A Baca Skripsi Ini Narrative Text

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
i
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. 12May2018
11
A Sarjana Pendidikan Thesis on

By
HEDWIGIS ROSARIO ISWARI HASTRIANDA
Students Nwnber: 141214010
Defended before the Board ofExarniners
on June 4, 2018
and Declared Acceptable
Board of Examiners
Chairperson Yohana Veniranda, S.Pd., MHwn., MA., P h . ~
Secretary Christina Lhaksmita Anandari, S.Pd., Ed.M.
Member : Drs. Concilianus Laos Mbato, M.A., Ed.D.
Member Drs. Pius Nurwidasa Prihatin., MEd., Ed.D.
Member 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 or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, June 4, 2018
The Writer
141214010
IV
LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Hedwigis Rosario Iswari Hastrianda

Nomor Mahasiswa: 141214010
Demi pengembangan i1mu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang bejudul:

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan da1am bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di Internet atau media lain untuk keperluan akademis tanpa
perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama
tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada Tanggal: 4 Juni 2018
Yang menyatakan
v
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.
vi
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.
vii
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
viii
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.
ix
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
x
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
xi
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
xii
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
xiii
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
xiv
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
1
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).
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.

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?
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.
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
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.

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
8
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.

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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).
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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.

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.
32
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

The students are ready to follow the learning
1.
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:
̅ = ∑𝑁𝑋
Note:
̅ : Mean score
∑𝑋 : The sum of raw score

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
Statements
Respondents 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 descriptive statistics
that provide informative and summarized data sets. A frequency distribution
provides categorical information on number of occurrences” (p. 594). In addition,

44
Rajamanickam (2001), frequency distribution is an arrangement of scores in
column. The presentation of frequency distribution can be in the form of table. (p.
30). It can be concluded that frequency distribution is a statistic data presentation
that provide informative and summarized data sets which can be in the form of
table.
In order to find the result of frequency distribution, Rajamanickam (2001)
notes that the scores should be arranged from highest to lowest in a vertical
column. If the range of score is very large, it is desirable to condense the
frequency distribution by grouping individual scores into intervals.
3.5.3 Histogram
The second technique to present the quantitative data is histogram.
Histogram can be presented in the form of chart. Rajamanickam (2001) states the
significance of histogram as the following:
A visual picture of a frequency distribution can be obtained by drawing a

histogram to the distribution of scores. The histogram is also called
column chart. This is done by placing the scores (grouped in the class
interval) along the horizontal axis (X axis or abscissa) and placing the
frequency numbers on the vertical axis (Y axis or ordinate) (p. 32).
It can be concluded that histogram is a visual picture to present frequency
distribution and it is made in the form of graphic.
3.5.4 Central Tendency
Central tendency is another requirement to present the quantitative data.
Central tendency includes the mean, median, and mode of the data. According to
45
Allen (2017), “central tendencies represent the center of the data: mean, median,
and mode” (p. 597). In addition, Allen (2017) notes that mean is the average of
the data, median represents the number in the middle of the sample, and mode
represents the most frequently occurring number (p. 597). The researcher uses the
mean score of each data result in order to be compared using One Sample t-Test
to figure out whether the students‟ perception toward the use of videos in learning
narrative texts is positive or negative.
3.5.5 Operational Hypothesis
In order to analyze the students‟ perceptions based on the questionnaire
results, the researcher used SPSS to find the result of One Sample t-Test.
According to Danarwati (2018), “One Sample t-Test was used to compare the
total of mean score and the cut-off point” (p. 24). The researcher decided the
operational hypothesis to find the result of One Sample t-Test. The researcher
used the significance value at the 0.05 level. It was used to analyze whether the
alternative hypothesis was acceptable or not. If the p-value of the data was equal
or less than 0.05, the data was significant. There were two operational hypothesis
which were used to analyze the result of One Sample t-Test, that is:
H0 : The students‟ perceptions on the learning process about topic narrative
texts without using videos are not positive.
HΔ : The students‟ perceptions on the learning process about topic narrative
texts without using videos are positive.

46
H0 = ̅ ≤ 45
HΔ = ̅ > 45
H0 : The students‟ perceptions on the use of videos in learning narrative texts
are not positive.
HΔ : The students‟ perceptions on the use of videos in learning narrative texts
are positive.
H0 = ̅ ≤ 40
HΔ = ̅ > 40
In order to support the data presentation, the researcher also conducted
open-ended survey. Open-ended questions were useful to gain more information
about the students‟ perceptions toward the use of videos in learning narrative
texts. Ary et al (2002) stated that “he open-ended question permits the a free
response rather than restricting the respondent to a choice from among stated
alternatives” (p. 390). The analysis of open-ended survey result was presented in
the form of description in Discussion part. The full version of open-ended
questionnaire result could be seen in Appendix F.

CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results of survey, interview, and also analysis of
the data using theories and methodologies which have been mentioned in the
previous chapter. This chapter is divided into two sections which are the data
results and discussion.
4.1 Data Results
This section will be divided into three parts. The first part is the data
presentation about the implementation of videos in teaching narrative texts, the
second one is the data presentation of the students‟ perceptions on the use of
videos in learning narrative texts, and the last part is the data presentation of the
English teacher‟s perception on the use of videos in teaching-learning activity.
4.1.1 Data Presentation
4.1.1.1 The Reasons for the Implementation of Videos in Teaching Narrative
Texts
This part would explain the implementation of the videos in teaching
narrative texts. The implementation of videos in teaching narrative texts was done
in two steps, step 1 or teacher presentation and step 2 or students‟ collaboration.
The research data in this part was obtained from field note, the researcher‟s
reflection, and survey.
47
48
1. Step 1: Teacher Presentation
The second day of data collection started with the teaching-learning
activity. The topic was about narrative texts which focused more on film ormovie.
In this step, there were two reasons for the implementation of the videos in
teaching narrative texts, which were:
a. To make the explanation of the topic became more interesting
The researcher started the lesson by showing a video about the explanation
of narrative text. In detail, the video explained three areas, in which about the
definition of narrative text, the generic structures of narrative text, and the
example of narrative text. In the video, it was said that narrative text was a story
with complication among the characters. The speaker in the video also said that
the generic structures were orientation, complication, and resolution.
The video explained that the orientation of the narrative texts was the
introduction of the characters, the place, and the time. Complication was said as
the beginning of the problems which leaded to the crisis, and resolution was the
problem solving in which it could be happy ending, sad ending, or tragic one. The
last thing explained in the video was the example of narrative text. The video
provided an example of texts in narrative by title The Ant and The Grasshopper.
After the video was played, the researcher reviewed the topic by asking
questions. Based on the observation, the first video was not interesting for the
students. The students also found difficulties in understanding what the speakers
talked about. In addition, the researcher provided a reflection on the second day
which supported the explanation in detail:

