STUDENTS’ PERCEPTIONS ON THE USE OF VIDEOSrepository.usd.ac.id/30145/2/141214010_full.pdf · IN...

i

STUDENTS’ PERCEPTIONS ON THE USE OF VIDEOS

IN LEARNING NARRATIVE TEXTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Hedwigis Rosario Iswari Hastrianda

Student Number: 141214010

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Sarjana Pendidikan Thesis on

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOS


By


Student~U1Dber: 141214010

Approved by

Advisor

Drs. Concilianus Laos Mbato, M.A., Ed.D.

11

12May2018


A Sarjana Pendidikan Thesis on

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOS


By

HEDWIGIS ROSARIO ISWARI HASTRIANDA

Students Nwnber: 141214010

Defended before the Board ofExarniners

on June 4, 2018

and Declared Acceptable

Chairperson

Secretary

Member

Member

Member

Board of Examiners

Yohana Veniranda, S.Pd., MHwn., MA.,Ph.~

Christina Lhaksmita Anandari, S.Pd., Ed.M.

: Drs. Concilianus Laos Mbato, M.A., Ed.D.

Drs. Pius Nurwidasa Prihatin., MEd., Ed.D.

Veronica Triprihatmini, S.Pd., MHwn., M.A.

Yogyakarta, June 4, 2018

Faculty of Teachers Training and Education

Sanata Dharma University

III


STATEMENT OF WORK'S ORIGINALITY

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

Yogyakarta, June 4, 2018

The Writer


141214010

IV


LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Hedwigis Rosario Iswari HastriandaNomor Mahasiswa: 141214010

Demi pengembangan i1mu pengetahuan, saya memberikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya yang bejudul:

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOSIN LEARNING NARRATIVE TEXTS

Dengan demikian saya memberikan kepada Perpustakaan Universitas SanataDharma hak untuk menyimpan, mengalihkan da1am bentuk media lain,mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, danmempublikasikannya di Internet atau media lain untuk keperluan akademis tanpaperlu meminta ijin dari saya maupun memberikan royalti kepada saya selamatetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada Tanggal: 4 Juni 2018

Yang menyatakan


v


vi

ABSTRACT

Hastrianda, Hedwigis Rosario Iswari. (2018). Students’ Perceptions on the Use of

Videos in Learning Narrative Texts. English Language Education Study Program,

Department of Language and Arts Education, Faculty of Teachers Training and

Education, Yogyakarta: Sanata Dharma University.

Nowadays, many English teachers are using videos as media to help them

in teaching. For the teachers, it may help them to engage the students‟ interest and

in explaining the topic. For some students, the video might be helpful for them in

understanding the learning topic. However, for other students, the use of videos as

media can be a distraction for them in understanding the learning topic. Hence,

this study wants to explain those different perceptions of the students on the use of

videos in learning narrative texts.

Based on the research background, the writer concludes there are two

research questions; (1) What are the reasons for the implementation of videos in

teaching narrative texts? (2) What are the students‟ perceptions on the use of

videos in learning narrative texts? In order to answer those two research questions,

the researcher conducted the research using mixed-method technique. In addition,

for data gathering technique, the researcher used observation sheet,

questionnaires, survey, field note, and reflection.

The implementation of the videos was divided into two steps which were

step 1 or teacher presentation and step 2 or students‟ collaboration. Step 1

explained the reasons for the implementation of videos, which were to make the

explanation of the topic became more interesting, to allow the students improved

their reading comprehension, and to make the examples of narrative texts became

more actual and imaginable. Step 2 explained about how the students did

collaboration in the learning process.

At the end of this research, the researcher found that the students had

positive perceptions toward the use of videos in learning narrative texts. There

were three main perceptions which were revealed in this research; the students

thought that the use of videos could attract their interest in learning, the use of

videos could make the explanation of the topic clearer and more understandable,

and the use of videos could make the process of their understanding became

easier.

Keywords: students‟ perceptions, videos, narrative texts.


vii

ABSTRAK

Hastrianda, Hedwigis Rosario Iswari. (2018). Students’ Perceptions on the Use of

Videos in Learning Narrative Texts. Program Studi Pendidikan Bahasa Inggris.

JPBS. FKIP. Yogyakarta: Universitas Sanata Dharma.

Saat ini, terdapat banyak guru-guru Bahasa Inggris yang menggunakan

video sebagai media yang dapat membantu mereka dalam mengajar. Untuk para

guru tersebut, penggunaan video mungkin dapat membantu mereka dalam

menarik minat murid untuk belajar dan dalam menjelaskan topik. Untuk beberapa

murid, penggunaan video mungkin saja dapat membantu mereka dalam

memahami topik pembelajaran. Tetapi, untuk murid-murid yang lain, penggunaan

video dapat menjadi sebuah gangguan untuk mereka dalam memahami topik

pembelajaran. Oleh karena itu, penelitian ini ingin mengungkapkan persepsi

murid-murid yang berbeda-beda terhadap penggunaan video dalam mempelajari

materi teks narrative.

Berdasarkan latar belakang tersebut, penulis menyimpulkan terdapat dua

pertanyaan dalam penelitian ini; (1) Bagaimana video-video dapat diterapkan

dalam pembelajaran teks narrative? (2) Apakah persepsi murid-murid terhadap

penggunaan video dalam pembelajaran teks narrative? Untuk menjawab dua

pertanyaan tersebut, peneliti menggunakan teknik mixed-method. Selain itu, untuk

teknik pengumpulan data, peneliti menggunakan lembar observasi, kuesioner,

survei, catatan lapangan, dan refleksi.

Penerapan video dibagi menjadi dua langkah, yaitu, presentasi oleh guru,

dan kolaborasi murid-murid. Pada langkah pertama, terdapat tiga alasan untuk

penerapan video dalam pengajaran teks narrative; supaya penjelasan teks narrative

menjadi lebih menarik, supaya murid-murid dapat meningkatkan pemahaman

membaca mereka, dan supaya contoh dari teks narrative menjadi lebih nyata dan

dapat diimajinasikan. Langkah kedua menjelaskan bagaiman proses kolaborasi

yang dilakukan oleh siswa pada saat proses belajar belangsung.

Pada akhir penelitian, peneliti menemukan bahwa murid-murid

mempunyai persepsi yang positif terhadap penggunaan video dalam pembelajaran

teks narrative. Terdapat tiga persepsi utama yang diungkapkan dalam penelitian

ini; murid-murid berpikir bahwa penggunaan video dapat menarik ketertarikan

mereka dalam pembelajaran, penggunaan video dapat membuat penjelasan topik

menjadi lebih jelas dan mudah dipahami, dan penggunaan video dapat membuat

mereka lebih mudah untuk memahami cerita narrative.

Keywords: students‟ perceptions, videos, narrative texts.


viii

Do not be afraid to try, and

keep going!

I dedicated this Thesis to:

My father Hilarius Agus Sugiastono

and my mother Catarina Sri Sulastri


ix

ACKNOWLEDGEMENTS

Firstly, I would like to say thank you to Jesus Christ and Mother Mary

for all of the blessing and guidance that I got so that I could finish my thesis and

my study. I believed that all of the success that I got was given by Jesus Christ.

I also would like to say thank you for my advisor, Drs. Concilianus Laos

Mbato M.A., Ed.D. He gave me guidance, advice, comment, feedback,

motivation so that I could be better and better in finishing my thesis.

A big appreciation for the headmaster and the English teacher from

SMA Budi Utama Yogyakarta, for the advice, support, cooperation, guidance,

and permission to let me conducted my research in SMA Budi Utama

Yogyakarta. I would say thank you also for the students of SMA Budi Utama

Yogyakarta for the cooperation, experience, moment, and values during I

finishing my research.

