PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

A VIDEO PROJECT TO PROMOTE NURSING STUDENTS’ SPEAKING SKILL AND LEARNER AUTONOMY

A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies

by Risa Arroyyani Student Number. 126332018

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

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DEDICATION PAGE

I dedicate my thesis to Allah S.W.T And My Beloved Parents Wagiran, BA and Suharti My Lovely Husband Arif Kurniawan My Little Angel Neyra Hayfa Kurniawan My Baby Nafis

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ACKNOWLEDGEMENTS Praise to Allah S.W.T, The Almighty! Only because of Allah's blessings, I was able to accomplish my thesis. I am also blessed to have people who have supported and facilitated me. My special gratitude goes to my thesis advisor, Dr. B.B. Dwijatmoko, M.A. for his patience, guidance, help, suggestions, and support to finish my research work. Without his support and guidance, I would not be able to accomplish my thesis. I am greatly indebted to the all lecturers in English Language Studies for guiding and teaching me during my study in Sanata Dharma University: F.X Mukarto, Ph.D., Dra. Novita Dewi, M.S., M.A.(Hons), Ph.D., and Dr. J. Bismoko. I thank them for letting me learn many great things, sharing the knowledge and also suggestions and support during the process of my thesis writing. I sincerely send my gratefulness to my beloved parents, Wagiran, B.A and Suharti, and my lovely husband, Arif Kurniawan for their prayer, support, advice, patience, hugs, and kisses. Their love, affection, and spirit they always give me make me strong day by day. I am also thankful for having my sister, Rima Alfiani for always supporting and advising me, my little angel, Neyra Hayfa Kurniawan for the smiles and cheerfulness which makes me strong, and for my baby Nafis who always accompanies me since he was in pregnancy. Hopefully, this thesis would be my present for them. I should be grateful for having my friends in KBI especially Class C community for sharing good moments, support, tears, and laughter during our study. We have learnt many great things from our friendship. Besides, I thank to KBI staff, Mbak Lely and Pak Mul and all graduate staff for helping me during my academic time. Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health and happiness in life.

Risa Arroyyani

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TABLE OF CONTENTS TITLE PAGE……………………………………………………………........... i APPROVAL PAGE …………………………………………………………… ii DEFENSE APPROVAL PAGE…………………………………………......... iii DEDICATION PAGE……………………………………………………........ iv STATEMENT OF ORIGINALITY…………………………………………... v LEMBAR PERNYATAAN UNTUK PERSETUJUAN PUBLIKASI KARYA ILMIAH……………………………………………………….......... vi ACKNOWLEDGEMENTS…………………………………………………… vii TABLE OF CONTENTS………………………………………………........... viii LIST OF TABLES………………………………………………………........ x LIST OF FIGURES…………………………………………………………... xi LIST OF APPENDICES……………………………………………………… xii ABSTRACT………………………………………………………………….. xiii ABSTRAK…………………………………………………………………… xv CHAPTER I. INTRODUCTION……………………………………………. A. Background………………………………………………………………… B. Problem Limitation………………………………………………………… C. Problem Formulation……………………………………………………… D. Research Goals……………………………………………………………. E. Benefits of The Study………………………………………………………

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CHAPTER II. LITERATURE REVIEW…………………………………. 8 A. Theoretical Review…………………………………………………………. 8 1. Project Based Learning………………………………………………… 8 2. Video Project in Language Learning………………………………....... 11 3. Speaking……………………………………………………………….. 13 3.1 Types of Speaking Performance and Activities…………………… 14 3.2 Micro and Macro Skills in Speaking………………………………. 17 3.3 Assessing Speaking………………………………………………… 19 4. Learning Autonomy…………………………………………………… 22 4.1 The Importance of Autonomous Learning………………………… 23 4.2 Characteristics of Autonomous Learners…………………………. 24 4.3 Level of Autonomy……………………………………………….. 25 4.4 Teacher's Role in Autonomous Learning…………………………. 27 4.5 Strategies to Promote Autonomous Learning…………………….. 28 4.6 Learning Strategies………………………………………………… 30 5. English for Nursing Students…………………………………………. 33 B. Review of Related Studies………………………………………………… 34 C. Theoretical Framework……………………………………………………. 37 D. Hypothesis ………………………………………………………………… 42 CHAPTER III. RESEARCH METHODOLOGY………………………….. 43 A. Research Method…………………………………………………………... 43 B. Nature of Data…………………………………………………………….. 45 viii


C. D. E. F. G. H.

Research Setting ………………………………………………………….. 46 Research Population………………………………………………………. 46 Data Gathering Technique and Instruments…………………………........ 50 The Experiment……………………………………………………………. 54 Data Analysis………………………………………………………………. 58 Trustworthiness of the Study………………………………………………. 59

CHAPTER IV. FINDINGS AND DISCUSSION…………………………… 61 A. Findings……………………………………………………………………. 61 1. Effect of Video Project to Promote Students' Speaking Skill ………… 62 2. Video Project to Promote Students' Learner Autonomy ….………….. 69 B. Discussion…………………………………………………………………. 76 1. Experimental Research in the Effectiveness of Video Project to Promote Students‟ Speaking Skill …………………………………. 76 2. Questionnaire and Interview Results on How Video Project Promotes Students‟ Learner Autonomy ………………………………. 79 2.1 Students‟ Objective on Learning…………………………………… 80 2.2 Students‟ Progress of Learning…………………………………….. 82 2.3 Students‟ Learning Strategies……………………………………… 84 2.4 Students‟ Evaluation on Learning…………………………………. 87 2.5 Role of Teacher……………………………………………………. 91 CHAPTER V. CONCLUSION AND SUGGESTION……………………… 97 A. CONCLUSION…………………………………………………………… 97 B. SUGGESTION………………………………………………………….... 99 BIBLIOGRAPHY………………………………………………………….… 101 APPENDICES…………………………………………………………...…… 106

