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ANALYSIS OF STUDENTS’ PRECEPTION ON TED
(TECHNOLOGY, ENTERTAINMENT, AND DESIGN) TALKS
VIDEO TO MOTIVATE STUDENTS OF WRITING CLASS OF
THE THIRD SEMESTER STUDENTS OF ENGLISH
EDUCATION DEPARTMENT OF IAIN SALATIGA IN THE
ACADEMIC YEAR 2018/2019
A Graduating Paper
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the Degree of Sarjana Pendidikan (S.Pd)
By:
MAHARDHIKA BIMA SAKTI
11314070
ENGLISH EDUCATION DEPARTMENT TEACHER
TRAINING AND EDUCATION FACULTY INSTITUTE FOR
ISLAMIC STUDIES (IAIN) SALATIGA
2019
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MOTTO
“So, verily, with every difficulty, there is a relief. Verily, with
every difficulty, there is a relief”
(Al-Insyirah: 5-6)
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DEDICATION
1. My God Allah SWT who always beside me, blessing me, listen all my
prays, take care me, and give me all the best thing in this whole world.
2. My parents, especially for my mother (Murni) and my beloved father
(Untung) thanks for your pray, your supports, your love and anything.
Without you my live faded.
3. My beloved little sister (Chofifah) and my little brother (Yusufa) who
always supportme and anything about my study.
4. My the best counselor ever, Mrs. Sari Famularsih, M. A. Who always give
me guidance, suggestion and motivation to finish my graduating paper.
5. My best friend ever ―the kons A74‖ (Adib, Nasirun, Ozi, Rino) who
always beside me whenever I need, always giving me a lot of supports,
smile, laugh, and anything which can make my study more colorful.
6. My brothers from other parents (Mas Mul, Alip, Ja‘far, Aris, Septiyas,
Dika, Muhsin, Lukman, Bengep, Rizal) who always make me alive, thank
you brada.
7. LailatulMaghfiroh and missTias who became my second graduating
paper‘s guide, thanks a lot for you guidance, motivation and help.
8. All of My TBI F class IAIN Salatiga , who I can‘t mention one by one I
love you forever.
9. All of My Family TBI 2014 IAIN Salatiga, thanks for this awesome
chance to meet all of you.
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ACKNOWLEDGEMENT
Assalamua’alaikumWr. Wb.
All praise due to Allah, the Most Gracious and the Most Merciful because of His
wonderful blessing and His mercy, the writer can finish this graduating paper
successfully. The incredible blessings make realize that nothing is impossible in
the eyes. Thanks for Your will and endless blessing in my life. Peace and
salutation always be given to our beloved prophet Muhammad SAW that we hope
his blessing in the Judgment day. However, this success would not be achieved
without the support, guidance, advice, help and encouragement from individuals
and institutions. Therefore, the writer would like to express the deepest gratitude
to:
1. Dr. RahmatHariyadi, M. Pd., Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M. Pd., Dean of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga
3. Noor Malihah, Ph. D., as the Head of English Education Department.
4. Sari Famularsih, M.A., as the counselor this research thanks forsuggestion
and recommendation for this research from beginning until the end.
5. All lecturers of English Education Department of IAIN Salatiga, thanks
for your advice, knowledge, and kindness.
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6. All of the staff that helped the writer in processing of graduating paper
administration.
7. Mrs. AmaliaKhalifah, M.Pd as lecturer of writing class. who has helped
me for doing research.
8. Students of third semester in writing class, thank you for giving me
opportunity.
9. My beloved family who always support and advise me.
10. All of my friend in IAIN Salatiga, especially for English Education
Department‘14, from A class until F class whose names cannot be
mentioned one by one, thanks for being my friends.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers.
Salatiga, 26 December 2018
The writer
MahardhikaBimaSakti
NIM. 11314070
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ABSTRACT
Sakti, MahardhikaBima. 2018.Analysis of Students’ Perception TED (Technology,
Entertainment, and Design) Talks Video to Motivate Students of Writing Class of
The Third Semester Students of English Education Department of IAIN Salatiga in
The Academic Year 2018/2019. Graduating Paper English Education Department
of State Institute for Islamic Studies (IAIN) Salatiga.
Conselour: Sari Famularsih M.A.
This research focused on students‘ perception of TED (Technology,
Entertainment, and Design) Talks video for students motivation in writing skill.
The chosen participants is students third semester of English Education
department of IAIN Salatiga. This research is aimed to answer the following
problem: (1) To examine whether TED (Technology, Entertainment, and Design)
Talks video of student motivate of writing class of the third semester students of
English education department of IAIN Salatiga and (2) To find out the students‘
perception of TED (Technology, Entertainment, and Design) Talks video about
writing. To answer the problem, the researcher used descriptive qualitative
research. Based on the analysis from the data i.e. 26 English students in writing
class, mostly the students do not know about TED Talks, and it is the first time for
them knowing the TED Talks video. The data shows there are 15 students are to
be motivated and agree if TED Talks video is applied in writing class. The 11
students do not interested after watching the video, because they confuse about
the contents and fill hard to understand the video. The students‘ perception of
TED Talks that they are interested, more focuses and very enthusiastic when the
lecturer play the video. It also encourage the students to learn writing and agree if
TED Talks to be applied in writing class to motivate them.
Keyword: TED Talks, Students Motivation, writing skill.
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TABLE OF CONTENT
TITLE .............................................................................................................. i
DECLARATION ATTENTIVE CONSELOUR ............................................. ii
ATTENTIVE COUNSELOR NOTES............................................................. iii
CERTIFICATION PAGE ................................................................................ iv
MOTTO ........................................................................................................... v
DEDICATION ................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ..................................................................................................... ix
TABLE OF CONTENT ................................................................................... x
LIST OF THE TABLE .................................................................................... xiv
CHAPTER 1 : INTRODUCTION ................................................................ 1
A. Background of the Study ..................................................................... 1
B. Problem Statements ............................................................................. 3
C. Objective of the Study ......................................................................... 4
D. Limitation of the Study ........................................................................ 4
E. Significance of the Study ..................................................................... 5
1. Theoretical Benefit ....................................................................... 5
2. Practical Benefit ........................................................................... 5
F. Definition of Key Terms ...................................................................... 5
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1. Writing ........................................................................................... 5
2. TED ................................................................................................ 6
3. Technology .................................................................................... 6
4. Entertainment ................................................................................. 6
5. Design ............................................................................................ 7
6. Video .............................................................................................. 7
7. Motivation ...................................................................................... 7
G. Organization of the Graduating paper .................................................. 7
1. Chapter I : Introduction .................................................................. 8
2. Chapter II : Review of Literature ................................................... 8
3. Chapter III : Research Methodology .............................................. 8
4. Chapter IV : Research Findings ..................................................... 8
5. Chapter V : Closure ....................................................................... 8
CHAPTER II : THEORETICAL FRAMEWORK .................................... 9
A. Review of Related Theory ................................................................... 9
1. Defenition of TED Talks ............................................................... 9
2. Definition of Technology ............................................................... 11
3. Definition of Entertainment ........................................................... 12
4. Definition of Design ...................................................................... 12
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5. TED Talks‘ role in learning English .............................................. 13
a. Before the Talk ........................................................................ 13
b. During the Talk ........................................................................ 14
c. After the Talk ........................................................................... 14
6. Video .............................................................................................. 15
a. The Definition of Video ........................................................... 15
b. The Benefit of Using Video ..................................................... 16
7. Writing ........................................................................................... 17
a. The Definition of Writing ........................................................ 17
b. Teaching Writing ..................................................................... 18
c. Process of Writing .................................................................... 18
d. Macro and Micro Skills of Writing .......................................... 19
8. Motivation ...................................................................................... 21
a. Definition of Motivation .......................................................... 21
b. Type of Motivation .................................................................. 22
c. Indicator motivation ................................................................. 23
B. Previous Study ..................................................................................... 24
CHAPTER III : RESEARCH METHODOLOGY ..................................... 26
A. Research Design ................................................................................... 26
B. Object of Research ............................................................................... 27
1. The profile from Institute of Islamic Studies ................................. 27
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2. Faculty and Study Programs of Department English ..................... 28
C. Source of Data ...................................................................................... 28
1. Participant ...................................................................................... 29
2. Sample ............................................................................................ 31
D. Technique of Data Collection .............................................................. 31
1. Observation .................................................................................... 32
2. Questionnaire ................................................................................. 33
3. Documentation ............................................................................... 35
E. Data Analysis ....................................................................................... 36
F. Procedure of the Research.................................................................... 37
1. Observation video .......................................................................... 37
2. Observation class and documentation ............................................ 37
3. Distributing questionnaire .............................................................. 37
4. Presenting the result descriptively ................................................. 37
CHAPTER IV : RESEARCH FINDINGS .................................................. 38
A. Research Findings ................................................................................ 38
1. Video observation .......................................................................... 38
2. Classroom observation ................................................................... 38
3. Questionnaire ................................................................................. 39
B. Data Analysis ....................................................................................... 40
CHAPTER V : CLOSURE ........................................................................... 63
A. Conclusion ........................................................................................... 63
B. Suggestion ............................................................................................ 63
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1. For the next researcher ................................................................... 63
2. For the lecturer ............................................................................... 64
3. For the students .............................................................................. 64
REFFERENCES
APENDICES
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LIST OF THE TABLES
Table 3.1 Table codes of respondents ................................................................. 29
Table 3.2 Table questionnaire items ................................................................... 34
Table 4.1 Table data findings .............................................................................. 40
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CHAPTER I
INTRODUCTION
In this chapter contains of the background of the research, problem questions,
objectives of the research, significances of the research, limitation of the research,
difinition of key term and out line of the research.
