but also voice of a conversation or dialogue and atmosphere or the environment and situation. Therefore, it also provides the access to improve students’ comprehension.


21 In language teaching, video works as a stimulus or input. Sherman (2003) states that it can be used for discussions, for writing assignment, as input for projects or the study of other subject (p. 3). By watching the video, the students can be stimulated to discuss a topic in video. If the students have watched the video, their thinking has been influenced by the video they watch. The students who have watched the video may have different opinion to a topic with the students who have not been watched the video. Therefore, video in language teaching works better to stimulate the students.

B.

Theoretical Framework In language teaching, there are many factors that determine whether the

learning goal is achieved or not. Two of those important factors are the teaching media and perception. In order to answer the research problems the writer employs several theories related to perception and video benefits in language learning. In order to solve both research problems, the writer employed three major theories. They were employed in this study by making them as references in designing the questionnaire items and interview guide. The first theory was about the factors of perception. There were internal and external factors. This theory was stated by French and Bell (1995). It was applied in order to know the factors that may influence students in determining perception. Next theory was the process of perception and also known with perceptual process. The writer applied Altman, Valenzi and Hodgett (1985) figures to give clear imagination of


22 perceptual process. In addition, the writer also used French and Bell (1995) in order to increase the understanding on perceptual process. On the other hand, the writer also applied John Biggs theory (1992) and Ramsdem (1988) as cited in Nijhuis (2006) about perception on learning. The theory which was represented in the figure showed the relation of perception on learning process. The theories about perception were used to design the questionnaire and guiding questions of interview. Those theories were also used to analyze students’ opinion about video benefits. Second, the theories were about video. These theories were also used in designing observation checklist, questionnaire items and interview guide. The writer employed the theories related to video in language teaching in order to know the use of video in the language teaching. The first theory was stated by Heron et al., (1995). The theory was used because the writer would like to know what exactly video is and its function in language teaching. Beside the use of video, the writer also applied the theory on kinds of video stated by Goh (2003) and Sherman (2003). These theories provided the information about kinds of videos which are mostly used in language teaching. Next, the writer also employed Ramal (2006), TE editor (2008) and Sherman (2003) theory to inform about activities that could be done in class related to the use of video. In order to solve the second research problem, the writer employed four theories. These theories were related to video benefits. These theories were used to construct statements in questionnaire and questions in interview. First theory was stated by Sherman (2008) which claimed that video enriched students’


23 knowledge. Second, William and Lutes (2010) theory , Sherman (2003) and Goh (2003) which claimed video was beneficial in providing the real model. Next theory was a theory of Goh (2003) which claimed that video increased students’ motivation and interest. In addition, the writer also employed Ramal (2006)’s theory to increase the understanding about motivation and interest. Last, the writer took Sherman (2003) theory which claimed video as the students’ stimulus.


CHAPTER III RESEARCH METHODOLOGY

This chapter presents the methodology of this research. It consists of six sections, namely the research method, research setting, research participants, instruments and gathering data technique, data analysis technique and research procedures.

A.

Research Method As stated in chapter I, this research is aimed at answering the research

problems. Those are what is students’ perception on the use of video in CLS 2 class and what are the video benefits based on the students’perception. In order to solve the research problems, the writer employed survey research as the research method. According to Fraenkel and Wallen (1994), survey is the research in which the research summarizes the characteristic of physical environments (p. 11). The environments could be various. One of the environments was educational environment as in this research. There were several aims of this research. According to Wiersma (1995), survey is used to measure attitudes, opinions, or achievements—any number of variables in natural settings (p. 169). This research investigated the students‟ perception to the treatment given to the

24


25 class which was the use of video in CLS 2 class. Therefore, the survey method was appropriate to be employed because this research investigated the characteristics of CLS 2 class students. Similar to other research methods, survey also needs instruments in gathering the data. According to Gall and Borg (2007), a survey is a method of data collecting using questionnaires and interviews to collect data from a sample that has been selected to represent a population in which the findings of the data analysis can be generalized (p. 230). Therefore, the writer collected the data by distributing the questionnaire and interviewing the students of CLS 2 class.

B.

Research Setting The study was conducted in listening class of Critical Listening-Speaking

2 (CLS 2). This course is taken by most of ELESP‟s students in fourth semester. This course has two meetings in a week. However, there is only a meeting which takes two hours for studying listening. The study was taken place at Language Lab 1 on May, 2012. The class was chosen because it used video as the teaching medium.

C.

Research Participants The participants of this research were the students of Critical Listening-

Speaking 2 (CLS 2) class of English Language Education Study Program in


26 Sanata Dharma University. There were 44 students from listening class of CLS 2 class D who were expected to participate in giving their perception by answering the questionnaire. However, there were only 40 students who were able to participate in answering the questionnaire. However, in selecting the interviewees, the writer employed purposive sample. According to Cohen, Manion and Morrison (2000), the purposive sample was the sample that has been chosen for a specific need (p. 103). Therefore, this sampling method did not permit randomization. Meanwhile, Neil (2003) defines purposive sampling is the units from a pre-specified group which are purposively sought out and sampled. The sample was chosen based on a purpose. In this research, the sample was chosen based on the achievement that the students obtained in CLS 2 class. There were six students chosen. In order to see the perception from the students who had high to low achievement in CLS class, the lecturer chose two students who had high achievement in CLS 2 class, two others were those who had middle achievement and the rest 2 students had lowachievement in CLS 2 class. Their achievements were determined based on their score in CLS 2 class. Low achievement were the students whose score below 65 in CLS 2 class. Meanwhile, the students who had 65-75 score were considered having middle achievement. Lastly, the students who obtained above 75 score considered having high achievement.


27 D.

Instruments and Gathering Data Technique In this research the instruments used were the observation, questionnaire

and the guiding questions of students‟ interview. Those instruments were chosen to increase the effectiveness and the validity of the data. 1.

Questionnaire The first instrument used for this research was the questionnaire.

According to Gall and Borg (2007), questionnaires are printed forms that ask the same questions of all individuals within the sample for which respondents record their answers in the verbal form (p. 230). It was constructed based on the needs of this research. In this research, the questionnaire was used to solve the research problems. It was used as the main data for answering the first research problem. According to Key (1997), a questionnaire is a mean of eliciting the feelings, beliefs, experiences, perceptions, or attitudes of some sample of individuals. The writer gathered the data about students‟ perception on the medium using this instrument. The students could show their perception by responding the questionnaire. On the other hand, the questionnaire was also used to solve the second research problem. The research problem was solved through the data obtained from the observation and interview. In order to increase the validity, the writer also used questionnaire to support the data obtained from observation. The questionnaire consisted of 16 statements. The detail of the questionnaire can be seen in appendix D, E and F. In this part of the questionnaire was presented in the Table 3.1.


28 Table 3.1 Summary of the Questionnaire

Number of No

Features questions

1.

Students‟ perception on the use of

6

video in CLS 2 class 2.

Students‟ participation in following

6

CLS 2 class activity using video 5.

Students‟ perception on the benefits

3

of video in CLS 2 class For each statement, the writer provided Likert scale. According to Bertram (n.d), Likert scale is a psychomatric scale primarily used in questionnaire to obtain participant‟s preferences or degree of agreement with a statement or set of statements. This type was used in order to see whether the students agreed or disagreed with the statements. Therefore, the writer provided four options for each statement; strongly disagree, disagree, agree and strongly agree. Those options were represented by 1-4 point. Point one represented strongly disagree response, point two for disagree response, point three for agree response and point four for “strongly agree” response. 2.

Observation The second instrument of this study was the observation. The writer

conducted the observation twice. The first observation was conducted on May 4th, 2012. The second observation was conducted on May 8th, 2012. This instrument was used to answer the second research problem “what are the benefits of video


29 based on the students‟ perception” and to support the data for the first research problem. Cohen et al. (2000) note that the observational data were attractive as they afford the researcher the opportunity to gather „live‟ data from „live‟ situations. The writer wanted to gather the data of video benefits in natural way. Therefore, the writer gathered the data by an observation. According to Laura Lake (n.d), an observation is a method of data collection in which the situation of interest is watched and the relevant facts, actions and behaviors are recorded. Cohen et al. (2000), as cited in Morrison (1993), argue that observation enables the researcher to gather data on: -

The physical setting (e.g. the physical environment and its organization)

-

The human setting (e.g. the organization of people, the characteristic and make-up of the groups or individuals being observed, for instance gender and class)

-

The interactional setting (e.g. the interactions that are taking place, formal, informal, planned, unplanned, verbal, non-verbal etc.)

-

The program setting (e.g the resources and their organization, pedagogic style, curricula and their organization).