Next, I would like to thank my parents, my family, my cousins, and my

partner, Pramardaniswara Adyangga, who always supported me during I

finished my thesis and thank you for all of the prayers. The last thing, I thanked to

my best friends, Jeny, Indah, and Uun, for the supports, and for everyone who

helped me in finishing this thesis.



x

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................ i

APPROVAL PAGE .............................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................... v

ABSTRACT ........................................................................................... vi

ABSTRAK ............................................................................................... vii

DEDICATION PAGE ........................................................................... viii

ACKNOWLEDGEMENTS .................................................................. ix

TABLE OF CONTENTS ...................................................................... x

LIST OF TABLES ................................................................................ xii

LIST OF APPENDICES ...................................................................... xiii

CHAPTER I INTRODUCTION .......................................................... 1

1.1 Research Background............................................................... 1 1.2 Research Questions .................................................................. 4 1.3 Research Significance .............................................................. 5 1.4 Definition of Terms .................................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE ................. 8

2.1 Theoretical Descriptions .......................................................... 8 2.1.1 Text Types and Narrative Texts ......................................... 8

2.1.1.1 Definition of Text Types ........................................... 9 2.1.1.2 Narrative Texts .......................................................... 11

2.1.2 Media in Learning .............................................................. 16 2.1.2.1 Definition of Media ................................................... 16 2.1.2.2 Types of Media ......................................................... 17

2.1.3 Motivation in Learning English ........................................ 21 2.1.3.1 Definition of Motivation ........................................... 21 2.1.3.2 Types of Motivation .................................................. 22


xi

2.1.4 Perception ........................................................................... 23 2.1.4.1 Definition of Perception ............................................ 24 2.1.4.2 Process of Perception ................................................ 25 2.1.4.3 Factors of Perception................................................. 27

2.2 Theoretical Framework ............................................................ 29

CHAPTER III RESEARCH METHODOLOGY .............................. 32

3.1 Research Method ...................................................................... 32 3.2 Research Setting ....................................................................... 34 3.3 Research Participants ............................................................... 34 3.4 Research Instruments and Data Gathering Techniques ........... 35

3.4.1 Observation ........................................................................ 36 3.4.2 Online Questionnaire ......................................................... 36 3.4.3 Interview ............................................................................ 39 3.4.4 Field Note ........................................................................... 40

3.5 Data Analysis Techniques ........................................................ 41 3.5.1 Criteria for Perception ........................................................ 41 3.5.2 Frequency Distribution....................................................... 43 3.5.3 Histogram ........................................................................... 44 3.5.4 Central Tendency ............................................................... 44 3.5.5 Operational Hypothesis ...................................................... 45

CHAPTER IV RESEARCH RESULTS AND DISCUSSION .......... 47

4.1 Data Results ............................................................................. 47 4.1.1 Data Presentation ............................................................... 47

4.1.1.1 The Reasons for the Implementation of Videos in Teaching Narrative Texts ...................................... 47

4.1.1.2 The Students‟ Perceptions ......................................... 53 4.1.1.3 The Teacher‟s Perception .......................................... 58

4.2 Discussion ................................................................................ 61 4.2.1 The Reasons for the Implementation of Videos in

Teaching Narrative Texts ................................................... 61

4.2.2 The Students‟ Perceptions on the Use of Videos in Learning Narrative Texts ................................................... 63

CHAPTER V CONCLUSION AND RECOMMENDATIONS ........ 67

5.1 Conclusion ............................................................................... 67 5.2 Recommendations .................................................................... 68

REFERENCES ...................................................................................... 70

APPENDICES ....................................................................................... 75


xii

LIST OF TABLES

Table Page

Table 3.1 The Sample of Observation Sheet .............................................. 36

Table 3.2 Criteria for the Result of Pre-teaching Questionnaire ................ 41

Table 3.3 Criteria for the Result of Post-teaching Questionnaire .............. 42

Table 3.4 The Table for the Result of Questionnaires ............................... 43

Table 4.1 Frequency Distribution of Pre-teaching Result .......................... 53

Table 4.2 Frequency Distribution of Post-teaching Result ........................ 54

Table 4.3 Significance Test (One Sample t-Test) ...................................... 57

Table 4.4 Significance Test (One Sample t-Test) ...................................... 58


xiii

LIST OF FIGURES

Figure Page

3.1 The Sample of Online Pre-questionnaire for Students ............................ 38

3.2 The Sample of Online Post-questionnaire for Students .......................... 39

4.1 Histogram of Pre-teaching Result ........................................................... 55

4.2 Histogram of Post-teaching Result............................................................ 56


xiv

LIST OF APPENDICES

Appendix Page

APPENDIX A Letter of Permission ........................................................ 76

APPENDIX B Questionnaires Blueprint ................................................. 78

APPENDIX C The Close-Ended Questionnaires .................................... 87

APPENDIX D The Result of Close-Ended Questionnaires .................... 96

APPENDIX E The Form of Open-Ended Questionnaire ........................ 99

APPENDIX F The Transcript of Open-Ended Questionnaire ................ 106

APPENDIX G The Transcript of Interview ............................................ 121

APPENDIX H The Observation Sheets................................................... 126

APPENDIX I Reflections....................................................................... 129


1

CHAPTER I

INTRODUCTION

1.1 Research Background

English has been used in multilingual countries in the world as a second

language or a foreign language, such as in Indonesia. Johnson & Christensen

(2017) states that “there are about one billion people in the world today learning

English as a foreign language” (p. 3). He also finds that “learning a foreign

language may nowadays be regarded as a normal, almost every day activity” (p.

6). English also can be mentioned as an international language which is used in

many aspects such as education, politic, culture, science, commercial, business,

and many others. Harmer (2001, p.1) notes that “English is generally used as an

international language for communication among people from different language

backgrounds in all parts of worlds” (as cited in Stvetaketu, 2017, p. 1). Even in

the working world, there are many companies which demand the applier to be

able to speak English well.

It makes English become an important language to be learned especially in

Indonesia. In Indonesia, English has been a common language to be learned.

People in Indonesia are likely to learn English in order to prepare themselves to

face the modern era and also the working world. English also has been a

compulsory subject in junior high school and senior high school. Even from

primary school, English has been taught to the children so that they are ready


2

when they move into junior or senior high school. The students should learn 4

skills in English which are listening, speaking, reading, and writing in order to

develop more their language capabilities. In this part, the researcher will only

focus on an English skill which is reading skill especially in learning narrative

texts.

In English, narrative text is included as one of text types, which is

commonly used to tell fiction stories such as fairytale, fable, legend, myth, etc.

Pilegaard & Frandsen (1996) note that “text types (e.g., expository, narrative,

poetic) involve text internal elements such as surface linguistic features and

textual functions” (as cited in Renkema, 2009, p. 82). Dorgeloh & Wanner (2010)

support the idea with their own theories. They state that “narrative text is not a

genre on a par with … While a story, account or recount is a genre, narrative is a

type of text or discourse” (pp. 75-76).

In order to engage the students‟ interest to learn English, many English

teachers develop the teaching method using technology and media which have

been common in this era such as using videos in teaching. The use of technology

and media can help the students to understand the learning topic deeper.

Kumaravadivelu (2001) suggests that “creative and flexible use of technology

seems to be what is needed in a profession in which the practices and issues are

becoming increasingly complex. Technology is barely mentioned in a recent

paper on L2 teaching in the postmodern world…” (as cited in Chapelle, 2003, p.

31).


3

Video is a kind of authentic resources which can be used in teaching-

learning activity. The use of video in teaching-learning activity can also attract the

students‟ attention in learning English. Zettersten (1986) states that “in order to

gain maximum access to real-life situations with natural and life-like

communication, it is necessary to make use of available authentic documents” (p.