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LIST OF TABLES

Table 2.1 Brown's Micro and Macro Skills of Speaking………………………. 18 Table 2.2 Description of Language Components by Pandiya ………………… 20 Table 2.3 Scale Criteria of Speaking by Pandiya ……………………………… 21 Table 2.4 Theoretical Framework of the Study ……………………………….. 41 Table 3.1 Participants of Pretest ………………………………………………. 47 Table 3.2 Means and Standard Deviation of Pretests in EF Class ……………. 48 Table 3.3 Homogeneity Test …………………………………………………… 48 Table 3.4 Normality Test of EF Class …………………………………………. 49 Table 3.5 Organization on the Individual Questionnaire ………………………. 52 Table 3.6 Content Coverage of the Individual Questionnaire …………………. 52 Table 3.7 Time Table for Data Gathering ……………………………………… 54 Table 3.8 Project Description for Experimental Group………………………… 58 Table 4.1 Means and Standard Deviations of Experimental Group …………… 63 Table 4.2 Means and Standard Deviations of Control Group …………………. 63 Table 4.3 Frequencies of Scale Criteria of Speaking of Experimental Group ... 64 Table 4.4 Frequencies of Scale Criteria of Speaking of Control Group ……… 64 Table 4.5 One Sample Kolmogorov Smirnov Test……………………………. 66 Table 4.6 t test Statistics of Experimental Group Pretest and Posttest ……….. 66 Table 4.7 t test Statistics of Control Group Pretest and Posttest ……………… 67 Table 4.8 Group Statistics of Control and Experimental Group ……………… 68 Table 4.9 Result of Independent Sample t test ………………………………… 68 Table 4.10 Coding and Categorizing of Questionnaire ………………………… 70 Table 4.11 Coding and Categorizing of Interview ……………………………. 72 Table 4.12 Samples of Students‟ Comments in Questionnaire and Interview… 73 Table 4.13 Interview Summary of Three Respondents ……………………….. 92

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LIST OF FIGURES Figure 3.1 Research Sequence …………………………………………………. 45 Figure 4.1 Means Plots on Tests between EG and CG………………………….. 62

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LIST OF APPENDICES Appendix A. Syllabus of Nursing Study Program Semester Four …………… 106 Appendix B. Speaking Test Items…………………………………………….. 111 Appendix C. Scoring Rubric of Speaking Test……………………………….. 117 Appendix D. Pretest and Posttest Result………………………………………. 120 Appendix E. List of Experimental Group Members and Video Project Link on You Tube……………………………………………………...129 Appendix F. Questionnaire Construct and Open Ended Questionnaire………. 132 Appendix G. Students' answers in Interview and Questionnaire……………… 137 Appendix H. Coding and Categorizing of Questionnaire and Interview……… 173 Appendix I. Output of SPSS Test……………………………………………. 182 Appendix J. Screenshot of Video Display on You Tube……………………... 186

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ABSTRACT Risa Arroyyani. 2015. A Video Project to Promote Nursing Students' Speaking Skill and Learner Autonomy. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Speaking is one of the English skills which need to improve regularly. Students need to have more practice when they want to have a good speaking skill, not only in the class but also outside the class. Because of limited time provided in the class to learn language, the students need more tasks to make them have more practice. It can be done through project based learning. The use of project in language learning is an alternative way to support student-centered learning. Project can integrate language skill including the speaking skill in which the students are able to monitor and check their own progress in learning English. Through the project, the students are also given chance to improve themselves outside the class as part of learner-centered or autonomous learner. Autonomous learning seems to be important to own for the students to have successful language learning. To become autonomous, the learners need to learn outside the class to support what they have got in class. The kind of project which can be given outside the class is through video project. This kind of project is hopefully to promote the students' language skill especially speaking and their learner autonomy. In this regard, this study aimed at (a) discovering the effect of video project to improve students' achievement in speaking skill and (b) discovering the effect of video project to promote students' learner autonomy. I implemented both a quantitative and a qualitative design in this study. This study used statistical t-test to analyze the quantitative data in order to discover the effect of using a video project in improving students' speaking skill based on the score of pretest and posttest of Experimental Group and Control Group. The qualitative data were obtained by using open-ended questionnaire in order to know the effect of using video project in promoting students' learner autonomy. The use of triangulation was strengthened by the interview developed from the result of the questionnaire. The target population of this study was the fourth semester students in nursing department of STIKes Surya Global Yogyakarta in academic year 2014-2015 who were taking English for Medic I. There were 39 students as parts of Experimental Group. The t-test results labeled equal variances which is assumed gives the t-value of 3.077 and the degree of freedom (df= 81). Ha is accepted if t value> t table. The t table is at 1.989 (3.077 > 1.989) which indicates that the difference is significant because t-test result is higher than t table. The t-test result indicates that the achievement in the speaking skill through video project is improved. Besides, the results of the questionnaire and interview lined five themes. They were students' objectives on learning, students' progress of learning, students' learning strategy, students' learning evaluation, and the role of teacher. The results of those themes describe that the video project can support their learner autonomy The project provides opportunity to the students to become autonomous learner by giving them chance to be aware of their learning objectives, supporting them to achieve some competences related to technology application, English skill, and teamwork coordination, providing them chance to plan their learning strategies, xiii


making them able in evaluating and monitoring their learning, and able in finding the effective role of teacher when they are learning outside the class.