In this observation, the writer used observation checklist in order to record students‟ behavior in CLS 2 class. The writer employed non-participant observation to know students‟ responses to the video applied. Cohen (2006)


30 defines non-participant observation as observation with limited interaction with the people one observes. Therefore, the writer did not involve in the class activity. The writer only introduced oneself when the class began. After that, the writer observed students‟ activity in CLS 2 class related the use of video. In observing the benefits of video in class, the writer used observation checklist in analyzing students‟ behavior. They were observed on three stages, pre-viewing part, viewing part and post-viewing part. The detail of observation checklist can be seen in appendix B and C. 3.

Interview An interview was the third instrument used in this research. Gall and Borg

(2007) claim that interview consists of oral questions asked by the interviewer and oral respondents by the research participants (p. 228). They added, the respondents typically spoke in their own words and their responses were recorded, either in short-term memory for later note-taking, verbatim on audiotape, or through hand-written or computer generated notes. For this study, the participant‟s responses were recorded and transcribed. Interview was employed in order to support the data obtained by questionnaires and observation. It was also used to improve the validity of the data obtained for answering both research problems. By interview, the writer was permitted to collect the data by direct conversation with the sample to obtain more information. The interview could be conducted by face to face or by telephone. In this research, the interview used face to face interview which permitted the writer to


31 meet the interviewees. By interview, the writer could obtain more specific answers to support the questionnaire. The interview guideline for this research had three features as follows. Table 3.2 Interview Guide Features

No.

Features

Numbers of Question

1.

Perception on video used

5

2.

Activity

7

3.

Implication

3

The detail of interview results could be seen in appendix F and G. The questions in interview were in Bahasa Indonesia to make the students feel more comfortable in answering the questions. At first, the interviewees were chosen based on the lecturer‟s consideration. After that, the interviewees were interviewed one by one. While doing the interview, the writer took notes and recorded the interview to acquire the data.

E.

Data Analysis Technique After gathering the data, the writer analyzed the data to answer the

research problems. The writer used triangulation to minimize the ambiguity. According Hindchey (2008) triangulation is frequently collect multiple types of data—minimally three to increase confidence in their findings. (p. 76). The writer triangulated the analysis data from questionnaire, observation checklist and


32 interview. In addition, Elliot (1991) states that data triangulation is a method which brings several evidences to be compared and contrasted. Therefore, the data from the observation, questionnaire and interview were compared and contrasted each other to obtain the valid and reliable data. At first level, the writer observed students‟ activity in the CLS 2 class. The writer used an observation checklist. The writer also wrote short descriptions about other things which had not been written in observation checklist. In analyzing the data of the observation, the observation checklist was transcribed into a description. Then the data were completed by the short descriptions. After the observation data were coded, the writer continued the analysis to the second level. The second level was the data analysis from the questionnaire. The writer used Likert Scale. According to Wiersma (1995), Likert Scale is a scale with a number of points that provides ordinal scales measurement. Students‟ responses were rank one to four. One for strongly disagree, two for disagree, three for agree and four for strongly agree. They were asked to put a tick (√) below the rank for each statement. In analyzing the data from questionnaire, the writer reported the raw in the table. Hindchey (2008) defines raw data as data, or information, collected in a research study before it has been analyzed or organized in any way. Then the raw data were put in the table which consisted of the column for each question and rows for each option provided (strongly disagree, disagree, agree and strongly


33 agree). After that, the writer counted the frequency of students‟ responses for each statement and option as seen in the table 3.3. Table 3.3 Frequency of the Students’ Responses for Each Statement in Questionnaire

No

Statement

SD

D

A

SA

1 2 Etc Total

After the writer counted the frequency of each statement, the writer converted the frequency into percentage. In order to calculate the percentage, the writer employed a formula as follows.

𝑥=

𝑛 𝑥 100% 𝑁

x̄ = percentage result n = the total participants who choose the related item N = total participants The formula was used in order to see the students‟ responses perception on the video applied, whether they tend to have positive or negative perception. At first, the writer counted the percentage using the formula. After calculating the percentage, each percentage for each item was put in the table based on the statement. Then, the writer calculated the average percentage for each item and put it in the table as in table 3.4.


34 Table 3.4 Percentage of Students’ Responses to Each Statement in Questionnaire

No

Statement

SD %

D %

A %

SA %

1 2 Etc Total

After calculating the percentage, the writer decided the priority statements. Then, they were presented in forms of figure to answer the research problems. The writer also made an interpretation of the figure by a short description of each figure. From the results, the writer concluded the students‟ perception. After analyzing the data from the questionnaire, the writer analyzed the data gathered from interviews. It was used to provide the detail information from the statement in the questionnaire. Therefore, the interview results also increased the validity. At first, the writer recorded the data. Then, the recording was transcribed in written form. Finally, the data was interpreted to support the data from questionnaire and observation. After all the data from the observation, questionnaire and interview were collected, the writer combined and compared the data from the observation, questionnaire and interview. From the data combined, the writer concluded the data. At last, the conclusion of the data collected used to answer the research problems. F.

Research Procedures


35 In conducting this research, the writer also follows some steps. 1. The writer selected a problem. 2. The writer found out the review of literature. 3. The writer constructed observation checklist and questions for questionnaire and interview. 4. The writer asked permission from the lecturer of CLS 2 class. 5. The writer asked permission from PBI‟s chairperson. 6. The writer conducted the research. a. The writer observed CLS 2 class in which used video as the media. b. The writer distributed the questionnaire to the participant and collected the questionnaire after the subject had finished filling the questionnaire. c. The writer interviewed six of the total participants. 7. The writer analyzed the findings from the observation, questionnaire and interview. a. The writer constructed a description from the observation checklist. b. The writer counted the data gathered from the questionnaire. c. The writer transcribed students‟ interview recordings. 8. The writer interpreted the findings and related it to the theory. 9. The writer reported the results.


CHAPTER IV RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer presents the findings of the study. There are two sections presented. First, students’ perception on the use of video in class. Second, the findings of how beneficial video is based on the students’ perception.

A.

Students‟ Perception on the Use of Video in CLS 2 Class The instruments of this study are observation, questionnaire and interview.

In this part, the writer tries to examine and triangulate students’ responses based on observation, questionnaire and interview. Those are used to answer the research problems. Based on the observation in listening class of CLS 2 class, the activities were divided into three parts. The first part was pre-viewing part. As observed in the observation, the activity in pre-viewing part was brainstorming. The lecturer gave several questions about the material that they were going to learn. The students also did group discussion. Then, it was continued to the second part that was viewing part. Viewing part was the main activity in CLS 2 class. Students watched the video and did the assignment. The last part was post-viewing part. In this part, the lecturer concluded the lesson and asked students’ difficulty. In this part, the lecturer also gave homework for the students. The situation of the class was condusive because the students were observed serious and cooperative in 36


37

following the class activities. Based on the activities that students did in CLS 2 class, students had their favorite activity. This favorite activity could be seen in students’ responses in interview to the question: aktivitas apa yang paling Anda suka berkaitan dengan penggunaan video di kelas CLS 2 ?. From six students interviewed, three of them stated that their favorite activity was watching video. Kalau videonya bagus, lihat videonya (student 4, interview). My favorite activity is watching the video since the video played is interesting (student 4, interview). From the students’ responses in interview, it was known that students’ favorite activity was watching the video. This activity became students’ favorite activity since the choice of videos was good based on students’ point of view. It motivated them to learn and made them paid attenttion to the video. Beside students’ favorite activity in CLS 2 class, students also had the activity that they did not like. This activity could decrease students’ interest in learning. The interview results showed one of the students’ responses to “aktivitas apa yang kurang Anda sukai berkaitan dengan penggunaan video di kelas CLS 2?. One of the students did not like taking notes activity as seen bellow : Taking notes. Pas lagi ngantuk, listeningnya ngebosenin, ngomongnya cepet, kadang nggak jelas itu nggak enak banget (student 3, interview) I do not like taking notes. Moreover when I feel sleepy in class, the listening materials are boring, and the speaker speaks quickly and unclearly. For me it is really unpleasant (student 3, interview) As seen in interview result, the students did not like the taking notes activity. Actually, taking notes helped the students to remember any important parts in video. However, students assumed that taking notes was an activity which needed fully concentration. Sometimes, the video made the students felt sleepy


38

and the speaker in video also spoke so quick that the students could not understand what was spoken. Moreover they also had to write the important part in video. Class activities could not also be separated from the assignments given. They were also important in teaching-learning activities. Based on the observation, the lecturer had given the assignments to the students. There were group discussion, exercises and homework. Figure 4.1 presented the students’ responses to “the lecturer has given various assignments” as follows :

70% 60% 50% 40% 30% 20% 10% 0%

strongly disagree

disagree

agree

strongly agree

Figure 4.1. Students‟ Responses to “The lecturer has given various assignments”

As seen in figure 4.1, most of the students agreed with the statement. There were 62.5% of the students agreed with this statement by choosing the option “agree”. There were also 17.5% of the students strongly agreed with this statement. On the other hand, less than a half of the total responses showed their disagreement. There were only 20% of the students who chose “disagree” option.