101). It means that the use of video in teaching-learning activity can bring the

real-life situations into the classroom. The students could gain the experience and

the knowledge more if the teacher uses video in the classroom. Zettersten (1986)

also mentions that “if teachers or individual learners have access to a variety of

good authentic documents, ancillary training and testing material can be quite

easily produced according to certain fixed model” (p. 102).

Based on the researcher‟s experience during pre-service teaching in SMA

Budi Utama Yogyakarta, the researcher saw the English teacher was using media

in explaining the learning materials such as slide show or videos. However, the

use of videos as media in explaining the learning materials was less effective

because the students found difficulties in understanding the content of the videos.

Therefore, the researcher wants to figure out the students‟ perceptions on the use

of videos as media in teaching-learning activity.

Arul (n. d) states that the needs of people can influence perceptions in

terms of selectively sensitizing so that they only focus on those elements which

will help them in satisfying their needs (Selective Perception, para. 1). In this

thesis, the study of the students‟ perception is needed to figure out what the

students‟ need in the learning process.


4

The researcher conducted the research to 20 students of SMA Budi Utama

Yogyakarta grade 10. The researcher did the observation while teaching narrative

texts. Based on the observation, some students got problems when they watched

the videos. The first problem was that they did not really understand the content in

the videos. Sometimes, the pronunciation of the speaker in the video was not

really clear or the speaker was talking too fast. It was difficult for the students to

understand the content of the videos. The second problem was the students were

not really interested with the videos. It happened because the design of the videos

was not really interesting for the students. Therefore, it was important to make or

find a video which could attract the students‟ interest.

Video yang di produksi akan menarik apabila memiliki tiga aspek, yaitu,

menarik secara visual, menarik secara audio, dan yang terakhir adalah

menarik secara isi. (A video which is produced can be interesting if it has

three aspects, such as interesting in terms of visual, in terms of audio, and

the last is interesting in terms of the content) (Video Editing and Video

Production, 2008, p. 102).

1.2 Research Questions

Based on the phenomenon that has been explained in the previous part, the

researcher wants to conduct research about the students‟ perceptions on the use of

videos in reading course especially in learning narrative texts. The researcher

concludes that there are two research questions, that is:

1. What are the reasons for the implementation of videos in teaching narrative

texts?

2. What are the students‟ perceptions on the use of videos in learning narrative

texts?


5

Those two research questions will be answered further in Discussion part

of this research.

1.3 Research Significance

The researcher expects that this research will be useful for the English

teacher and the students of SMA Budi Utama Yogyakarta, and for other English

teachers who want to develop their teaching methods.

1. The English Teacher

The researcher expects that this research can help the English teacher in

SMA Budi Utama Yogyakarta in developing the teaching method. By seeing the

students‟ perception, the English teacher can figure out what the students‟ need

and develop the teaching method which is appropriated with the students‟ need in

the learning process. The English teacher can maximize her ability to create an

interesting teaching method for the students. She also can modify the process of

teaching-learning activity so that the students are not bored while studying

English in the classroom.

2. The Students of SMA Budi Utama Yogyakarta

This research can help the students in order to gain more knowledge based

about English using educative videos. This research also can make the students

know that they can modify their learning methods based on what they need in

learning process. For instance, the students can study English at home using

educative videos.


6

3. Future Researchers

The researcher expects that this research also can be a useful reference for

the future researchers who are interested about the use of videos in teaching-

learning activity. They can develop the idea about the use of videos in teaching-

learning activity by using this research as a reference. They also can modify their

idea by combining a learning video with other media.

1.4. Definition of Terms

In this part, the researcher defines three key words in order to clarify the

concepts and avoid misunderstanding, that is:

1. Perception

According to Rookes and Wilson (2000) perception means “the

psychological process of interpretation of sensation, in other words the translation

of physical sensory information into a meaningful psychological interpretation of

world” (p. 115). This research will only focus on the students‟ perceptions on the

use of videos in learning narrative texts.

2. Video

According to DeLuca (1991, p. xii), “video as a reference to those

technologies used to „record, transmit and recreate visual images and usually the

associated sounds‟ (as cited in O'Donoghue, 2014, p. 19). Furthermore,

O'Donoghue‟s (2014) study finds a theory as the following:

Video is currently used to communicate and to show and tell in ways that

were once only available to a small number of broadcasters and television

and video professionals, and amongst these new adopters are a number of

teachers, lecturers and students who are embracing the opportunities


7

presented by video technologies to support and enhance teaching and

learning (p. 13).

Hence, video is defined as a technology which is used to communicate and

to support the teaching-learning activity.

3. Narrative text

As McQuillan (2000) suggests, “narrative text a story that is told in

language; that is, it is converted into language signs” (p. 85). He also states that

“narrative text is a text in which the characteristics (the existence of actor and

narrator, the existence of three layers, and the concern of contents) may be found”

(p. 85). Another definition is stated by Rakhmi. Rakhmi (2012) says that “a

narrative text is an imaginative story to entertain people; it is also a spoken and

written account of connected events …” (p. 18). In conclusion, narrative text can

be defined as a text which is told or written and it is used to entertain people.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the researcher writes some theories from some experts which

can support the idea of this research. This chapter is divided into two sections,

theoretical descriptions and theoretical framework. In theoretical description, the

researcher provides four theories, theory of text types and narrative texts, theory

of media and video in learning, theory of motivation in learning, and theory of

perception. Those four theories will be summarized and combined in the second

section which is about theoretical framework.

2.1 Theoretical Descriptions

There are four theories which will be explained further in this section,

theory of text types and narrative texts, theory of media and video in learning,

theory of motivation in learning, and theory of perception.

2.1.1 Text Types and Narrative Text

In reading course, the students have to learn about the types of text such as

narrative, argumentative, report, etc. It is important to improve reading

comprehension in order to complete tasks in reading course. Svetaketu (2017)

says that “through reading, people can gain access to many different kinds of

knowledge, information, and ideas” (p. 8).

Collaboration is important for the students because it can build interaction

among the students. The students can collaborate with their friends in order to

understand the learning topic. Friend & Cook (2010) state that ”interpersonal


9

collaboration is a style for direct interaction between at least two co-equal parties

voluntarily engaged in shared decision making as they work toward a common

goal” (p. 7).

Further, the researcher presents the theories of text types and narrative texts

by dividing it into three parts. The first part is about the definition of text types,

and the second part is about the theory of narrative texts.

2.1.1.1 Definition of Text Types

In English, especially in reading skill, the students have to learn about the

types of text. This is needed so that the students can differentiate the texts based

on the functions. Hurtado (1999, p. 34) notes that “a text type is a conceptual

frame for classifying texts according to their function (understanding this as the

aim of a text)” (as cited in Ornia, 2016, p. 11). It means that text type is used to

classify texts based on its function. Ornia (2016) also states that “the term of „text

type‟, however, refers to cognitive categories and the communicative intention of

the text” (p. 11).

De Beaugrande (1980, p. 197) provides the definition of text types as the

following:

A text type is a distinctive configuration of relational dominances

obtaining between or among elements of (1) the surface text; (2) the

textual world; (3) stored knowledge patters; and (4) a situation of

occurrence. (as cited in Ornia 2016, p. 13).

It can be concluded a text in text types includes the form, knowledge, and

also occurrence become a unit. Another theory is stated by Aumuller (2014), “the


10

notion of text type is an abstract category designed to characterize the main

structure of a particular text or one of its parts according to its dominant

properties” (The Living Handbook of Narratology, “Text Types”, para. 1).