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ABSTRAK Risa Arroyyani. 2015. A Video Project to Promote Nursing Students' Speaking Skill and Learner Autonomy. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Keahlian berbicara merupakan salah satu dari beberapa keahlian dalam bahasa Inggris yang membutuhkan keteraturan untuk meningkatkannya. Mahasiswa diharapkan sering mempraktekkan keahlian tersebut tidak hanya di dalam kelas tetapi juga di luar kelas. Namun dikarenakan keterbatasan waktu perkuliahan bahasa di dalam kelas, mereka perlu untuk mempraktekkannya lebih melalui latihan. Salah satunya melalui pembelajaran berbasis proyek dimana proyek bisa digunakan sebagai sarana yang mendukung mahasiswa untuk mencapai pembelajaran student-centered. Pemberian tugas proyek bisa membantu keahlian berbahasa mereka termasuk keahlian berbisara dimana mereka mampu mengawasi sejauh mana kemajuan mereka dalam mempelajari bahasa Inggris. Melalui tugas proyek, mahasiswa diberi kesempatan untuk meningkatkan kemampuan mereka di luar kelas sebagai bagian dari pembelajaran mandiri. Menjadi pembelajar mandiri merupakan sesuatu yang penting agar bisa memperoleh keberhasilan dalam mempelajari bahasa. Mahasiswa perlu untuk belajar di luar kelas untuk mendukung proses belajar mereka di dalam kelas. Salah satu jenis tugas proyek yang bisa diberikan adalah tugas proyek membuat video. Tugas ini diharapkan bisa membantu mahasiswa meningkatkan kemampuan berbicara mereka serta mendukung pembelajaran mandiri mereka. Penelitian ini memiliki tujuan (a) untuk mengetahui pengaruh tugas proyek pembuatan video terhadap peningkatan kemampuan berbicara dan (b) untuk mengetahui pengaruh tugas proyek pembuatan video terhadap pembelajaran mandiri mereka. Penelitian ini menggunakan analisa metode gabung menggunakan data kuantitatif dan kualitatif. Penelitian ini menggunakan uji t untuk mendapatkan data kuantitatif untuk mengetahui pengaruh tugas proyek pembuatan video dalam meningkatkan kemampuan berbicara mahasiswa berdasarkan nilai pretest dan posttest Kelompok Eksperimen dan Kelompok Kontrol. Peneliti juga menggunakan kuesioner dan interview untuk mendapatkan data kualitatif untuk mengetahui pengaruh tugas proyek pembuatan video dalam meningkatkan pembelajaran mandiri mereka. Populasi penelitian ini adalah mahasiswa keperawatan semester empat di STIKes Surya Global tahun akademik 2014-2015 yang mengikuti mata kuliah English for Medic I. Sample penelitian ini berjumlah 39 mahasiswa sebagai bagian dari Kelompok Eksperimen. Hasil uji t menunjukkan nilai t sebesar t= 3.077 dan derajat kebebasan sebesar df=81. Hi diterima jika t hitung > t tabel. Nilai t table adalah 1.989 (3.077 > 1.989) yang menunjukkan bahwa terdapat perbedaan yang signifikan karena hasil uji t lebih besar dari t table. Hasil ini menunjukkan bahwa terjadi peningkatan kemampuan speaking melalui pemberian tugas proyek pembuatan video. Selain itu, hasil kuesioner dan wawancara menyimpulkan lima tema utama yaitu tujuan pembelajaran siswa, kemajuan pembelajaran siswa, strategi belajar siswa, evaluasi belajar siswa, dan peran pengajar. Kelima tema tersebut xv


menunjukkan bahwa tugas proyek pembuatan video dapat mendukung pembelajaran mandiri siswa. Tugas video tersebut memberikan kesempatan bagi mahasiswa menjadi pembelajar mandiri melalui adanya kesempatan untuk memahami tujuan pembelajaran mereka, dukungan pencapaian beberapa keahlian berkaitan dengan aplikasi teknologi, keahlian berbahasa, dan kerja sama tim, kesempatan untuk menyusun rencana pembelajaran mereka, membuat mereka mampu untuk mengevaluasi pembelajaran mereka, serta kesempatan untuk menentukan peran serta pengajar ketika mereka melakukan pembelajaran di luar kelas.

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CHAPTER I INTRODUCTION

This chapter provides the general explanations of the research. There are research background, problem limitations, research questions, research goals, and benefits of the study.

A. RESEARCH BACKGROUND English is foreign language which has been taught in many levels of education in Indonesia. The four skills of English named Speaking, Writing, Listening and Reading are all important to improve. In learning language skills, the students need to have more practice. Since it is very limited time learning language in class, they must have more time outside the class to learn language. However, the students need more motivation to learn foreign language out of the learning atmosphere in the classroom. That is related to how autonomous they are in learning language. The discussion of autonomy has been occurred in some fields, however the topic of autonomy related to language learning has also been discussed in some researches. Autonomy or independence is important in applying student-centered learning and self-assisted language learning. Holec (1981:3) defines autonomy as “the ability to take charge of one‟s learning”. While autonomous learning is based on student-centered in the learning process, it doesn‟t mean that the teacher‟s support and input is not needed (Little, 1991). Autonomous learning is needed by

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all language learner from the beginner to the advance while there must be any different in the media used in the learning process. Learner autonomy is related to the fact that learning language will be difficult for the students unless they aim to learn outside as well as during class time. For example, when the students want to master speaking skill, it means that they aim to practice outside the class time. It is because the complexity of language which is not enough for the students to learn all they need to in a classroom (Harmer, 2007). In this case, autonomous learning seems to be an important to have by the students when they want to have successful language learning. There are some definitions of learner autonomy, among of them is stated by MacDougall (2008), “A type of learning which is characterized by personalization, selfdirectedness and less dependency on the educator for affirmation, and which therefore enhances rather than hinders the capacity for constructive collaborative participation in the workplace (p224).” By the need of autonomous learning in supporting students mastering language skill, there are many media developed to reach the aims of successful autonomous learning. Technology and multimedia are also developed to support the need of learner autonomy especially in learning language. Some researchers have found the effectiveness of using technology to support learner autonomy in certain skill including speaking. The effort in finding the appropriate materials related to learner autonomy is based on the concept that interest in learner autonomy has increased substantially in the last decade and also that developing learner autonomy does not just involve putting appropriate learning materials in front of a student, but necessitates helping the student develop the skills and mindset that can lead to successful self-guided language study (Jones, 2011).

