1. APPENDICES 1 Questionnaire This questionnaire aims to find out students’ perception and preference of video use as a replacement of traditional live lecture (TLL) during E-Learning in Times of The Covid-19 Pandemic. To encourage participation, the researcher guarantee answers are kept totally and technically secure, meaning that nobody will know the answers came from. This questionnaire is adapted from Pal and Patra (2020). Following are a number of statements (30 items) with which show what people are like. I would like you to indicate your opinion after constructing the questionnaire each statement by mark one of the choices provided that indicates the extent to which you are like with the statement number (1) Strongly Disagree (SD), (2) Disagree (D), (3) Neutral (N), (4) Agree (A) (5) Strongly Agree (SA). Thank you very much for your helping. Note: TLL: Traditional Live Lecture Respondent identity Name: SRN: No item Statement Scale SD D N A SA 1 2 3 4 5 1 During COVID-19, lecturers frequently use videos to replace TLL for learning purpose ((Selama Pandemi COVID-19, dosen sering menggunakan video untuk menggantikan TLL untuk tujuan pembelajaran.) . 2 During COVID-19, I have been regularly watching videos during E-learning as a replacement of TLL and it helps me to understand the subjects matter . (Selama Pandemi COVID-19, Saya secara teratur menonton video sebagai pengganti TLL selama pemebelajaran daring dan itu membantu saya dalam memahami materi pembelajaran.) . 3 I actively participate in various classes that using videos as a replacement of TLL during E-Learning in times of Covid-19. (Saya aktif mengikuti berbagai kelas yang menggunakan video sebagai pengganti TLL selama E-Learning di masa Covid-19.) 4 Using video as a replacement on TLL improves my learning performance. (Penggunaan video sebagai pengganti TLL selama pembelajaran daring meningkatkan prestasi belajar saya.) 5 Using video as a replacement of TLL enables me to accomplish my learning tasks more quickly (Penggunaan video sebagai pengganti TLL memungkinkan saya untuk menyelesaikan tugas kuliah saya lebih cepat.) . 6 Using video as a replacement TLL makes me understand material easily. (Penggunaan video sebagai pengganti TLL membuat saya lebih mudah dalam memahami materi.) 7 Using video as a replacement of TLL makes it easier for me to study. (Penggunaan video sebagai pengganti TLL memudahkan saya untuk belajar.) 8 I found the use of video as a replacement of TLL useful during e-learning in times of COVID-19 (Saya merasa penggunaan video sebagai pengganti TLL sangat berguna selama e-learning di masa COVID-19) . 9 My interaction with video based learning is clear and understandable (Interaksi saya dengan video yang digunakan jelas dan dapat dimengerti) . 10 It is easy for me to play and watch the videos used given by the instructor. (Bagi saya video yang diberikan sangat mudah untuk diakses dan ditonton oleh mahasiswa.) 11 Overall, I found learning by videos is easier than traditional live lecture.  (Secara keseluruhan, saya merasa belajar dari video lebih baik daripada kuliah tradisional dikelas (TLL)) 12 I believe that using videos as a replacement of TLL is a good idea. (Saya yakin bahwa penggunaan video sebagai pengganti TLL adalah sebuah ide yang bagus) 13 I believe that using videos as a replacement of traditional lecture is advisable. (Saya yakin bahwa penggunaan video sebagai pengganti TLL sangatlah dianjurkan untuk dilakukan selama pembelajaran daring.)   14 I believe that it is better for to learn by videos than learning by live lecture (Saya yakin bahwa saya lebih baik belajar menggunakan video daripada belajar dengan metode TLL.) . 15 . I consider the use of video as a replacement of TLL is not a boring way for learning in times of COVID-19 (Saya menganggap penggunaan video sebagai pengganti TLL bukanlah cara mengajar yang membosankan selama pembelajaran daring di masa pandemi covid-19.) . 16 I do not consider the use of video as a replacement of TLL as a symptom of ‘’teacher laziness’’ (Saya tidak menganggap penggunaan video sebagai pengganti TLL sebagai tanda “kemalasan guru” dalam mengajar.) . 17 After watching the video, I feel that the instructors should let students ask question about the video and its content (Setelah menonton video, saya merasa bahwa dosen harus memberikan kesempatan kepada mahasiswa untuk bertanya tentang materi dan konten video.).   18 After watching the video, I feel that the instructor should encourage/facilitate a discussion about the video and its content (Setelah menonton video, saya merasa bawha dosen harus mendorong/memfasilitasi mahasiwa untuk mendiskusikan isi dari video yang telah ditonton.) . 19 The instructor shows different types of video as a replacement of TLL (Dosen menggunakan jenis video yang berbeda misalnya video youtube, video yang dibuat oleh dosen, dll.). 20 I watch the videos given by the teacher as it helps me for enriching my knowledge. (Saya merasa konten dari video yang diberikan relevan dengan materi kuliah.) 21 overall, i prefer video-based learning than traditional live lecture (secara keseluruhan, saya lebih m’enyukai belaj]ar m’elalui video daripada kuliah tradisional) . 22 I would like my teachers to continue using videos to replace traditional live lecture. ((Saya ingin dosen untuk tetap melanjutkan penggunaan video sebagai pengganti TLL.) . 23 I feel that the content of video used as a replacement of TLL is relevant (Saya merasa konten dari video yang diberikan relevan dengan materi kuliah.) . 24 I feel that the content of video used as a replacement of TLL is understandable (Saya merasa konten dari video yang diberikan sangat mudah dipahami.) . 25 I feel that the content of video used as a replacement of TLL is engaging (Saya merasa konten video yang digunakan sangat menarik untuk ditonton) . 26 Using video as a replacement of TLL provides me with high quality learning material. (Penggunaan video sebagai pengganti TLL memberikan saya materi pelajaran yang berkualitas tinggi.) 27 It is convenient for me to access the videos through various mobile devices (e.g., smartphone, computer, tablet, etc.) (Bagi saya, video yang digunakan mudah diakses melalui berbagai perangkat seperti smartphone, komputer, tablet, dll.) . 28 I believe that using vides as a replacement of TLL meet my aspects of my learning requirements (Saya yakin bahwa penggunaan video sebagai pengganti TLL memenuhi kebutuhan pencapaian belajar saya.) . 