49
The researcher saw some students were not really interested with the
video. They preferred to do their own activities such as sleeping, talking
with their friends, or doing other assignments. On the other hand, other
students were paying attention to the video and they could understand the
explanation of narrative text in the video. It was showed when the
researcher reviewed the materials based on the video. The students who
concentrated to the video could answer the questions from the researcher.
(Refl. 2)
b. To allow the students improved their reading comprehension
The researcher also provided a video about the tips to improve the reading
comprehension. Since this research focused on reading skill, the researcher
wanted to provide some strategies which could be useful for the students in
improving their reading skill. Therefore, the researcher downloaded a video on
March 25, 2018 from YouTube about the strategies to improve the reading
comprehension by Brian Dempsey Brian Dempsey (GOL, 2012). said that there
were nine main strategies to improve the reading comprehension, they are:
1. Never read a book without a pen in hands. It was stated by Benjamin Franklin.
It meant that the readers could highlight or note important points from the
book.
2. Read the whole paragraph before the readers highlighted or noted some
important points. The readers could find the summary words which could be
remembered.
3. Read out loud. This meant the readers could be engaged to what they read.
4. Read silently with check-marks. It meant the readers could check some
important points quickly and they could reread it.

50
5. Explained what the readers had read. It was aimed so that the readers could
test their understanding after they read the book.
6. Read only the chapters which were needed. It was efficient to the readers so
that they did not read the entire book.
7. Paid attention to summary words. It made the readers understand the author‟s
points.
8. Circled, highlighted, underlined, and noted key words in a sentence
9. Marked unknown words. The readers could find the words which they did not
know in dictionary.
Those were nine tips to improve the reading comprehension by Brian
Dempsey (GOL, 2012). Based on the observation, the students did not really
understand the content of the video so that the researcher should review it after the
video was played. Some students thought that the speaker in the video was
talking too fast so that it was difficult for the students to understand what the
speaker talked about. The researcher‟s reflection explained the students‟
understanding process in detail:
The students found the same difficulties in understanding the second video
in which about the strategy of how to improve reading comprehension.
Most of the students were bored because the duration of the video was too
long. When the researcher reviewed the strategy which had been
mentioned in the video, the students said that the speaker was talking too
fast so that they could not get the main idea of each strategy. (Refl. 2)
The researcher also found the same answers in survey section. Here are
some answers from the students about the video.

51
Sebenernya tertarik, cuman ngomongnya kecepetan jadi aku kurang

paham.
(Actually, I was interested with the video. But, he was talking too fast so
that I could understand) (S17.)
The students for number 16 and 12 also said the same answer:
Tidak. Karena terkadang terlalu cepat.

(I could not understand, because it was too fast). (S16)
Tidak. Karena terlalu cepat.

(I could not understand, because it was too fast) (S12).
c. To make the examples of narrative text became more actual and imaginable
The researcher provided an animation video as an example of narrative
texts, in the form movie clips. The movie clips was in German language but there
was English subtitle so that the students could still understand the story by reading
the English subtitle. The purpose of using German animation movie clips with
English subtitle was to make the students could still use their reading skill and
their reading comprehension while watching the movie, and also to figure out
whether or not the animation film or movie helped them in understanding the
story. The researcher provided the second day reflection as follows:
The researcher saw mostly students focused on watching the film or the
movie. But, there were also some students who were busy with their own
activities such as sleeping or talking with their friends.
The use of videos could be more imaginable and actual for the students.
The students could imagine how if the story happened in the real life. It was
proven with the answers from some students about their interest to the animation
video. S20 said that:

52
Ya. Lebih imajinatif.

(Yes. It is more imaginative).
S12 also said that:
Ya. Karena dapat melihat dari perspektif yang berbeda.

(Yes, because I could learn the narrative story from different perspective).
From the answer of S12, it could be concluded that the animation video
could make the students thought imaginatively and it made the students had more
perspectives about the story.
2. Step 2: Students’ Collaboration
In this step, the researcher asked the students to form groups consisted of 4
or 5 students. After the groups were formed, the researcher distributed handouts of
exercise based on the story of Fabian and The Goldsmith. There were six
questions which should be answered by the students. Then, the researcher asked
them to gather with their groups. Before answered the questions, some groups
discussed the story and the students were collaborating together by conveying
their opinions. They also combined their opinions and they answered the
questions based on their decisions. The researcher provided a field note on the
second day about the students‟ collaboration.
After that, the students were asked to discuss the story and answer the
questions which were provided using handouts. Some students explained
the story to their friends who did not understand some parts of the movie
clips. They also discussed their opinions to the others and they combined
their opinions to answer the questions.
.
53
On the other hand, some groups found difficulties in answering the
questions such as about the resolution of the story. However, the researcher
helped them to answer the questions by giving them a clue so that they could find
the resolution of the story and they could answer the question.
4.1.1.2 The Students’ Perceptions
This section shows the data presentation of the students‟ perceptions on
the use of videos in learning narrative texts and explains further the perceptions of
the students based on the questionnaire results.
1. Frequency Distribution
This part presents the frequency distribution of the data in pre-teaching
result and post-teaching result. This part also shows the scores from the
respondents and the mean score of the data. The researcher used the table of
frequency distribution to make the histogram of the data.
Table 4.1 Frequency Distribution of Pre-teaching Result
Cumulative
No. Score Frequency Percentage
Percentage
1. 34-37 2 10% 10%
2. 38-41 7 35% 45%
3. 42-45 6 30% 75%
4. 46-49 4 20% 95%
5. 50-53 0 0 95%
6. 54-57 1 5%
100%
Total 20 100%
̅ = 43, n = 20, SD = 4.9
54
Table 4.1 presented the frequency distribution of the data. It could be seen
that range score number two between 38 up to 41, had the highest frequency
which was 7 respondents. On the other side, the lowest frequency was in range
score number 50 up to 53 which no respondents got score in range 50 up to 53.
The mean score of the data was forty-three ( ̅ = 43). As it already explained in
Chapter III, the perception was considered as negative perception if the mean
score was equal or less than forty-five ( ̅ = 45). It could be concluded that the
students‟ early perception about the teaching-learning activity before using videos
was negative. Furthermore, the standard deviation of the data was 4.9. It could be
concluded that the standard score of the data was 4.9.
Table 4.2 Frequency Distribution of Post-teaching Result
Cumulative
No. Score Frequency Percentage
Percentage
1. 28-32 2 10% 10%
2. 33-37 1 5% 15%
3. 38-42 7 35% 50%
4. 43-47 6 30% 80%
5. 48-52 4 20%
100%
Total 20 100%
̅ = 42, n = 20, SD = 6.6
Table 4.2 showed that the highest frequency was in range score number 3
and the lowest frequency was in range score number 2. In range between 38 and
42, the frequency was seven which made this range had the highest frequency.
While in range between 33 and 37, the frequency was one. Moreover, the mean
55
score of the data was forty-two ( ̅ = 42). As it described in Chapter III, the
perception was considered as positive perception if the mean score was higher
than forty ( ̅ = 40). It could be concluded that the students‟ perceptions toward the
use of videos in learning narrative texts was positive. In addition, the standard
deviation of the data was 6.6.
2. Histogram
This part presented the distribution of the frequency in the form of
graphic. The histogram gave the clearer picture of the frequency distribution.
Rajamanickam (2001) stated that “this is done by placing the scores (grouped in
the class intervals) along the horizontal axis (X axis or abscissa) and placing the
frequency numbers on the vertical axis (Y axis or ordinate)” (p. 32). There were
two histograms explained in this part, histogram of pre-teaching result and post-
teaching result.
Frequency
0
34-37 38-41 42-45 46-49 50-53 54-57
Fig 4.1 Histogram of Pre-teaching Result