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Because English is not only learnt by young learner but also by adult, and there are different learners‟ needs each other, the use of technology for promoting learner autonomy is also different. While both young learner and adult learner use the same media, there will be any different in the content and purpose of the use of media, especially when there is any project for the learners to use technology in helping them promoting their autonomous learning. From many benefits of autonomous learning, the teachers then need to promote their students to become autonomous learners. However, it is less effective for the teachers to just tell the students about the benefits of being autonomous learner. They need to provide better course design to help their student to become more independent (Harmer, 2007). Learner autonomy can be promoted through the use of technology. According to Toyoda (2001), there are three conditions necessary for autonomous learning related to the use of technology as accessible and reliable technology, sufficient computer literacy in students, and good communication with and support from peers. Healey (2002) states that technology provides a wealth of resources and potential, but it is not a solution on its own. It means that although the use of technology is important in language learning, the teacher still plays an essential role and both cannot be substituted. Schwienhorst in Collentine (2011) also outlines three approaches to promoting learner autonomy for CALL researchers and developers. In the individual-cognitive approach, reflective processes are aided through the act of writing (as opposed to speaking). In the social-interactive approach, interactions with peers or native speakers such as in project-based tasks promote autonomy. In the experimental-participatory

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approach, learners are made to be their own agents, and their own actions and choices promote autonomous learning. Through project-based learning, the students are intended to be able to monitor and check their own progress in learning English then they will be ready to become autonomous learner. Projects can also be called as tasks which integrate language skills works in some activities. Hedge (2000) states that projects are parts of leaner-centered. Meanwhile, Postman and Weingartner in Hedge (2000) claim that the critical content of any learning experience is the method or process through which the learning occurs. One kind of project that can be used is making video. Video project is known as the project in which the students explore their own creativity and distribute their duties to make video during several weeks. Video production can be used as the media in learning or teaching language (Gardner 1994). By making video, the students can determine their goals in learning language and build their language skills. There are some studies about the use of video to promote learner autonomy and language proficiency. In the study of Masats, et al (2009) it shows that video production can be used as language learning tools. The learners take responsibility of their own learning through task that is intellectually and emotionally challenging that is through video making. The study of Hafner and Miller (2011) also shows the use of collaborative digital video project to promote learner autonomy in English for Science.

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B. PROBLEM LIMITATION There are four language skills which are important for adult learners. However, speaking plays an important role for them because when they have good speaking skill, they will be able to have good communication especially when they want to get work abroad or with foreigner. For adult learners, speaking takes the important role because it keeps them in communication as relationship, or negotiations (Hedge 2000). Speaking is one of four skills in English which needs to be improved through some practices. Because spoken language has characteristic of spontaneity in which the planning time for speaking is severely limited, the students need to do more practice to make their speaking more natural (Thornburry, 2005: 2). As the way to have speaking habits, the three stages of learning including presentation, practice, and production (PPP) can also be applied. It is not only good for grammar learning but also appropriate for speaking. The term presentation or modeling is also known as awareness-raising which then leads to production which is also known as autonomy. In addition, there are also numerous kinds of media which can be used in promoting learner autonomy and speaking skill. The media as part of projectbased learning can be created by the students not only to improve their language skill but also to increase their learner autonomy. From many kinds of projects that can be done by the students, this study will only focus more on the use of video project in promoting students‟ English speaking skill and learner autonomy. The researcher also researches English speaking skill of the fourth semester of nursing students in STIKES Surya Global Yogyakarta because the syllabus of the fourth

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semester focuses on speaking more than the syllabus of the other semester which focuses on the other language skills.

C. PROBLEM FORMULATION This study is conducted to find the answers of the formulated research questions as follows: 1. Is video project effective to promote nursing students‟ speaking skill? 2. How does video project promote learner autonomy of nursing students?

D. RESEARCH GOALS This study aims to find out whether video project is effective to promote speaking skill of nursing students or not. It means that this study purposes to know how video project can be used as learning tools for nursing students to learn the English subject and how it can help them to be easier in their speaking practice related to English material in class. I also intend to know how video project promotes nursing students‟ learner autonomy. It means that I am going to find out whether making video is suitable for nursing students to make them having characteristics of autonomous learner, for example, knowing their learning objective, having high motivation in learning, choosing and implementing their learning strategies, and being able to monitor their progress through learning. Therefore, the goals of this research are to present the information about the effectiveness of using video project in promoting the students' speaking skill and to display information about the role of video project in students' learner

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autonomy. It is also expected that the information in this research would give a positive contribution for teaching and learning activity in nursing academy.

E. BENEFITS OF THE STUDY This study is expected to give some benefits to English learning. The results of this study may become valuable information for the teachers, learners, curriculum and material designers and implementers and any parties who concern with the development of English education. Theoretically, this study might become an additional reference on the literature of English studies in Indonesia context, particularly those concerning the relation of video production and learner autonomy to the language learning achievement. The result of the research which was the relation of video project, learner autonomy, and speaking skill, hopefully can help to improve our understanding on them and how one variable can affect one another. Practically, the study may contribute to the development of education and language teaching to improve efficiency and productivity. It is hoped to improve the teacher's ability in monitoring students‟ language skill and learner autonomy by the use of video project. In addition, this study is hopefully beneficial for researchers and further studies, as this research will be likely to lead further researchers to improve, correct, and refine the theoretical foundation used in this study and to contribute any new ideas on the effective teaching of English for nursing students.

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CHAPTER II LITERATURE REVIEW

The purpose of this chapter is to clarify concepts and their interrelation, then use the concepts to answer the research problems theoretically. This chapter starts with the theoretical review, review of related studies and then theoretical framework.

A. LITERATURE REVIEW This theoretical review would discuss the theories used in this research. Those theories are: Project Based Learning, Video Project in Language Learning, Speaking, Rubrics for Speaking, Learner Autonomy, and English for Nursing Students. 1.