39

Moreover, no student chose “strongly disagree” option. It meant that the students felt the assignements were various. Therefore, it decreased students’ boredom to the assignments given. Related to the assignment given, students were also asked about their feeling in doing these assignments. Evidently, students had different perception. It was proven by students’ responses to the statement “I enjoy doing CLS 2 assignment” as follows.

60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00%

strongly disagree

disagree

agree

strongly agree

Figure 4.2. Students‟ Responses to “I enjoy doing CLS 2 assignment”

As seen in figure 4.2, there was only less difference percentage between students who agreed and disagreed with the statement. Students tend to choose disagree option. There were 2.5% of them strongly disagreed with the statement and also 52.5% of them disagreed. On the other hand, less percentage were showed by the students who agreed with the statement. Meanwhile, there were 45% of them agreed and the rest 2.5% strongly agreed to the statement.


40

Another important aspect in teaching was medium used. As known from Chapter I that the medium used in listening class of CLS 2 was video. It was also important because suitable video made the students feel more comfortable in following the class activities. It attracted students’ attention so that they paid more attention to the materials they learnt. On the other hand, boring video decreased students’ motivation in learning. In CLS 2 class, there were several kinds of video used. There were documentary video, short movies and scientific video. According to the students, those kinds of video attracted students’ attention. It was proven by the students’ responses to “the choice of video attracts my interest” in Figure 4.3.

70% 60%

strongly disagree

50%

disagree

40%

agree

30%

strongly agree

20% 10% 0%

Figure 4.3. Students‟ Responses to “Kinds of video used in CLS 2 class attract my interest”


41

Figure 4.3 showed that students tend to agree with this statement. As seen of the figure, there was no student who chose “strongly disagree” option and only 10% of them who chose “disagree”. On the contrary, most of them tend to agree with the statement. There were 62.5% of them who chose “agree” option and the rest 27.5% of them chose “strongly agree”. Therefore, it could be concluded that kinds of video in CLS 2 class had already been interesting to the students. This conclusion was also stated by students’ responses in interview. One of the interviewees stated the reason why video in CLS 2 class was interesting and attracted their attention as follows. “biasanya video yang ditampilkan cukup menarik dan terkadang suatu hal kecil yang mahasiswa nggak sadar tapi bener-bener menarik. Seperti kemarin video tentang the bin man itu mahasiswa sering nggak sadar tapi itu bener-bener menarik” (student 4, interview) “usually, the lecturer shows the videos which are interesting enough and sometimes the videos are about small things which we do not aware of their existence however they are interesting, such as video which was played yesterday, about the bin man. Students do not know their existence but it was really interesting” (students 4, interview) According to the students which were interviewed, video which was played in CLS 2 class was interesting because it was mostly about something which existed in their environment. It showed small things around the students’ environment. Students often ignored those things and they did not notice those things. Therefore, video in CLS 2 class made them conscious and aware of the existence of those small things. A medium used in teaching learning activity was aimed to help the students in learning. It also became the aim of the video used in CLS 2 class. In this section, the writer would like to see the students’ perception on video’s


42

helpfulness in the listening class of CLS 2. Figure 4.4 presented the students’ responses to the effectiveness of video in CLS 2 class based on the questionnaires. There was a significant difference of percentage between students who agreed and disagreed with the statement.

70,00% 60,00% strongly disagree 50,00%

40,00% 30,00% 20,00% 10,00% 0,00%

Figure 4.4. Students‟ Responses to “The application of video in CLS 2 class is effective”

As seen in figure 4.4, the responses indicated higher value of agreement. There was no student who chose “strongly disagree” option, while the students who chose “disagree” option only reached 5%. There was a significant difference in the percentage between agreement and disagreement responses. There were 57.5% of the students who choose “agree” option and the rest 37.5% of the students chose “strongly agree” to the statement. From the statement’s result, the students felt that the video was helpful to acomplish the learning indicators of CLS 2 class. It was also proven by their responses in the students’ responses to the statement “the activities given through video develop my listening-speaking skill” as follows.


43

70% 60% 50% 40% 30% 20% 10% 0%

strongly disagree

disagree

agree

strongly agree

Figure 4.5. Students‟ Responses to “The activities given through using video develop my listening-speaking skill”

Figure 4.5 showed that students tend to agree with the statement. There were more students who agreed with the statement than those who disagreed. There was no student who chose “strongly disagree”. In addition, only 5% of the students chose “disagree” which meant that smaller numbers of the students disagreed with the statement. Meanwhile, there were higher percentage shown by the students who agreed with the statement. The total percentage of the students who agreed with the statement reached 65% of the students who chose “agree” option and the rest 30% of the students chose “strongly agree”. It was clear that video was helpful for CLS 2 students. However, the writer found a weakness on the video used. That was about subtitles for the video. Three of the interviewees stated that there were subtitles on several videos used. Penggunaan videonya jujur kalau menurut saya kurang efektif soalnya dosennya masih menaruh subtitle di situ. Kalau CLS 1 malah udah nggak


44

ada subtitlenya jadi bisa bener-bener melatih skill listeningnya. Jadi malah kayak penurunan (student 6, interview). For me myself, the use of video in CLS 2 class is less effective because there are the subtittles on video. In CLS 1, there was no subtitle on the video so that it can really train the listening skill. For CLS 2, it seems like decreasing (student 6, interview). As seen in students’ answer in interview, students also thought that the use of video still had a weakness. It was caused that sometimes there were subtitles for video used. According to the students, the subtitle provided less challenge for them to develop their listening skill. They could only focus on the subtitle to know the content of the video. Based on the data obtained, it could be concluded that the students of CLS 2 class had good perception on the use of video in their class. According to them, the main activity in CLS 2 class was considered interesting. They made the whilst activity or watching video activity as their favorite activity in listening class of CLS 2. Students also had good perception on the assignments given. They claimed that the assignments were various so that boredom could be avoided. Their good perception could also be seen on kinds of video in CLS 2 class. Based on them, kinds of video used were interesting.

B.

The Benefits of Video in the CLS 2 Class Based on the Students‟ Perception Video was considered as a beneficial medium in language teaching. It was

beneficial since it had benefits for the students. Based on the data obtained from the observation, questionnaire and interview, there were four benefits of video could be obtained. There were improving students’ listening and speaking skills,


45

enriching students’ knowledge related to the content of video, providing real models, and increasing students’ motivation and interest to study in listening class of CLS 2. 1.

Improving Students‟ Listening and Speaking Skills The first benefit that the students could obtain was improving their ability

in listening and speaking. As seen in the observation, there were group discussion and question-answer sessions related to video used. Most of the students were also observed that they discussed the topic given using English in pre-viewing part. This activity trained students’ speaking skill. Video also improved students’ comprehension on spoken language through students’ comments related to the content of video played. Their listening skill was trainned through several questions given related to the content of video. Their speaking skill was also developed through their comments. As observed in post-viewing part, students were able to give feedback to video played by answering the lecturer’s questions, giving critical comments and doing the assignments given. Therefore, it could be seen that video helped the students to improve their listening and speaking skills. This conclusion was also supported by the data obtained from questionnaire and interview. Based on the data gathered, students’ listening and speaking skills were improved through video. The figure showed high value of students’ agreement. Figure 4.6 showed students’ responses to the statement “video improves my ability in listening and speaking critically” as follows.


46 80% 70% strongly disagree

60%

disagree

50%

agree

40%

strongly agree 30% 20% 10% 0%

Figure 4.6 Students‟ Responses to „video improves ability in listening and speaking critically”

From figure 4.6, it could be seen that all students agreed with the statement given. The students who agreed with the statement reached 70% of those who chose “agree” and the rest 30% chose “strongly agree”. On the contrary, there was no student who chose “disagree” and “strongly disagree” options for the statement. To obtain more valid and specific data, the responses were also supported by the interview results as seen in students’ answer in interview. Jelas. Karena ketika kita melihat video itu kita juga belajar melatih kepekaan listening kita. Kalau listening kita bagus pasti ngaruh ke speakingnya juga. Karena listening dan speaking itu dua skill yang nggak bisa dipisah (student 6, interview) Exactly. When we watch the video, we train our listening sensitivity. If we have a good listening skill, our speaking skill is also influenced by our listening skill. Because listening and speaking are two inseparable skills (student 6, interview) As seen in student’s response to the question, video improved students’ listening and speaking ability. It increased students’ listening sensitivity. It also


47

influenced students’ speaking skill indirectly because good comprehension of listening affected students’ spoken language production. 2.