56
Fig 4.1 showed that the data set was non-symmetric which the shape of the
data was skewed right. It could be seen in the histogram that the respondents
mostly had score in range between 34 and 49. The highest frequency was at range
between 38 and 41. On the other side, there was only one respondent who got the
score in range between 50 and 57. The last two bars on the right side showed that
the data shape was skewed right.
Frequency
7
6
5
4
3
2
1
0
28-32 33-37 38-42 43-47 48-52
Fig 4.2 Histogram of Post-teaching Result
Fig 4.2 indicated the frequency distribution of post-teaching result. It
showed that the shape of the data was also non-symmetric. The first two bars on
the left side showed that the shape was skewed left. It could be seen that the
respondents mostly got score in range 38 up to 52 which the highest score was in
range between 38 and 42.

57
3. Data Analysis Using One Sample t-Test
This part explained the result of One Sample t-Test which had been
counted using SPSS. As it explained in Chapter III, One Sample t-Test was used
to compare the total of mean score. It was also used to measure whether the data
was significant or not. The researcher did two tests using SPSS, the first one was
testing the mean score of pre-teaching result, and the second was testing the mean
score of post-teaching result.
a. Pre-teaching Result
Table 4.3 Significance Test (One Sample t-Test)
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Pre_Teaching 20 42.80 4.851 1.085
One-Sample Test
Test Value = 45
t df Sig. (2- Mean 95% Confidence
tailed) Difference Interval of the
Difference
Lower Upper
Pre_Teach
-2.028 19 .057 -2.200 -4.47 .07
ing
Based on Table 4.3, the researcher concludes that the data of the students‟
perception on the learning process about topic narrative texts without using videos
58
is not significant ( ̅ = 42.80, n = 20, df = 19, p > 0.05). As it already explained in

Chapter III, the data was significant if the p-value of the data was equal or less
than 0.05. Since the p-value of the data is higher than 0.05, so the data is not
significant. It can be concluded that it fails to reject the null hypothesis.
b. Post-teaching Result
Table 4.4 Significance Test (One Sample t-Test)
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Post_Teaching 20 42.10 6.415 1.434
One-Sample Test
Test Value = 40
t df Sig. (2- Mean 95% Confidence
tailed) Difference Interval of the
Difference
Lower Upper
Post_Teachi
1.464 19 .160 2.100 -.90 5.10
ng
Based on Table 4.4, the researcher concludes that the data of the students‟
perception on the use of videos in learning narrative texts is also not significant ( ̅
= 42.10, n = 20, df = 19, p > 0.05). Since the p-value of the data is higher than
0.05, so the data is not significant. It can be concluded that it fails to reject the null
hypothesis.
59
4.1.1.3 The Teacher’s Perception
This part revealed about the perception of the English teacher on the use of
videos in teaching-learning activity. The researcher interviewed the English
teacher via social media. The researcher asked seven questions to the English
teacher. In addition, the transcript of the interview could be seen in Appendix G.
The first question was about the experience of teaching from the English
teacher in SMA Budi Utama Yogyakarta. The English teacher answered that it
had been 3 years in SMA Budi Utama Yogyakarta. Before she was teaching in
SMA Budi Utama Yogyakarta, she taught the elementary school students of Budi
Utama. The researcher concluded that the English teacher had enough experience
of teaching, especially in Budi Utama Yogyakarta.
The next question was also related to the method that she used in teaching
the topics. The researcher asked her whether she has ever taught a learning topic
using videos or not. She answered that she used videos in teaching Grammar
topic. The researcher also asked her about the students‟ reaction when she used
videos in teaching Grammar topic. She said that the students looked more
interested in learning by watching videos. It could be concluded that the use of
videos was useful for the English teacher because it could attract the students‟
interest.
Afterward, the researcher asked the English teacher about developing the
students‟ comprehension about the topic. She answered that in the video, the
material was presented in interactive way such as in daily life conversation or

