RESEARCH PROPOSAL

“STUDENT’S PERCEPTION OF USING EDUCATIONAL

VIDEO AS AUDIO-VISUAL MEDIA TO INCREASING THE
LEARNING MOTIVATION OF MILLENIAL STUDENTS”

“Persepsi Siswa pada Video Pembelajaran sebagai Media Audio-

Visual dalam Meningkatkan Motivasi Belajar Siswa Milenial”

Andini Putri Utami

1952040025

ENGLISH EDUCATION
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
THE STATE UNIVERSITY OF MAKASSAR
2021

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 TABLE OF CONTENT
Cover................................................................................................................ i
Table of Content ............................................................................................... ii
CHAPTER I: INTRODUCTION
A. Background .......................................................................................... 1
B. Research Question................................................................................
C. Objective of the Research ....................................................................
D. Significance of the Research...............................................................
E. Scope of the Research................................................................. 8
CHAPTER II: LITERATURE REVIEW
A. Previous Related Studies ....................................................................... 9
B. Pertinent Ideas......................................................................................
1. Perception........................................................................................ 10
2. Technology ...................................................................................... 14
3. ....................................................................................... 17
4. Ruangguru Application .................................................................... 22
C. Conceptual Framework.......................................................................... 27
CHAPTER III: RESEARCH METHOD
A. Research Design.................................................................................... 29
B. Research Participant .............................................................................. 30
C. Research Instrument .............................................................................. 30
D. Procedure of Collecting Data................................................................. 31
E. Procedure of data Analysis .................................................................... 33
REFERENCES................................................................................................ 36

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 CHAPTER I
INTRODUCTION

This chapter consists of background, problem statement, objectives, significance and scope
of the research.

A. Background
The era of 21st century is often regarded as an era of technology, which all aspects of
life show change. Changes follow the development of technology that is classified as so fast.
Technology plays a important role in our life. Today, technology has become a basic
requirement for society. This is because technology makes our work much easier and less time
consuming. The impact of technology can be obtained in every possible field one such field is
education. The transfer of knowledge becomes very easy and convenient, as well as effective.
It means that our minds now tend to work faster when assisted with the use of modern
technology. Information that spreads quickly is one factor important in the success of teaching
and learning activities in world education.
Furthermore, technology also provides benefits for the millennial generation. Millennial
Generation is the first generation that is early exposure to technology. The benefits of
technology utilization according to Scheidet (2013, p.223)  like developing the standard of
process and products, facilitating the students to access the resources easily, affecting the
students’ way of learning positively, and improving the cognitive skills of the learners. The use
of technology for the millennial generation in learning English is an interesting thing. In the
same way, Indonesian millennial students can learn English from native speakers of English via
different platforms used in social media. English is an excellent second language to learn
whether it is for travel, business, or personal reasons (Jabbarova, 2020, p. 100). Arifin (2018, p.
101) emphasizes that the use of the English language  is not just for communication but a
media of exchanging meaning. English is additionally used to communicate with foreigners
who come to Indonesia since Indonesia has many tourism objects. For these reasons, it is
reasonable that Indonesian people got to know English.
But in the teaching or learning process, English students, especially millennial students
need instructional media that can arouse students’ motivation, because in practice, the teacher