29 I believe that the service provided by the video used as a replacement of TLL in E-Learning meets my learning objectives (Saya yakin bahwa layanan yang diberikan oleh video yang digunakan sebagai pengganti TLL dalam E-Learning memenuhi tujuan pembelajaran saya.) . 30 I believe that using video as a replacement of TLL in E-learning during the Covid-19 pandemic environment is appropriate and necessary. (Menurut saya penggunaan video sebagai pengganti TLL dalam E-learning di masa pandemi Covid-19 adalah tepat dan sangat diperlukan.) (Adapted from Pal & Patra,2020.) 2. APPENDICES 2 Focus Group Discussion Guidelines FOCUS GROUP DISCUSSION GUIDE LINES Students’ Perceptions and Preferences of Video Use as a Replacement of Traditional Lecture in Times of the Covid-19 Pandemic 1. Participant a. Participants are students of the English language study program of IAIN Palangka Raya in academic year of 2018, 2019, and 2020 which experienced the use of video as a replacement of traditional lecture during online learning in times of the Covid-19 pandemic and had passed the selection of screening questions to be FGD participants. b. At least group of each academic year is represented by six students who had the most experiences. c. The total participant for FGD is three groups consists eighteen students in total. 2. Time a. The implementation of the FGD is adjusted to the time available from the participants. b. The longest time for the discussion is 90 minutes. 3. Content of the discussion a. The questions that are used in the FGD session was developed by the researcher by adapting interview questions developed by Alpert and Hodkinson (2018), but it will not come out of the main points as the following questions: 1) Do you consider the use of video as a replacement for the traditional lecture as a symptom of ‘’teacher laziness’’? 2) What types of video shown by the teacher to replace traditional lecture? 3) Which types of video do you prefer? 4) Do the videos used by the teacher taken from various sources? If so, what are the sources? 5) In what way (technique) do you want your teacher to show the video? 6) Do you prefer video-based learning to traditional live lectures? 7) Do you want your teacher to continue using video as a replacement for traditional live lectures? 8) Is there anything else you would like to tell me how videos are being used and should be used in lectures? (additional question) 4. Researcher as the moderator a. Moderator will carry out the FGD as good as possible within the set time that has been set b. Observe and understand the answers of FGD participants. If necessary, provide follow-up questions if there are things that are not understood by the participant. c. Record and make a complete and clear transcript of FGD result for the analysis. 5. FDG Data Analysis a. Analysis of the FGD results of all participants to see the tendency of pattern. b. Describe the results found using understandable words. (Adapted from Alpert & Hodkinson,2018.) 3.APPENDICES 3 Focus Group Discussion Summary Code Question Group 1 Group 2 Group 3 The showing video (SV) 1. Do you consider the use of video as a replacem’ent of traditional lecture as a symptom of teacher laziness 2. Do you prefer video based-learning to traditional live lecture? SV1: mostly said no. they added it depends on the types of video used by the teacher. They are more appreciating if the teacher use instructor creating video. SV2: the first group is not sure. They think rather than just watching video, students also need a good learning environment to connect and interact with others. It was found that they still want synchronous interaction between the teacher and the students in the learning process. They are all agree that rather than replacing traditional lecture, the use of video is better to just complement the traditional lecture. SV1: No. it is helpful. It helps the teacher to explain the lecture material. But the teacher must SV2: the second group thinks that it is better to combine the use video in the traditional lecture. They also think an interaction between the students and the teacher is still needed. It can be said that they also think that the use of traditional lecture is just as a complement for traditional lecture. The reason for including video in the traditional lecture is because video has better and more explanation about the lecture material compared to what teacher usually gave during lecture SV1: No. it is helpful. It helps the teacher to explain the lecture material. They think it also helps the students to easily understand the lecture material SV2: they prefer the traditional lecture with the use video in it so it does not make the learning process boring. Types of video (VT) 1. What types of video shown by your teacher 2. Which type of video do you prefer? VT1: instructor-created video, animation video, slide presentation video, lecture video VT2: they prefer short animation video and instructor created video because of its effort. . VT1: similar. VT2: They prefer animation video VT1: similar. Video created by students. VT2: Animation videos Source of video Do the video used by the teacher taken from various sources? What are they? Yes. Mostly from Youtube. Other sources: websites for english learning such as BBC learn English, TED Talk, and tiktok. Uploaded videos by the teacher. Similar Similar Video facilitation In what way do you want your teacher to show the video ? After showing the video, there must be interaction between the teacher and the students. It can be a review session, a discussion session, question and answer, or teacher re-explain the content of video. Students do not want the teacher to just give them videos to watch. Similar like G1, they prefer if there are activites after watching the video. The third group showed the similar answer. Interaction is needed in this method of teaching. When the students asked if they watch the video when there are no following activities. Almost all students said they do not watch the video. Do you want your teacher to continue using video as a replacement of traditional lecture? No. not as replacement but it is fine only as complement. No. it is better to just including the video in traditinal lecture. No. it is better to combine. 14 1 APPENDICES 4 Instrument Validation Sheet image2.jpeg image1.jpeg