60
mind map. Therefore, the students could memorize the materials easily. It could
be seen that the teacher thought that the use of videos in teaching a learning topic
was an interactive method.
Next, the researcher asked the English teacher whether she agreed or not
that the use of videos could attract the students‟ attention so that the students
could focus on the explanation of the topic. She said that she agreed, because the
videos had interesting pictures and sound, and colorful. Therefore, it made the
students paid attention to the explanation of the topic. In addition, the English
teacher said that the use of videos in teaching a learning topic was a good method,
because it could attract the students‟ attention and interest.
The last question was about controlling the classroom situation to be more
conducive. The English teacher mentioned that the use of videos could help her in
controlling the classroom situation to be more conducive, because all of the
students were attracted to what they watched and listened. Therefore, none of the
students were sleeping or disturbing others. She added that the students would
keep silent and focus as long as the teacher provided interesting videos and
suitable with the content of the learning topic.
From the answers above, it could be concluded that the use of videos in
teaching a learning topic might be beneficial for the English teacher. Since it gave
benefits for the English teacher, it made the English teacher had positive
perception on the use of videos in teaching. As Van Doorn and Lammers (1964,
p. 33) said that perception was a subjective experience of a person about his or her
61
own field observation. The use of videos could attract the students‟ attention and
interest; it also could help the English teacher in developing the students‟
comprehension and in controlling the classroom situation to be more conducive.
4.2 Discussion
This section will answer the research questions which have been explained
in Chapter 1. There are two research questions which will be answered in this
part: the reasons for the implementation of videos in teaching narrative texts, and
the perceptions of SMA Budi Utama students on the use of videos in learning
narrative texts.
1. The reasons for the implementation of videos in teaching narrative texts
The implementation of the videos in teaching narrative texts could be
explained in two steps, which were step 1 or teacher presentation, and step 2 or
students‟ collaboration.
In step 1, there were three reasons for the implementation of videos in
teaching narrative texts. First, the researcher wanted to make the explanation of
narrative texts became more interesting. In fact, the videos could engage the
students‟ interest. However, the students still found some difficulties in
understanding the lesson which was delivered by the videos. Therefore, the
teacher should be more interactive so that the students were not bored during the
teaching-learning activity.
Musai (2014, p. 3) said that “we usually employ the term teacher for
persons who have a main, functional and professional task to help others in
62
gaining knowledge and acquiring habits as well as new ways of conduct” (as cited
in IJCRSEE, 2016, p. 32). In this way, the teacher had a big role in helping the
students to gain knowledge from the materials which were explained in the video.
The second reason was to allow the students improved their reading
comprehension. Reading comprehension was important to be improved for the
students. According to Svetaketu (2017), “through reading, people can gain access
to many different kinds of knowledge, information, and ideas” (p. 8). Therefore,
reading comprehension was needed so that the students could gain more
knowledge, information, and idea.
Third, by using videos, the examples of narrative text could be more actual
and imaginable. The animation video could make the students imagine how if the
story happened in the real life. 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 step was the students‟ collaboration. In this step, the students
were gathering and working with their groups, and they were asked to discuss the
story which had been showed in the third video. They were also asked to answer
the questions about the story. The researcher provided a theory about
collaboration Friend & Cook (2010). They 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).
The students did the interpersonal collaboration when they gathered with their
63
friends in groups and worked together by making decision to answer the questions
in exercise sheets.
2. The students’ perceptions on the use of videos in learning narrative texts
There were two data presented in Data Presentation part (see page 54 and
55). The first data was the result of the students‟ perceptions on the learning
process before the videos were used in teaching-learning activity, and the
students‟ perceptions on the use of videos in learning activity. In order to answer
the second research question (see page 4), this part only focused on the second
data result.
From the data presentation, it could be concluded that the use of videos in
teaching-learning activity made the students had positive perceptions. Table 4.2
showed that the mean score of the data was forty-two ( ̅ = 42). As it already
explained in Chapter III, the perception was considered as positive perception if
the mean score was higher than forty ( ̅ = 40). Since the mean score of the post-
teaching result was higher than forty, it could be concluded that the students had
positive perceptions on the use of videos in learning narrative texts.
In order to support the data analysis, the researcher provided some answers
in open-ended questionnaire. The first question was: were they interested to learn
narrative texts using videos?
Ya, karena memahami materi lebih mudah dengan video.

(Yes, because it was easier to understand the materials) (R06)
Ya, karena menonton video cukup menghibur.

64
(Yes, because watching video was pretty entertaining) (R10)
Ya, karena dapat melihat dari perspektif berbeda.

(Yes, because I could see it from different perspective) (R11)
Ya, lebih imajinatif.

(Yes, because it was more imaginative) (R19)
The responses above showed that the respondents were interested with the
use of videos in learning narrative texts. Musburger and Kindem (2005) stated
that animation video could generate visual interest and it could be used to create
imaginative worlds. Since the students were interested with the use of videos in
learning narrative texts, it could be concluded that it made the students had
positive perceptions. It was supported by Vermon‟s (1963) theory, which was
stated that interests, motives, and desires could affect someone‟s perception.
The second question which was related to positive perception was: how
was the students‟ opinion about the use of videos in explaining narrative texts?
Menyenangkan.
(It was fun) (R09)
Penjelasan materi menggunakan video menarik dan menyenangkan.

(Using video in explaining the topic was interesting and fun) (R10)
Lebih paham dan lebih seru.

(It was more understandable and fun) (R18)
Lebih jelas.
(It was clearer) (R19)
65
The answers above indicated that using videos in explaining the topic was
clearer and more understandable for the students. It was appropriated with
Arsyad‟s theory about media in learning Arsyad (1997) stated that the use of
media in learning could help the students in improving their understanding (p. 20).
The improvement of the students‟ understanding made the students had positive
perceptions. As Forgus (1966) explained, perception was a step to understand a
concept of information. Since it was easier for the students to understand the
topic, it was also easier for them to understand the concept of information.
Therefore, they had positive perceptions on the use of videos in learning narrative
texts.
The last question was: how did the videos help them in understanding the
content of the story?
Dengan gambar dan suara.

(The picture and the sound helped me in understanding the topic) (R09)
Dengan adanya adegan di dalam video, saya lebih bisa memahami maksud
dan si cerita.
(By watching the scene in the video, I could understand more the content
of the story) (R10)
Ya bagus, jadi kita gausah bayangin.

(It was good, we did not need to imagine the story) (R16)
From the answers above, the researcher concluded that the use videos
could make the process of understanding the story became easier for the students.
It appeared positive perceptions from the students. As Arsyad (1997) mentioned
that media in learning could make the interpretation became easier. The researcher
66
connected Arsyad‟s theory, which had been explained before, with the theory
about perception from Forgus. Forgus (1966) stated that “the process of receiving
information is received by the perception of the surrounding information” (as
cited in Febrianara, 2015, p. 14). It meant that if the students could interpret the
story easily, their perception would be positive, because they could receive the
information easily.
In conclusion, most of the students had positive perceptions toward the use
of videos in learning narrative texts. It could be seen from the data presentation
that the mean score of post-teaching result was higher than forty. The open-ended
questionnaire result also supported the idea that most of the students had positive
perceptions. The use of videos in learning narrative texts appeared three main
positive perceptions of the students; the use of videos could attract their interest to
learn the topic, the use of videos could make the explanation became clearer and
more understandable, and the use of videos could make the understanding process
of the story also became easier.