A. Background of the Study
In daily interaction, people use a language or more either written or
spoken to do their communication. According to Brown (2000: 17) Language
is a system of fluctuate conventionalized vocal, written and gesture symbols
that enables members of a given community to communicate intelligibly with
one another. Human as social creature, they live in their community within
language, culture and also tradition. Therefore, it is impossible to
communicate with others without language. People use language to gain
understanding their willingness, needs or intention. Communication is the
activity of conveying information through the exchange of thoughts,
messages, or information, as by speech, visuals, signals, writing, or behaviour
in general, communication done verbally and it can be understood by both of
the communication. In modern Era as right now, students are expected to be
able to communicate in English. One of ways of communication is writing,
the students asked to master this skill as a tool to assess their knowledge.
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Writing is a part of language skills. As one of the four skills language,
writing has always formed part of the syllabus in teaching of English.
According to Oshima & hogue (2007: 15) writing is an action, there are some
steps in writing process, the first step creating idea, the second step organize
the idea, in the third step write a rough draft, the last step is polish the rough
draft by editing and making revisions. Writing is one of the most difficult
skills to be mastered. It is because writing involves some components
(spelling, language in use, vocabulary and punctuation). Writing needs hard
thinking to produce ideas, words, sentences and paragraph. The success of
teaching learning is influenced by some factors, such as classroom
interaction, method, technology, media. Some teachers use media in teaching
to help students understand, enjoy and to motivated in writing activity.
TED (Technology, Entertainment, and Design) talks is one of the
media that can help the teacher sends the materials to the students. Ghasyia
(2017: 7) said that TED, according to it is formal website, is a nonprofit
organozation that focuses on spreading idea about Technology,
Entertainment, and Design converged (TED) by recording and posting short
powerful talks – of some expert – in their website. According to Sazali (2012:
71) Technology is not raelly a ‗thing‘: it is better characterized as an
approach. It is the application of scientific principles to solve partical
problems. Technology has been described as having three facets: material
artifacs (things), the use artifacts to pursue a goal, and the knowledge to use
these artifacts. Than according to Vladica (2012: 34) entertainment is the
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kind of experience wich consumers absorb through their minds, i.e. when
viewing a cultural performance. To purchase an experience implies playing
―to spend time enjoying a series of memorable events that a company stages –
as in a theatrical play – to engage [the customer] in a personal way.
Meanwhile according to Ralph & Wand (2009 : 108) define entertainment is
a specification of an object, manifested by some agent, in tended to
accomplish goals, in a particular environment, using a set of primitive
components, statisfying a set of requirements, subject to some constraints: to
create a disgn, in an environment (where designer operates).
The fact students are expected be able communicate in English. One
of ways of communication is writing, the students can be motivated with
TED (Technology, Entertainment, and Design) talks in their writing skill.
Based on the background above, it is necessary for the researcher to analyze
the correlation of writing motivation with TED Talks video.The researcher
takes the title ―ANALYSIS OF STUDENTS‘ PERCEPTION ON TED
(TECHNOLOGY, ENTERTAINMENT, AND DESIGN) TALKS VIDEO
TO MOTIVATE STUDENTS OF WRITING CLASS OF THE THIRD
SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF
IAIN SALATIGA IN THE ACADEMIC YEAR 2018/2019‖.
B. Problem Statements
The researcher determines problems of study as follows:
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1. What is the students‘ perception on TED (Technology,
Entertainment, and Design) Talks video in motivating students of
writing class of the third semester students of english education
department of IAIN Salatiga in the academic year 2018/2019?
2. Does the TED (Technology, Entertainment, and Design) Talks
video motivate students in writing class of the third semester students of
English education department of IAIN Salatiga in the academic year
2018/2019?
C. Objectives of the Study
Related from problems of the study above, this study has some
objectives which describe as follows:
1. To examine whether TED (Technology, Entertainment, and
Design) Talks Video is capable student motivate of writing class of the
third semester students of English education department of IAIN
Salatiga in the academic year 2018 / 2019.
2. To find out the students‘ perception on TED (Technology,
Entertainment, and Design) Talks video about writing.
D. Limitation of the Problem
This research focuses on the analysis of students‘ perception on TED
(Technology, Entertainment, and Design) Talks video of students motivation
in writing skill. The researcher limits the data for the third semester students‘
in writing class in IAIN Salatiga in the academic year 2018/2019.
5
E. Significances of the Study
The researcher expects that this graduating paper would give some
benefits, both theoretically and practically.
1. Theoretical Benefits
a. To make a new knowledge in education at the teaching and learning
process of foreign language, especially in writing using TED Talks
video.
b. Become a little of reference or contribution for next researcher with
similar or different approach to know students‘ motivation especially
using TED Talks video.
2. Practical Benefits
a. The third semester students at IAIN Salatiga in the academic year
2018/2019, it will be an effort their motivation in learning writing.
b. For the lecturer, it will be an ample opportunity the quality of teaching
and learning process in the classrooms, especially using TED Taks
video.
F. Definition of Keywords
The researcher defines some of key terms used in the study, in order to
avoid misunderstanding about those terms, here is the list of definition which
has been conducted by the researcher.
1. Writring
According to Coulmas (1983: 1) at least six meaning of writing :
(1) a system of recording language; (2) the activity of putting such a
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system to use; (3) the result of such activity a text; (4) the particular from
of such result, a script style such as block letter writing; (5) artistic
composition; (6) a professional occupation.
2. TED
According Engele (2016:2) TED is an organization that displays
qualities of a serving, transforming, and inovating leader. Minewhile
Ghasyia (2017: 7) TED, according to it is formal wibsite, is a nonprofit
organozation that focuses on spreading idea about Thecnology,
Entertainment, and Design converged (TED) by recording and posting
short powerful talks – of some expert – in their website.
3. Technology
According Sazali (2012: 71) Technology is not raelly a ‗thing‘: it is
better characterized as an approach. It is the application of scientific
principles to solve partical problems. Thecnology has been described as
having three facets: material artifacs (things), the use artifacts to pursue a
goal, and the knowledge to use these artifacts
4. Entertainment
According to Vladica (2012: 34) Entertainment is the kind of
experience wich consumers absorb through their minds, i.e. when
viewing a cultural performance. To purchase an experience implies
playing ―to spend time enjoying a series of memorable events that a
7
company stages – as in a theatrical play – to engage [the customer] in a
personal way.
5. Design
According to Ralph & Wand (2009 :108) (noun) said that design a
specification of an object, manifested by some agent, in tended to
accomplish goals, in a particular environment, using a set of primitive
components, statisfying a set of requirements, subject to some
constraints: (verb, transintive) to create a disgn, in an environment
(where designer operates).
6. Video
Video is difined here as digilaty recorded content that has sound
and motion that can be stored or delivered live, and can be streamed to
variety of diveces. Woolfit (2015: 5)
7. Motivation
According to Hammer (1991: 3) motivation is some kind of
internal drive, wich pushes some to do or think in order to achievement.