Enriching Students‟ Knowledge Related to the Content of Video Another benefit of video was enriching students’ knowledge related to the

content of video. William and Lutes (n.d) state that video materials in ESL classroom have potential to maximize students’ natural abilities to acquire, process, and otherwise utilize their knowledge. Therefore, by watching video the students could acquire more knowledge. This also happened to CLS 2 class’ students. As seen in observation, video increased students’ knowledge by giving insight to the students related to the content of video itself. It was observed in small discussion and critical comments in post-viewing part. One of the knowledge that could be seen was about culture. According to Ramal (2005), video provides an authentic look at the culture (para.9). Students could obtain insight such as foreign culture related to video played. It was also stated by Sherman (2003) who claims that video shows how people live and think and behave (p.2). CLS 2 students also obtained this benefit. This could be proven in their responses to a statement in questionnaire “video improves my understanding about foreign culture” as seen in figure 4.7.


48

70,00% 60,00%

strongly disagree

50,00%

disagree agree

40,00%

strongly agree 30,00% 20,00% 10,00% 0,00%

Figure 4.7 Students‟ Responses to “Video Improves My Understanding about Foreign Culture”

The figure presented that the percentage number were dominated by the students who agreed with the statement. There were 57% of the students who chose “agree” option and 37.5% of them who chose “strongly agreed”. On the contrary, students who chose “disagree” option reached 2.5% and the rest 2.5% were those who chose “strongly disagree”. In order to support the data obtained from questionnaire, the writer also compared the questionnaire data with the interview data as follows. Dari video belajar budayanya, cara ngomongnya, belajar slang yang nggak dipelajari di kuliah biasa (student 1, interview). From video, I learn about the culture of the video, the way the speaker or the actor speaks, and also slang which is not learnt in lecturing (student 1, interview).


49

From the interview results, it could be seen that students’ knowledge was enriched. Through video, students also learnt about accent and slang. Accent and slang in informal language were rarely learnt in lecturing. Therefore, video provided them the information of informal spoken language. 3.

Providing Real Models The next benefit of video was providing real models. As in observation

part, video provided the real examples for the students. Students could adapt the actions they watch from video they watched. This benefit was also supported by William and Lutes (2010) who state that video focuses on information that cannot be readily presented in the traditional classroom. The conclusion was also supported by interview and questionnaire data. As seen in the interview result on previous part, the students could also learn about slang and accent through watching video in CLS 2 class. It implied that video provided the real models for the students. The lecturer did not need to explain the materials further because the students could obtain the insights and examples from video. Related to students’ listening skill, video also helped them to sharpen their listening ability such as listening to correct pronunciation of the vocabularies, phrases and intonation. They also understand when to use the expression by watching the video scene as seen in the interview results. .....selain culture, cara bicara atau aksen dan mungkin ekspresinya. Jadi kalau tiap orang beda-beda sewaktu bicara, misalnya ngomong “thank you” beda-beda tergantung ekspresinya dan mungkin pronunciationnya lebih kelihatan kalau ada videonya. Jadi lebih jelas lihat nativenya (student 4, interview)


50

......not only culture, but also the way the speaker speaks or the accent and expression. People speak differently. For example when people say “thank you”, they can have different meaning based on the expression and accent. By video, the way we can watch they way the speaker pronunce a word, so that the speaker’s or the native’s pronunciation can be clearly seen through video. (student 4, interview). From the interview result, students could obtain the clearer examples. In learning spoken language, many written examples might cause ambiguity because it could not contain the clear examples of the accents, intonations and expressions. In learning intonation, a word which was pronunced differently could have different meaning. Therefore, video was exist to elaborate the things which could not be learnt in text book or handout. By video, the students could obtain the visual and and listen to audio medium. Through the real examples in video, the ambiguity could be avoided. 4.

Increasing Students‟ Motivation and Interest to Study The last benefit of video was providing more motivation and interest to

study. It was also found in listening class of CLS 2 during observation. Students became more enthusiastic in following the class activities. They were also so motivated that they paid attention to video played. Based on observation, students looked interested in following CLS 2 class. They paid more attention to video played. All of them were observed not having other activities during the whilst-watching part. It was not only found during the observation but also in questionnaire and interview result. Most of the students like joining CLS 2 class as seen in their responses to “I like CLS 2 class” as follows.


51 70,00% 60,00% 50,00%

strongly disagree

40,00%

disagree

30,00% 20,00%

agree disagree2

10,00% 0,00%

Figure 4.8. Students‟ responses to “I like CLS2 class”

From Figure 4.8., it could be seen that most students showed their agreement with the statement. There were only 2.5% of them who chose “strongly disagree” and 10% of them chose “disagree” option. On the contrary, the responses were dominated by the students who showed their agreement with the statement. There were 67.5% of them chose “agree” option. Besides, “strongly agree” option were chosen by 20% of them. From the data obtained from questionnaire, it could be concluded that most students liked to join CLS 2 class. In addition to the data obtained from the questionnaire, those were also supported by the interview result. Students also liked CLS 2 class which used video as the main medium. It could be seen in part of interview result as follows. Untuk sejauh ini saya lumayan tertarik karena listeningnya menggunakan video, kalau yang dulu-dulu Cuma menggunakan recording biasa jadi kalau yang sekarang lebih efektif (student 6, interview) So far, I am interested in CLS 2 because the listening class uses video. The previous listening class only used voice recording so that this CLS 2 class is more effective (student 6, interview).


52

From students’ answer in interview, it could be seen that the students were more motivated in following the class activities because the class used video. In previous listening class, the listening material used were audio lingual media. If it was compared to CLS 2 which used audio-visual media, the students preferred to learn listening through the audio visual media. Therefore, it could be concluded that video increased students’ motivation. The second conclusion was that students were interested in following the activity in CLS 2. This conclusion was also related to the first conclusion, that was students like being participants CLS 2 class. It meant that they were also interested in the class. Their interest led them to have active reaction to activities. Next figure would like to present the questionnaire results of students actively in following the class activities. The result of students’ responses to “before watching the video, I discuss the video with my friend in group seriously” could be seen in Figure 4.9.

60% 50%

strongly disagree 40% disagree 30% agree 20% strongly agree 10% 0%

Figure 4.9. Students‟ responses to “Before watching the video, I discuss the topic with my friends in group seriously”


53

Students’ responses to “before watching the video, I discuss the topic with my friends in group seriously” were various. However, the data were also dominated by the students who showed the agreement with this statement. Higher percentage were significantly shown by the them who had agreement. There were more than a half number from the total participants agreed with the statement, there were 52.5% of them chose “agree” option. In addition to those who agreed, the rest 15% of students chose “strongly agree” option. On the contrary, there were only 32.5% of the students who chose “disagree” and no student chose “strongly disagree”. In addition to students’ being serious in the discussion, the writer also tried to

examine students’ responses whether they were active in following the

activities. They were examined through their responses to the statement “I answer the question that the lecturer given actively”. The responses showed their actively in doing the lecturer’s instruction as follows:

80,00% 70,00% 60,00%

strongly disagree

50,00%

disagree

40,00%

agree

30,00%

strongly agree

20,00% 10,00% 0,00%

Figure 4.10. Students‟ Responses to “I actively answer the questions that the lecturer gives”


54

As seen from the figure, there were smaller number shown by students’ disagreement. There were only 2.5% of the students who chose “strongly disagree” and 27.5% of them chose “disagree” option. There were more precentage of the students who showed their agreement. There were 67.5% of the students who chose “agree” and the rest 2.5% were “strongly agree”. The data obtained from the questionnaire were supported by the interview results. Similar to the data obtained from the questionnaires, the interview result also showed that the students actively answered the lecturer’s questions related to video played. The interview result could be seen through students’ response to the question “apakah Anda selalu menjawab pertanyaan-pertanyaan dari dosen berkaitan dengan penggunaan video?”as follows . Iya. Sebelumnya pasti ada diskusi dulu, dikasih pertanyaan pancingan. Jadi bisa berpartisipasi aktif (student 4, interview) Yes. Before playing video, there is discussion session. Then the lecturer brainstorms the students. So we are able to participate actively (student 4, interview) Based on the interview result, students claimed that they actively answered the lecturer’s questions related to video played. They also actively participated in group discussion to answer the lecturer’s questions. This made every student actively participated in answering the lecturer’s questions. The third conclusion of the observation was by using video students were more motivated in following the class. It also provided more motivation for the students. Therefore, it led the students to be more enthusiastic in following the class. The students felt more comfortable in following the class as seen in part of


55

the interview result responding the question about the advantage of video as follows : Advantagesnya, membuat siswa lebih nyaman, nggak ngantuk dan helpful (students 2, interview) The advantage of video is making the students more comfortable in following the class. It made the students not sleepy and it is also helpful (student 2, interview) Motivation made the students more enthusiastic in following the class. It also increased students’ passion to follow the class. Based on the interview result, students’ motivation was also increased through video. Video comforted them in following the class. Unmotivated students would feel that the class was boring and sleepy when they followed the class. However, based on the interview results, students felt that they were not sleepy in following the class because of the use of video in their class. They also felt that video was a helpful medium for their own needs in English language learning so that their motivation increased.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter provides two sections. The first chapter is conclusions. In this section, the writer is going to present the major conclusions drawn from this research. The second section is recommendation which presents the suggestion for the lecturer and the students of CLS 2 class.