CHAPTER V
CONCLUSION AND RECOMMENDATIONS
There are two sections which will be explained in this part, the conclusion
which is related to research question and recommendation for the English teacher,
the students, and future researcher. In briefly, this part presents the summarization
of the major research finding and the advice.
5.1 Conclusion
This research is aimed to figure out the reasons for the implementation of
videos in teaching narrative texts and the students‟ perceptions on the use of
videos in learning narrative texts. There are two summarizations based on
research findings and analysis part.
First, the videos were implemented in two steps, step 1 or teacher
presentation and step 2 or students‟ collaboration. There were three reasons for
the implementation of videos which were explained in step 1; 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 text became
more actual and imaginable. In step 2, the students also found difficulties in
answering the questions in the exercise section so that the researcher helped them
in answering the questions.
The second conclusion was the students‟ perceptions on the use of videos
in learning narrative texts. The use of videos in learning narrative texts brought
67
68
positive side of students‟ perceptions. There were three main perceptions which
had been explained in the previous chapter which were the students thought that
the use of videos could attract their interest, the use of videos could make the
explanation became clearer and more understandable, and the use of videos could
make the understanding process of the story also became easier.
5.2 Recommendations
It could be seen in the previous chapter that the students had positive
perceptions toward the use of videos in learning narrative texts. The researcher
realized that this research still had weaknesses such as time constraints during the
process of research. Therefore, the researcher wanted to give recommendations
for the English teacher, the students, and also the future researchers.
5.2.1 For the English Teacher
The researcher recommends to the English teacher to use the more
interesting videos as media in explaining the topic and showing the examples of
narrative text. It is also suggested that the teacher should be more interactive in
teaching so that the students are not bored in following the teaching-learning
activity.
5.2.2 For the Students
There are two recommendations for the students in SMA Budi Utama
Yogyakarta. First, the students in SMA Budi Utama Yogyakarta should
concentrate more in the learning process, because English is one of the important
69
lessons in school. The second recommendation is they also should be more active
in the learning process. They can achieve good scores in English lesson.
5.2.3 For Future Researchers
The researcher recommends that the future researchers conduct research in
topic about the perceptions on the use of videos in other skills such as listening
skill. It is also suggested for the future researchers to follow the millennial style
and use an up-to-date video.

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APPENDICES
75
APPENDIX A
LETTER OF PERMISSION
76
77
APPENDIX B
QUESTIONNAIRES
BLUEPRINT
78
79
PRE-TEACHING QUESTIONNAIRE BLUEPRINT
No. Theories Citation Indicators Statements

1. Theory of Rakhmi (2012), - Understanding I can easily to
Narrative text “narrative text is central the content of take in the
to learning, especially for narrative text information
young children who which is
develop their delivered by
understanding through the teacher
2. making up stories about - Developing the I have a wide
what has happened and students‟ imagination in
what might happen” (p. imagination telling stories
18).
3. According to Anderson - Understanding I can easily to
(2002, p. 3), “narrative the moral value understand the
text type tells a story, in of the story moral value of
doing so, entertains the the story
4. audience, makes - Implementing I can
audience think about an the moral value implement the
issue, teaches them a of the story moral value
lesson, or excite their that I get from
emotions” (as cited in De the story
Fina, …, p. 16).
5. Rakhmi (2012) notes that - Developing I can express
“telling and writing their myself based
stories is not simply a set expression on the
of skills for children to through characters in
learn, but an essential narrative the story
means for them to stories
express themselves in
creative and imaginative
ways” (p. 18).
6. Theory of Media John M. - Motivating I can motivate
in Learning Lannon‟s (n. d) the students in myself to
theory is also learning learn the topic
cited in deeper
Latuheru‟s
book, as the
following:
“media pembelajaran
berguna untuk menarik
minat siswa terhadap
materi pengajaran yang
disajikan” (the learning
80
media is useful for

engaging the students‟
interest towards the
materials) (as cited in
Latuheru, 1988, p. 22).
7. Arsyad‟s (1997) theory - Easily to I think,

found that: understand learning
Selain the context of narrative text
membangkitkan the video will be easier
motivasi dan if it uses video
8. minat siswa, - Interest on the I can easily to
media video understand
pembelajaran narrative text
juga dapat topic
9.. membantu - The students I got good
siswa
got good scores in
meningkatkan
achievements narrative texts
pemahaman,
in learning topic
menyajikan
data dengan narrative text
menarik dan topic
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
improving their
understanding,
serve the data
attractively and
reliable,
facilitate the
interpretation
and compact
the
information) (p.
81
20).
10. According to Schunk, - The students I learn English

Pintrich, and Meece have based on my
(2008), “intrinsic desires to own desire
motivation refers to learn
motivation to engage in
an activity for its own
sake
11. Theory of Vermon‟s (1963) theory - The students I like to learn
Perception found the following: have positive English
Thus if feeling in
perception is learning
affected not English
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).
12. Forgus (1966) defines the - Understand I can

82
theory of perception the concept of understand the

more focusing on the narrative texts narrative story
environment. without any
Perception is help from
the process by friends
13. which an - Perception My teacher
organism on the has a good
receives certain teacher method in
information teaching
about the narrative text
14. environment. - Perception on I can focus on
Perception
the the lesson
means a step to
environment even though
understand the
the classroom
concept of
information. situation is
From the less conducive
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).
83
POST-TEACHING QUESTIONNAIRE BLUEPRINT
No. Theories Citation Indicators Statements