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only using the lecture method so that which makes students feel bored, and it greatly affects the
results obtained by students. Therefore, students need innovation products that can be used by
students in the long term. The use of teaching media in the teaching and learning process can
generate new desires and interests, generate motivation and stimulants for learning activities.
One of the learning media that is often used is the video as audio-visual media. Audio-visual
materials use eyesight or sound to present information: “language tapes and video cassettes and
other audio-visual”. Audio-visual involves both hearing and seeing (usually concerning
teaching aids). Audio-visual aids are devices that appeal to the eyes and ears of the learners.
The widespread of English learning videos nowadays reveal that technology has been
integrated in English language realm. The use of video can facilitate the students in more
interesting learning activities because they can get different learning experience when it can be
implemented by teachers effectively. Harmer (2006) states that video can give essential extra
benefits for students’ learning experiences; enrich the students’ experience about language in
use, improve their cross cultural understanding, develop their creativity, and increase their
motivation in learning. However, in this advanced technology era, the teachers have to face
some challenges in utilizing the video in the classrooms.
Based on the benefits of this media, not a few millennials student choose to use it as a
learning media. It means that there is a reason also why they choose it. Why don’t they use
other media? Is it more efficiently that they learn using it especially in learning English? The
reason they use the video to increase their motivation in learning is very important for
researchers. She will analyze the use of this media to find out how motivated the millennial
generation in learning. The questions above lead to the impact of using educational video in
learning English. For students, it is more likely their motivation to learn English will be
affected by the features and the content in this media. Motivation can make students put so
much time and ability to master their favorite activity in which they have interest. So,
motivation is really important for the students to improve their ability. However, it is doubtful
to see the students’ motivation towards the use of this media in aiding their English learning.
Therefore, the researcher is inspired to conduct a research about student’s
perception on using educational video as an audio-visual media in increasing the learning
motivation of millennial students. There are two previous studies about this media. They are
Sitti Khadijah M.Pd (2016) with the title “Teaching by Using Media : Ways to Make it More

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Meaningful in EFL Classrom. Hashem Ali Issa Almuslamani, Islam A. Nassar & Omar Rabeea
Mahdi ( 2019) with the title “The Effect of Educational Videos on Increasing Student
Classroom Participation: Action Research” and Resi Khothori & Nina Suzanne (2020) with the
title “Students’ Perception on the Video Used by English Teachers as Instructional Media”.
Similar research was done by Sitti Khadijah, M.Pd (2016) with the title “Teaching by
Using Media : Ways to Make it More Meaningful in EFL Classrom. They surveyed how videos
make class meaningful. He found that on the results of many positive responds are still
addressed by the students. Another similar research also has been conducted by Limbong, A.
D. W., Panjaitan B. O., Silitonga M. W., and Ginting, N. F (2021), they stated that there is a
significant effect use of based learning media videos on student learning activities. There is
significant influence of media use video-based learning on outcomes learn students. Student
learning outcomes who are already using based media video is higher than learning outcomes
students before using based media video.
The same research was also done by Hashem Ali Issa Almuslamani, Islam A. Nassar &
Omar Rabeea Mahdi ( 2019) with the title “The Effect of Educational Videos on Increasing
Student Classroom Participation: Action Research”. In their research, they was analyze the
effect of educational video. And the result shown that the use of educational videos has a direct
and positive effect on student participation in the classroom. This effect is increased when the
students are given an opportunity to select the videos for themselves. Resi Khothori & Nina
Suzanne (2020) with the title “Students’ Perception on the Video Used by English Teachers as
Intructional Media”. They was analyze students’ perception on the video used by English
teachers in teaching English. The finding showed that the students have strongly positive and
positive perception on the video used by the teacher as instructional media in teaching English.
In the previous researches discussion, its shown that many positive effect and positive
responds from the students and using educational video in learning English can be a solution to
student learning problems.
The previous researches method and findings will be the guidance on how to do this
research. Considering the facts of all about media, this research tries to reveal the effects of this
media on millennial students’ motivation to learn English and student’s perception of this
media. So, this research will be conducted under the title “Student’s Perception of Using

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Educational Video as Audio-Visual Media to Increasing the Learing Motivation of Millenial
Student’”.

B. Research Question
As we know that much has been written about technology and millennial generation.
Technology provides benefits for the millennial generation. They believes that technology will
help them to accomplish their work more than they could without the use of technology.
Technology also allows them to obtain and access information. But sometimes, In Indonesia,
teachers only teach using the lecture method, so that it makes students feel bored, and greatly
affects the results obtained by students. Millennial students need instructional media that can
arouse students’ motivation. One of the most technology especially media platforms currently
is video. Video users are millennial generation.
Following the statement above, the research question is formulated as follows:
1. What is the students’ perception on the use of educational video in their English
learning?
2. What is the students’ motivation towards the use of educational video in their
English learning?
3. To what extent is using educational videos effective with regard to increasing
students’ motivation in the classroom?