In the order hand, Wang Xianjie (1999) in Mao (2011) define that
motivation is a rather internal drive and emotional effect that encourages
people to pursue a course of action.
G. Organization of the Graduating Paper
This research divides into five chapters. It is presented as follows:
Chapter I is Introduction. It contains background of the study, problems of
8
the study, objectives of the study, significances of the study, limitation of the
study, definition of the key terms, and organization of graduating paper.
Chapter II is review of literature that consists of previous study and
supporting theories.
Chapter III is research the methodology that consists of research
design, subject of the study, technique of the data collection, technique of
validating the data, technique of the data analysis, and technique of the data
interpretation.
Chapter IV is findings and discussions of students‘ perception on
TED (Technology, Entertainment, Design ) talks to motivate students of
writing class of thr third semester of english departement of IAIN Salatiga in
the academic year 2019 / 2018.
Chapter V is report closure, it containt about conclusion and
suggestion. After that, it is followed by refrences and appendices.
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CHAPTER II
REVIEW OF LITERATURE
In this chapter, the researcher intends to present the theoritical framwork of
the study, it consists of literature review and previuos studeis related to the study.
A. Review of Related Theory
1. Defenition of TED Talks
TED, according to its formal website, is a non-profit organization
focuses on spreading idea about Technology, Entertainment and Design
converged (TED) by recording and posting short powerful talks—of
some expert— in their website. It was legalized in 1984, five years
before the birth of World Wide Web (WWW), based on Richard Saul
Wurman‘s observation including a great concept among three fields:
technology, entertainment and design. In building TED, Wurman was not
alone. The first TED created was cofounded by Harry Marks. (Ghasyia
2017: 7)
TED has many video, it has providers‘ speaker expert in his
occupation, whether it is education, technology, health and medical,
business, music, entertainment, and each other. According to Engele
(2016: 2) There are most of 2.000 TED talk video very inspiring and add
our insight. In 1984, TED, or Technology, Entertainment, and Design
was born in Monterey, California. TED formed form an observation that
founder Richard Saul Wurman saw in the convergence of Technology,
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Entertainment, and Design (TED). It has providers‘ speaker expert in his
occupation, whether it is education, technology, health and medical,
business, music, entertainment, and each other.
Ghasyia explain (2107: 8) TED also welcomes individuals from
each discipline and culture who look for a more profound comprehension
of the world. It accepts enthusiastically in the energy of thoughts to
change demeanours, lives and, at last, the world. On TED.com, they were
building a clearinghouse of free learning from the world's most roused
masterminds and a group of inquisitive souls to draw in with thoughts
and each other.
Since creation 2006 TED Talks has developed into a widely
successful enterprise. The careful design of the talks is formatted so that
each 18 minutes of the talk that the speaker has is concise and has a
purpose. The inspirational format of the talk begins even before the talk
through the gathering together of curious people who are hungry for
knowledge. Then the speakers present a problem, a problem that is
deeper in its roots and wider in its implication than most listeners are
prepared to admit. In this way the speaker whether discussing activism,
body language, drones, moneys, peace, or vulnerability, has sparked an
idea in the audience (Engele, 2016: 3). In June 2006, the original TED
Talks for first time were released online, and after three months they had
over one milion views. Moreover, the TED Talks one of wibesite whit
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the most popular technology website and the single most popular
confrence on website in the world.
According to Romanelli et al. (2014: 1) TED Talks have attracted
people by their own characteristic. In another word, even it looked like
an unstructured video project, but they exactly have well-coached and
instructed presenters who follow a specific presentation formula,
optimized with storyboarding and emphasize passion for the listeners.
Students may find traditional lectures boring and predictable, TED
Talks videos are recomended for lecturer in teaching English. Playing
short TED talk videos in class can drive students to pay attention and
encourage students to create group discussion. According to Romanelli et
al. (2014: 2) The TED platform could also be used as an active-learning
strategy, where students are either asked to critique an existing TED
Talk and or design their own TED Talk regarding a particular topic of
interest or relevance.
2. Definition of Technology
Past researchers defined the term of technology from many
perspective. According Sazali (2012: 71) Technology is not really a
‗thing‘: it is better characterized as an approach. It is the application of
scientific principles to solve partical problems. Technology has been
described as having three facets: material artifacs (things), the use
artifacts to pursue a goal, and the knowledge to use these artifacts.
12
Sazali (2012: 62) explain that technology consist of two primary
components:
a. a physical component wich compresis of items such as products,
tooling, equipments, blueprints, techniques, and procces:
b. the informational component wich consists of know-how in
management, marketing, production, quality control, reliability,
skilled labor and functional areas.
3. Definition of Entertainment
According to Vladica (2012: 34) Entertainment is the kind of
experience wich consumers absorb through their minds, i.e. when
viewing a cultural performance. To purchase an experience implies
playing to spend time enjoying a series of memorable events that a
company stages – as in a theatrical play – to engage [the customer] in a
personal way.
Ferri and Bates (2010: 5) said that the word comes from Latin,
inter meaning among, and tenere, meaning hold. One can construe hold
as focus attantion. Adding among suggests two meaning: to focus on one
of several objects competing for attantion: or to be one of several people
focusing on an object.
4. Definition of Design
Some case design has different connotations in different fields, the
direct construction of an object such as in pottery, engineering,
13
management, and grapich design. According to Ralph & Wand
(2009 :108) define entertainment is a specification of an object,
manifested by some agent, in tended to accomplish goals, in a particular
environment, using a set of primitive components, statisfying a set of
requirements, subject to some constraints: (verb, transintive) to create a
disgn, in an environment (where designer operates).
5. TED Talks’ role in learning English
TED Talks video is one of recommended video that can be used by
teacher in teaching English. In general, TED Talks are considered as
valuable resourcesin educational field from two different perspectives as
explained by Taibi et al. (2015: 4) that TED Talks videos become a good
resource for teaching English since it presents multilingual transcript.
Moreover, it provides a useful and updated source of information to
learn a subject or language.
To utilize TED Talks video in classroom, Arntsen (2016: 2)
suggested the teachers to combine it by using many activities that will
support student‘s learning. Teacher can also implement it by presenting
pre-, during, and post talk activities.
a. Before the Talk
To get students interested in and talking about the topic,
Arntsen (2016: 4) recommended teacher to give the prior
knowledge and vocabulary development in advance. Teacher can
14
prepare some images, general question, or perhaps a survey. So, the
student can be easier to do the exercise which related to the video.
b. During the Talk
In this part, when students are listening to the TED Talk
video, teacher can ask the students to do note-taking depends on
student‘s level. Sometimes, for the intermediate-level, teacher can
present gap fill notes or blank outlines before the video are played.
c. After the Talk
In this last part, students can be asked to do a small group or
personal discussion. Besides, for various methods, teacher can set it
by asking the student to do a presentation, debates, or reports
(Arntsen, 2016: 3).
In addition, Romanelli et al. (2015: 1) suggested that educator
could utilize TED Talks as a tool to help students in running the
scientific approach in curriculum. For instance, TED could be used as an
active-learning-strategy which allowed students criticizing and/or
designing their own speech based on their interest. In this point, the use
of TED Talks is seemed to be a positive medium for teaching and
learning process.
In implementation, teacher should consider many important
things. Arntsen (2016: 1) stated that an educator has to choose an
appropriate TED Talk from a huge library depend on amount of students
15
and the objectives of teaching before giving it as the material in
teaching. In selecting TED Video, teacher should pay attention in
determining language level, choosing video content and its duration, and
pre-teaching vocabulary. On the other hand, after summarizing many
researches, Li (2015: 24) concluded that TED Talks can be utilized to:
1) bring out students‘ interest and curiosity:
2) teach students the ways to interact with the audience:
3) boost students‘ learning motivation:
4) encourage whole personal development:
5) help viewers develop a global perspective and become all rounded:
6) develop teaching quality:
7) Increase the attention duration of students.
6. Video
a. The Definition of Video
Video is one of media that can be used by teacher or lecturer to
teach students in the classroom. It can helps the teacher transfer the
materials that are related to the lesson. The students can listen and
watch the video, theay get the materials in the video with clearly.
Video can be improve educational and motivational tool in the
teaching and learning process.
