ENHANCING STUDENTS’ MOTIVATION USING VIDEO LEARNING

Application & Methods of TEFL

Prof. Dr. Endang Fauziati, M.Hum

MINI RESEARCH

by
ARIE MAYANG KOESOEMA ADHI
S891508003

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
GRADUATE PROGRAM
SEBELAS MARET UNIVERSITY
2016
ABSTRACT

This research pointed at 8 grade students of SMPN 2 Plupuh Sragen and applied
observation method for looking the correlation between the video learning session and
students’ motivation in writing class .
This research is conducted for answering the problem statements especially what
are the characteristics of students’ motivation during writing class and does the video
learning have significance effect to enhance students’ motivation.
While the objectives of the research are hopefully will give further informations
such as to find out what are the characteristics of students’ motivation during writing class
& to find out whether the video learning have significance effect to enhance students’
motivation.
This resarch based on qualitative study and this research takes a video learning (a
movie of The Good Dinosaur) as the object of study.
The data are classified into two groups, namely primary data, that is the main source
of the primary data is video learning of The Good Dinosaur. Secondary data are the
supporting evidences, which will be used to strengthen the main data, such as books,
journals and students’ writing work.
Keywords: Motivation; Video learning; The Good Dinosaur; Observation; Writing

Penelitian ini memfokuskan pada siswa kelas 8 SMPN 2 Plupuh Sragen dan
menerapkan metode observasi dalam mencari hubungan antara penayangan video
pembelajaran di dalam kelas dengan peningkatan motivasi belajar siswa.
Penelitian ini diadakan untuk menjawab rumusan masalah terutama
bagaimanakah karakter siswa yang memiliki motivasi tinggi di dalam kelas menulis dan
apakah sesi penayangan video pembelajaran mengakibatkan efek yang signifikan
terhadap peningkatan motivasi siswa dalam belajar.
Penelitian ini didasarkan pada studi kualitatif dan mengambil video pembelajaran
(yakni film animasi The Good Dinosaur) sebagai obyek penelitian.
Data dari penelitian ini dibagi menjadi dua bagian, dinamakan data utama, yakni
sumber dari data utama tak lain adalah video animasi dari The Good Dinosaur. Data
kedua adalah bukti-bukti pendukung yang digunakan untuk memperkuat data utama,
seperti dari buku, jurnal dan karya writing siswa.
Kata kunci: Motivasi; Video pembelajaran; The Good Dinosaur; Observasi;
Writing

INTRODUCTION

Education is one of the important parts in world civilization. Schools and colleges
are in the front line of this honourable effort. Together with the great expectation in
creating well managed schools, teacher and the stakeholders start to work in conducting
effective & qualified teaching and learning class. In this dreamy room, they are hardly do
the best circumstances for the pupils. One of their efforts is creating a motivated
classroom.
Motivation is the heart of a classroom. Without any of it, we will find a teacher as
a lonely explorer in a spacious desert. John Dewey (in Meece and McColskey, 1997) said
in the 1930's that "the most important attitude that can be formed is that of the desire to
go on learning". To conduct an active classroom, teacher should includes teaching
development method in his/her teaching activity. Hopefully, by the involvement of a
teaching development method will help teacher in fulfilling their lesson objectives. And
one of the most wellknown development methods inside the clasroom is by giving a touch
of digital technology on it.
The using of digital technology is not a brand new term for students. They are facing
digital technology through internet, television etc. Video, movie or film are the examples
of digital technology that familiar to the pupils. In forming an active classroom, teacher
may use it for certain skill, for example in writing class. The question is whether the using
of video learning will increase students’ motivation during writing class?
As motivation becomes the unseparated part of an ideal classroom, the researcher
is interested in studying it. In this mini research, the researcher will focus on the study of
students’ motivation during the lesson. The researcher is also focusing in finding the
connection between the using of video learning for writing class and the effect on
students’ motivation. The video learning that is given to the students is a cartoon movie
produced by Pixar entitled The Good Dinosaur. This film is picturing the adventure of
young dinosaur, Arlo, in finding his way home after lost in big flood. Motivation is one
of parts involved in 18 Indonesian government character education, while this film also
involving some virtues or good moral values that hopefully will affect students and
fulfiling the goal of character building.