C. Objectives of the Research

Based on the formulation of the problem above, the objective of this research is to
provide a descriptive account students' perception and motivation towards the use of
educational video in the students’ English learning.

D. Significance of The Research

The results of this research are expected to have theory and practical contribution.
1. Theoretical Benefits
This research is expected to be used as input as well as literature for further
research related to themes and topics in this research.

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 2. Practical Benefits
a. For the researcher
The researcher are expected to develop the knowledge of researcher in
completing this research and can be used as a reference for next researchers
who concern about English learning media. The researcher hope that other
researchers can make this research better to use another perspective.

b. For Students
In order to improve the language skills of millennial students in the
current era of globalization to be able to do activities that can support them
in learning at school and lead them to a better life. And also so that students
know that educational video has benefits in the field of education, especially
English so that it can reduce abuse.

c. For Teachers
As a media to make learning more interesting and to build students'
motivation and evaluate the success of their teaching assignments in
language skills so that students do not feel bored.

E. Scope of the Research

For the problems in this research to be more focused and effective, it is necessary to
have a limit so that this research is clear. The scope of the problem in this research is focused
on millennial student’s perception and motivation. It has to do with learning English as a
foreign language that focuses students’ perception and motivation. This study will be
implemented to the students of MAN 2 Soppeng. The researcher will interview some of the
students to find out whether or not the students are motivated in learning English using
educational video.

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 CHAPTER II

LITERATURE REVIEW

This chapter presents some previous related studies, theoretical review, and theoretical
framework.

A. Pertinent Ideas
1. Perception
a. Definition of Perception
Perception is a process by which individuals organize and
interpret their sensory impressions in order to give meaning to their
environment. Perception is bottom-up (influenced by environment
stimuli) and direct. Perception results from sensation initially derived
from the optic array, which picks up consistent information from the
environment and does so even when there is interaction with different
aspects of the environment (Lonn & Teasley, 2009).
b. Types of Perception
There are two types of perception, which are as follows:
1. External Perception
External perception is the perception that occurs because of
stimuli thatcome from outside of the individual.
2. Self-perception
Self-perception is the perception that occurs because of the
stimulation that comes from within the individual.
Morever according to Anggraeni (2019) the types of perceptions
that are the result of interaction between humans and the object are two
and perceptions are positive and negative perceptions, all of which are
understood as follows:
1) Positive Perception
Positive perception is perception that describes all information
(known or unknown) positively. In other word, positive perception is
evaluating on object that involve their self which has positive
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 interpretation. Besides, someone who has positive perception will accept
and support the object that is perceived.
2) Negative Perception
Negative perception is perception that describes
information(known/unknown) negatively or not suitable with the object
perceived. In other words, negative perception is evaluating on object
that involve their self which has negative interpretation. Besides,
someone who has negative perception will reject the object that
perceived.
2. Technology
a. Definition of Technology
Technology is the practical use of knowledge particularly in a
specific area and is a way of doing a task especially using technical
processes, methods, or knowledge. The usage of technology includes not
only machines (computer hardware) and instruments, but also involves
structured relations with other humans, machines, and the environment
(İŞMAN, 2012).
b. The Use of Technology in Education
Technology is an effective tool for learners. Learners must use
technology as a significant part of their learning process. Teachers
should model the use of technology to support the curriculum so that
learners can increase the true use of technology in learning their
language skills (Costley, 2014; Murphy, DePasquale, & McNamara,
2003). The use of technology helps teachers meet their learners’
educational needs. According to Bransford, Brown, and Cocking (2000),
the application of technology enables teachers and learners to make local
and global societies that connect them with the people and expand
opportunities for their learning. They continued that the positive effect of
computer technology does not come automatically; it depends on how
teachers use it in their language classrooms.