1. Theory of Rakhmi (2012), - Understanding Using video
Narrative text “narrative text is central the content of can help me to
to learning, especially for narrative text understand the
content of the
young children who
story
2. develop their - Developing the Using video
understanding through
students‟ can help me to
making up stories about imagination develop my
what has happened and imagination
what might happen” (p. about the story
18).
3. According to Anderson - Understanding Using video
(2002, p. 3), “narrative the moral value can help me to
text type tells a story, in of the story understand
more the moral
doing so, entertains the
value of the
audience, makes story
4. audience think about an - Implementing When I learn
issue, teaches them a the moral value using video, I
lesson, or excite their of the story can implement
emotions” (as cited in De the moral value
Fina, …, p. 16). that I get from
the story
5. Rakhmi (2012) notes that - Developing Using video
“telling and writing their can help me to
stories is not simply a set expression develop my
expression in
of skills for children to through
telling stories
learn, but an essential narrative
means for them to stories
express themselves in
creative and imaginative
ways” (p. 18).
6. Theory of John M. - Motivating Using video
Media in Lannon‟s (n. d) the students can engage my
Learning theory is also in learning interest to learn
cited in narrative texts
Latuheru‟s deeper
book, as the
following:
“media pembelajaran
berguna untuk menarik
minat siswa terhadap
materi pengajaran yang
84
disajikan” (the learning

media is useful for
engaging the students‟
interest towards the
materials) (as cited in
Latuheru, 1988, p. 22).
7. Arsyad‟s (1997) theory - Easily to Video is a kind

found that: understand of media which
Selain the context of can help me
membangkitkan the video understand
motivasi dan English lesson
8. minat siswa, - Interest on the Using video
media video can help me to
pembelajaran absorb the
juga dapat information
membantu easily
siswa
9.. - The students Using video is
meningkatkan
have new a good learning
pemahaman,
methods in method
menyajikan
data dengan learning by
menarik dan using video
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
improving their
understanding,
serve the data
attractively and
reliable,
facilitate the
interpretation
and compact
the
85
information) (p.
20).
10. According to Schunk, - The students I am more

Pintrich, and Meece have motivated to
(2008), “intrinsic desires to learn English
motivation refers to learn using video
motivation to engage in
an activity for its own
sake
11. Theory of Vermon‟s (1963) theory - Perception on I like to learn
Perception found the following: the video English using
Thus if which might video
perception is appeal to
affected not satisfy the
only by desire
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).
86
12. Forgus (1966) defines the - Understand I collaborated

theory of perception the concept of with my friends
more focusing on the information in
environment. understanding
Perception is the story
13. the process by - Perception My teacher has
which an on the a good method
organism teacher by using video
receives certain in teaching
information narrative texts
about the topic
14. environment. - Perception on Using video
Perception
the can support the
means a step to
environment classroom
understand the
situation
concept of
information. become more
From the conducive
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).
APPENDIX C
THE CLOSE-ENDED
QUESTIONNAIRES
87
88
89
90
91
92
93
94
95
APPENDIX D
THE RESULT OF CLOSE-
ENDED QUESTIONNAIRES
96
97
PRE-TEACHING QUESTIONNAIRE
No. Statements Degree of Agreement

SA A D SD
40% 60% 0 0
1 I like to learn English (8) (12) (-) (-)
35% 60% 5% 0
2 I learn English based on my own desire (7) (12) (1) (-)
I can understand the narrative story without any 20% 75% 5% 0
3 help from friends (4) (15) (1) (-)
My teacher has a good method in teaching 20% 60% 20% 0
4 narrative text (4) (12) (4) (-)
25% 70% 5% 0
5 I got good scores in narrative texts topic (5) (14) (1) (-)
I can focus on the lesson even though the 5% 50% 40% 5%
6 classroom situation is less conducive (1) (10) (8) (1)
10% 55% 35% 0
7 I can motivate myself to learn the topic deeper (2) (11) (7) (-)
20% 80% 0 0
8 I can easily to undestand narrative text topic (4) (16) (-) (-)
I can easily to take in the information which is 20% 75% 5% 0
9 delivered by the teacher (4) (15) (1) (-)
45% 25% 25% 5%
10 I have a wide imagination in telling stories (9) (5) (5) (1)
I can easily to understand the moral value of the 25% 60% 15% 0
11 story (5) (12) (3) (-)
I can express myself based on the characters in 10% 45% 35% 10%
12 the story (2) (9) (7) (2)
I can implement the moral value that I get from 10% 70% 20% 0
13 the story (2) (14) (4) (-)
I think, learning narrative text will be easier if it 40% 50% 5% 5%
14 uses video (8) (10) (1) (1)
98
POST-TEACHING QUESTIONNAIRE
No. Statements Degree of Agreement

SA A D SD
20% 70% 10% 0
1 I like to learn English using video (4) (14) (2) (-)
I am more motivated to learn English using 20% 50% 30% 0
2 video (4) (10) (6) (-)
I collaborated with my friends in understanding 25% 65% 10% 0
3 the story (5) (13) (2) (-)
My teacher has a good method by using video 15% 60% 25% 0
4 in teaching narrative texts topic (3) (12) (5) (-)
35% 50% 15% 0
5 Using video is a good learning method (7) 10) (3) (-)
Using video can support the classroom situation 25% 65% 10% 0
6 become more conducive (5) (13) (2) (-)
Using video can engage my interest to learn 25% 60% 15% 0
7 narrative texts deeper (5) (12) (3) (-)
Using video can help me to absorb the 5% 65% 30% 0
8 information easily (1) (13) (6) (-)
Using video can help me to understand the 10% 75% 15% 0
9 content of the story (2) (15) (3) (-)
Using video can help me to develop my 35% 40% 25% 0
10 imagination about the story (7) (8) (5) (-)
Using video can help me to understand more the 5% 65% 30% 0
11 moral value of the story (1) (13) (6) (-)
Using video can help me to develop my 30% 40% 30% 0
12 expression in telling stories (6) (8) (6) (-)
When I learn using video, I can implement the 10% 65% 25% 0
13 moral value that I get from the story (2) (13) (5) (-)
Video is a kind of media which can help me 20% 70% 10% 0
14 understand English lesson (4) (14) (2) (-)
APPENDIX E
THE FORM OF OPEN-ENDED
QUESTIONNAIRES
99
100
OPEN-ENDED QUESTIONNAIRE 1
101
102
103
OPEN-ENDED QUESTIONNAIRE 2
104
105
APPENDIX F
THE TRANSCRIPT OF OPEN-
ENDED QUESTIONNAIRE
106
107
THE TRANSCRIPT OF CLOSE-ENDED QUESTIONNAIRE
Respondent 6 (R06)
1. Apakah Anda senang belajar bahasa Inggris seperti yang baru saja Anda
ikuti? Jika Ya, Mengapa?
Ya, karena saya lebih paham dengan materi tersebut.
2. Apakah anda tertarik jika mempelajari materi teks narrative
menggunakan video? Jika Ya, mengapa?
Ya, karena memahami materi lebih mudah dengan video.
3. Bagaimana pendapat anda tentang penjelasan materi teks narrative
menggunakan video?
Ada yang membosankan ada yang bisa dipahami.
4. Bagaimana penggunaan video membantu anda dalam memahami materi