A.

Conclusions This research is aimed at finding out students’ perception on the use of

video in CLS 2 class and to find the benefits of using video in CLS 2 class. There are 40 students of CLS 2 class who participate in this research. Based on the findings of this research, the writer draws two major conclusions. 1.

Students’ Perception on the use of Video in CLS 2 class Listening class of Critical Listening-Speaking 2 used video as the main

medium. From the data obtained in observation, questionnaire and interview, students’ perception on the use of video in listening class of CLS 2 was considered good. It could be seen in students’ favorite activity. According to them, watching video is interesting. They also had good perception on the assignments. They perceived that the assignments in CLS 2 class were various so that they decreased their boredom.

56


57 2.

The Benefits of Using Video in CLS 2 Class Based on the Students’ Perception Video was considered as a beneficial medium in language teaching. Based

on the use of video in CLS 2 class, the students could obtain several benefits. Students felt the benefits for themselves as improving their listening and speaking ability and increasing their knowledge. In addition, video also provided the real models for the students because the students could not only listen to the speaker’s voice but also watched the setting and the situation around the speaker. The last benefit, the students felt that video provided more motivation and interest. By video, they felt more motivated. It also attracted students’ interest in following the class activities.

B.

Recommendations At the end of this study, both the students and the writer have some

recommendations for better application of video in CLS 2 class. 1. Students’ Criticism and Recommendation Responding to the use of video in their class, students had a criticism and recommendation. There is a criticism about the subtitles in video and the mechanism of video. Kayak yang saya bilang tadi mbak, videonya kadang-kadang masih ada subtitlenya (student 5, interview) As I said before miss, sometimes there is subtitle on the video (student 5, interview)


58 On its usage in CLS 2, sometimes subtitles were enclosed. As the students said, the video should not enclose the subtitle. The video should also be well prepared so that there would be any trouble when the video is played. Related to the criticism that the students gave to the use of video in CLS 2 class, the students also had a suggestion for the better use of video in CLS 2 class. The suggestion was on the activities that could be added in the CLS 2 class. Aktivitas yang bisa ditambah; games biar nambah di speakingnya sama biar gak monoton (student 1, interview) The activity that can be added is games in order to increase students’ speaking skill and making the process not monotonous (student 1, interview) As what was stated by the students, the lecturer might add games in order to increase students’ interest. Any games or ice-breaking might decrease students’ boredom in learning. 2. The Writer’s Recommendation After conducting this study, the writer had some recommendations for CLS 2 class lecturer and students of CLS 2 class. It could be seen in Chapter IV that the finding of the research showed good responses from the students. For that reason, it would be better for the lecturer to keep using video in listening class of CLS 2. In order to attract more interest, the lecturer should be more creative in creating the class activities. The lecturer can add more various activities so that the class activities are not monotonous. Therefore, the lecturer can also add more up to date videos. On its mechanism, it will be better for the lecturer to use the video which has no subtitle. It will be better for the students because it trains students’ skill


59 better. Besides that, the lecturer also has to prepare all the equipment well in order to avoid the trouble when video is played. Successful learning is not only determined by the lecturer. The students should also actively participate in class. For CLS 2 class students, the writer recommends the students be more motivated in following the activities in CLS 2 class to achieve the learning goals. Besides that, it will be better if the students be more active and more enjoying in following CLS 2 class activities.


REFERENCES

Bertram, D. (n.d). Likert scales. Topic report, CPSC681, 1-6. Biggs, J.B. 1992. From theory to practice: A cognitive system approach. paper presented at the anual conference of the higher education research and development society of Australasia. Melbourne: Monash University. Bootzin, R.R., Lotus, E.F., & Zajone, R.B. (1983). Psychology today: An introduction (5th ed). New York: Random House Inc. Cohen, D. (2006). Qualitative research guidelines project. Retrieved November 5, 2012. From http://www.qualres.org/HomeObse-3594.htm Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: RouttledgeFalmer. Elliot, J. (1991). Action research for educational change. Philadelphia: Open University Press. Fraenkel, J.L. & Wallen, N.E. (1993). How to design and evaluate research in education (2nd ed). Singapore: McGrawhill. French,W.L., & Bell, C. (1995). Organizational development: Behavioral science interventions for organization improvement. Trenton: Prentice Hall, Inc. Gall, M.D., Gall, J.P., & Borg, W.R. (2007). Educational research: An introduction (8th edition). Boston: Alyn and Baron. Goh, C.M. (2003). Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Centre. Hinchey, P. (2008). Action research primer. New York: Peter Lang.

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61 Hodgetts, R.M., Altman, S.,& Valenzi, E. (1985). Organizational behavior: Theory and practice. Orlando : Academic Press.Inc. Key, J.P. (1997). Research design in occupational education. Retrieved May 28, 2013, from http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage 16.htm Kitao, K. (1996). Why do we teach English? Retrieved May 28, 2013, from http://iteslj.org/Articles/Kitao-WhyTeach.html Kreitner, R., & Kinicki, A. (2008). Organizational behavior. New York: The McGraw-Hill Companies, Inc. McKinnon, M. (2011). Teaching technologies: Teaching English using video. Retrieved December 16, 2011, from http://www.onestopenglish.com/support/methodology/teachingtechnologies/teaching-technologies-teaching-english-usingvideo/146527.article Neil, J. (2003). Quantitative research design: Sampling & measurement. Retrieved on October 4, 2012. From http://www.wilderdom.com/OEcourses/PROFLIT/Class5QuantitativeRese archDesignSamplingMeasurement.htm Nga, N. (2008). English- A global language and its implications for students. Foreign Language, 24, 260-266. Nijhuis, J. (2006). Learning strategies, students characteristics and their perceptions of the learning environment. Maastricht: Universitare Pers Maastricht. Ramal, S.M. (2005). Using video in the EFL classroom. Retrieved October 4, 2012, from http://www3.telus.net/linguisticissues/using video


62 Rao, R.V.S. (2008). Factors influencing perception. Retrieved 16 December, 2011, from http://www.citeman.com/2849-factors-influencingperception.html Schreiner, E. (2011). How to use videos to teach English. Retrieved December 3, 2011, from http://www.ehow.com/how_6022126_use-videos-teachenglish.html#ixzz1gqJTOJHI Sherman, J. (2003). Using authetic video in the language clasroom. Cambridge: Press Syndicate of the University of Cambridge. Wiersma, W. (1995). Research methods in education. Boston: A Simon Schuster. William, L.T.& Lutes.P., (n.d). Using video in the ESL clasroom. Language Teaching. (48). 1-13


63

APPENDICES


64

APPENDIX A PERMISSION LETTER


Fakultas Keguruan dan Ilmu Pendidikan

UNIVERSITAS SAhIATA DHARMA Mrican,TromolPos29Yogyakarta55002,Telp.

Nomor : tlL

Hal

/Pnlt/Kajur/JBPS/ u / : Permohonan Ijin Penelitian

(0214)513301 ,515352,Fax. (0274)562383

e.oCI

Kepada Yth. Bapak Fidelis Chosa Kastuhandani S.Pd.,M.Hum Di tempat

Dengan hormat, Dengan ini kami memohonkan ijin bagi mahasiswa kami, Nama No. Mahasiswa Program Studi

: Wulanda Rismayanti : 081214020

Jurusan

: Pendidikan Bahasa dan Seni

Fakultas Semester

: Keguruan dan

: Pendidikan Bahasa

:

Inggris

Ilmu Pendidikan

VIII (Delapan)

untuk melaksanakan penelitian dalam rangka persiapan penyusunan SkripsiAvlakalah, dengan ketentuan sebagai berikut:

Lokasi Waktu

: Kelas Critical Listening and Speaking : Mei 2012

ON THE APPLICATION OF VIDEO IN CRITICAL LISTENING-SPEAKING CLASS

TopiklJudul : STUDE|{TS' PERCEPTION

Atas perhatian dan ijin yag diberikan, kami ucapkan terima kasih.