There are three main types of text which are narrative, descriptive, and

argumentative. “Narrative is defined by the properly „change of state‟ of concrete

objects, argumentative is defined by the properly „is about states‟ of concrete

objects, and argument is defined by logical-semantic relations between abstract

objects instead of temporal-semantic properties” (Aumuller, 2014, para. 1).

Karolina (2006) states that “there are many kinds of texts that can be used

such as narrative, descriptive, explanation, recount, information, report,

exposition, and argumentation” (p. 13).

In addition, Rakhmi (2012) says that there are six types of text:

1. Recount: It can be personal or factual, but this text is known as the story of

real experience which has been happened.

2. Procedure or instruction: It is a text that tells the readers how to do something

or how to make something. It usually includes tools or resources which are

needed.

3. Narrative: It is a text which tells made up story and it has events which need

to be solved by the characters. Usually, it has problems or crisis in the middle

of the story and the problems will be resolved at the end of the story.

4. Report: It is usually real information about an interesting topic or subject. It

can be in the form of news report.


11

5. Explanation: Explanation usually tells about the process of how something

works. It also involves a series of steps in why something happens and what

happens. Sometimes, it is also called cause and effect, and it may include a

picture or a flow chart.

6. Argument: Argument is used to make the readers agree with the researcher‟s

opinion about something that has happened in the world. (pp. 1-3)

In conclusion, text type can be defined as a conceptual frame which have

elements to classify the texts, characterize the main structure of a particular text,

and determines the interpretations of a particular text. There are four texts which

are commonly used in reading course, narrative, descriptive, recount, and

argumentative. Furthermore, the researcher will only focus on a type of texts

which is narrative and it will be explained further in the next part.

2.1.1.2 Narrative Texts

This part will explain further about the theory of narrative text. It is

divided into three ways which are the definition, the communicative purpose, and

the generic structure of narrative text.

1. The Definition of Narrative Text

Narrative text is a text which tells fiction stories and it is used to entertain

people. According to Anderson (2002, p. 3), “narrative text type tells a story, in

doing so, entertains the audience, makes audience think about an issue, teaches

them a lesson, or excite their emotions” (as cited in De Fina, 2003, p. 16). In


12

addition, Prince (1982, p. 4) states that “narrative is described as the

representation of at least two real or fictive events or situations in a time

sequence, neither of which presupposes or entails the other” (as cited in De Fina,

2003, p. 12).

Another theory about narrative text is stated by Rakhmi. Rakhmi (2012)

stated that “narrative text is central to learning, especially for young children who

develop their understanding through making up stories about what has happened

and what might happen” (p. 18). Rakhmi (2012) also says that “narrative text is

written based on life experience. In literary term, experience is what we do, feel,

hear, read, even what we dream” (p. 18). In addition, Rakhmi (2012) notes that

“telling and writing stories is not simply a set of skills for children to learn, but an

essential means for them to express themselves in creative and imaginative ways”

(p. 18).

According to Anderson (2002, p. 3), there are five genres in narrative text

which are myths, fairytales, science fiction, and romance novels (as cited in

Rakhmi, 2012, p. 16.). Myths is the narrative story which is related to the urban

legend in societies, the fact of the story is usually unknown. Fairytales is a story

which consists of magic, for instance, Cinderella, Beauty and the Beast, and also

Snow White. Science fiction is a story which includes science imagination in the

story. The last, romance novels, is a story about love and romance such as Romeo

and Juliet.


13

2. The Communicative Purpose of Narrative Text

According to Rakhmi (2012), “the purpose of narrative text is used to

amuse or entertain the readers with actual or imaginary experiences in different

ways” (p. 16). In addition, “it is story that entertains and informs the reader, while

carrying a message resulting in a theme (a universal idea that crosses over time

and culture), and a moral (a lesson learned from the story)” (Rakhmi, 2012, p. 17).

From the theories above, it can be concluded that the communicative

purpose of narrative text is to entertain the readers using story which has crisis in

the middle of the story and the crisis will be solved at the end of the story.

3. The Generic Structure of Narrative Text

Generic structure is the parts of text which have to be existed. The

researcher provides two theories about the generic structure of narrative text.

According to Yudantoro (2014) there are three generic structures of narrative text:

a. Orientation: pengenalan tokoh, waktu, dan tempat terjadinya peristiwa (the

introduction of the character, time, and place).

b. Complication: masalah, konflik dalam cerita (the problems and conflicts

which happen in the story)

c. Resolution: penyelesaian masalah (the solving of the problems). (p. 12)

It could be seen that there are three generic structures of narrative text

which are orientation, complication, and resolution. Orientation deals with the

introduction of the character, time, and the place. Complication is the problems or


14

the conflicts which happen in the story and they have to be solved by the

character. Resolution is the solution of the problems.

4. The Language Features in Narrative Text

According to Yudantoro (2014) there are four language features which are

commonly used in narrative text, they are:

a. The sentences in narrative text are using past tense. Past tense is used to say

the completed action that happened in the past. The verbs in simple past tense

are usually using the second verb such as went, ran, made, told, etc.

b. Narrative uses adverbs and adverbial phrases. According to Yudantoro (2014),

“adverbs atau adverbial phrases digunakan untuk menunjukkan lokasi

kejadian atau peristiwa, misalnya here, in the mountain, happily ever after,

etc‟ (adverbs or adverbial phrases are used to show the location of the events,

for instance here, in the mountain, happily ever after, etc) (p. 12).

c. Narrative uses action verbs in the form of simple past tense. For instance

stayed, climbed, jumped, etc.

d. Narrative uses certain nouns for the pronoun of person, animal, or another

noun in the story, for instance stepsisters, housework, etc. (p. 17)

However, Rakhmi (2012) says that there are three language features in

narrative text such as using processes verb, using temporal conjunction, and using

simple past tense (p. 6).


15

Based on the theories above, the researcher concludes that there are three

major language features in narrative text: using simple past tense, using time

connectives and conjunctions, and also using action verbs.

5. The Genres in Narrative Text

According to Beardwood (2009), there are five major genres in narrative

text which are short stories, novels, nonfiction (biography and autobiography),

plays (drama), and film (p. 6). In addition, Beardwood (2009) states the genres of

narrative text, as the following:

Short stories, novels, and nonfiction are the stories which are told through

writing that are meant for an audience or individual readers. Meanwhile,

plays are a printed text that you know is intended to be performed on the

stage and film is a story which is told through images and sound (p. 6).

However, Neo (2005, p. 8) states that there are ten genres in narrative text

which are humor, romance, crime, real life fiction, theoretical fiction, mystery,

fantasy, science fiction, diary novels, and adventure (as cited in Karolina, 2006, p.

29). In addition, Neo (2005, p. 8) notes that “there can be a combination of

narratives within each of this different types” (as cited in Karolina, 2006, p. 29).

Masithoh (2017) says that there are only three genres of narrative text which are

legend, fable, and fairytale (pp. 31-32).

In conclusion, there are many different theories about the genres of

narrative text. Hence, the researcher concludes that there are six genres which are

mostly used in narrative text: legend, fable, science fiction, fantasy, mystery, short

stories, and fairytale.


16

2.1.2 Media in Learning

The use of media may also affect the learning process. A video is also

included as a kind of media. In teaching a learning topic using media, an English

teacher should be interactive to make the learning topic is clearly delivered to the

students. This idea is supported by Musai‟s theory. Musai (2014, p. 3) states that

an interactive teacher has functional and professional task to help the students in

gaining knowledge and acquiring habits (as cited in International Journal of

Cognitive Research in Science, Engineering and Education, 2016, p. 32).

Moreover, this sub-chapter is divided into four parts which are the

definition of media, the types of media, the properties in media, and the functions

of media.