According to Woolfit (2015: 5) Video is difined here as digilaty
recorded content that has sound and motion that can be stored or
delivered live, and can be streamed to variety of diveces. Mine while
16
Kim (2015: 16) said that videos is commonly used tool because it
provides background knowledge and specific eaxamples that provide a
focus for learning actives. Than Harmer (2001: 282) identifies several
main adventages of using video in classroom, but also potential
problems, the main advantages of using video in classroom is that
student both hear and see the language.
b. The Benefites of Using Video
Tomalin (1991: 48) said there are some benefits of teaching English
using video, They are as follows:
1) Students enjoy language learning with the video.
One of the aims of teaching English to lerners is to
instill in them. The idea that language learning is happy experience
and video creates an attractive enjoyable learning enviornment.
Teaching using video make the teaching- learning process more
various. The various media that are applied by the teacher can
motivate the students to learn and give comfortable feeling during
teaching-lerning procces in the classroom.
2) Video is an effective way of studying body language
Language learners are learning about the world
around them. Because the video consists of action, so the students
can learn about body language based on action of the video.
3) Students gain confidance through repetition
17
Students love to hear stories again and agaian, the same
goes for video. By watching a video several times students can
learn by absorption and imitation.
woolfit (2015: 34) found that 76% of students they
surveyed considered the video format (Web Based Learning
Technology) to have a positive impact on their learning, and to
make it easier to learn. In Manchester University, over 90% of
students believed watching the recorded lectures would increase
their examperformance.
7. Writing
a. The Definition of Writing
Writing is one of the four language skill beside listening, speaking
and reading. There are some definitions of writing that presented by the
expert. According to Gleb (1969: 11), writing began at the time when
man learned how to communicate his thought and feeling by means of a
visible sign, understandable not only to himself but also to all person
more or less initiated into the particular system. Writing encourages
students to focus on accurate language use and, because they think as
they write, it may well provoke language development as they resolve
problems which the writing puts into their minds (Harmer, 2007: 31).
According to Nunan (2003: 88) writing is the process of thinking to
invent ideas, thinking about how to express into good writing, and
arranging the ideas into statement and paragraph clearly. Based on the
18
definitions above, it can be concluded that writing is a process or
activity to write something, develop the ideas in mind into sentences,
paragraphs well based on the patterns.
b. Teaching Writing
According to Harmer (2007: 79), the reasons for teaching writing
to students of English as a foreign language include reinforcement,
language development, learning style, and writing as a skill.
1) Reinforcement
Some students acquire language in purely oral way, but
most of them benefit greatly from seeing the language written
down. Students often find it useful to write sentences using new
language shortly after they have studied it.
2) Language development
The actual process of language helps learners to learn as
they go along. The mental activity they have to go through in
order to construct proper written text is all part of the learning
experience.
3) Learning Style
Some students are fantastically quick at picking up the
language just by looking and listening. Writing is appropriate for
such learners. It can also be a quite reflective activity instead of
the rush and bother of interpersonal face-to-face communication.
c. Process of Writing
19
According to Harmer (2004: 4) the process of writing
consists of five stages. They are planning, drafting/revising,
editing/proofreading, final draft, and follow up.
1) Planning
A writer should think about what the reader will disclose
and record the essence of the paper to be discussed.
2) Drafting (revising)
An author will draft many times. At this stage, maybe the
order is still unclear, the idea is not right, or lack of explanation.
According to Oshima & Ann (2007: 88), the key of writing
well is a simple process called revision. In the process of
revision, you read through your piece of writing to make
improvement and also to correct mistakes.
3) Editing (reflecting and revising)
This stage deals with ideas, an organization of writing,
vocabulary, spelling, grammar, and the procedure of writing in
English. Reflecting and revising are often help by other readers
or editor who comment and make suggestions
4) Final version
After editing and made some necessary improvements, a
final version is made. In this stage, the final draft can be very
different from the first draft. And writing at this stage is readily
presented to the reader.
20
d. Macro and Micro Skills of Writing
Brown (2003: 221) states that micro-skills of writing are
most appropriately to imitative and intensive types of writing task,
while macro skills of writing are essential for the successful
mastery of responsive and extensive writing. The descriptions are
as follows:
1) Micro-skills:
a. Produce graphemes and orthographic patterns of English.
b. Produce writing at an efficient rate of speed to suit the
purpose.
c. Produce an acceptable core or words and use appropriate
word order.
d. Use acceptable grammatical system (tense, agreement,
pluralization), patterns, and rules.
e. Express a particular meaning in different grammatical form.
f. Use cohesive devices in writing discourse.
2) Macro-skills:
a. Use the rhetorical forms and conventions of written
discourse.
b. Appropriately accomplish the communicative functions of
written texts according to form and purpose.
c. Convey links and connections between events and
communicate such relations as main idea, supporting idea,
21
new information, given information, generalization, and
exemplification.
d. Distinguish between literal and implied meaning when
writing.
e. Correctly convey culturally specific references in the context
of the written text.
f. Develop and use a battery of writing strategies, such as
accurately assessing the audiences‘ interpretation, using
prewriting device, writing the fluency in the first draft, using
paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.
8. Motivation
a. Definition of Motivation
Harmer (2007: 98) define motivation is state of a cognitive arousal
wich provakes a ‗decision to act‘ as a result of wich there is ‗sustained
intellectual and/or phisycal effort‘ so that person can achieve some
‗previously set a goal‘. Motivaton is some kinds of internal drive which
pushes someone to do something in order to acheive things. This
definition is introduced in some theories, in a genaral motivation are to
learn, to work, and get achievement. According morgan et al. (1979:
210) motivation has three aspects:
22
1) A driving state whitin the organism that is set in motion by bodily
needs, environmental stimuli, or mental events such as thought and
memories:
2) the behavior aroused and directed by this state:
3) the goal toward wich the behavior is directed.
Motivation is often considered to be cyclical. The first satge is the
drive state: the second stage is the behavior triggered by the drive state:
the third stage of motivational cycle is lead to a goal
b. Type of Motivation
There are type of motivation. They are Extrinsic motivation
and intrinsic motivation
1) Extrinsic Motivation
Extrinsic motivation is relates to the reward an individual
will get as a result of any instrumental action. Thus it does not
basically refer to the determination in the activities or behavior.
The extrinsic motivational factors need to be categorized in the
area of their interest. Refer to the motivational that comes from
outside rewards, such as money or grades. The motivation comes
from the pleasure one gets one from the task itself or from the
sanse of statification in completing or even working on a task.
Hopefull the result and suggestions of this research will help the
relevant parties take several actions to improve the situations.
23
Therefore, extrinsic motivation is the answer to help the students
to feel more confident in answering mathematics examinations or
quizzes. (Deci & Ryan 2000: 60)
Lile (2000: 1) explain, extrinsically motivated students
studies and learns for other reason. Such as students performs in
order to recive a reward, like graduating or passing a test or
getting a new shirt from mom, or to avoid a penalty like a failing
grade. Although extrinsic motivation can, and should be, used
with extrinsically motivated students too. If students are not
given a reward or credit for their efforts, and no feedback is
given to student, the most students extrinsic motivation would be
began to decrease.
2) Motivation Intrinsic
According to Deci & Ryan (2000: 56) intrinsic motivation
refers to doing activity for inherent statitification of the activity
itself. A person intrinsically motivated if an activity is done for
itself and for the pleasure that drives from doing activity.
Meanwhile Lile (2000: 1) interstice motivation is motivation
form within the students intrinsically motivated students studeis
because of she/he want to study. In other word, intrinsic
motivation refers to motivation that comes from insede
individual rather from external or outside reward.
c. Indicator motivation
24
Uno (2011: 23) said that the learning motivation indicators
can be classified as follow:
1) There is a desire and want of success
2) There is encouragement and need in learning
3) Fututre expectation or aspiration
4) There is an interest in learning activities
5) There is a conductive learning environment
B. Previous Study
The first study came from Alfian Hadyan Noor (2017), a thesis
English Education Department Islamic Education and Teacher
Training Faculty State Islamic Institute of Surakarta. The
objective of this study was to find whether there was any
significant difference in learning achievement of speaking
practice between the students who were taught by using Ted-
Ed Lesson Web Blog Media and those who were taught by using
Text Book media in SMP Muhammadiyah Program Khusus Kartasura
in The Academic year of 2016/2017. The design this research
is post-test only control group design used for collecting
data that is used post-test. The population of the study was in the
senior high school. The number of the population was 67 students divided
into classes. From the analysis, the t-test or t-value obtained
25
is (8.92), since t-test is higher than t-table (2.0), so the
hypothesis is accepted. The average score post-test in
experimental class is 57.4 and the average score of post-
test in control class is 50.6. It can be concluded Ted-Ed
Lesson Web Blog as media can make the students more
enthusiasm, active and enrich the students speaking skill at
the eighth grade students of SMP Muhammadiyah Al-Kaustar in
the academic year of 2016/2017.