A. Problem Statements

This research is conducted for answering the problem statements especially what
are the characteristics of students’ motivation during writing class and does the video
learning have significance effect to enhance students’ motivation.

B. Scope of Study

The scope of the study of this research is focusing on the use of video learning in
writing class, that is by the movie of The Good Dinosaur. This research also limits its
study on the indicators of students’ motivation during the writing class.

C. Objectives of Study

To the students from graduate program of English department, this research

hopefully will give further informations such as to find out what are the characteristics of
students’ motivation during writing class & to find out whether the video learning have
significance effect to enhance students’ motivation.

D. Benefits of Study

This research hopefully will give further informations in understanding the

characteristics of students’ motivation during the writing class & in understanding the
significance of video learning to enhance students’ motivation

E. Theoritical approach
 This resarch based on qualitative study, and this research takes a video learning (a
movie of The Good Dinosaur) as the object of study.

F. Method of research

The data are classified into two groups, namely primary data, that is the main source
of the primary data is video learning of The Good Dinosaur. Secondary data are the
supporting evidences, which will be used to strengthen the main data, such as books,
journals and students’ writing work.

G. Data collecting technique

To obtain the primary data, the researcher analyze video learning of The Good
Dinosaur. The secondary datas to support the subject matter are obtained by reading &
understanding related books, journal, and analyze the students’ writing work.

LITERATURE REVIEW

A. Synopsis of The Good Dinosaur

The Good Dinosaur is a computer-animated cartoon movie produced by Pixar

Animation Studios together with Walt Disney Pictures. The film is directed by Peter Sohn
from a screenplay by Meg LeFauve and taken from an original idea by Bob Peterson. The
movie took a set on a farm ruled by a dinosaur family. This film pictures young dinosaur
named Arlo, in an amazing adventure with his human friend: Spot. The film features the
voices of Raymond Ochoa, Jack Bright, Sam Elliott, Anna Paquin, A.J. Buckley, Jeffrey
Wright, Frances McDormand, and Steve Zahn.

In a peaceful farm, there lived dinosaur family led by Henry. Henry and Ida have 3
children: Libby, Buck, and runty Arlo, who has trouble in adapting to farm life. While his
siblings were allowed to make their foot print on the family's corn silo, Arlo's still trying
to fulfil any tasks given by his father. Henry then asked Arlo to guard their silo from the
thiefs and set a trap for Arlo. The trap successfully captured a caveboy, the thief, but Arlo
doesn't have the heart to kill him, as his father ordered before, and set the caveboy free.
Henry then took Arlo to track the caveboy when suddenly there was a big flood that swept
henry away.

Without his father, Arlo worked harder than before. One day he saw the same
caveboy inside the silo and consumed their family food stock. Disappointed with the lost
of his father, Arlo chased the caveboy until both fell into a river. Arlo could not swim,
and drown under the stream where his head hit a rock and fell unconscious. Awakening,
he found himself far from home. Arlo found his leg was injured, but the caveboy took
care of him by delivering foods. The caveboy, later named with Spot, then became Arlo’s
partner in searching their way home and both of them were involved in amazing
adventures.

B. Motivation

Motivation refers to “the reasons underlying behavior” (Guay et al., 2010, p. 712).
Paraphrasing Gredler, Broussard and Garrison (2004) broadly define motivation as “the
attribute that moves us to do or not to do something” (p. 106). Intrinsic motivation is
motivation that is animated by personal enjoyment, interest, or pleasure. As Deci et al.
(1999) observe, “Intrinsic motivation energizes and sustains activities through the
spontaneous satisfactions inherent in effective volitional action. It is manifest in behaviors
such as play, exploration, and challenge seeking that people often do for external rewards”
(p. 658). Researchers often contrast intrinsic motivation with extrinsic motivation, which
is motivation governed by reinforcement contingencies. Traditionally, educators consider
intrinsic motivation to be more desirable and to result in better learning outcomes than
extrinsic motivation (Deci et al., 1999).