2.1.2.1 Definition of Media

Media can influence the learning process of the students. It can also affect

the students‟ interest in learning the materials. Arsyad (1997) notes that:

Selain membangkitkan motivasi dan minat siswa, media pembelajaran

juga dapat membantu siswa meningkatkan pemahaman, menyajikan data

dengan menarik dan terpercaya, memudahkan penafsiran data dan

memadatkan informasi. (In addition to improve the students’ motivation

and interest, media in learning can also help the students to improve their

understanding, serve the data attractively and reliably, make it easier to

interpret and compact the information) (p. 20).

Latuheru (1988) states the theory of media as the following:

… Pengertian media mengarah pada sesuatu yang mengantar/meneruskan

informasi antara sumber dan penerima pesan. (… Media refers to

something which is delivering information or message between the source

and the receiver). (p. 9).


17

Sesuatu dapat dikatakan sebagai media pendidikan/pembelajaran apabila

media tersebut digunakan untuk menyalurkan/menyampaikan pesan

dengan tujuan-tujuan pendidikan dan pembelajaran (media could be said

as learning media if it is used to delivering message with educative

purposes and learning) (p. 13).

John M. Lannon‟s (n. d) theory is also cited in Latuheru‟s book, as the

following:

“media pembelajaran berguna untuk menarik minat siswa terhadap materi

pengajaran yang disajikan” (the learning media is useful for engaging the

students‟ interest towards the materials) (as cited in Latuheru, 1988, p. 22).

Based on the theories above, the researcher concludes that learning media

is a tool which delivers educative information that can attract the students‟ interest

learning process, and also can help the students to improve their understanding in

learning process.

2.1.2.2 The Types of Media

The researcher found two different theories about the types of media

which were written by different experts. These two different theories are provided

and will be compared in this section. The first theory is stated Gerlach and the

second theory is noted by Sadiman et. al.

According the Gerlach (1980), there are six types of media, which are:

1. Still Pictures

Still picture is a type of media which involves picture or photo as the

source of the media. The picture or the photo in this case captures moments or

events. A still picture is a record or a copy of a real object or event which may be


18

larger or smaller than the object or event it represents. The photographs may

appear as textbook illustrations, as bulletin board materials, as slides, filmstrip

frames, or overhead transparencies.

2. Audio Recordings

Audio recording is a record of voice or sound and it can be made on

magnetic tape, on discs, or on motion picture sound tracks. Obviously, one of the

most important types of audio recording is verbal material. This audio recording is

useful in the learning process which involves listening skill.

3. Motion Pictures

A motion picture is a type of media which is in the form of moving image

in a color or black and white. The objects may be in normal motion, slow motion,

time-lapse, or stop motion. This type of media can be made either with sound or

in silent.

4. Television

Television is a type of media which includes audio-video electronic

distribution systems. The source of television comes from many variations and

distributed form many ways. But, they all are displayed from the same tool which

is a television receiver.

5. Real Things, Simulations, and Models

This type of media includes objects, events, people, and demonstrations.

Real things means bring the actual objects or events with the natural setting as the

media. Simulations means the replication of the situation which is designed


19

almost the same with the reality. The last, models, means bring the people as the

media.

6. Programmed and Computer-Assisted Instruction

Program is made as the sequences of information which are verbal, visual,

or audio. The information is delivered in the form of presentation through a

medium, or combination of media. For instance, printed words, slides and tapes,

motion picture sequences, and filmstrips.

Another theory about type of media is stated by Sadiman, et al. (1986, p.

28-49). They argued that there are three types of media, which are:

1. Media Grafis (Graphics Media)

Media grafis termasuk dalam media visual. Media ini berfugsi untuk

menyalurkan pesan dari sumber ke penerima pesan. Pesan-pesan tersebut

disampaikan dalam bentuk komunikasi visual. Media grafis terbagi dalam

beberapa jenis seperti gambar/foto, sketsa, diagram, bagan/chart, grafik, kartun,

poster, peta dan globe, papan flanel, dan papan bulletin (Graphics media is

included in visual media. This media is functioned to deliver messages from the

source to the receiver of the messages. These messages are delivered in the form

of visual communication. Graphics media is divided into some kinds such as

picture/photo, sketch, diagram, chart, graphs, cartoon, poster, map and globe,

flannel board, and bulletin board)

2. Media Audio (Audio Media)

Media audio berkaitan dengan indera pendengaran. Pesan-pesan

disampaikan dalam bentuk verbal maupun non-verbal. Beberapa jenis media


20

termasuk dalam media audio seperti radio, alat perekam pita magnetik, dan

laboratorium bahasa (Audio Media is related to the hear sense. The messages are

delivered in the form of verbal or non-verbal. Some kinds of media are included in

audio media such as radio, magnetic tape recording, and language laboratory).

3. Media Proyeksi Diam (Still Projected Media)

Media proyeksi diam mempunyai persamaan dengan media grafis dalam

menyalurkan pesan-pesan dalam bentuk rangsangan visual. Beberapa jenis media

termasuk dalam media proyeksi diam seperti film bingkai, film rangkai, overhead

proyektor, proyektor opaque, mikrofis, film, film gelang, televisi, video,

permainan dan simulasi. (still projected media is almost the same with graphics

media in terms of delivering the messages in the form of visual stimulus. There

are some kinds of media which are included as still projected media such as

slides, film strip, overhead projector, opaque projector, microfiche, film, loop

film, television, video, and games and simulation).

Video adalah media yang menampilkan gerak. Pesan yang disampaikan

berupa fakta maupun fiktif, bersifat informative, edukatif maupun instruksional

(video is media which shows motion. The messages are facts or fictions,

informative, educative or instructional).

Another theory about animation video is stated by Suyanto (2004).

Animasi adalah penggunaan karakter kartun, boneka, atau demonstrasi

karakter yang bukan animasi ke dalam kehidupan pada multimedia

komersial. Teknik animasi tradisional terdiri dari animasi teks, animasi

kartun, animasi gambar diam, animasi gambar bergerak, dan animasi

video. Animasi kartun sering mempunyai nilai yang paling tinggi dalam

hal menarik perhatian penonton dan paling hidup. (Animation is the use of

cartoon character, dolls, or non-animated character demonstrations into


21

life on commercial multimedia. The technique of traditional animation

consists of text animation, cartoon animation, still picture animation,

moving picture animation, and animation video. Cartoon animation has

the highest value in terms of attracting the audience’s attention and the

liveliest) (p. 210).

Musburger and Kindem (2005) also say that “animation and special effects

generate visual interest and can be used to create imaginative worlds…”

(Introduction to Media Production: The Path to Digital Media Production,

“Animation and Special Effects”).

2.1.3 Motivation in Learning English

Motivation is one of the most important factors in learning process of the

students in the classroom. In learning process, motivation makes the students

being more active in teaching-learning activity. In this part, the theory of

motivation is divided into three parts which are the definition of motivation, the

types of motivation, and theory of collaboration.

2.1.3.1 Definition of Motivation

Motivation is an encouragement which makes a person has willingness to

do something. The encouragement can appear from inside of the person or it can

come from outside of the person. This idea is supported by a theory from Schunk,

Pintrich, and Meece (2008), “motivation is the process whereby goal-directed

activity is instigated and sustained” (p. 4). Another theory about definition of

motivation is stated by Beck. He stated that “motivation is broadly concerned with

the contemporary determinants of choice (direction), persistence, and vigor of

goal-directed behavior” (Beck, 1978, p. 24).


22

However, Merriam-Webster (2015) states that motivation is defined as

“the condition of being eager to work or act” (as cited in Hoffman, 2015, p. 8). In

addition, Hoffman (2015) notes that “motivation is defined as the degree of effort

and intensity directed toward a goal related to learning or performance” (p. 8).