The second previous study was taken thesis from Zahirani (2018),
Faculty of Education and Teacher Training Ar-Raniry State
Islamic University Darussalam – Banda Aceh with the title
Utilizing TED Video to Improve Students’ Public Speaking
Skills for Academic Purposes. The objective of the study is to
investigate to what extent the use of TED Talks video
improves students’ public speaking skills for academic
purposes. The research employs quantitative approach. The
participants of the study were thirteen students of English
Department of the fifth semester in Sekolah Tinggi Keguruan
dan Ilmu Pendidikan Bina Bangsa Getsempena (STKIP BBG) which
is located at Tanggul Krueng Aceh, Rukoh, Darussalam, Banda
Aceh. To obtain the data, pre-experimental teaching was
26
conducted. It occurred in One-Group Pre-test and Post-test,
there was no control and experimental class. The result show
that teaching public speaking by exploring TED talks style
give effect on the public speaking students. The mean score
of pre-test was 56.3 and the mean of post-test was 66.7. It
means that TED Talks play the important role in improving
students public speaking which is increased 18,5% in the
fifth year students of Department of English Language
Education of Bina Bangsa Getsempena.
27
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer analyses the students‘ motivation of English
teaching and learning process in writing class. The data was taken from writing
calss in the third semester of IAIN Salatiga. The data will be presented by the
writer from data found in research.
A. Research Design
This research is conducted to disclose the students‘ motivation of
English teaching and learning process in third semester of writing class.
Sometimes each students ignored motivation in the teaching and learning
process. Motivation itself needs to be presented a comprehensively in order to
get a deep explanation in real condition. For this reason the writer uses
descrieptive qualitative study as the reasearch design. Kothari (2004: 3)
defines ―Qualitative research... is concerned with qualitative phenomenon,
i.e., phenomena relating to or involving quality or kind‖. In line with Kothari
(2007: 37) states that qualitative research is defined as a process of
investigating human relation issues in comprehensive view, structured by
sentences, presented in detail from informants, and conducted in natural
settings.
Moeleong (2009: 5) gave their definition of qualitative reseacrh.
Qualitative research focuses on the methodological nature. It aims at knowing
the meaning of the events. Moleong later summarized (2009: 6) that this kind
28
research is to understand the phenomenon happens to someone. Not only
understanding a phenomenon but also knowing of attitudes, perspectives, and
motivation. Descriptive research can be used to collect data, analyse data and
draw conclusion (Neville, 2007: 3). Supporting to Arikunto (2010: 3) adds
descriptive research is the study intended to investigate the situation,
condition, circumstances, events, and other activities, and the result presented
in a research report.
Moleong (2010: 10) explain the consideration using qualitative
research is its ability to adjust to general realities moderately. This kind of
research also presents relations between research and their respondents‘
directly, it is more sensitive and adjustable to changes in the pattern of value
by the researcher. According to Zuriah (2007: 47) in accordance with the use
of qualitative research, the analysis approach of this research depends on the
descriptive one, a research that describes phenomenon, fact, and events of
groups systematically and accurately. The reason of why the qualitative
research is applied in this research.
B. Object of Research
1. The profile from Institute of Islamic Studies
Institute of Islamic Studies (IAIN) Salatiga is an Islamic Institute
under Religion Departement of Republic Indonesia. According to
Information of Institution (2015: 3) IAIN Salatiga has shifted the status
from FIP-IKIP NU (become Educational Faculty) Institue for Islamic
29
Studies (IAIN) Walisongo (Educational Faculty) State Institute
for Islamic Studies (STAIN) Institute of Islamic Studies (IAIN)
Salatiga.
This transtiton based on the basic law of transition (President
Degree of Republic Indonesia No. 143 in 2004) State Institute for Islamic
Studies (STAIN) become Institute of Islamic Studies (IAIN) and Regions
Department on 7 in 2015 about Organization and Working Procedure
Institute of Islamic Studies (IAIN) Salatiga.
2. Faculty and Study Programs of Departments English (TBI)
This faculty had on educate the students to be prefessional teacher
suitable for their Department. Institue of Islamic Studies (IAIN) Salatiga
had of Departments English (TBI).
This research conductetd in the third semester of writing class in
IAIN Saltiga in academic year 2018/2019. While the lecturer start the class
the researcher did an observation.
C. Source of Data
According to Sutopo (2006: 9) the source of data in the qualitative
research is generally grouped into two types of ways, namely techniques that
are interactive and non interactive. Interactive method include interviews and
participant observation, while non-interacative method includes non-
participant observation, question techniques, documnet recording, and real
30
condition of participant. The source of data that are related to the research
object (Arikunto, 1989: 10). On this research, the research used data sources
were observation and quetionnaire.
1. Participant
The participants of the research were the third semsester English
Department of IAIN Salataiga in the academic year of 2018/2019. The
researcher just take one class with the total number of the participant is 26
students.
The table 3.1 showed the list of participant of the third semseter in
writing class of English Department of IAIN Salatiga in the Academic
year 2018/2019
Table 3.1
Table codes of respondents
No. Respondents Code
1 R.1 SW
2 R.2 NS
3 R.3 SF
4 R.4 ZP
31
5 R.5 DF
6 R.6 KM
7 R.7 SN
8 R.8 MH
9 R.9 VS
10 R.10 NK
11 R.11 LC
12 R.12 NU
13 R.13 AN
14 R.14 ED
15 R.15 PD
16 R.16 EZ
17 R.17 MS
18 R.18 F
19 R.19 NZ
20 R.20 AJ
32
21 R.21 NF
22 R.22 NY
23 R.23 NK
24 R.24 ZL
25 R.25 IM
26 R.26 AR
2. Sample
Arikunto (2006: 23) investigated sample is part of the population
which is investigated. If research subject less than 100, then it will be
better to take all of it. So, it was regraded as a population reseaarch. But if
the research subject is more than 100, the writer can take 10 – 15% or 20 –
25 % from the population therefore. The total number of sample was 26
students. Related to the population which is 26 students, so the researcher
took all of as the respondents.
In this research, the sampling technique that was used total
sampling, which used all of the population in this research. In this
research, the respondents were from third semester writing class of
English Department of IAIN Salatiga.
D. Technique of Data Collection
33
Moloeng (2010: 157) explain data collection is considered as the most
prominent step in a research due to the fact that the main purpose of
conducting a research is to obtain needed data. In a qualitative research, data
can be taken from archival documents, written or oral expressions of people
or their behaviour, etc. Thus, the methods that were utilized in the process of
gathering the research data could be categorized as follow.
1. Observation
Collecting data for a qualitative research can be used by
observing human, situation, and cativities. Marshal assumed the aim of
observation in on simple sentence as written qoutes below. Based on
Sugiyono (2010: 64) ―By mean of observation, the research learns
behaviour and the meaning attached to those behaviours‖. Observation
is related to the process of studying people‘ behaviour and content of
the bahaviour occcurred in them. The researcher observes what kind of
activity that people actually do in writing class. Looking and studying
of what people do is the knowledge or meaning the researcher
investigation. It mean can be conclude that the researcher must have
skill to understand the behavior by observation.
Sugiono (2010: 66) wrote that participant observation when it
has done in passive, the investigator comes to the site of research but he
or she does not interact and participate in the research activities.
Therefore, it does not mean that the researcher does not have any
34
activities to do. It is understood as the researcher process to absorb
information which is obtained in observation via notes or any helpful
tools, such as video recorder or photographing the process.
The researcher came to the classroom and saw the activities that
occured during the teacing-learning process. In order to obtain the data,
an observation was done along the teaching-learning process. The
researcher observed the class to know the capture of the students‘
motivation in writing learning.