Project-Based Learning In relation to promote autonomous learning, project-based learning is one

way to promote the students‟ independence. Project based learning or also known as project-based instruction is “an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop” (Moss & Van Duzer in Foss, 2006). Beckett (2002) defines project as "a longterm (several weeks) activity”. Project-based instruction allows the teachers to teach four language skills in English while giving both teachers and students freedom in what project they choose and how they carry it out. Project-based learning aims at comprehensible output (Beckett, 2002) which occurs both during the project and as the final product of the project.

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Project-based learning (PBL) is a model of learning that organizes learning activity that shifts away from the usual classroom practices of short, isolated, teacher-centered lessons around projects (Mae, 2006). In PBL, learning activities are formed with long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices. Projects can also be defined as complex tasks. They are based on challenging questions or problem involving students in design, problem-solving, decision making, or investigate activities. Projects give the students chance to work autonomously for some periods of time which culminate in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, &Michaelson, 1999). The learning especially for adult is most effective when it is relevant and meaningful and when it is germane for adult learners‟ needs, life responsibilities, roles and interest (Mackeracher in Almanza, 1997). Because project based learning is an active learning, it is used as a bridge between language study and language use. It places the learners in situations requiring authentic use of language in order to communicate. In team or group, the students have chance to plan, organize, negotiate, make their points, and arrive at a consensus about things they have to be responsible of and how information will be presented. This occurs for all levels of language proficiency, even for learners at the lower ones (FriedBooth in Almanza, 1997). In addition, there are some benefits of project based learning according to Almanza (1997) including developing language skills, engaging learners‟ in activities which develop the use of learning strategies such as goal setting,

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planning and self-evaluation, and affective behaviors such as confidence, and risktaking. To reach a successful project-based learning, there are some requirements must be applied by the teacher. According to Almanza (1997) the requirements are including: (1) Considering the topic and skills the students intend to focus on in the class as well as the requirements for the course, (2) Giving opportunity to the students to have a voice in identifying the topics, (3) Choosing project that will best meet the teacher‟s instructional goals and demonstrate a student‟s abilities and progress, (4) Providing the projects that challenge learners to stretch beyond what they believe they can do with English, but it should not be difficult to be frustrating or inhibiting, (5) Choosing the projects that are beneficial to the teacher,

the

students,

and

outside

stakeholders,

(6)

Because

project

implementation can be quite complex, it is important to require flexibility, (7) It is important that learners have an opportunity for evaluating their work. Related to the implementation of project based learning, some steps are necessary to do as parts of planning. A different procedure on planning projects is presented by Stripling, et.al (2009) which provides some steps in planning projects including establishing content and skill goals, develop format for final products, planning the scope of the project, designing instructional activities, and assessing the project design. The careful planned of the project implementation is to clarify student learning goals, final products, timeline, and instructional activities. According to Chard in Mae (2006), there are sample activities of project based learning which can be implemented in learning as field trips, experiments, model building, posters, and the creation of multimedia presentation. By doing the

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projects, the students are hoped to learn with different learning styles to demonstrate their knowledge by means of inquiry. 2.

Video Project in Language Learning A kind of activity in project based learning is by creating multimedia

presentation. Video project is part of implementing project based learning related to multimedia or technology. The implementation of video project needs several weeks requiring students‟ self-consideration and team work. Video materials have been employed in language teaching and learning since the early 1980s, when the technology became widely available for non-industrial purposes. It has been developed specifically for the vast quantity of video materials for the use in the foreign language classroom. Advances in digital technology in the 1990s created even more exciting opportunities for using video for language teaching and learning (Vanderplank, 2010). However, video materials have been employed as a “static” resource similar to printed sources because the classroom activities have been mainly centered round viewing and listening to the video, reading subtitles, or teaching the target language culture (Gardner, 1994; Moore, 2006). As the solution, in creating the learning process more dynamic, teacher can involve the students to make video production. Related to video production, a study by Gardner (1994) offers a frame-work for the video project organization and implementation. He identifies two important stages of the activity, namely deciding the project organization and establishing the project‟s goals. In the project organization, he suggests four possible models namely: (1) all the students in the class participate in one largescale production; (2) a „project elite‟ coordinates the project and allocates work to

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other members of the class; (3) separate groups of students work on their own small-scale projects; and (4) the project is managed by the whole class which consists of smaller sub-groups responsible for different parts of the project (i.e. writing and editing the script, choosing locations to film, acting etc.). Regarding the project goals, Gardner advises that they should be focused on the stages of the project implementation (i.e. choosing the topic for the video, deciding how the topic should be approached, identifying the intended audience, and deciding how to present the video), and that the goals must be clear and can be easily understood by the learners. In giving video project to the students, teachers advisably do not take a full control of the projects making but rather give many things to be determined and decided by the students (Alan & Stoller, 2005). It means that the students need to be active in making decision of what is important or what is not important to do in the process of making the project. Further, the interaction of literacy (language learning), digital literacy (media learning) and content knowledge construction should occur at the three stages of video production project including planning, shooting, and editing. At the planning stage, learners need to create their storyboards and scripts. The learners should make considerations about what will they talk in the video or kinds of music or sounds needed. At the time of shooting, learners have the opportunity to put into practice about what they have learnt in the lesson. Shooting is not only about capturing a sequential set of events, but also about considering good angle, scene, and many others. At the editing stage, the learners are required to add title, subtitle, transitions, voice, and sound effects.

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In the discussion of video project implementation, the students not only need the skill required in executing the project (for example skill related to technology) but also the basic language skills as required in the school curriculum or in the learning goals. The integration of content and learning skills is an essential component of project-based learning and should be identified in the project outcomes. Students need to learn, practice, apply, and extend those skills as part of the project design. Skill development must follow a coherent continuum of instruction and practice to enable all students to become independent learners (Stripling, et al, 2009). 3.