Yogyakarta, 02 Mei 2012 Jurusan Bahasa dan Seni

Or.t/

Tembusan Yth. 1.

2. Dekan FKIP


66

APPENDIX B OBSERVATION CHECKLIST


OBSERVATION SHEET Day/ Date/ Time

:

Grade / Location

:

Number of presents student :

No.

Statement

Observe

Not observed

Comment

The students behaviour before viewing video 1.

Students answer the lecturer’s greeting

2.

The students ask several questions about the material that they are going to learn

3.

The students pay attention to the lecturer’s explanation about the material that they are going to learn

67


The students behaviour duringviewing video 4.

The students watch video whole-heartedly

5.

The students focus on watching the video

6.

The students do the assignments seriously

7.

The students ask what they do not know about the material The students behaviour afterwatching video

8.

The students pay attention to lecturer’s explanation about what they are going to do next

9.

The students do the post assignments seriously

10.

The students ask several questions when they do not understand the lecturer’s explanation

11.

The students follow the activities in class seriously and having no other activities

12.

The students ask about their difficulties they found related to the 68


materials 13.

The students give any critical comments related to the video.

69


OBSERVATION SHEET Day/ Date/ Time

: Friday/ May 4,2012/ 11.00-12.30

Grade / Location

: semester four/ language lab1 Sanata Dharma University

Number of presents student : 44 students

No.

Statement

Observe

Not observed

Comment

The students behaviour before viewing video 1.

Students answer the lecturer’s greeting

2.

The students ask several questions about the material that they are going to learn

v

v

Many of them. Few students who sit on the back row donot answer -In pre-viewing last material, most of the students still remember. -students submit the homework 70


3.

The students pay attention to the lecturer’s explanation about the

v

-the handout given draws curiosity. -students discuss the topic in group, few of them talk in Bahasa Indonesia, still connected to the topic -students connect the topic to their experience. -students answer the lecturer’s question

material that they are going to learn

4.

The students behaviour duringviewing video The students watch the video whole-heartedly v

5.

The students focus on watching the video

v

6.

The students answer the lecturer questions about the video

v

7.

The students ask what they do not know about the material

8.

The students behaviour afterwatching video The students pay attention to lecturer’s explanation about what v

Few of them start taking notes

They enthusiastically answer yes/no. Some students give comments or response towards the video played v

they are going to do next 9.

The students do the post assignments seriously

The lecturer gives homework 71


10.

The students ask several questions when they do not understand

v

the lecturer’s explanation 11.

The students follow the activity in class seriously and having no v other activities

12.

The students ask about their difficulties they found related to the

v

materials 13.

The students give any critical comments related to the video.

v

72


73

APPENDIX C QUESTIONNAIRE


74

QUESTIONNAIRE Name :……………………………………… Age :……………………………………… This questionnaire aims to find the students’ perception towards the application of video in CLS 2 class. Please put a check (√) in the column according to your answer! 4= strongly agree 3= agree 2= disagree 1= strongly disagree No. Statement 1 2 3 4 Part A 1. I like to join CLS 2 class. 2. There are many kinds of activities used in CLS 2 class. 3. I never feel bored in this CLS 2 class. 4. The activities which are done through video develop my listening-speaking ability. 5. Kind of video used in CLS 2 class attracts my interest. 6. The method that the lecturer use is appropriate to use in CLS class. Part B 7. Before watching the video, I discuss the video with my friend in group seriously. 8. I answer the question that the lecturer given actively. 9. Pre-activity is important in CLS 2 class. 10. I ask the lecturer or my friends when I found the difficulties in CLS 2 class. 11. The assignment in CLS 2 class is various. 12. I enjoy doing CLS 2 assignment. Part C 13. Video is effective to use in CLS 2 class. 14. Video improves my ability in listening and speaking critically. 15. Video improves my understanding about foreign culture.


75

APPENDIX D THE RAW DATA OF THE QUESTIONNAIRE


THE RAW DATA OF THE QUESTIONNAIRE

NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

NAME FN SNP YM TGN CTR EML GRN APN VNT TW ABS BT TST MLS SK SNC ATN EB ALS ERK

1

2 3 3 4 4 2 3 3 3 3 3 4 3 3 2 3 3 3 2 4 3

3 4 4 4 4 2 3 2 3 3 3 3 3 4 3 2 2 3 3 3 3

4 3 2 2 3 2 2 2 3 2 2 3 3 3 2 4 2 2 3 3 3

5 4 4 4 4 3 3 4 3 3 3 3 3 4 3 3 3 3 3 3 3

6 4 3 3 4 2 3 4 3 3 3 4 3 3 2 3 3 3 2 3 3

7 4 3 4 4 2 3 3 3 3 3 3 4 3 3 4 3 2 3 3 3

8 2 4 3 3 3 2 2 3 3 4 2 3 3 2 3 2 3 2 4 2

9 4 3 3 3 3 2 2 3 3 3 3 3 2 2 3 3 3 3 2 3

3 4 4 3 3 3 3 3 3 3 4 4 2 3 3 3 3 4 2

10 3 3 4 3 3 3 3 3 3 3 3 3 3 2 3 2 3 3 3 3

11 4 4 2 3 3 3 3 3 3 4 3 4 3 4 2 3 4 3 3

12 2 3 2 3 2 2 3 3 2 3 3 4 3 2 3 2 2 3 2 3

13 4 4 4 4 3 3 4 3 3 3 4 4 3 3 4 3 3 3 3 3

14 4 4 4 4 3 3 4 3 3 3 3 4 3 3 4 3 3 3 3 3

15 3 4 4 4 3 3 3 3 3 3 3 4 3 3 4 3 3 3 3 2

∑ 51 52 51 50 36 41 45 45 43 45 48 51 48 37 50 39 42 43 46 42 76


21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

MTN ATG RT CTY ND CNN NA ATD PBS PL BTK RN YNR SBR VRK ENS ESP IMT ABN MRY

3 3 1 3 3 3 2 3 4 4 3 3 3 3 4 3 4 3 3 3

3 3 2 3 3 4 3 3 3 4 3 2 3 3 3 2 4 4 3 3

3 2 2 2 3 3 2 3 3 3 2 2 3 2 4 2 3 2 2 3

4 3 2 3 3 3 3 4 4 3 3 2 3 3 4 3 4 3 3 4

4 3 3 3 4 3 3 4 4 3 2 3 3 3 4 4 4 3 3 3

4 3 2 3 3 4 3 4 3 3 3 3 3 3 4 4 4 4 3 3

2 3 2 3 3 2 3 3 2 3 3 3 3 2 3 3 4 4 3 4

3 3 1 3 3 2 2 2 3 3 3 2 3 2 3 3 3 3 2 3

3 3 1 3 3 4 3 3 3 3 4 4 4 3 4 3 4 3 3 3

3 3 1 2 3 3 3 3 3 3 3 3 3 3 2 3 3 4 3 3

3 3 2 3 3 3 3 3 2 3 3 2 3 3 2 3 4 3 3 2

3 2 2 3 3 3 2 3 2 3 2 2 4 2 3 2 3 2 2 2

3 3 2 3 4 3 3 3 3 3 3 2 4 3 4 4 4 4 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 3 3

3 3 1 4 4 4 3 3 3 4 3 4 4 3 4 3 4 3 3 4

47 43 27 44 48 47 41 47 45 48 43 40 49 41 52 46 56 49 42 46

77


78

APPENDIX E THE FREQUENCY & PRECENTAGEOF STUDENTS’ RESPONSES TO EACH STATEMENT


79

No

Statement

Part A 1 I like to join CLS 2 class There are many kinds of activities in CLS 2 2 class I never feel bored in following CLS 2 class 3 activities 4

The activities done through video develop my listening-speaking ability

Kinds of video attracts my interest in following CLS 2 class The method that the lecturer uses is appropriate 6 to use in CLS 2 class Part B 5

7

Before watching the video, I discuss the video with my friend in group seriously

8 I actively answer the lecturer’s question

1

Frequency 2 3

4

1

4

27

8

0

7

24

9

0

20

18

2

0

2

26

12

0

4

25

21

0

3

25

12

0

13

21

6

1

11

27

1

9

Pre-viewing activity is important in CLS 2 class

1

2

25

11

10

I ask the lecturer or friend when i found the difficulties in CLS 2 class activity

1

4

33

2

11 The activities given in CLS 2 class is various

0

8

25

7

12 I enjoy doing CLS 2 class assignment Part C

0

21

18

1

13 Video is effective to use in CLS 2 class

0

2

23

15

0

0

28

12

1

1

23

15

Video improves my ability in listening and speaking critically Video improves my understanding about world 15 culture 14