In his article, ‘Teaching Strategies for Motivating Students’, Harvey Craft (2010)
says that making students motivated is not a simple matter of gimmicks, games, and
rewards, but they (students) rather respond positively to the inspired, creative,
enthusiastic and energetic teachers whom maximize students’ motivation through their
teaching styles. In addition, keeping students interested and motivated often involves
nothing more that showing teaching enthusiasm to enable them improve their efforts.

Jere Brophy (2010) stated in his book, ‘Motivating Students to Learn’, that if the
classroom management is well organized and the program is well matched to the students’
needs and abilities, then the learning process will be enjoyable, exciting, and successful.
But if the students are not progressing and enjoying the learning this means that there is
something wrong and missing which is ‘motivation’. (p. 1)

Carol Griffiths (2008) points that it is widely assumed that the higher and most
achievers posses motivation. This term derives from the Latin verb ‘movere’ which
means to move. Here, motivation is defined as what moves the individual’s selecting,
engaging, and carrying on some actions (p. 19).

In fact, the term motivation is ‘a multifaceted word’. (Chambers, 1999, p. 13). Even
if it might appear easy and simple, it is very difficult to define because it implies many
internal concepts such as disposition, inspiration, effort, etc. Therefore, motivation was
given numerous and diverse definitions because it seems to have been impossible for
theorists to reach consensus on a single definition. Corder (1967, p. 164), for example,
dealt with the concept forty years ago: “Let us say that, given motivation, it is inevitable
that a human being will learn a second language if he is exposed to the language
data.”(Cited in Griffiths, 2008, p. 19). The role of motivation is stressed clearly on
energizing, guiding and sustaining students’ behavior.

Cohen (1990) defines motivation as: “something that drives people to do what they
do” (Cited in Bentham, 2002, p. 120). Jeremy Harmer (2001) agrees and adds: “As its
most basic level, motivation is some kind of internal drive which pushes someone to do
things in order to achieve something.” (p. 51). Motivation includes all of the wants,
wishes, efforts, abilities, potentials, engagements, and the persistence to attain and reach
desired goals in a form of positive achievement. Similarly for Lee (2005, p. 330),
motivation is: “The source behind behaviour and provides an explanation for why people
do things”. Going in this sense, Kay Alderman (2004) describes motivation as having
three functions: stimulating, directing, and pushing behaviour. (p. 23)

C. Intrinsic Vs Extrinsic Motivation:

In discussing the concept of motivation, a distinction between two different types

appeared. Students are whether intrinsically or extrinsically motivated for successful
achievement. According to Karin Kirk (2011), Educational psychology has classified two
basic kinds of motivation - intrinsic and extrinsic. The desire that arises from the inherent
interests to master, learn, and achieve something refers to intrinsic motivation. Whereas
extrinsic motivation refers to the success in achieving specific result or outcome. Weiner
(1979) gives the reason of the students’ success or failure to two classifications internal-
external continuum; this refers to either the motive is within the individual (desire, effort,
mood, ability, etc) or outside the person (the difficulty of the activity, luck, etc). (as cited
in Alderman, 2004, p. 30).

Harmer (1981, pp. 310-311) agrees, by saying that:

Although I initially contrasted intrinsic and extrinsic

motivation, one can also imagine situations in which
intrinsic and extrinsic rewards might correlate, as it
were, to motivate learning.

(Cited in Williams and Burden, 1997, p.124)

The distinction between the two types of motivation comes from the reasons that
make the students choose to do a certain act in a specific way. Each term will be discussed
now fully and separately.