In summary, motivation can be stated as the process of encouragement

which makes people have willingness to achieve the goal that they have set.

Motivation can be in the form of desire from inside or a trigger from outside of

the individual.

2.1.3.2 Types of Motivation

Motivation can be divided into two major categories; intrinsic motivation

and extrinsic motivation. Intrinsic motivation can be defined as the desire which

comes from inside of the person. While, extrinsic motivation is an encouragement

which comes from outside of the person as a trigger. Those two categories will be

explained further below.

1. Extrinsic Motivation

According to Schunk, Pintrich, and Meece (2008), “extrinsic motivation is

a motivation to engage in an activity as a means to an end” (p. 236). They also

state that “the person who is extrinsically motivated believe that there is a

beneficial result for them after they participate to work on tasks such as a reward,

teacher praise, or avoidance of punishment” (p. 236). Another theory is stated by

Spector & Park (2018), “extrinsic motivation refers to those things outside of the

individual that are arranged to encourage or promote a desired action or activity

…” (Extrinsic Motivation, para. 1).


23

The researcher concludes that extrinsic motivation refers to the beneficial

things outside of the person which can engage the person to do activities such as a

reward.

2. Intrinsic Motivation

According to Schunk, Pintrich, and Meece (2008), “intrinsic motivation

refers to motivation to engage in an activity for its own sake. People who are

intrinsically motivated work on tasks because they find them enjoyable” (p. 236).

It is clear that people who are intrinsically motivated have desires form inside to

achieve their goals. However, according to Sharma (2005), “intrinsic motivation

refers to the goal of becoming more effective as a person” (p. 17).

Based on two theories above, the researcher concludes that intrinsic

motivation is a desire from inside of the person to achieve their own goals.

2.1.4 Perception

This part will be divided into three sections in order to make the theory

clearer and easier to be understood. The three sections are definition of

perception, process of perception, and factors of perception.

2.1.4.1 Definition of Perception

Vermon‟s (1963) theory about perception, found the following:

Thus if perception is affected not only by interests but also by other

motives and desires, it is important to distinguish between the perception

of something which actually exists in the environment which might appeal

to these motives and satisfy these desires, and the incorrect or fanciful

perception of something which does not exist there, which can lead only to

disappointment (p. 100).


24

Kilpatrick (1961, p. 4) suggests that “by perception, then, is meant that

part of the transactional process which is an implicit awareness of the probable

significance for action of present impingements from the environment based on

the assumptions related to the same or similar impingements from the

environment” (as cited in Bonnes and Secchiaroli, 1955, p. 34).

Wittgenstein (n. d) also supports the idea about perception. He mentioned

that “perception involves the mind‟s being impressed by the form of the thing

seen, where the sensory organs mediate this process, and where things generally

are construed ontologically as a composite of form and matter”(as cited in Justin,

2006. p. 149).

Van Doorn and Lammers (1964, p. 33) describe perception as “the

subjective experience a person has his/her own field of observation” (as cited in

Luyendijk, p. 3).

Forgus (1966) defines the theory of perception which focuses more on the

environment around the perceiver.

Perception is the process by which an organism receives certain

information about the environment. Perception means a step to understand

the concept of information. From the environment, the received

information is called as the process of perception. In other words, the

process of receiving information is received by the perception of the

surrounding information (as cited in Febrianara, 2015, p. 14).

It can be concluded that environment around the perceiver plays a big role in

influencing individual‟s perception. However, Ponty (1962) says that “the

spontaneous method of normal perception, that kind of living system of meanings


25

which makes the concrete essence of the object immediately recognizable, and

allows its „sensible properties‟ to appear only through that essence” (p. 131).

In conclusion, perception can be stated as the process of implicit

awareness about objects and the process of receiving certain information which

can be influenced by motivation of the individual and environment.

2.1.4.2 Process of Perception

There are two theories from experts which will be explained in this part.

The first part is a theory about the process of perception from Goldstein, and the

second one is stated by Michele Kehoe.

According to Goldstein (2014) there are two processes of perception,

which are:

1. Bottom-up Processing

Bottom-up processing is a process of perception when the stimuli are

reaching the receptors. These stimuli provide starting point of perception and

without the receptors activation there is no perception. It is also called the data-

based processing.

2. Top-down Processing

Top-down processing which is also called knowledge-based processing

refers to processing which based on the knowledge. Knowledge such as this is not

always involved in perception, but as we will see, it often is – sometimes without

our even being aware of it. (p. 9)


26

The next theory is stated by Kehoe (2013) in his book titled Make that

Grade Organisational Behaviour. He states that there are three processes of

perception, that is:

1. Selective attention

The process when the world is perceptual selected. It can be said that this

is a process of scanning the person, object, or event. It also filters information

which is not relevant.

2. Perceptual Threshold

After the scanning system and information has been filtered, the next

process is perceptual threshold. In this process, it involves the sensory information

of our brain. This process depends on some factors such as physical condition,

movement state, training and experience.

3. Habituation

Habituation is the process when our brain is accepting the new

information, and it connects with experience which is already familiar to us. This

process also can facilitate the process of learning. (pp. 8-9)

2.1.4.3 Factors of Perception

The researcher compares three theories about factors of perception that can

influence the process of perception. At the end of this part, the researcher will

consider which theory that will be used to analyze the data.

Luyendijk (1981) says that functional factor comes from the internal state

which is related to the way of people feels, earlier experiences, moods, needs,

which influence people in making decision of the environments (p. 3).


27

Another theory is noted by Altman, Valenzi, and Hodgetts. Altman et al

(1985) note that there are four major of factors which can influence the

individual‟s perception, which are:

1. Selection of Stimuli

This factor happens when a person has an ability to only focus on the

small number of stimuli. It means the person can select the certain stimuli and

filter out others. This is the reason why people have different perception each

other and each person selects specific cues and filters, or screens, out the others.

2. Organization of Stimuli

After the information has undergone the screening process and has been

selected, then, it must be arranged so as to become meaningful. The mind tries to

bring order out of the chaotic onslaught of the sensory data by selecting the

certain items and putting them together in a meaningful way that is based on

experience.

3. The Situation

The familiarity of a situation or the expectation of the situation, and his or

her experience, also affects how a person perceives. Perceiving a situation

accurately is also related to how well a person adjusts his or her behavior to the

situation.

4. Self-concept

The last factor which can influence perception is self-concept. Self-

concept is the way how people feel about and perceives ourselves. Through this,

people can determine themselves by what they perceive and do. (p. 86)


28

However, Kehoe (2013) says that there are three factors of perception, that

is:

1. Individual

It is one of the internal factors which contribute to the subjective nature of

the process of perception. This factor is related to the perceivers, interests, needs,

motives, and expectations. This factor is influencing how people select

information which is relevant and meaningful to them.

2. Object

It is included to the external factors of perception and it needs the attention

from the perceiver. This factor is related to the physical characteristics of the

object which is perceived. The external factors including contrast, intensity, size,

movement, repetition, and position.

3. Context

The environment around the object which is perceived also influences the

process of perception. This factor is divided into three parts, which are: physical

factors, social factors, and also organizational factors.

Physical factor is including whether the environment is formal or informal

as the result which is created by the regulations or the rules, social factor is

including the type of people and the relationship between the people and their

experience in the past, and organizational factor is including the size of the


29

organization, the culture, and the purpose. (Make That Grade Oganisational

Behavur, “Factors that influence perception”).

It can be concluded that there are two major factors in perception which

are the individual itself and environment. The individual means the factor which

comes from inside of the person. The environment includes the object which is

perceived by the individual. In this research, those two comparisons of theory

will be the basic theories in creating the statement in the questionnaire for

collecting the data.