2. Questionnaire
In qualitative research there technique for data collection can be
used the questionnaire to make easier or analyse the data. The
questionnaire is the list of question used to find the information wich is
started by respondenrs. The writer expalin two kinds pf questionnaire
those are open-ended and close-ended questionnaire. In this paper, the
researcher will focus using open-ended questionnare.
According to Arikunto (2006: 152), an open questionnaire is
aquestion is a questionnaire wich gives chance for the respondents to
sahre their opinion throught their own sentence. Respondents are
expected to write down their ideas in a confident way. Lazarsfeld
(1944: 38-60) sugest using open-ended question at the initial stage of
questionnaire design in order to indentify adequate answer categories
for the close-ended questions. In the later stages of the questionnaire
35
design, open-ended questions can be used to explore deviant responses
to the close-ended questions.
In this research, the researcher using open-ended questions, the
questionnaires consisted nine numbers. Questionnaire one until four
about students‘ perception on TED Talks and questionnaire five until
nine about students‘ motivation, related to Uno (2011: 23) in the
previous chapter about the learning motivation indicators classified to
improve motivation after watching TED Talks video.
Table 3.2 showed the items of the questionnaires:
Table 3.2
Table questionnaire items
No. Quetionnaires
1 Tell me what do you know about TED Talks?
Answer :
2 Did you know TED Talks before this?
Answer :
3 Did you get from the video?
Answer :
36
4 What are the difficulties within watching the video?
Answer :
5 Could TED Talks Video help you get more
motivation in writing?
Answer :
6 Could TED Talks video encourage to learn in your writing?
Answer :
7 Can TED Talks video give you aspiration to learn in writing?
Answer :
8 Are you interesting with TED Talks Video in writing?
Answer :
9 After watching the video of TED Talks, what do
you think if
TED will be applied as the material in writing
class?
Answer :
37
Then the researcher giving code in every numbers as follow:
1=Q.1, 2=Q.2, 3, 3=Q.3, 4=Q.4, 5=Q.5, 6=Q.6, 7=Q.7, 8=Q.8, 9=Q.9.
Coding can help the researcher in processing the data analysis.
3. Documentation
A valuable source of information in qualitative research can be
documentation. According to Sugiyono (2010: 240) stated that
documentation can be written and picture by someone that can be used
to obtain information. In conducting documentation method, the can
provide magazines, books, documents, ect. The fuction of
documentation method is to make credible the result of observation or
interview. In this research, the documentation guide is subjects‘ grade
transcript.
E. Data Analysis
Creswell (1994: 153) explain that a qualitative data analysis is several
simultaneous activities that engage the attention of the researcher: collecting
information from the field, storing the information into a story or picture, and
actually writing the qualitative text. Meanwhile, Sugiono (2006: 335) states
that a qualitative data analysis is a process of searching and arranging into
patterns, sorting the important ones, and drawing conclusions in order to be
comperhended by the research or the readers.
In addition, Miles & Humberman (1992: 18) divide qualitative data
analysis into two approaches, i.e. flow analysis models and interactive
38
analysis model. However , the writer takes third-smester students as
respondents as who join in writing class. The data collected by the writer then
the writer analyses students‘ motivation of writing class using TED Talks
Video.
F. Procedure of the Research
1. Observation video
Observation video was conducted to find out video, which video
can give inspiration and interesting enough for the student. It purpose for
knowing how the students‘ result motivation from the video.
2. Observation class and documentation
Observation class and documentation was conducted to figure out
the class situation, to know the students‘ interest in writing learning, how
they understand the lesson and activities during the class room activities.
Knowing how the students‘ result motivation in learning Englsih as a
foreign languge when using TED Talks video. And for documentation the
researcher take some pictures.
3. Distributing questionnaire
39
To figure out the true answer from students about their pro and
cons during understanding teaching and learning process. A questionnaire
is distributed to all students engaged in the investigated class. Knowing
students‘ motivation of teaching-learning process and the motivation of the
teacher is goal of this step.
4. Presenting the result descriptively
All result of this research is systematically written and concluded
in a naration. It is presented descriptively in the form of a research report.
CHAPTER IV
RESEARCH FINDINGS
This chapter consists of the result of the research and the explanation to
answer the statements of the problems. The researcher analyzes form function of
TED (Technology, Entertainment, and Design) Talks video to improve students‘
motivation in writing skills for the third semester students of English Education
department of IAIN Salatiga in the academic year 2018/2019.
A. Research Findings
This subchapter, the researcher displays finding data and data analysis.
The finding data from observation i.e. video, classroom and questionnaire.
1. Video observation
The researcher observes some videos, to look which video can
improve student motivation. The researcher find one animation video, the title
40
is ―How to make your writing funnier‖ by Cheri Steinkellner. The researcher
believes that video will inspire the students and interesting enough. The video
give some tips and tricks. Cheri Steinkellner the winner Emmy Award-
winning comedy: she write offers a few tips and tricks for finding the funny
when do writing.
2. Classroom observation
In the observation of this class, the researcher categorize some of
things that happened in the classroom and the researcher observe the specific
event and thing that occurred in the classroom on November, 28th
2018.
During the observation, the classroom look conducive and the students ready
to learn. The lecturer give explanation about the material, then the students
pay enough attention to the lecturer. The students are actively answering when
the lecturer give some questions about the material. The lecturer then give
them assignment to write some paragraphs. The students are focuses enough
when she gives intermezzos, explain the material and give the assignment.
However, some students do not pay attention. It do not interfere teaching and
learning process. Thus, students have a good qualification in teaching and
learning English. Therefore, on the next meeting the researcher give the TED
video with the title ―How to Make Your Writing Funnier‖ and distribute the
questionnaire.
3. Questionnaire
In the next meeting, the researcher prepare the video and audio in
classroom. After that the lecturer play the video. The students enthusiastic
41
and focus to it. The video plays twice by the lecturer before the students
answer the questionnaire. Before the questionnaires are distributed to the
students, the researcher explain how to answer the questions. The
questionnaire are consist nine statements contained in a Table 4.1, the result
of analyses. The questions from one to four about TED video whereas from
five to nine about motivation.
42
B. Data Analysis
After the researcher describe students motivation in writing classroom
using TED video, then the researcher explain more detail about the research
finding as follows:
Table 4.1 Table data findings
R1
N
O.
Answer
Q
.1
I don‘t know about TED Talks, because it has never been before
Q
.2
No, I don‘t know, this is first time for me
Q
.3
A motivation to develop a writing
Q
.4
This video is full of using English so I have difficult because I‘m not
good at English
Q
.5
Yeah, thinking of something that was not thinking all in
Q
.6
Yes, I want learn in my writing to be able from the previous
Q
.7
Yes
43
Q
.8
Yes, because I like an anime
Q
.9
I think that TED can be applied as the material in writing class
R2
N
O.
Answer
Q
.1
I think it‘s about motivational videos, I have been this before
Q
.2
No, I did not
Q
.3
I don‘t get anything from the video and the purpose of the video, I
don‘t know what the video is about.
Q
.4
Understanding between the video and the purpose of the video and
the purpose of the video, I don‘t know what the video is about
Q
.5
No, because I can‗t get anything and unlike to writing
Q
.6
Maybe yes, when I understand how to use it.
Q Maybe Yes, because the rabbit in the video describes how he started
44
.7 writing and was not accepted by others, then it seriously studied the
world of writing, and finally it successes
Q
.8
No because I dislike writing
Q
.9
Disagree, because it is difficult to understand because the speaker so
fast
R3
N
O.
Answer
Q
.1
I think with less understand the meaning of the video
Q
.2
This video about how difficult write script interesting audience
Q
.3
The difficulty of writing
Q
.4
Fast weekly speaker
Q
.5
I think, I must write from now to make script
45
Q
.6
No, because the video tell about laugh people
Q
.7
No, because I not agree idea the video
Q
.8
Yes, because overall teach write the script
Q
.9
Maybe, but must Ted more interesting
R4
N
O.
Answer
Q
.1
I don‘t know about TED talks
Q
.2
No, I don‘t know TED Talks before
Q
.3
Interesting
Q
.4
Because for the first time watch the video, so I don‘t know about TED
Q
.5
Yes, more interesting and I will to try
46
Q
.6
Yes, for try to make better my writing skill
Q
.7
Yes, I‘m
Q
.8
Yes, the video interesting enough
Q
.9
Maybe yes
R5
N
O.