1. Intrinsic motivation:

According to Harmer (2001), intrinsic motivation refers to the internal factors that
come within the individual. Students become motivated either by the desire to achieve
something or by enjoying the learning process. (p. 51). He adds: “Students must know
that they can succeed if they set their goals, and that is my job to help them meet the
goals.” (Cited in Alderman, 2004, p. 186). In addition to the learner’s interest and desire
to learn, the teacher’s role is to guide the student in the process of learning the language
and sustain his/her level of motivation through motivating tasks and activities.

Similarly, Ford (1995) asserts that: “for competence development and motivation,
students must have a responsive environment, but personal agency beliefs are often more
fundamental” (cited in Covington & Beery, 1976, p. 163). Thus, intrinsic motivation
comes from internal factors that motive the student language learning. Alderman (2004)
shares the same idea by saying: “When it comes right down to it, a teacher can’t do much
because a student’s motivation and performance depends on his or her environment”. (p.
185)

In addition, Lee (2005, p. 332) argues that: “An intrinsic motivation approach
assumes that people have a natural tendency to seek experiences that increase their
competence, elicit curiosity and promote autonomy". The students’ behaviour is
motivated and determined generally by their beliefs, desires, goals, feelings, and abilities.
For instance, if students value a task and have confidence in their abilities (that they can
master it), then they work hard using different learning strategies and persist until
finishing the task. (Dembo, 2004, pp. 62-63).

Vallerand and his Colleagues (1989, pp. 323-349) classified three parts of intrinsic
motivation:

1- “Intrinsic motivation knowledge”. This part emphasises the motivation that

builds on acquiring new knowledge.

2- “Intrinsic motivation accomplishment”. This type refers to the students that

accomplish their task successfully.

3- “Intrinsic motivation simulation”. The third part of intrinsic motivation refers to

the motivation that leads the students to do a task because they find it interesting. For
example, an activity about a funny subject.

All these three parts of intrinsic motivation share the same idea that internal factors
are the motive to conduct with those tasks.

Even if many students are intrinsically motivated, there are other students that face
difficulties to be motivated. Some lack confidence in their abilities, or feel incompetent
to accomplish something in the learning process. These issues can be managed by an
individual motivational plan that makes those students react positively to motivation. As
a result, Robert Harris (2010) mentions that the students who were deficient in intrinsic
motivation can be assisted by extrinsic motivators to learn.

2. Extrinsic motivation:
 Some recent research shows that many students perform weakly towards their
coursework, input, and participation because they do not understand what they have to do
or why they should do it. Covington & Beery (1976) have offered a compelling argument
for this view:

Schools must foster ... a will to learn and to relearn; ... students must be
encouraged to believe in themselves and in the validity of their own thought processes
... they must develop a sense of personal effectiveness...teachers must foster both
confidence and high achievement in their students... confidence and competence must
increase together for either to prosper (pp. 4-5)

Teachers take a huge responsibility towards their students’ motivation to learn to

get them more successful in their learning achievements. The teachers’ role consists also
in improving their students’ self-confidence and helping them build expectations and
work hard to fulfil them.

According to Harmer (2001, p. 51): “extrinsic motivation is caused by several

external factors that motivate students in their needs, as getting good marks to success or
financial rewards.” Additionally, Tileston (2004, p. 4) states that:

Extrinsic motivation is motivation that comes about because of

the promise of a tangible, marketable reward. It is the desire to do
something because of the promise for hope for a tangible result.
Extrinsic motivation is a product of the behaviorist point of view,
which says that we can manipulate behaviour or by providing
rewards and orpunishment.