teks narrative?
Lebih menarik konsepnya & mudah dipahami.
5. Apakah anda dapat mengerti arti setiap kalimat dari cerita yang
disampaikan dalam video? Jika Tidak, mengapa?
Ya.
6. Bagaimana pemahaman arti dari setiap kalimat mempengaruhi

pemahaman anda mengenai cerita yang disampaikan dalam video?
Karena kalimat tersebut membentuk serangkaian event di dalam cerita.
7. Apakah penggunaan video mempermudah anda dalam memahami pesan

moral dari cerita yang disampaikan?
Ya.
8. Bagaimana penggunaan video membantu anda dalam memahami pesan

moral yang disampaikan?
108
Karena pesan yang disampaikan jadi lebih jelas.
9. Bagaimana cara anda mengatasi kesulitan anda dalam memahami isi

cerita yang disampaikan dalam video?
Tanya teman atau tebak-teba arti/maksudnya.
10. Apakah anda sering berkolaborasi dengan teman anda dalam memahami
isi cerita yang disampaikan dalam video? Bagaimana caranya?
Ya, (tukar pikiran dengan teman-teman).

109
Respondent 9 (R09)
Ya, karena dapat mengetahui materi baru.
Ya, karena mempermudah penjelasan.
menggunakan video?
Menyenangkan.

teks narrative?
Dengan gambar dan suara.
Tidak. Karena pendengaran saya mendengar bahasa Inggris sedikit
bermasalah.

Bertanya kepada teman.

Mungkin iya mungkin tidak.

110

Memahami video dengan seksama.

Bertanya kepada teman.
Ya. Tanya jawab kepada teman.

111
Respondent 10 (R10)
Ya, karena menonton video membuat pelajaran terasa lebih santai.
Ya, karena menonton video cukup menghibur.
menggunakan video?
Penjelasan materi menggunakan video menarik dan menyenangkan.

teks narrative?
Dengan adanya adegan yg ada di dalam video, saya lebih bisa memahami
maksud dan isi cerita.
Tidak, karena beberapa kata ada yang belum saya ketahui artinya.

Dengan mengetahui arti dari kata katanya, saya akan memahami cerita dalam
video.

Video berisikan cerita dengan konflik dan penyelesaiannya, akan membantu

saya dalam memahami pesan moral yang disampaikan.
112

Karena pesan yang disampaikan jadi lebih jelas.
Melihat adegan dan menerka maksud dari adegan tersebut.
Dengan berdiskusi.
113
Respondent 11 (R11)
Ya, karena seru dan interaktif.
Ya, karena dapat melihat dari prespective yang berbeda.
menggunakan video?
Kurang interaktif.

teks narrative?
Kurang jelas.
Tidak karena terlalu cepat.

Ya, karena kita tau isi ceritanya.

Ya.

Harusnya membantu tetapi pemilihan video yang kurang baik.

114

Tanya teman dan guru.
Ya, dengan tanya.

115
Respondent 16 (R16)
Tidak, karena malah ngantuk.
Sebenernya tertarik, cuma ngomongnya kecepeten aku jadi kurang paham.
menggunakan video?
Mantab!!!

teks narrative?
Ya bagus, jadi kita gausah bayangin.
Tidak, dibilangin terlalu cepet kok hih.

Mengerti namun lama memahami.

Iya dong mantab.

Gatau saya bingung ini maksud dari pertanyaannya.

116

Tanya teman.
Sering lah, wong aku gak paham.

117
Respondent 18 (R18)
Ya, karena lebih asik.
Ya, karena lebih paham.
menggunakan video?
Lebih paham dan lebih seru.

teks narrative?
Ya, gitu.
Lumayan.

Adanya aksen.

Ya.

Ya.
118

Memutar video ulang.
Lumayan sering. Caranya kita membuat dialog dengan bahasa inggris.

119
Respondent 19 (R19)
Ya. Dengan video.

Ya. Lebih imajinatif.
menggunakan video?
Lebih jelas.

teks narrative?
Memperhatikan.
Tidak. Suara kurang jernih.

Jika tidak paham kalimatnya. Tidak akan mengerti jalan ceritanya.

Ya.

120
Dengan gambar memudahkan menghayati jalan ceritanya.

Tanya.
Berdiskusi.
APPENDIX G
THE TRANSCRIPT OF
INTERVIEW
121
122
123
124
125
APPENDIX H
THE OBSERVATION SHEETS
126
127
OBSERVATION SHEET
Date: March 14, 2018
Class: 10 A
Participants: 15

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 
4. The students write some important points 
5. The students do the worksheet well 
6. The students are often to asking questions 
7. The students have good communication with the 
teacher
8. The students appreciate each other 
9. The students are active to answer the questions 
10. The students are too relaxed in learning process 
11. The students are active in doing assignments 
12. The students are enthusiast in following the learning 
activity
13. The students are active in discussion 
14. The students focus on the lesson 
128
OBSERVATION SHEET
Date: March 14, 2018
Class: 10 B
Participants: 17