Answer
Q
.1
I don‘t know because it‘s my first time watching the video
Q
.2
No, I didn‘t
Q
.3
I don‘t understand the video
Q
.4
I am not easy to understanding the movie maybe because it‘s my first
time
Q
.5
Yes, I get little motivation
47
Q
.6
From the video I get a encourage to learn for writing, I think we write
from our experience
Q
.7
Yes, I can get a little aspiration
Q
.8
Yes I am quite interesting
Q
.9
Maybe it will be easier to learn writing
R6
N
O.
Answer
Q
.1
I don‘t know about TED Talks
Q
.2
Not yet
Q
.3
Just a little understand, in the video TED try to explain how to writing
comedy script when the first fail but finally success make funny writing
with noticing ordinary in daily life.
Q
.4
I can‘t understand enough, but I try to listen
48
Q
.5
Yes, from the video tell about hoe to try to get more writing skill
Q
.6
Yes
Q
.7
Yes
Q
.8
Yes
Q
.9
I think, it can applied in class
R7
N
O.
Answer
Q
.1
I don‘t know because it was my first time watching
Q
.2
No. I didn‘t
Q
.3
I don‘t understand about this video
Q
.4
I fell difficult, cause I don‘t understand
49
Q
.5
Maybe yes, I think this video tell about that we diligent
Q
.6
Yes, because in the video we know about the importance of writing
Q
.7
yes, because this video encourage me to learn writing
Q
.8
Yes
Q
.9
If this video will be applied can better but with the video more
interesting
R8
N
O.
Answer
Q
.1
I think ted talks about motivation
Q
.2
I don‘t understand
Q
.3
Maybe, the video teach not give up easy
Q
.4
Nothing subtitle, so it‘s more difficult to understand what is being
said
50
Q
.5
Yes, if that the video there is subtitle
Q
.6
I don‘t know because I still don‘t know
Q
.7
I don‘t know because I still don‘t understand
Q
.8
No I‘m not
Q
.9
I think, will make it more difficult
R9
N
O.
Answer
Q
.1
TED Talks is the thing that I can‘t get it
Q
.2
No, I didn‘t
Q
.3
What I get from the video isn‘t about TED. But actually basic
information, don‘t wish your like after, it has moral value. Their own life
way, and we have ours. Be grateful and keep spirit for our success in
future
51
Q
.4
The difficult is the speed of the speaker. I can‘t get the content easily.
Moreover I never got it before. So this difficult thing.
Q
.5
Yes, there is a little push from the video for my writing ability
Q
.6
I think it could be, if I watch TED Talks for many times
Q
.7
It can be a little aspiration
Q
.8
Yes, I am I think writing lecturer have to show the videos of TED
Talks many times
Q
.9
I agree, TED Talks can encourage our ability writing so I like it can
be material in writing class
R10
N
O.
Answer
Q
.1
I don‘t know because this is my first time to watch the video
Q
.2
No I didn‘t
Q Nothing
52
.3
Q
.4
There is no subtitle
Q
.5
No, it couldn‘t. because I don‘t understand about the video
Q
.6
Maybe. If there is subtitle in the video
Q
.7
No I can‘t. The same reason, I don‘t understand about the video
Q
.8
Yes I‘m
Q
.9
No I don‘t because there is no subtitle and it make us difficult to
understand
R11
N
O.
Answer
Q
.1
I don‘t know about it before even I never hear it
Q
.2
No, I don‘t know before about it
Q I can‘t get anything from the video, because I difficult to understand it
53
.3
Q
.4
Very fast speak when I try to understanding the main idea of video
Q
.5
I can‘t get anything motivation from this video
Q
.6
Maybe can, when I understand how to use TED Talks
Q
.7
I don‘t know, because I don‘t know about it and how to use it
Q
.8
Yes, I interesting about TED Talks
Q
.9
I disagree. Because the video difficult to understand and maybe
difficult applied in writing class
R12
N
O.
Answer
Q
.1
The video tell about motivation in learning
Q No I didn‘t
54
.2
Q
.3
I don‘t quite understanding what the content of the video
Q
.4
The language used is very difficult for me
Q
.5
The video contains motivation, but I‘m still confused with the video
Q
.6
Not, but very help to learn listening
Q
.7
It could be
Q
.8
I fell not interesting
Q
.9
I think TED Talks is very suitable as the material of the class listening
R13
N
O.
Answer
Q
.1
I‘m miss understanding that video
Q
.2
No, I didn‘t know before this
55
Q
.3
No, I didn‘t get anything, because I didn‘t understand the video
Q
.4
The difficult, because the speaker very fast
Q
.5
No, I think couldn‘t
Q
.6
No, I couldn‘t
Q
.7
No it‘s can not
Q
.8
No aren‘t because I don‘t know the video about
Q
.9
May be it can because in the beginning a title lesson. Certainly many
video of TED Talks can help to material lesson
R14
N
O.
Answer
Q
.1
I don‘t understand about this video
Q
.2
No I didn‘t know
56
Q
.3
I didn‘t get this video
Q
.4
Speaker so fast
Q
.5
Yes, I think get more motivation, but here I don‘t understand about
this video
Q
.6
No, I don‘t understand
Q
.7
No I don‘t understand
Q
.8
No, aren‘t because I don‘t understand this video
Q
.9
I think can add a little knowledge on how to make writing
R 15
N
O.
Answer
Q
.1
TED Talks about hoe to become a smart people
Q
.2
No I don‘t know, this is for my first time
57
Q
.3
No I can get the point about the video
Q
.4
The dialogue and prolog in the video so fast
Q
.5
Yes, it can because in one of part it said that how to become a smart
person
Q
.6
I think no, because it can encourage to learn listening
Q
.7
No because it give me aspiration to learn listening
Q
.8
Yes, in same part in interest
Q
.9
May be that can, if we watch the video and then we write something
about video
R16
N
O.
Answer
Q
.1
About motivation, if you fail, try again and never give up
Q
.2
No, I don‘t know about before this video
58
Q
.3
I get motivation, if fail achieve something, I will try again and try
again
Q
.4
No, I don‘t when watch the video, but I try to understand
Q
.5
Yes TED Video help me try to writing when I fail, I will try
Q
.6
Yes, this Video encourage me, to learn more and more and try to
writing
Q
.7
A little aspiration me learn in writing
Q
.8
Very interesting
Q
.9
It‘s good if this video applied in writing class, I think good idea
R17
N
O.
Answer
Q
.1
I don‘t know about TED Talks. I never find / see that kind of video‘s,
because it is my first time to see TED Talks
Q No, I didn‘t it is my first time to see TED Talks
59
.2
Q
.3
I just get that it‘s video talks about how to write funny articles, it
begin with 5W+1H to write what the content of articles that we will
write
Q
.4
For me the difficulties are I don‘t know what the speaker said, the
speaker spoke so fast and there are not subtitle
Q
.5
I know the content of the video, I think if video can help me to get
more
Q
.6
It could, TED Talks tell the systematic how to write a good article, so
it make me easier to write
Q
.7
Yes, it can
Q
.8
Yes, I am
Q
.9
For me, I don‘t think that TED effective is applied as material in
writing class, maybe mostly of the students don‘t like it
R18
N
O.
Answer
Q I don‘t know about TED, it‘s first time for me watching video about
60
.1 TED
Q
.2
No
Q
.3
I don‘t get anything from the video
Q
.4
The speaker very fast
Q
.5
No
Q
.6
I don‘t think at all
Q
.7
I don‘t think so
Q
.8
Honestly, I don‘t interesting with the video
Q
.9
I can‘t give you explanation about applying about TED in the writing
class
R19
N
O.
Answer
61
Q
.1
I think it‘s about humor
Q
.2
Just little, because the video make me confuse about the content
Q
.3
I laughed after I saw the video
Q
.4
The speaker very fast
Q
.5
Yes, because in writing need 5w+1h and write about experience
Q
.6
Not yet, because I don‘t get overall
Q
.7
No
Q
.8
I‘m not so interested
Q
.9
Maybe yes, from the video we can write about humor
R20
N
O.