If the student has the desire, will, and engagement to achieve a goal that is not for
the task or the activity itself, but for other external outcomes like rewards, prizes, the
teacher’s and classmates’ support or even money, then motivation in this case will be
extrinsic. Extrinsic motivation can be performed in the students’ desire to pass up in the
exam, to please their parents, or to get rewards and avoid punishment. In this respect,
Brown (2007) points out that:
 Extrinsic motivation is fueled by the anticipation of a reward from outside and
beyond the self- typical extrinsic rewards is money, prizes, grades, and even certain
types of positives feedback. Behaviors initiated solely to avoid punishment are also
extrinsically motivated, even though numerous intrinsic benefits can ultimately occur to
those who, instead, view punishment avoidance as a challenge that can build their sense
of competence and self determination. (p. 172)

The learner wants to learn a foreign language for the sake of attaining some goals
such as success, obtain high grades or to train abroad in a highly regarded university.
Because students find that there is a reward for each success, they will always work hard
and do the best to accomplish their achievement.

3. Improving extrinsic motivation:

Harris (2010) provides in his article ‘Some Ideas for Motivating Students’ some
extrinsic factors that increase students’ focus, desire and performance to enable them
work hard in their needed assignments. Those extrinsic factors can be summarized as the
following:

- Teachers should spend more time in explaining why they teach, what they do, and
why the topic, approach, or activity is interesting, essential, and worthwhile.

- In the learning teaching process, the transmission of teacher's enthusiasm towards

the students will make them more interested.

- Instead of criticizing students' unwanted performance or responses, teachers have

to reward their correct behavior and answers. Because of the majority of children and
adults are identical in continuing or repeating the behavior that is rewarded, the rewards
ought to be given according to the stage or the level of students. Some expressions that
seem ‘childish’ as ‘Good Job!’ may encourage students to score at higher levels. All the
students like the feeling of achievement and appreciation; those feelings would be
produced when a good work is rewarded.

- Interest and motivation will be responded by students if their teachers appear

human and caring. They can show care about their students by asking them about their
needs and aims. Such a kind of teachers will be more respected and trusted.
 - One of the most important keys to motivation is when the students become
involved in their own learning. Teachers that Stand in front of their students and start
lecturing to them can be considered as having a poor and boring teaching method. It is
better to replace it by getting students involved in tasks, participate, work with each other
in problem solving exercises, and by guiding them in deciding what they have to do and
the appropriate way to do it. For example, a lesson about nature would be more effective
to walk outside rather than looking at pictures.

D. What is a Highly Motivated Student?

According to Brophy (1987) student motivation to learn is an acquired competence

developedthroughgeneral experience, but stimulated most directly through modeling,
commu-nication of expectations, and direct instruction or socializationby signifi-cant
others (especially parents and teachers) (p.40).

When making inferences about student motivation, teachers rely on observa-tions

of behavior and performance. Motivation to learn in school isclearlylinked to grades, test
scores, and other measures of academic performance.However, because prior learning
and instruction can affect academicperfor-mance, achievement should not be the
soleindicator of student motivation.

Behavioral Indicators of Highly Motivated Students:

1.Attendance and discipline. At the most basic level, students who aremotivated
attend class, pay attention, and are not disruptive.

2.Participation and completion of work. Students who are motivated begin

assignments with little prompting, follow directions, participate inclass-room discussions,
and complete tasks on time.

3.Task persistence and acceptance of errors. How long a student stays with a task,
especially a difficult one, is an important indicator of motivation.Highly motivated
students persist and try different solutions before seekinghelp when they have difficulty
with a task.
 4.Quality of task involvement. Students can either invest effort in learning or find
shortcuts to get the task done without expending a great deal of effort.The amount and
quality of effort students expend on learning tasks is animportant indicator of motivation.
Highly motivated students are willing toinvest effort and to use the skills they have
acquired.

5.Independent learning. Students who are willing to learn more than is required are
reluctant to stop working on a task, even when it is time tomove on to something new.
They also may bring inmaterials from home,complete work that is not required, or ask
questions to learn more about a topic.

6.Interest and liking. Highly motivated students enjoy learning, show enthusiasm,
and take pride in their work.