80

Percentage of the Students’ Responses to Each Statement on the Questionnaire

No 1 2 3 4

5 6

7

8 9 10

11 12

13 14 15

Statement Part A I like to join CLS 2 class There are many kinds of activities in CLS 2 class I never feel bored in following CLS 2 class activities The activities done through video develop my listening-speaking ability Kinds of video attracts my interest in following CLS 2 class The method that the lecturer uses is appropriate to use in CLS 2 class Part B Before watching the video, I discuss the video with my friend in group seriously I actively answer the lecturer’s question Pre-viewing activity is important in CLS 2 class I ask the lecturer or friend when i found thr difficulties in CLS 2 class activity The activities given in CLS 2 class is various I enjoy doing CLS 2 class assignment Part C Video is effective to use in CLS 2 class Video improves my ability in listening and speaking critically Video improves my understanding about world culture

SD

Frequency D A

SA

2.5% 0%

10% 17.5%

67.5% 60%

20% 22.5%

0%

50%

45%

5%

0%

5%

65%

30%

0%

10%

62.5%

27.5%

0%

7.5%

62.5%

30%

0%

32.5%

52.5%

15%

2.5%

27.5%

67.5%

2.5%

2,5%

5%

67,5%

5%

2,5%

10%

82,5%

10%

0%

20%

62.5%

17.5%

2.5%

52.5%

45%

2.5%

0%

5%

57.5%

37.5%

0%

0%

70%

30%

2.5%

2.5%

57.5%

37.5%


81

APPENDIX F THE GUIDING QUESTIONS OF STUDENTS’ INTERVIEW


82 Research questions: 1. What is students’ perception on the use of video in CLS class? 2. How does video beneficial based on the students’ perception? THE INTERVIEW GUIDE Aspect A

B

C

Perception

Activity

Implication

No.

Questions

1. 1Apakah anda tertarik belajar bahasa inggris menggunakan video? . mengapa? 2. 2Apakah anda selalu memperhatikan video yang diputar oleh dosen . anda dikelas CLS 2 ? mengapa 3. 3Menurut pendapat anda, apakah penggunaaan video di kelas CLS 2 . sudah efektif? 4. 4Apakah anda aktif menjawab pertanyaan yang diberikan dosen yang . berkaitan dengan video? mengapa 5. 5Apakah video membantu anda mempelajari budaya? Mengapa? . 6. 8Video jenis apa saja yang digunakan di kelas CLS 2? . 7. Aktivitas-aktivitas apa saja yang diberikan oleh dosen berkaitan dengan penggunaan video di kelas CLS 2? 8. 1Apakah aktivitas-aktivitas tersebut meningkatkan skill anda dalam 0listening? Mengapa? . 9. 1Apakah aktivitas-aktivitas tersebut meningkatkan skill anda dalam 1speaking? Mengapa? . 10. 1Aktivitas berkaitan dengan video apa yang paling anda suka? 3 . 11. 1Aktivitas berkaitan dengan video apa yang paling anda suka? 4 . 12. 1Menurut pendapat anda, kira-kira aktivitas apa yang bisa 5ditambahkan? . 13. 1Menurut anda, apa manfaat dari penggunaan video di kelas CLS 2? 6 . 14. 1Selain manfaat, adakah kerugian yang ditimbulkan dari penggunaan 7video di kelas CLS 2 ini? . 15. Apa saran dan kritik anda untuk penggunaan video di kelas CLS 2?


83


83

APPENDIX G STUDENTS’ INTERVIEW TRANSCRIPT


84 Student 1 1. Tertarik sekali karena videonya itu mulai dari CLS 1 kebanyakan film dan filmnya itu film yang kebanyakan mahasiswa belum tahu film itu dan filmnya itu kebanyakan menarik gt lho mbak,lucu. Biasanya kalau kelas CLS 1 kebanyakan film-filmnya lucu, terus pas CLS 1 pernah juga stand up comedy. 2. Right. Soalnya selain beliau muter film atau video, kita juga dikasih handout kan mbak, handoutnya seputar soal untuk dijawab, istilah kasarnya dipaksa untuk menonton film itu. 3. Efektif sih. Kan CLS itu listening sama speaking, listeningnya dengerin, speakingnya kan kayak kita kasih feedback dan respon tentang video itu. 4. Iya, aktif sih. Soalnya aku pengen tanya itu karena aku pengen tau kemampuanku itu seberapa dan aku lihat temen-temen kok banyak yang diem kayak gitu ya udah aku ngomong aja toh selama aku juga ngomongnya nggak terlalu lebay sama nggak terlalu banyak yang salah, jadi sebelum aku tanya aku ngrangkai dulu sebaiknya yang mesti ngomong apa. 5. Tergantung temanya. Tapi videonya kan dari barat otomatis hal yang aku ketahui adalah budayanya dari orang-orang kalau ngomong kayak gimana. 6. Dari video belajar budayanya, cara ngomongnya, belajar slang yang nggak dipelajari di kuliah biasa .Paling sering dapatnya slang. Kita dapetnya bahasa baku, bahasa formal bahasa Inggris. Dari film-film pakai bahasa slang, aku jadi tahu. 7. Kalau Pak X kebanyakan ngambil dari BBC biasanya. 8. Disscussion sama presentation, ya seputar itu. 9. Improve sedikit di listening pas dengerin dialog di video. Kalauyang improve paling banyak di aktivitasnya. Nah kalau di speaking baru improve, kayak discussion, presentation, kelompokan itu mengimprove. 10. Nah kalau di speaking baru improve, kayak discussion, presentation, kelompokan itu mengimprove.


85 11. Nonton filmnya aktivitas yang paling disuka 12. Gak sukanya kalau video boring, kalau yang diputer di kelas CLS 1 rekaman radio 13. Aktivitas yang bisa ditambah games biar nambah di speakingnya sama biar gak monoton. 14. Advantagesnya enhance our understanding about certain theme. Video memberikan imajinasi yang lebih jelas. Misalnya kalau videonya tentang fast food, kalau Cuma dengerin kan nggak bisa imagine. Dengan adanya gambar itu membantu kasih imagination. Apalagi kalau yang ngomong cepet dengan ada gambar itu jadi tau. 15. Kalau disadvantagesnya videonya lebih lama, ada adegan supporting yang nambah durasi, kalau cuma jelasin kan thek-thek-thek, waton wis ngerti konsepe hemat waktu tapi karena ada adegan terus ada adegan supporting yang nambah durasi jadi lebih lama 16. Kalau suggestionnya sekali-sekali diadain games.Gamesnya yang ada gambarnya dan berhubungan dengan CLS 17. Kritiknya, videonya lama dan jangan terus-terusan biar gak bosen


86 Student 2 1. Penggunaan video dikelas CLS, pastinya tertarik ya. Ini kan kelas listening kalau cuman dengerin doang itu kan buat kita think too hard to get the point. Apalagi speakernya kadang nerocos panjang lebar dan kalau kita dikasih video, i think it is easier. Soalnya selain kita denger suaranya aja kita kan bisa lihat orangnya, ekspresinya gimana terus mulutnya ngomongnya gimana walaupun gak harus ada subtitlenya. Pokoknya kalau pakai video itu lebih gampang. 2. Justru kalau ada video membuat lebih pay attention sama videonya than listeningnya. Soalnya Pak X kasih video yang unik dan belum pernah dilihat. 3. Penggunaan video di kelas CLS 2 menurutku sudah efektif soalnya itu bener-bener membantu kita. Misalnya kita listening tanpa video itu gimana ya, kayak kesasar. Kita disuruh ke sini tapi gak dikasih apa-apa, jadi bingung. Tapi kalau dikasih video itu it’s really helpful for us 4. Kadang-kadang aktif jawab, tergantung topiknya sih. Karena bisa share kemampuan sama pengetahuan kita tentang topik tersebut 5. Iya sih. wawasannya jadi tambah luas, yang dulunya nggak tau jadi tau kalau di sana culturenya kayak gini. 6. Film yang buat pemanasan sama dokumenter dari BBC 7. Kalau sebelum listeningnya pertanyaan, diskusi kelompok, terus baru listeningnya nonton video, take notes, conclusion, assignment sama refleksi dari videonya 8. Secara gak langsung berpengaruh. Tambah juga kalau di listeningnya. Kan sering-sering mendengarkan, jadi bisa mengimprove listening skillnya Sekedar memberi info, lalu speaking. membantu secara gak langsung. 9.

Speaking pakai bahasa sendiri. Tidak menginfluence gaya bicara. Speakingnya pakai bahasa sendiri.