2.2 Theoretical Framework

This part is related to the previous part in which about theoretical

description. The researcher summarized and synthesized the relevant theories

which have been mentioned in the previous part. It helped the researcher to

answer the research questions in Discussion section. There were two research

questions which were answered, the reasons for the implementation of the videos

in teaching narrative texts and the students‟ perceptions on the use of videos in

learning narrative texts.

First of all, the researcher used the theory about interactive teachers which

was stated by Musai. Musai (2014, p. 3) stated that an interactive teacher had

functional and professional task to help the students in gaining knowledge and

acquiring habits (as cited in IJCRSEE, 2016, p. 32). This theory was used to

consider the way of the teacher in delivering the learning topic.


30

The researcher used the theory about reading comprehension which was

noted by Svetaketu. It was used to analyze the students‟ reading comprehension.

The researcher analyzed their reading comprehension by giving them exercise

about narrative stories. From the result of the exercise, it could be seen whether

the students had understand the topic or not. It was suggested that “through

reading, people can gain access to many different kinds of knowledge,

information, and ideas” (Svetaketu, 2017, p. 8).

Next, in order to figure out the students‟ collaboration in understanding the

lesson, the researcher used the theory about collaboration which was stated by

Friend and Cook. The researcher observed the students when they gathered with

their groups and they discussed the exercise which was given. Friend & Cook

(2010) stated that ”interpersonal collaboration is a style for direct interaction

between at least two co-equal parties voluntarily engaged in shared decision

making as they work toward a common goal” (p. 7).

Two theories about media and video were used to analyze the influence of

the videos in teaching-learning activity. They were connected with the answer

from the respondents to analyze the result. The first was a theory from Musburger

and Kindem about an animation video. Musburger and Kindem (2005) said that

“animation and special effects generate visual interest and can be used to create

imaginative worlds…” (Introduction to Media Production: The Path to Digital

Media Production, “Animation and Special Effects”). The second theory was a

theory from Arsyad. Arsyad (1997) also mentioned that media in learning could

improve the students‟ motivation, interest, and their understanding (p. 20).


31

In order to analyze the students‟ perceptions and the teacher‟s perception,

the researcher used two theories about perception from Forgus, Van Doorn and

Lammers, and Vermon. Forgus (1966) mentioned that perception means a step t

understand the concept of information and the process of receiving information is

received by the perception of surrounding information. Another theory was noted

by Van Doorn and Lammers. Van Doorn and Lammers (1964, p. 33) noted that

perception was based on the individual‟s experience and observation (as cited in

Luyendijk, p. 3). The last theory about perception was suggested by Vermon.

Vermon (1963) suggested that perception is not only affected by interest, but also

motives and desires.

In Discussion part, the researcher used the theories above as framework in

discussing the result. The use of theories as framework was aimed to restrict the

discussion of the result so that it still focused on the research topic.


32

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will explain the methodology which is used

to help the researcher to answer the research questions which have been

mentioned in Chapter I. This chapter is divided into five parts which are research

method, research setting, research participants, instruments and data gathering

techniques, and data analysis techniques.

3.1 Research Methods

In order to find the result and answer the research questions, the researcher

used case study method. According to Ary et al (2002), “case study is an in depth-

study of a single unit, such as one individual, one group, one organization, one

program, and so on. The goal is to arrive at a detailed description and

understanding of the entity” (p. 27).

In addition, Stake (1995) states a theory about case study as the following:

Case studies, in which the researcher explores in depth a program, an

event, an activity, a process, or one or more individuals. The case(s) are

bounded by time and activity, and researchers collect detailed information

using a variery of data collection procedures over a sustained period of

time (as cited in Creswell, 2003, p. 15).

It could be concluded that case study is a method when the researcher gain

detailed information about an activity, a process, an event, a program, and one

individual or more.


33

In this way, the researcher used triangulation techniques to collect the

data. The researcher combined two major methods which were quantitative and

qualitative methods. “Triangulation with respect to research is the process

combining several different methodologies, measurement techniques, and data

analysis procedures to confirm and enhance confidence in the results obtained

from individual studies” (O‟Hair and Kreps, 1990, p. 50). Campbell and Fiske

(1959) also stated that “triangulation is a process whereby hypotheses or research

questions can withstand the injection of several methodological techniques” (as

cited in O‟Hair and Kreps, 1990, p. 50).

For the quantitative method, the researcher used non-experimental

research especially in the form of online survey research to collect the main data.

Creswell (2003) stated that “quantitative approach is one when the investigator

uses postpositivist claims for developing knowledge, employs strategy of inquiry

such as experiments and surveys, collects data on predetermined instruments that

yield statistical data” (p. 18).

The online survey research was used to investigate how the students

thought or felt about the use of videos in learning narrative text. The main data of

survey research was presented in a table of frequency distribution, histogram, and

also central tendency of the data.

Besides, for the qualitative method, the researcher also used interview and

field note in order to gain in-depth information about the data. Ary et al (2002)


34

stated that qualitative research is used “to seek a phenomenon by focusing on the

total picture rather than breaking it down into variables” (p. 25).

3.2 Research Setting

The research was conducted in SMA Budi Utama Yogyakarta especially

the tenth grade students. The observation had been done when the researcher did

the pre-service teaching at the same school. The data collection was divided into

two sections. The first section was done on March 14, 2018 and the second

section was held on March 26, 2018. The data collection was held at Art and

Culture classroom for Class A and at Mathematics classroom for Class B.

3.3 Research Participants

The participants of this research were the tenth grade of SMA Budi Utama

students especially in Class A and Class B. There were 20 students, 10 students

were from Class A and 10 students were from Class B. They had been chosen to

fill the online questionnaires. The researcher also interviewed the English teacher

of SMA Budi Utama Yogyakarta to investigate how she thought and felt toward

the use of videos in teaching-learning activity.

The researcher used simple random sampling as the technique to take

sample. Soenarto (1987) provided a theory about simple random sampling as the

following:

Teknik pengambilan sampel yang dilakukan secara rambang (random)

mempunyai pengertian bahwa setiap anggota populasi mempunyai hak

yang sama untuk dipilih menjadi anggota sampel. (Simple random

sampling means every member in a population has the same right to be

chosen as the sample) (p. 25).


35

3.4 Research Instruments and Data Gathering Techniques

This part explains about the research instruments which are used to collect

the data. The researcher divided the data gathering techniques into three parts,

which were observation, online survey, interview, and also field note. The online

survey was used to collect the quantitative data. The online survey research was

made in the form of questionnaires. Ary et al (2002) stated that survey research

allowed the researcher to summarize the characteristics of different groups or to

measure their attitudes and opinions toward an issue (p. 25).

Besides, to obtain the qualitative data, the researcher used interview and

field note. The researcher interviewed the English teacher of SMA Budi Utama

Yogyakarta to figure out her perception toward the use of videos in teaching-

learning activity. The result of the interview was connected with the experts‟

theory and discussed further in Discussion part. Johnson & Christensen (2012)

stated that qualitative interview was also called as depth interview. Qualitative

interview could obtain depth information about a participant‟s thoughts, beliefs,

knowledge, reasoning, motivations, and feelings about the topic (p. 202).

In addition, the researcher also noted the classroom situation and condition

while the researcher observed the students, and it was included in reflections.

According to Johnson and Christensen (2012), “field note is notes written down

by the observer during and after making observations” (p. 208).