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 
4. The students write some important points 
5. The students do the worksheet well 
6. The students are often to asking questions 
7. The students have good communication with the 
teacher
8. The students appreciate each other 
9. The students are active to answer the questions 
10. The students are too relaxed in learning process 
11. The students are active in doing assignments 
12. The students are enthusiast in following the learning 
activity
13. The students are active in discussion 
14. The students focus on the lesson 
APPENDIX I
REFLECTIONS
129
130
REFLECTION 1
Date : March 14, 2018
Place : Art and Culture Classroom, Mathematics Classroom
Class : 10 A and 10 B
Time : 07.00 – 08.00, 08.30 – 09.30
Today was the first section of gaining data in SMA Budi Utama
Yogyakarta. The researcher had prepared everything last night including the
materials about Narrative Text. Last week, the researcher had consulted the
material about Narrative Text with the English teacher in SMA Budi Utama
Yogyakarta. The English teacher gave many advices for the researcher such as the
time gap in doing the first section and second research, the example of text, and
also the exercise as the follow-up activity. The researcher planned that the first
section of research would use whiteboard in explaining the materials and also
handout in giving exercise for the students.
The teaching-learning activity was started at 7 a m, and the researcher was

almost late at that time. The researcher started the class with the introduction, in
case the students forgot the researcher‟s name. The researcher also told her
purpose of doing the research to the students, so that the students were not
surprised of her presence. After that, the researcher began to explain the
definition, the purpose, the grammatical structure, the language features, and the
genres of narrative text using whiteboard.
Based on the observation while teaching narrative text, the students had no
difficulties in understanding the material. They could follow it easily and they had
no questions about the material. The students could answer the researcher‟s
questions when the researcher reviewed the materials.
After the explanation section, the researcher asked the students to form a
group consisted of 3 until 4 students. The researcher distributed handouts about
131
the explanation of narrative text and novel, the example of novel, and the exercise.
The researcher explained deeply about the definition, the purpose, and the genres
in novel. Then, the students were asked to read a novel titled The Old Man and
The Sea, and they were asked to discuss the text and do the exercise based on the
text.
There were 5 essay questions which should be answered by the students.

Based on the observation during the discussion time, the students could work
together in understanding the text. They were collaborating in understanding the
text and answering the questions. Some students were still confused in deciding
the main conflict of the text, but, they discussed it with their friends and they
could find the main conflict of the story. At the end of the class, the researcher
asked the students to open a link using their phones to fill out the online pre-
questionnaire and online survey 1.
The researcher realized that as the teacher, the researcher should have
managed the time for teaching the topic appropriately. By managing the time
appropriately, the researcher could finish the teaching process smoothly.
Afterwards, the researcher thought that preparation was important. For example,
when the researcher finished teaching the students from class A, the researcher
forgot to print out the handouts of exercise for class B. Therefore, the researcher
had to go outside from school to find a photocopy center, and printed out the
handouts. It was happened because there was no preparation before the teaching
day.
132
REFLECTION 2
Date : March 26, 2018
Place : Art and Culture Classroom, Mathematics Classroom
Class : 10 A and 10 B
Time : 09.15 – 11.00, 11.00 – 12.30
Today was the second section of the gaining data. The class started at 9.15
a. m. for class A, and 11 a.m. for class B. The materials of this second section was
still the same with the first section, it was about narrative text. But, in this second
section, the students focused more on Film/Movie.
First of all, the researcher explained the materials of narrative text using a
video. The video explained about the definition of narrative text, the generic
structures of narrative text, and the examples of narrative text. Based on the
observation, the researcher saw some students were not really interested with the
video. They preferred to do their own activities such as sleeping, talking with their
friends, or doing other assignments.
On the other hand, other students were paying attention to the video and
they could understand the explanation of narrative text in the video. It was showed
when the researcher reviewed the materials based on the video. The students who
concentrated to the video could answer the questions from the researcher. The
researcher also explained about the genres in narrative text, and asked the students
to mention title of the stories based on the genres of narrative text.
After explaining the genres of narrative text, the researcher explained

about the definition of Movie/Film and also the genres in Movie/Film. The
students could mention the title of movie/film based on the genres in movie or
film. The researcher also provided a video about the strategy of how to improve
the reading comprehension. The students found the same difficulties in
understanding the second video in which about the strategy of how to improve
133
reading comprehension. Most of the students were bored because the duration of
the video was too long. When the researcher reviewed the strategy which had
been mentioned in the video, the students said that the speaker was talking too fast
so that they could not get the main idea of each strategy.
Before the students were asked to fill online post-questionnaire and online
survey 2, the researcher provided a movie titled Fabian and The Goldsmith. This
video used German language, but, there was English subtitle so that the students
could read the subtitle. The purpose was to make the students could still use their
reading skill while watching the video. The researcher saw mostly students
focused on watching the film or the movie. But, there were also some students
who were busy with their own activities such as sleeping or talking with their
friends.
After that, the students were asked to discuss the story and answer the
questions which were provided using handouts. Some students explained the story
to their friends who did not understand some parts of the movie clips. They also
discussed their opinions to each other and they combined their opinions to answer
the questions. At the end of the class, the researcher shared a link of online post-
questionnaire and online survey 2 so that the students could fill them using their
phones.
The researcher realized that the researcher should have explained and
reviewed the topic more. It was the researcher‟s duty to make the students
understood the topic. But, the researcher‟s explanation was still lacking.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ PERCEPTIONS ON THE USE OF VIDEOS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

Hedwigis Rosario Iswari Hastrianda

Student Number: 141214010

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

A Sarjana Pendidikan Thesis on

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOS

Hedwigis Rosario Iswari Hastrianda

Drs. Concilianus Laos Mbato, M.A., Ed.D. 12May2018

A Sarjana Pendidikan Thesis on

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOS

HEDWIGIS ROSARIO ISWARI HASTRIANDA

Students Nwnber: 141214010

Defended before the Board ofExarniners

and Declared Acceptable

Chairperson Yohana Veniranda, S.Pd., MHwn., MA., P h . ~

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

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

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

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

Yogyakarta, June 4, 2018

Faculty of Teachers Training and Education

Sanata Dharma University

STATEMENT OF WORK'S ORIGINALITY

Yogyakarta, June 4, 2018

Hedwigis Rosario Iswari Hastrianda

LEMBAR PERNYATAAN PERSETUJUAN

Nama : Hedwigis Rosario Iswari Hastrianda

Demi pengembangan i1mu pengetahuan, saya memberikan kepada Perpustakaan

STUDENTS' PERCEPTIONS ON THE USE OF VIDEOS

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Hedwigis Rosario Iswari Hastrianda

Keywords: students‟ perceptions, videos, narrative texts.

Keywords: students‟ perceptions, videos, narrative texts.

Do not be afraid to try, and

I dedicated this Thesis to:

My father Hilarius Agus Sugiastono

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.

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

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

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

partner, Pramardaniswara Adyangga, who always supported me during I

helped me in finishing this thesis.

Hedwigis Rosario Iswari Hastrianda

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

2.1.4 Perception ........................................................................... 23

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

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

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

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

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

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

international language for communication among people from different language

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