Answer
62
Q
.1
I don‘t know
Q
.2
No I don‘t know. It‘s been my first time
Q
.3
Knowledge
Q
.4
Actually I fell a little bit confuse, but after watching this video I think
writing will be more fun
Q
.5
Sure
Q
.6
Sure
Q
.7
Yes, I think so
Q
.8
Yes, a little bit interested, because it‘s looks so unique and student not
get bored
Q
.9
Maybe yes, as my point of view
R21
63
N
O.
Answer
Q
.1
I don‘t know about TED Talks
Q
.2
No, I didn‘t not
Q
.3
Not yet
Q
.4
The video is interesting, but I feel not yet able to fully understand
Q
.5
Maybe yes, but I think I can‘t fully understand
Q
.6
Yes, because in this video show a lot aspiration to learn writing
through the video we can be interest to learn more
Q
.7
Yes, it can. When get aspiration we become more enthusiastic to write
Q
.8
Yes, because TED Talks Video share motivation to learn in writing
Q
.9
Yes it can help student anymore
R22
64
N
O.
Answer
Q
.1
I don‘t know about TED Talks
Q
.2
No, I didn‘t
Q
.3
Not yet
Q
.4
This difficult to understand what the speaker say. Many foreign
vocabulary are hear. It‘s hard to hear the speaker talking
Q
.5
Maybe yes, I think TED Talks can make someone to have creative
thinking
Q
.6
Yes, because some solution for writing like how to make an
interesting article
Q
.7
Yes, it can
Q
.8
Yes, because use a video make me easy to understand
Q
.9
I think TED Talks can be applied as the material in writing class,
because so interesting and that is a something new
R23
65
N
O.
Answer
Q
.1
I don‘t know I just watched it for the first time
Q
.2
I don‘t know
Q
.3
Never give up
Q
.4
Yes
Q
.5
Maybe yes
Q
.6
No, because I don‘t understand
Q
.7
I don‘t know
Q
.8
Maybe
Q
.9
I disagree because TED Very difficult
R24
66
N
O.
Answer
Q
.1
I don‘t know about TED Talks I just watch it for my first time
Q
.2
No, so far I have not understand what TED Talks are
Q
.3
I still less understand, which catch of the video explanation about
someone who is confused with what he can do
Q
.4
I don‘t understand what is explained from the video
Q
.5
So far, I don‘t understand
Q
.6
No, so far as I don‘t understand what it is TED Talks
Q
.7
Not at all
Q
.8
I have not been interested about TED Talks because I don‘t
understand
Q
.9
I disagree because TED Talks are very confusing
R25
67
N
O.
Answer
Q
.1
Video TED Talks In my opinion it is very motivating, but this time I
just watched a TED Talks
Q
.2
No I didn‘t
Q
.3
No I didn‘t this video because I can‘t understand the contents of the
video
Q
.4
Can‘t understand the contents of the video
Q
.5
No I can‘t get more motivation because I don‘t like write
Q
.6
Maybe, When I understand has to use it
Q
.7
Yes because the rabbit has 2 high enthusiasm for being able to write
Q
.8
Yes TED Talks is interesting
Q
.9
Disagree
68
R26
N
O.
Answer
Q
.1
I don‘t know about TED Talks
Q
.2
It my first time
Q
.3
About how to built write script with easier and funny in daily life
Q
.4
The video hasn‘t subtitle
Q
.5
I think it can be motivated
Q
.6
Yes, I can encourage after watching the video
Q
.7
Yes I can
Q
.8
Yes, it make me interest
Q
.9
Yes, it can be applied in writing class because make interest in writing
69
class
Based on the analysis from the data i.e. 26 English students in writing
class, mostly the students do not know about TED Talks, and it is the first time for
them knowing the TED Talks video. The data shows there are 15 students are to
be motivated and agree if TED Talks video is applied in writing class. The 11
students do not interested after watching the video, because they confuse about
the contents and fill hard to understand the video. Therefore, most of students are
dominantly motivated after watching TED Talks Video.
The researcher find from the data all of students are never know about
TED Talks. The data shows they do not know that TED talks has various videos
which provide speakers expert in their occupation, whether it is education,
technology, health, music, entertainment, and any others. Many students not
interested in educational website as TED Talks, actually it is very important
because it can improve English ability.
The students also never watch TED Talks: it is the first time the students
watching TED Talks video. Most of their not know about TED Talks, but know
about contain the video. Few students not know about the contain, because they
feel hard to translate the video. Refer the data, some students feel hard understand
cause the speaker so fast. Every student has difference English skill, some
students good in speaking skill but not in writing, some student good in listening
skill but not in reading, etc.
70
The data show that many students in classroom get motivated and
interested after they are watching the video. They feel not familiar with TED
Talks video and never know about the video before it. As the result, after
watching TED Talks, they cannot easily conclude TED Talks video content
because different English level. They dominantly conclude that TED Talks video
had intermediate English level. Majority students still can understand some
information conveyed by the speaker.
Besides, they also perceive that by watching TED Talks video, they get
more motivation and encourage to learn in writing class. Furthermore, they also
get other beneficial advantages strengthen their English skill such as speaking and
listening. In detail, they also state that they get much new information after
watching the video. Thus, the video believed as one of appropriate media that can
be use in English teaching. Arntsen (2016) declared that TED Talks are good
resource for lecturers to be applied in some educational fields and can be utilized
as main or supported material in the English learner classroom.
This study also shows that students had three main difficulties along
watching TED Talks video. One of them, almost all students confuse because the
video has no subtitle. They argued that uncommon speakers‘ will influence their
understanding to each words, they think many unknown vocabularies by the
speaker. All students also argued that the speaker‘s talking speed is also their
barrier along watching TED Talks video. The fast speaking rate of the speaker
cause them feel difficult to get the important message which contain inside of the
video.
71
In addition, along watching the video, they often found some difficulties.
But over all, they still can understand some benefit information from the video.
As the result, they point out that the videos are appropriate to be apply in English
teaching especially in writing class. However, to apply the video as the material in
English teaching, the educators hope to remember the consideration stated above.
72
CHAPTER V
CLOSURE
This chapter discusses conclusion and suggestion. The conclusion is
drawn after getting research finding and data analysis. Furthermore, suggestion
leads further researchers who are interested in doing similar research.
A. Conclusion
Based on the data analysis in previous chapter, the researcher not only
concludes but also give the answers to the objectives of this research as follow:
1. The data i.e. 26 English students in writing class, mostly the students do not
know about TED Talks, and it is the first time for them knowing the TED
Talks video. The data shows there are 15 students are to be motivated and
agree if TED Talks video is applied in writing class. The 11 students do not
interested after watching the video, because they confuse about the contents
and fill hard to understand the video The students‘ perception on TED Talks
that they are interested, more focuses, very enthusiastic when the lecturer play
the video.
2. Yes, they do. It more encourage the students to they learn writing and they
agree if the TED Talks to be applied in writing class.
73
B. Suggestion
At the end of chapter, the researcher hopes that the result of this research can
be useful for:
1. For the next researcher
The result of the research can be used as additional reference by the following
researcher who are interested in the conducting the study about students‘
motivation in writing skill using TED Talks video. And hopefully, this
research is able to give inspiration and guidance for the next researcher to be
more careful while doing a similar research. Therefore, the next research will
perform a better comprehension than this research.
2. For the lecturer
The researcher suggest the English teacher to used more various method to
make the students interested in writing class and make the students understand
more about any materials.
3. For the students
The students are able to be motivated and their writing ability are developed.
Hopefully, knowing about the education website from the internet and smart-
phone, they can to learn and increase their mastering English anytime and
anywhere with them.
74
APPENDEXIES
75
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77
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79
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CURRICULUM VITAE
Full Name : Mahardhika Bima Sakti
Nickname : Bima
Date of Birth : August, 17th
1993
Place of Birth : Kab. Semarang.
Address : Dsn.KarangDawung, Bonomerto RT 04 / RW 03, Kec.
Suruh, Kab. Semarang.
Phone Number : 085777441203
Faculty : Teacher Training and Education Faculty
Education :
2000 - 2006 : Elementary School (SDN 01 Karanggede) Kab.Boyolali
2006 - 2009 : Junior High School (SMPN 01 Karanggede) Kab. Boyolali
2009 – 2012 : Senior High School (SMAN 01 Suruh) Kab. Semarang
2014 – 2018 : English Education Department of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
81