Speaking Speaking is one of four language skills in which for many students learning

to speak fluently in English is a priority. It is because they use speaking skill to keep up rapport in relationship, influence people, and win or lose negotiations as parts of communication (Hedge, 2000:261). To develop students‟ speaking ability, there are some methods can be applied. Wilson in Harmer (2011) describes the value of planning and rehearsal for speaking success. The students will perform much better if they have the chance to think about what they are going to say and how to say it. It gives them time to think in their heads about how they will speak. In addition, repetition also plays an important role in developing speaking skill. It has many beneficial effects as helping in students‟ memory, and allowing the students to improve on what they did before. However, repetition works better if the students get a chance to analyze what they have already chance to evaluate what they have done. This

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makes their performance second or third time round can be better (Harmer, 2011:346). The teachers also need to be involved in the speaking activities to encourage the students learn and develop their speaking skill. There are different roles played by the teacher during speaking activities as a prompter, participant, and feedback provider. When the students get lost and cannot think of what to say next or lose the fluency the teachers expect to them, they can leave the students to struggle out of such situations on their own. The teachers can also help them by offering discrete suggestion to stop their sense of frustration. This is what is called by prompter. As a participant, the teachers should be good animators when asking the students to produce language. As a feedback provider, the teachers should make deep consideration about when is the right time to give feedback to their students. It is because over-correction may inhibit them and put them in communicativeness while helpful and gentle correction may get students out of difficult misunderstandings and hesitations (Harmer, 2011). 3.1 Types of Speaking Performance and Speaking Activities The knowledge of types of speaking is necessarily needed by the teacher in providing the appropriate speaking activities or speaking materials in the classroom. It is needed related to the different purpose for the students learning speaking skill. According to Brown (2001), there are five types of speaking including imitative, intensive, responsive, interactive, and extensive. In the first type of speaking, imitative, the learners imitate word or phrase or possibly a sentence. It is purposed to focus on some particular elements or

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language form, not to have a meaningful interaction. One of the examples of imitative speaking performance is drilling. In intensive speaking performance, the learners product short stretches of oral language to demonstrate the competence such as grammatical, phrasal, lexical, or phonological relationship. Meanwhile, in the responsive type of speaking, short replies are the example. By short replies, it is not necessary to extend dialogues because short replies are only formed in the simpler ones as standard greetings, simple request or simple comments. In interactive speaking performance, it consists of transactional and interpersonal dialogues. The transactional dialogue is carried out to convey or exchange information which is an extended form of responsive language. When in responsive type of speaking the learners do not need to extend dialogues, in transactional type of speaking they need to extend dialogues or conversation. Another form in interactive type of speaking is interpersonal dialogue. Compared to the purpose of transactional language, interpersonal dialogue tends to maintain social relationship better than exchange information. Some elements as register, colloquial language, slang, ellipsis, etc. may involve in a dialogue in this extended form. In the extensive type of speaking performance, there can be in the form of reports, summaries, and speeches which can be planned or impromptu. Related to speaking performance, when the teacher has recognized the types of speaking performance which can be used in the classroom activities, they also need to choose the right way to promote the students‟ speaking skill. Promoting students‟ speaking skill is needed to support their performance in each type of speaking. Some activities promoting speaking are suggested by Thornbury (2005)

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including discussion and debate, drama, role play, simulation, presentation, classroom conversation and casual chat, outside-class speaking, storytelling, joke, and anecdote. In choosing the right activities to promote speaking skill, the teacher needs to consider the students‟ language proficiency level to make them effectively applied. The examples of activities appropriate to the higher level students are discussion and debate. By discussion, the students talk spontaneously which provokes them to exchange information. By drama, role play, and simulation, the students can activate their imagination. Drama also benefits for pronunciation and general language use (Harmer, 2011:349). In simulation and role play, the students can simulate a real life encounter as if they were doing so in the real world. They can be used to encourage general oral fluency or to train students for specific situations, especially where they are studying English for specific purpose (ESP) (Harmer, 2011:352). Role play also supports the students to be creative and to put themselves in another person‟s place for a while. Two of the speaking activities mentioned previously are classroom conversation and casual chat. Those activities are almost practiced by the students in the learning process inside the classroom. Both can promote students‟ speaking skill. In casual chat, the students must talk spontaneously, with unplanned communication and it tends to be natural. However, not many students can perform this activity so they can perform a planned conversation called a classroom conversation which can encourage them to speak English. A classroom conversation is usually practiced among the students and the teacher in a formal condition. The students have longer time to think about what they are going to say

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compared to a casual chat which is usually practiced with their close friends and needs short time to prepare what they should talk about. There are numbers of outside-class speaking activities including tape diaries, video conferencing, and human-computer interaction. Meanwhile, in speaking activity type including storytelling, jokes and anecdote, the students are offered to perform activities which involve them to speak without partner. In addition, jokes and anecdotes are funny rehearsal of speaking. The students are also provided activity supporting their speaking skill through the use of technology as video. They can record their performance in the form of role-play as the assignment. Banares in Oktaputri (2010:14) states the benefits of recording the students‟ performance as they have more speaking practices, they pay more attention to pronunciation, they will increase their motivation, and they are able to recognize whether their speaking product is good or not. It is supported by Healey in Oktaputri (2012:15) who states that spotting the students‟ own weaknesses through videotape is much easier. It is related to the function of students‟ learning evaluation. Those activities are able in supporting and promoting the students‟ speaking skill. However, the teacher needs to consider the students‟ language proficiency level and students‟ interest in choosing the right activities to them. A good consideration is necessary to promote each skill in speaking effectively. 3.2 Micro and Macro Skills in Speaking As discussed previously, some activities are provided to promote students‟ speaking skill. However, discussing the type of skills in speaking is also needed to give the clear description about how to promote the students‟ speaking skill.