E. Technology in teaching and learning English

According to (Dudeney & Hockly 2007): Technology is becoming increasingly

important in both our personal and professional lives, and our learners are using
technology more and more […] . Teachers are often far less skilled and knowledgeable
than their own students when it comes to using current technology (p. 5).

This quotation reveals that the use of technology in the classroom context and the
importance that it takes in teachers’ and learners’ lives is growing with time. It is
considered to be one of the effective and needed ways for teaching and learning success.
This infatuation (enthusiasm) for technology is due to many reasons:

- Internet access is progressively more accessible to learners either in their homes

or Internet cafés.

- The use of technology can be the best way for integrating the real world into the
classroom because the majority of learners grew up with technology and they integrated
it automatically in their lives.

- English as an international language -lingua franca- is more used in technological

mediated milieu.

- Technology provides us with authentic tasks especially ELT materials.

 - Technology, mainly Internet, offers good chances for the learners -even if they are
dispersed geographically– to communicate and exchange their thoughts and ideas.

- Technology supplies teachers with a plenty of published materials such as course

books, texts, articles, etc that can be helpful in teaching.

- The practice of language and its performance assessment can be done with the
newest technological tools.

- The best characteristic of technology is its mobility. It cannot be used only in class,
but also outside like at home, in the way to school, and in Internet cafés.

- The use of technology can help learners to practice their four skills; speaking,
listening, writing and reading. (Dudeney & Hockly 2007, pp. 7-8)

Even if those potential benefits are offered by the new technology for best language
learning, we do not have to forget the piece of evidence that the teacher, not technology,
is the one responsible for managing the class and attaining a best quality of learning.
(Richards & Renandya, 2002, p. 361)

In fact, technology is only a helpful device that is used to assist learners in their
discovery of language, practice and assimilation of the foreign language. However, this
is just a small part of the learning process because they cannot go anole through learning
stages unless they are assisted, instructed and guided by their teacher.

F. VIDEO LEARNING

"Video is simply another classroom tool" as stated by Jim Scrivener (2005, p. 351).
Harmer (2001, p. 282) raised earlier this designation that the video is the best tool that
enables learners not only to listen the language but to see it, too. Moreover; videos enclose
visual hints such as gestures and expressions that are considered as a guidance for learners
to go beyond of what they are listening in order to infer the video's content. So it supports
and helps the students for more comprehension. Canning (2000) explained this valuable
tool as: "Video is at best defined as the selection and sequence of messages in an audio-
visual context". (p 1)
 Since students are directly in contact with the video, they can easily associate
between the images and the words which help them learn new vocabulary, culture,
pronunciation, and even allow them to check their use of the target language. The video
is a sort of communication device that enables students to view the form and speech of
the SL discourse from the beginning to the end by the use of authentic language and the
rate of speech' speed in different contexts. Chung & Huang (1998) clarify more this idea
by noting that: "As more complete video instructional packages are made available to
foreign language teachers, they search for ways to make students' learning experience
more active and interesting, similar to those that occur in the real world" (p. 554).

Integrating the video material in EFL classes permits students via video's content,
to guess the information, infer/construct them, and analyze the foreign culture that is
brought into their learning context.

RESEARCH METHODOLOGY

A. Qualitative Research

Qualitative research methods focus on discovering and understanding the

experiences, perspectives, and thoughts of participants—that is, qualitative research
explores meaning, purpose, or reality (Hiatt, 1986). In other words, qualitative research
is a situated activity that locates the observer in the world. It consists of a set of
interpretive, material practices that make the world visible. These practices transform the
world. They turn the world into a series of representations, including field notes,
interviews, conversations, photographs, recordings, and memos to the self. At this level,
qualitative research involves an interpretive, naturalistic approach to the world. This
means that qualitative researchers study things in their natural settings, attempting to
make sense of, or interpret, phenomena in terms of the meanings people bring to them.
(Denzin & Lincoln, 2005, p. 3)