10. Pas dapat video yang asyik dan keren dan belum pernah dilihat dan nambah pengetahuan dan sharing.


87 11. Yang kurang suka pas listeningnya susah dan ada PR biasanya Cuma nyontek dari temen 12. Aktivitas yang bisa ditambah kalau bisa Kalau kasih video jangan yang boring dan bikin ngantuk dan yang durasinya lama 13. Advantagesnya membuat siswa lebih nyaman dan gak ngantuk dan yang helpful 14. Disadvantagesnya lebih lihat videonya daripada listeningnya 15. Kritiknya Carilah video yang unusual, menarik sehingga membuat mahasiswa lebih nyaman


88

Student 3 1. Tertarik, karena supaya lebih cepat nangkep maksudnya, kalau suara aja kan lebih susah. 2. Iya, karena mau nggak mau. Karena pas lihat video itu kan ada pertanyaan-pertanyaan yang disediakan tentang video. jadi mau nggak mau harus dijawab, makanya harus diperhatikan. 3. Eemm.. udah sih. Lumayan udah mencapai tujuan. 4. Enggak. Nggak pingin jawab aja. Kadang nggak tau jawabannya, kadang tau tapi males aja. Kalau gak ditunjuk nggak jawab. 5. Emm, culture. Nggak juga sih. Yang bisa dipelajari dari video bahasa percakapan sehari-hari. 6. Video-video dari BBC tentang pengetahuan, apa ya, kayak national geographic kayak gitu. 7. Lihat video, diskusi kelompok, abis itu jawab pertanyaan, taking notes. 8. Lumayan sih karena pas taking notes supaya kita mempercepat menangkap informasi itu untuk yang di listeningnya, jadi mau nggak mau pikiran kita nangkep informasi dan nyatet itu untuk speakingnya. 9. Eemm...Nggak begitu sih kayaknya. 10. Pas lihat videonya sama diskusi juga suka. Karena bisa tukar pikiran sama teman-teman. Jadi gak stress 11. Taking notes. Kadang suka kadang enggak, pas lagi ngantuk listeningnya ngebosenin, ngomongnya cepet, kadang nggak jelas itu nggak enak banget. 12. Kita nangkep apa, nggak cuma ngerjain tugas, gak cuma jawab pertanyaan sama ngerjain tugas, abis liat video kita bikin creativity apa gitu, bisa gambar atau apa gitu. 13. Advantagesnya nambah pengetahuan doang tentang suatu hal yang belum kita tahu.


89 14. Disadvantagesnya kurang apa ya. Kita itu jadi nggak tahu dapet nilainya dari mana. 15. Suggestionnya videonya harus lebih bervariasi. 16. Ya kayak itu tadi videonya jangan yang itu-itu aja, harus mengikuti perkembangan jaman


90 Student 4 1. Tentu saja tertarik mbak. Kalau di kelas CLS 2 ini kan ada videonya, ada visualisasinya jadi nggak bosen 2. Iya. Biasanya video yang ditampilkan cukup menarik dan terkadang suatu hal kecil yang mahasiswa nggak sadar tapi bener-bener menarik. Seperti kemarin video tentang the bin man itu mahasiswa sering nggak sadar tapi itu bener-bener menarik. 3. Iya sih udah cukup efektif, tapi terkadang ada video yang ada subtitlenya itu kurang efektif soalnya mahasiswa pasti bisa baca dan tantangannya kurang. 4. Iya, sebelumnya pasti ada diskusi dulu, dikasih semacam pertanyaan pancingan jadi bisa berpartisipasi aktif 5. Iya, culture. Selain culture cara bicara atau aksen. Dan mungkin ekspresinya, jadi kalau tiap orang bicara beda-beda, sewaktu bicara misalnya ngomong “thank you” beda-beda artinya tergantung ekspresinya dan mungkin pronunciationnya lebih keliatan kalau ada videonya. Jadi lebih jelas lihat nativenya. 6. Kebanyakan video dokumenter sih mbak, dari BBC. 7. Sebelum lihat video biasanya diskusiin topik yang mau dibahas, terus lihat video, habis itu tanya jawab. 8. iya sih. Lihat video skaligus denger suaranya, jadi sama listening juga. 9. Dua-duanya mbak, listening sama speaking 10. Kalau videonya bagus, lihat videonya. 11. Apa ya. Paling kalau lihat video tapi videonya gak bagus atau ngadat. 12. Udah cukup sih mbak. 13. Ya itu tadi mbak, mengimprove skill listening sama speakingnya siswa. Sama membuat siswa lebih tertarik belajar CLS. 14. Sepertinya nggak ada. 15. Kadang-kadang videonya ngadat ditengah jalan, harus lebih disiapin dengan baik


91

Student 5 1. Lebih tertarik karena ada visualisasinya. 2. Kebetulan karena videonya bagus-bagus jadi selalu memperhatikan sih. 3. Em, kalau menurut saya itu udah efektif. 4. Nah kalau pertanyaan itu kalau saya pribadi enggak soalnya masih malumalu untuk jawab. 5. Kayak waktu di video yang temanya beauty nah itu videonya nerangin tentang beauty sama mimik muka itu nerangin ini, misalnya orangnya nyebutin suspicious mimik mukanya jadi beda, terus ekspresi lain mukanya jadi beda. Dengan ini kita jadi lebih ngerti tu lho mbak kalau ini nih ini, content-contentnya itu lho. 6. Video jenis, biasanya film dokumenter. 7. Sebelum lihat video kita disuruh brainstorming dulu, bikin kelompok empat-empat. Terus dikasih pertanyaan misal menurutmu beauty itu apa, baru yang rebutan jawab itu terus liat video terus diskusi 8. Nontonnya 9. Yang nggak disuka, sebenarnya nggak ada sih 10. Iya sih improve. Soalnya kalau nonton film itu aksennya jadi nular kadang ada phrase njuk diingat-ingat. 11. Kalo dilistening improve banget soalnya kan aksennya biasanya pakai British itu tu kita kadang bingung dia ngomong apa tapi Pak X nerangin dia tu ngomong ini 12. Aktivitas yang lebih memberikan kesempatan buat kita ngomong 13. Improve banget di listening sama speaking, wawasan jadi lebih luas aja. Yang dulunya nggak tahu jadi tahu kalau di sana culturenya kayak gini. 14. Kadang kalau capek suka banyak yang ketiduran 15. Ini sih, kadang-kadang videonya suka ada yang ngadat. harus lebih dipersiapkan.


92

Student 6 1. Untuk sejauh ini saya lumayan tertarik karena listeningnya menggunakan video, kalau yang dulu-dulu cuma menggunakan recording biasa jadi kalau yang sekarang lebih efektif. 2. Jujur aja tergantung, kalau misalnya berbau ilmiah kayak penelitian kurang tertarik, tergantung topiknya. Karena agak membosankan kalau misalnya zat-zat ini karena apa gitu. Yang ilmiah, yang nggak umum kurang menarik kalau menurut saya itu. 3. Penggunaan videonya, jujur kalau menurut saya kurang efektif soalnya Pak X masih menaruh subtittle disitu. Kalau yang CLS 1 malah udah nggak ada subtitlenya jadi bener-bener melatih skill listeningnya, jadi malah kayak penurunan. 4. Jelas. Kalau yang pertama yang buat background knowledge itu kan dimana student tau ini mau bicara tentang apa pasti aku yang disuruh, nggak tau kenapa, nah kalau pertanyaan terakhir itu kan biasanya pas lagi nonton tiba-tiba suruh jawab. Nah itu kan lagi blank, jadi mau nggak mau Pak X nunjuk gitu. 5. Kalau untuk culture iya. Pernah Pak X muterin video tentang face to face, caranya orang orang Afrika sama orang ini berekspresi. Jadi kita bisa tahu culture kalau di negara ini gimana, kalau di negara itu gimana. 6. Yang pertama itu jelas video dokumenter, tapi film juga pernah sih. Kalau film Cuma sekilas soalnya udah dibahas lebih detail dikelas movie interpreter. 7. Sebelum video diputer ada discussion sama pas video diputer itu taking notes. 8. Nonton video sama discussionnya. 9. Sejauh ini asik-asik aja sih. Suka semuanya. 10. Jelas. Karena ketika kita melihat video itu kita juga belajar melatih kepekaan listening kita.


93 11. Iya. Kalau listening kita bagus pasti ngaruh ke speakingnya juga. Karena listening dan speaking itu dua skill yang nggak bisa dipisah. 12. Aktivitas yang kira-kira membuat siswa bener-bener memperhatikan videonya. 13. Banyak. Yang jelas beneficial di listening sama speaking. 14. Banyak waktu yang digunakan untuk nonton. 15. Kritiknya tentang itu tadi sih, subtitle di videonya. Ya kalau bisa video yang ditampilkan yang nggak ada subtitlenya jadi bisa benar-benar listening.

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