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According to Brown (2004:142), micro skills and macro skills of speaking have some differences. The micro skills are skills related to production of the smaller chunks of language units including phonemes, morphemes, words, collocations, and phrasal units. Meanwhile, the macro skills are skills related to the mastery on the larger elements of language units such as fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. The following table shows the specific information of micro and macro skills of speaking according to Brown (2004:142-143). Table 2.1 Brown’s Micro and Macro Skills of Speaking Micro skills 1. Produce differences among English phonemes and allophonic variants. 2. Produce chunks of language of different lengths. 3. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours. 4. Produce reduced forms of words and phrases. 5. Use an adequate number of lexical units (words) to accomplish pragmatic purposes. 6. Produce fluent speech at different rates of delivery. 7. Monitor one‟s own oral production and use various strategic devices− pauses, fillers, selfcorrections, backtracking− to enhance the clarity of the message. 8. Use grammatical word classes (nouns, verbs etc.), system (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms. 9. Produce speech in natural constituents: in appropriate

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Macro skills 1. Appropriately accomplish communicative functions according to situations, participants, and goals. 2. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floorkeeping and floor-yielding, interrupting, and other sociolinguistic features in faceto-face conversations. 3. Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new and given information, generalization, and exemplification. 4. Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. 5. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of


phrases, pause groups breathe groups, and sentence constituents. 10. Express a particular meaning in different grammatical forms. 11. Use cohesive devices in spoken discourse

words, appealing for help, and accurately assessing how well your interlocutor in understanding you.

Those differences of micro and macro skills of speaking are important since English teacher needs to develop materials based on the right activities to promote the right skill. 3.3 Assessing Speaking As one of four skills in language, speaking is also assessed to know the students‟ progress during learning process. However, the testing of speaking is commonly seen as a difficult thing since it is not easy to arrange the test which encourages the students to provide an accurate picture of their oral ability. Madsen in Harmer (2011) also states that the testing of speaking is as the most challenging of all language tests to prepare, administer, and score. It is due to some points as the difficulty in establishing criteria to evaluate a speaking test, the situation during the test, and the emotional relationship between the tester and the testee. To know the students‟ skill of speaking, there are some kinds of evaluation rubric to use. One of recommended rubrics for assessing language is by using CEFR (Common European Framework of Reference). It gives a detailed description of learner level by skill, in a language-neutral format. CEFR has three broad bands. Each band is divided into two. In the A level, the learners are expected to be able to communicate in basic English with help from the listener and to communicate in English within a limited range of contexts. In the B level, they are expected to communicate essential points and ideas in familiar contexts

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and to use English effectively with some fluenc, in a range of contexts. In the C level, they are expected to use English fluently and flexibly in a wide range of contexts and to use English precisely and sensitively in most contexts (from the book of Introductory Guide to the CEFR for English Language Teachers, 2013). However, because the scale criteria of CEFR is globally used not only for speaking but also for other skill as listening and reading, the researcher does not use it in this research. Thornburry (2005:127-129) claims that there are two main ways to assess speaking. They are holistic scoring and analytic scoring. Holistic scoring uses a single score as the basis of an overall impression, while analytic scoring uses a separate score for different aspect of the task. Each of those has its own advantages where holistic way is quick and suitable for informally assessing progress. Meanwhile, analytic scoring takes longer since it requires the teacher to take a variety of factors into account and is probably fairer and more reliable. The similar ways in assessing speaking are also explained by Underhill in Pandiya (2013) who states that there are two systems/approaches in speaking test, i.e. analytic scoring systems and impressionistic system. The first is scoring the learners' speaking ability by separating the components of speaking skill into sub skills, and the rater scores each component, and then sums the sub scores into final score. The latter is scoring/judging the learners' speaking ability on the basis of the speaking components. Thus, the rater directly comes to a single score without totaling the sub scores such that in the analytic system. Some of the experts called impressionistic system as holistic system/approach in writing assessment.

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This research uses analytic system which is divided into six components to be assessed as fluency, grammatical accuracy, pronunciation of sentences, pronunciation of words and sounds, interactive communication, and vocabulary resources. Here is the complete description of analytic system as proposed by Pandiya (2003:45). For the complete one, see Appendix C. (1) Description of Language Components Table 2.2 Description of Language Components by Pandiya (2013) No 1. 2.

Language Components Pronunciation

3.

Grammatical Accuracy Vocabulary

4.

Fluency

5.

Interactive Communication

Description Pronunciation of individual sounds and words, Pronunciation of sentences, the right intonation and stress Accurate use of structure, or how the learner gets his/her utterance correct The leaner‟s ability in choosing appropriate words and how to solve the problems when he/she cannot find suitable words by explaining around the word The ability to keep the conversation going, Read a text smoothly without hesitation, or inappropriate pause, or repeating words/lines The ability to get the meaning across the listener

(2) Scale Criteria Table 2.3 Scale Criteria by Pandiya (2013) Scal e 0

Proficien cy 10 – 39%

Categ ory Very Poor

1

40 – 50%

Poor

2

60 – 70%

Avera ge

3

75 – 80%

Good

4

85 100%

– Very Good

Description of Criteria Many wrong pronunciation, No mastery of sentence construction, Little knowledge of English words, Dominated by hesitation, Message unclear Frequent incorrect pronunciation, Major problems in structure, Frequent errors of word choice, Frequent hesitation, Disconnected idea Occasional errors in pronunciation, Several errors in structure, Occasional errors in word choice, Occasional hesitation, Ideas stand but loosely organized Some errors in pronunciation, Minor problems in structure, Minor errors in word choice, Minor hesitation, Clear and organized ideas No errors/Minor errors, Demonstrates mastery of structure (few errors), Effective/appropriate word choice, No hesitation, Well organized and clear ideas

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To assess speaking ability, the teacher can use interviews with some techniques as suggested by Cohen (1994) including personal conversation, giving direction, detailed description, picture sequence, topical discourse, and situation. Each technique has its own strength and weakness. Cohen (1994) also suggests multiple measures of speaking ability including (1) Giving a verbal essay (speaking for three minutes on a specified topic), (2) Giving an oral presentation or lecture (differing from the verbal essay in that the respondents is allowed to prepare), (3) Reporting the contents of an article read in the native language, (4) Participating in group discussion on a common and possibly controversial theme, and (5) Taking part in role play. 4.