Central to this inquiry is the presence of multiple “truths” that are socially
constructed (Lincoln & Guba, 1985). Qualitative research is usually described as allowing
a detailed exploration of a topic of interest in which information is collected by a
researcher through case studies, ethnographic work, interviews, and so on. Inherent in
this approach is the description of the interactions among participants and researchers in
naturalistic settings with few boundaries, resulting in a flexible and open research process.
These unique interactions imply that different results could be obtained from the same
participant depending on who the researcher is, because results are created by a
participant and researcher in a given situation (pp. 39–40). Thus, replicability and
generalizability are not generally goals of qualitative research.

Qualitative research methods are also described as inductive, in the sense that a
researcher may construct theories or hypotheses, explanations, and conceptualizations
from details provided by a participant. Embedded in this approach is the perspective that
researchers cannot set aside their experiences, perceptions, and biases, and thus cannot
pretend to be objective bystanders to the research. Another important characteristic is that
the widespread use of qualitative methods in education is relatively new, dating mostly
to the 1980s, with ongoing developments in methodology and reporting guidelines
(Denzin, 2006). The relative newness of this methodology also means that professional
norms impacting research, including evidence standards, funding issues, and editorial
practices, are evolving (see, e.g., Cheek, 2005; Freeman, deMarrais, Preissle, Roulston,
& St.Pierre, 2007). Good descriptions of qualitative methods appear in Bogdan and
Biklen (2003), Creswell (1998), Denzin and Lincoln (2005), Miles and Huberman (1994),
and Patton (2002).

There are several categorizations of research designs in qualitative research, and

none is universally agreed upon (see, e.g., Denzin & Lincoln, 2005). Creswell (2003)
listed five strategies of inquiry in qualitative research that I treat as synonymous with
research design: narratives, phenomenological studies, grounded theory studies,
ethnographies, and case studies. Creswell also described six phases embedded in each
research design that are more specific than those suggested by Crotty (1998), but still
encompass virtually all aspects of a study: (1) philosophical or theoretical perspectives;
(2) introduction to a study, which includes the purpose and research questions; (3) data
collection; (4) data analysis; (5) report writing; and (6) standards of quality and
verification.

Journals that publish qualitative methodology papers and qualitative research

studies in education include Qualitative Research, Qualitative Inquiry, Field Methods,
American Educational Research Journal, Educational Researcher, and the International
Journal of Qualitative Studies in Education. Examples of the use of qualitative research
designs are provided by Stage and Maple (1996), who used a narrative design to describe
the experiences of women who earned a bachelor’s or master’s degree in mathematics
and opted to earn a doctorate in education; Gaines (2005), who explored the process of
interpreting interviews and media collected during the author’s visits to India in ways that
took into account his identity; Harry, Sturges, and Klingner (2005), who used the methods
of grounded theory to develop a theory providing a new perspective on ethnic
representation in special education; Brown (2009), who studied the perspectives of
university students identified as learning disabled; and Chubbuck and Zembylas (2008),
who examined the emotional perspective and teaching practices of a White novice teacher
at an urban school.

These studies reflect several important features of qualitative research, including a

focus on discovering and understanding the experiences, perspectives, and thoughts of
participants through various strategies of inquiry. The studies were also conducted in
naturalistic settings in which inquiry was flexible and guided by participants’ comments,
which in some instances were used to construct explanations of their views and
perspectives. An important feature of several of these studies is their use of elements of
different strategies of inquiry.

B. Observation

Gorman and Clayton define observation studies as those that “involve the
systematic recording of observable phenomena or behaviour in a natural setting” (2005,
p. 40). Other authors define observation within the broader context of ethnography or the
narrower one of participation observation.