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3. Video
a. Definition of Video
One of effective media in teaching learning process is video. According
to Wikipedia, video is the technology electronically capturing, recording,
processing, storing and transmitting sequences of still image representing scenes
in motion. Video presents both audio and visual.
Video is a new teaching tool to increase students' motivation, a study by
Edna Bravo tells the participant feels that video is entertaining and help them
studying some technical concept which are difficult to understand.
b. Video as an Affective Media
Kathleen (1998) in Using Video in Your ESL/EFL Program states that
language is authentic, so the use of video in ESL/EFL class will motivate
students and also teach language in useful way. In addition, the context
increases the probability that the second language input will be comprehensible.
Moreover, the settings presented in video teach more than language. They teach
culture which many students need to know as much as they need to know
English. Students who are new to the culture feel comfortable because they can
see how others have handled typical problems with school, family, or finding a
job. Automatically it will increase their motivation in learning English.
Video can also add variety to the classroom so that more than one
method is used to present language. Not only it will make a class more
interesting, but it can help students with different learning styles. Many visual
learners feel left out in the typical classroom setting but can benefit from the
visual input of video. Auditory learners also benefit since they can listen to
videos more than once. Because videos can be watched again and again, they
can provide the repetition that language learners need, so that students can copy
the videos and watch them at home.
Video is also applicable in distance learning programs which fit the busy
schedules of many working students who can benefit from a combination of
classroom and home study. In a distance learning class, students meet with a

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 teacher six to eight times in a semester and then watch the video on their own
time.

4. Audio-Visual
Anderson (1994:99) stated that audio visual media is a series of
electronic images accompanied by audio sound elements put into the
video tape. The series of electronic images is then rotated with a device
that is a video cassette recorder or video player. Audio-visual media is a
combination of audio and visual media, or commonly called hearing
media. With more complete characteristics, audio-visual media has the
ability to overcome the shortcomings of audio media or from visual
media. The functions and capabilities of audio-visual media will increase
when equipped with motion characteristics. It is able to deliver more
complex and more realistic messages.

5. Motivation
a. Definition of Motivation
McCloskey et al (2018) defined that motivation is the combination
between effort and desire to achieve the goal of learning language which leads
to act conscious and sustain intellectual and or physical effort in order to attain
previous set goals. Similarly, Na & Chia (2008) defined that motivation is
tendency to expend effort to achieve goals.
O’Hara (2011) defined that motivation in the present context refers to
the combination of effort plus desire to achieve the goal of learning the language
plus favourable attitudes toward learning the language. Motivation is the process
whereby goal-directed activity is instigated and sustained (O’Malley et al.,
1985).
O’Malley et al (1985) defined that motivation is the process whereby a
certain amount of instigation force arises, imitates action, and persists as long as
no other force comes into play to weaken it and thereby terminate action, or
until the planned outcome has been reached. In general sense, Sáinz et al (2012)

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stated that motivation can be defined as the dynamically changing cumulative
arousal in a person that initiates, directs, coordinates, amplifies, terminates, and
evaluate the cognitive and motor processes whereby initial wishes and desire are
selected, prioritized, operationalized and successfully or unsuccessfully acted
out.
From several definitions of motivation above, the researcher can
concluded that motivation is the willingness to do something through the
implementation of what is in their mind or though into some kind of act and
process in order to achieve some goals.

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A. Research Design
In this study, a survey research approach will be employed. It is a research the
kind of research collects the information from the individuals as sample through their
answers or responses of the questions. It can use quantitative research strategies using
questioners and qualitative research strategies using opened-ended question, or both of
them (Mixed-Method). The questionnaires may be in paper form and mailed to
participants or it can be in Internet-based program such as Google Form, and interviews
may be conducted by phone, computer, or in person and have the benefit of visually
identifying the nonverbal responses of the interview being able to clarify the intended.
Survey research is a useful approach to research that has clear benefits to help the
researchers describe and explore variables and constructs of interest. The initial variable
(the use of educational videos) was considered as the independent variable, and the
other variable (student motivation in the classroom) was considered as a dependent
variable.
This research aim to describe the perception of the students, to find out and
describe the way of the students are motivated through educational video in learning
English. In this research, the qualitative data on the students’ perception, and the ways
the students are motivated through educational video in learning English will be
present.