36

3.4.1 Observation

The first part of data gathering techniques was observation in the

classroom. The researcher observed the students‟ activity in the classroom when

they watched the videos. The observation was needed to see the students‟

behavior before the process of data collection was started. According to Merriam

(2009), “observations are also conducted to triangulate emerging findings; that is,

they are used in conjunction with interviewing and document analysis to

substantiate the findings” (p. 119). The researcher used the same observation

sheets when the researcher did pre-service teaching at the same school. There

were 12 statements in the observation sheet which was used to help the researcher

to analyze the students‟ learning activities.

Table 3.1 The Sample of Observation Sheet

No. Statements Yes No

1. The students are ready to follow the learning

process

2. The students pay attention to the teacher‟s

explanation

3. The students respond to the discussion

3.4.2 Online Questionnaire

The second part was collecting the data using online questionnaire.

Questionnaire was included as an instrument in survey research. The purpose of

this online questionnaire was to obtain the information of how the students and


37

the English teacher thought or felt about the videos which were used in reading

course especially in learning narrative texts. The online questionnaire was used in

two sections of data collection, in pre-teaching and post-teaching.

The researcher made the online questionnaire using Google Form in order

to shorten the time. Using online questionnaire was more beneficial because it

was effective and efficient in form of time and budget. This idea was supported by

Bandilla et al (2003), Dilman (2000), and Kwak & Radler (2002). They stated that

“Online (Web-based) questionnaires provide several advantages over traditional

survey methods in terms of cost, speed, appearance, flexibility, functionality, and

usability” (as cited in Rynolds et. al, 2007, p. 44). Another theory was stated by

Wright (2005) and O‟Neill (2004), as the following:

Perhaps the most apparent advantages for using online questionnaires are

cost, time and removal of geographical and temporal boundaries. Online

questionnaire do not incur the costs of paper, printing and postage that

paper-based ones do. They also have the potential to collect a large

amount of data in a relatively short time frame, but perhaps one of the

biggest advantages of online questionnaires is that the results are collected

by the programme used and basic statistical information provided so that

the analysis can start immediately after the data collection phase has ended

(as cited in Katsirikou & Skiadas, 2010, p. 293).

The website address of online questionnaires was written on the board so

that the students could open it using their computers or phones. The online

questionnaires consisted of 14 close-ended statements and 10 open-ended

statements. There were 4 scales which could be chosen by the respondents;

strongly agree, agree, disagree, and strongly disagree. The respondents might

choose only one scale for each question.


38

The four scales which had been explained before was called Likert scale.

According to Ary et al (2002), “a Likert scale or a summated rating scale assesses

attitudes toward a topic by presenting a set of statements about the topic and

asking respondents to indicate for each whether they strongly agree, agree, are

undecided, disagree, or strongly disagree” (p. 224). In addition, Ary et al (2002)

stated that “to score the scales, the response categories must be weighted. For

favorable or positively stated items, the numeric values 5, 4, 3, 2, 1, respectively,

are assigned to the response categories beginning at the favorable end” (p. 225).

Since there was no „undecided‟ scale, the researcher decided that there were only

four scores for each scale, 4 points for strongly agree, 3 points for agree, 2 points

for disagree, and 1 point for strongly disagree.

It could be concluded that the researcher used Likert scales to indicate how

the students‟ and the teacher‟s attitudes toward the use of videos in teaching-

learning activity which focused on topic narrative texts.

Fig 3.1 The Sample of Online Pre-questionnaire for Students


39

Fig 3.2 The Sample of Online Post-questionnaire for Students

3.4.3 Interview

The third part was interviewing the English teacher in SMA Budi Utama

Yogyakarta in order to obtain depth information from the English teacher about

her perception toward the use of videos in teaching-learning activity. The

interview was done via chatting using a social media namely Whatsapp. There

were seven questions of interview for the English teacher.

According to Salmons (2015), “scholarly online interviews are further

defined as any dialogue or observation carried out for the purpose of data

collection. An online interview may be a verbal or written, carefully planned or

casual interchange” (p. 1980). In addition, Hewson (2010) stated the theory of

online interview as the following:

Online interview are used for primary internet-mediated research (IMR),

that is, they are used to gather original data via the internet with the


40

intention of subjecting them to analysis to provide new evidence in

relation to a specific research question (as cited in Salmons, 2015, p. 5).

It can be concluded that online interview means any dialogue or

interchange via internet which can be verbal or written in order to provide new

evidence in relation to a specific research question. The interview transcript can

be seen in Appendix F.

3.4.4 Field Note

The last instrument for gathering the data was field note. Field note was

used to note how the situation and condition while the researcher observed the

participants. According to Ary et al (2002), in field notes, “the researcher may

make brief notes during the observation but then later expands his or her account

of the observation as field notes. They contain what the researcher has seen or

heard” (p. 431).

In addition, Ary et al (2002) states that field notes include two

components, descriptive part and reflective part. Descriptive part is a part about

description of the setting, the people and their reactions, interpersonal

relationships, and accounts of events. Relative part is a part about the observer‟s

feelings and impressions about the event, comments on the research method,

decisions and problems, records of ethical issues, and speculations about data

analysis (p. 431).


41

3.5 Data Analysis Techniques

There were two steps in order to analyze the data. The first step was

analyzing the quantitative data using frequency distribution and histogram in

order to find the central tendency of the data. The second step was investigating

interview transcript to figure out how the English teacher‟s perception toward the

use of videos in teaching-learning activity. The result of the central tendency

showed the comparative variables between pre-teaching and post teaching sores.

3.5.1 Criteria for Perception

There were two criteria to analyze the students‟ perceptions and to figure

out whether the students had positive perceptions or not. The first criterion was

positive perception and the second criterion was negative perception. The

researcher considered positive perceptions if the mean score of the pre-teaching

questionnaire result was more than forty five ( ̅ = 45). The mean score was

calculated from the lowest point and the highest point of the pre-teaching

questionnaire result. The lowest point was forty-three and the highest point was

fifty-six. Hence, the mean score was forty-five. On the other side, the perception

would be considered as negative perception if the mean score was equal or less

than forty-five ( ̅ = 45). It was presented in the following table:

Table 3.2 Criteria for the Result of Pre-teaching Questionnaire

Mean Score Criteria

> 45 Positive

≤ 45 Negative


42

For the post-teaching questionnaire result, the perception would be

considered as positive perception if the mean score of the result was higher than

forty ( ̅ = 40). The lowest point of post-teaching result was twenty-eight and the

highest point was fifty-two. Hence, the mean score was forty. Otherwise, the

perception would be considered as negative perception if the mean score of the

result was equal or less than forty ( ̅ = 40). It was presented in the following

table:

Table 3.3 Criteria for the Result of Post-teaching Questionnaire

Mean Score Criteria

> 40 Positive

≤ 40 Negative

Afterward, in order to count the mean score for each result of the

questionnaire, Ary et al (2002) provided this following formula:

Note:

̅ : Mean score

∑𝑋 : The sum of raw score

̅ = ∑𝑋𝑁


43

𝑁 : Number of cases

The result of the questionnaires was included in the following table:

Table 3.4 The Table for the Result of Questionnaires

Respondents Statements

Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14

R1

R2

R3

R4

R5

Total Points

Table 3.4 showed the scores of each respondent about their perception

toward the use of videos in learning narrative texts. From the table above, the

researcher could find the frequency distribution which was used to make the

histogram and central tendency of the data. It was also used to find One sample t-

Test. In this research, One Sample t-Test was used to compare the mean score of

pre-teaching and post-teaching data result.

3.5.2 Frequency Distribution

Frequency distribution is one of the techniques to present the quantitative

data. According to Allen (2017), “frequency distributions are descri

Date post:	19-Oct-2020
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times

STUDENTS’ PERCEPTIONS ON THE USE OF VIDEOSrepository.usd.ac.id/30145/2/141214010_full.pdf · IN...

Documents