What is consistent in the definitions, however, is the need to study and understand
people within their natural environment. Spradley wrote that participation observation
“leads to an ethnographic description” (1980, p.vi). He defined ethnography as the “work
of describing a culture” with the central aim of understanding “another way of life from
the native point of view” (p. 3). Chatman defined ethnography as a method that allows
the researcher to get an insider’s view through observation and participation “in social
settings that reveal reality as lived by members of those settings” (1992, p. 3). Becker and
Geer defined participant observation as either a covert or overt activity “in which the
observer participates in the daily life of the people under study . . . observing things that
happen, listening to what is said, and questioning people, over some length of time”
(1970, p.133).

ANALYSIS
In this research, the researcher study the correlation between the using of
technology, that is video learning, in English classroom and the students’ motivation
during the lesson.
The class activity included video play of The Good Dinosaur and followed by
writing project.
Based on the observation on students’ work and activity during the class, the
researcher found few findings related with the theory of motivated students’ indicators.
They are:

Behavioral Indicators of Highly Motivated Students:

1.Attendance and discipline.

Based on teachers’ observation, all the students (18 students of class 8 SMPN 2
Plupuh Sragen) joined and entered the class appropriately. During the video session, the
students also showed good manner, enthusiast, paid attention to the monitor screen from
the beginning until the end, and far from made any disruptive actions.

2.Participation and completion of work.

During the video show, the students independently took notes without any
command from the teacher. It is supposed that they prepared their notes and stationary
enthusiastic as they knew they will get a video session.

At some times, they were involved in short discussion with their table-mate as to
adjust their understanding of the film’s plot.

As the class ended, the teacher gave them task to summarize their understanding of
the film into simple film review in the format of writing / written storytelling. The
students also showed a good discipline as they submitted the work on time.
 3.Task persistence and acceptance of errors.

On the next session, students were doing the film review task appropriately. Some
of them were busy with dictionaries for finding suitable synonyms. While some others
having discussion with their mates dealing with difficult vocabularies. Students were not
showing disinterest performance. They did not complain for the given assignment since
they have enjoyed the video session which put them into fun learning mode.

4.Quality of task involvement.

In doing the film review, students were serious in trying to finish the task and
together competed to become the first one who finished the job. Some female ones appear
energetic in showing their work.

5.Independent learning.

In finishing the review task, some of the pupils asked for the second chances to
watch the same movie. Some others also reported trying to find out the related movie on
internet. It was assumed they were curious to the given film.

6.Interest and liking.

The interesting one from students’ activity is when they were all laughed as they
wacthed Arlo hardly trying to catch Spot until he fell continuously. The most dramatic
moment finally appeared at the end of the movie as several female students were caught
cried silently. In general, students were satisfied and enjoyed the video learning session.

CONCLUSION

From the observation above, it is clear that all the students have fulfilled the points
in higly motivated students indicators. As it can be concluded that the session of The
Good Dinosaur video show in writing class is proved enhance students’ motivation.
REFERENCES

Lo, Julia & Hyland, Fiona. (2007). Enhancing students’ engagement and motivation in
writing: The case of primary students in Hong Kong. Journal of Second Language
Writing 16 219–237

Lai, Emily R. (2011). Motivation: A Literature Review. Research Report.

Baker, Lynda M. (2006). Observation: A Complex Research Method. LIBRARY

TRENDS, Vol. 55, No. 1 pp. 171–189

Harwell, Michael R. (2015). Research Design in Qualitative/Quantitative/Mixed

Methods. University of Minnesota

Baalla, Hana. (2012). Using Videos as a Motivational Factor in Enhancing English as

Foreign Language Students’ Communicative Skills A Case Study of Second-Year
Students of Othman Ibn Affan secondary school in M'sila. Dissertation of
Mohammed Khider University of Biskra Faculty of Letters and Foreign Languages

Meece, Judith, & McColskey, Wendy. (1997) Improving Student Motivation. A Guide
for Teachers andSchool Improvement Teams. Southeastern Regional Vision for
Education (SERVE),Tallahassee, FL.
ATTACHMENTS
Animated movie poster of The Good Dinosaur