B. Research Participant
The research participant in this study will involve the students in MAN 2
Soppeng. A purposive sampling method is employed to select the participants.
Purposive sampling enabled the researcher to choose the people to be studied using a
small sample size based on the people meeting certain characteristics. The advantage of
this method is that it allows the researcher to choose people from the group being
studied who had specific characteristics. The reason for selecting purposive sampling
technique because of the consideration or certain criteria that must be met by the sample
used in this research and the criteria are students who use educational research.

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C. Research Instrument
In order to collect data, the researcher will apply two instruments. They are
questionnaire and interview. Both instruments will be used to obtain the depth
andrational data and answer the research questions in the problem statement.
1. Questionnaire
To collect data, the researcher will use questionnaire for collect the data from
the students. A questionnaire is a written collection of self-report question to be
answered by a selected group of research participants. Likert Scale is one kind of
questionnaire which has the same function as questionnaire.
2. Interview
To get information about students' perception of educational video, this
study will use interview to get more specific data to complete data that cannot
be obtained from the students the their perception of educational video. To
verify the students’ perception and motivation, interview will be administrated.

D. Procedures of Collecting Data

In collecting the data, the researcher will follows the step below to ease the
process of data collection:
1. Data from the students:
These are the steps that will be carried out for data collection in this study:
a. The researcher will introduce herself, and purpose of collecting data of her study;
b. Explaining to the participants that their involvement is freewill so they can withdraw
from. The study at anytime they want without any fear;
c. Preparing questionnaire. The researcher will make questioners using Google form;
d. Selecting students. The researcher will using purposive sampling to get the sample
from each class;
e. Provides the link to the students in order to fill it;
f. Preparing the Interview guide;
g. Selecting students. The researcher once again select students who have
filled out the questionnaire using purposive sampling to take part in the interview;
h. Interviewing the students;

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 i. Writing/Record the students’ answer.

E. Technique Data Analysis

1. Questioners Data
In this research, the researcher will analyse data from questionnaire and
interview descriptively through the following procedures.

In analyzing data, the researcher will use Likert scale which consists of

five point scales; strongly agree, agree, undecided, disagree and strongly

disagree as follows:

Table 1 Likert scale

Options

No Statement SA A U D SD

1 Positive (+) 5 4 3 2 1

2 Negative (-) 1 2 3 4 5

(Gay, et al, 2006:130)

The questionnaire consists of 2 items. They are motivation and

perception.

The questioner of motivation consists of 12 items, 6 positive statements and 6

negative statements. If the respondent or student chooses all statement with

strongly agree, the students will get 60 score and if the respondent or student all

statements with strongly disagree, the students will get 5. So, 60-5 = 55 because

the questionnaire will used five scales, so the interval will be 55:5=11. This

interval will used to determine the rating means score of students’ motivation

category as follows:

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 Table 2 students’ motivation classification

Range Classification of students’ motivation

45-60 Highly Motivated

34-44 High Motivated

23-33 Medium Motivated

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 12-22 Low Motivated

1-11 Very low Motivated

The questioner of perception consists of 10 items, 5 positive statements

and 5 negative statements. If the respondent or student chooses all statement

with strongly agree, the students will get 50 score and if the respondent or

student all statements with strongly disagree, the students will get 5. So, 50-5 =

45 because the questionnaire will used five scales, so the interval will be

45:5=9. This interval will used to determine the rating means score of students’

motivation category as follows:

Table 3 students’ perception classification

Range Classification of students’ perception

37-50 Strongly positive

28-36 positive perception

19-27 Moderate

10-18 negative perception

1-9 strongly negative

To find out the mean score of students’ questionnaire the researcher would use the

following formula:

∑X
X=
N

X = Mean score

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∑X = The sum of the total score

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N = The number of the students

1. Interview Data

After collecting the voice recording from interviews, the

researcher will analyse as follow:

a. The researcher will collecting the raw data

b. The researcher will transcribing the recording data

c. The researcher will make conclusion of the result of the interview

data.