Learner Autonomy The teacher may provide the right activities and materials in supporting the

students‟ speaking skill. They may also take some considerations in choosing the appropriate activities to promote their speaking performance but all depend on their own responsibility in learning speaking or it can also be called as learner autonomy.

Learner autonomy is close related to the individual learner‟s

acceptance of responsibility for his or her own learning. It means that in autonomy, the learner or student is required to develop his or her own learning and role in the learning process. Because there are some misconceptions about learner autonomy, it is important to find the clearest definition about autonomy. Little (1991) states that autonomy is not only limited to learning without teacher. In autonomy, it does not also mean that the teacher lets the learners do the best they can. He says that autonomy enables learners to determine their objectives,

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define the content and process of their own learning, select their methods and techniques, and monitor and evaluate their progress and achievements. Meanwhile, Holec (1981) provides definition of learner autonomy as “to take charge of one‟s learning” (including): (1) determining the objectives, (2) defining the contents and progressions, (3) selecting methods and techniques to be used, (4) monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc.), and (5) evaluating what has been acquired. It means that in learner autonomy, the students are expected to be able to select their own method and procedure in the learning process then evaluate it by themselves. Littlewood (1996) also explains that autonomy has two major components, “ability” and “willingness”. Ability includes both knowledge about the various choices offered to the learner and the skills for implementing such choices, whereas “willingness” entailed “motivation and the confidence to take responsibility” for one‟s decisions. From some of the definitions of autonomy above, it can be concluded that learner autonomy is related to learner‟s responsibility for his or her learning which can enable him or her to determine the learning objectives, process, method, and to evaluate what has been learnt by him or her. To have more understanding about learner autonomy, the following are the concepts of learner autonomy including the importance of autonomous learning, the characteristics of autonomous learner, level of autonomy, teacher‟s roles in autonomous learning, and strategies to promote autonomous learning.

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4.1 The Importance of Autonomous Learning There are many experts discussing that autonomous learning is important to practice. Cotterall in Ando (1998) states three important reasons for developing learner autonomy: philosophical, pedagogical and practical. The philosophical reason refers to the learners‟ right to make choices about their learning. It means that learners have the right to make choices about their own learning. Helping learners to learning how to make their own choices will prepare them for a changing future. In the pedagogical reason, it is argued that adults will learn more effectively when they are consulted about dimensions such as the pace, sequence, mode of instruction and even the content of what they are studying. This means that learning is more effective when learners are involved in making decisions about the learning process. The practical argument for promoting learner autonomy means that the learners need to be able to learn on their own because they do not always have access to all instructions they need to become proficient. The learners feel more secure when they participate and are involved in the decision-making process. According to Omaggio as cited in Bayat (1998), autonomy in language learning is important to create good language learners who are aware of their learning styles and strategies and they know how to adapt them for different learning conditions; know about their strengths and weaknesses; and use every opportunity to communicate in the target language. This means that the students who are autonomous are able to know all their needs to reach their target in learning language.

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4.2 Characteristics of Autonomous Learners Talking about promoting students to become autonomous learners will always be related to the characteristics of autonomous learners the students need to become. There are some characteristics of autonomous learners as some researchers argue. Autonomous learners need to be active to take role in the learning process by finding more learning opportunities for themselves rather than just doing what the teacher asks them to do. Dickinson (1993) provides four characteristics of autonomous learners. First, autonomous learners are able to identify what is being taught in the classroom. The second characteristic is that they are capable to formulate their own learning objectives. It means that they can improve their language skills outside the classroom by reading or watching TV programs in the target language. The third characteristic is that autonomous learners can select and implement the learning strategies which are appropriate for them to improve their language skill. The fourth characteristic is that autonomous learners are able to monitor the effectiveness of the strategies they use and make necessary changes for them. Meanwhile, there are also other characteristics of autonomous learners provided by some researchers. Charp as cited in Junaina (1994) notes the autonomous learner's characteristics are as active listening and the ability to work independently in the absence of a live instructor become crucial for success. Moreover, there are also other characteristics of autonomous learners suggested by Chan (2001) as: having high motivation, goal oriented, well organized, hardworker, initiative, enthusiastic about learning, flexible, active, willing to ask questions, making use of every opportunity to improve their learning. While the

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experts have different characteristics of autonomous learners, the characteristics lead the students to be more independent, initiative, and active in their learning process. 4.3 Level of Autonomy The discussion of level of autonomy is important since autonomy is not an instant process. It requires the clear and ordered steps to be applied by the teachers as teachers‟ consideration when they want their students to become autonomous learners. There are some writers offering levels of autonomy. Nunan (1997:195) provides a model of five levels that are learner action, awareness, involvement, intervention, creation, and transcendance. What are classified by Nunan is involving the dimensions of 'content' and 'process'. For instance, at the awareness level, learners would be 'made aware of the pedagogical goals and content of the materials', 'identify strategy implications of pedagogical tasks', and 'identify their own preferred learning styles/strategies'. In this level of autonomy, the learners are made aware of the pedagogical goals and content of the materials they are using. They identify their own learning strategies. The second level is involvement. In this level, learners are involved in selecting their own goals from a range of alternatives offered. They then make choices among a range of options. The third level is intervention. The learners are involved in modifying and adapting the goals and content of the learning program. In this stage, they modify or adapt the task. The fourth level is creation in which the learners create their own goals and objectives. They now create their own tasks. The fifth level is transcendence. At the transcendence level, learners would 'make links between the content of classroom learning and the world beyond' and 'become teachers and

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researchers'. In this level, the learners go beyond the classroom and make links between the content of classroom learning and the world beyond. The learners at this stage become teachers and researchers. From those level of learner autonomy, Nunan also provides nine step program to learner autonomy as: (1) make instruction goals clear to learners (2) allow learners to create their own goals, (3) encourage learners to use their second language outside the classroom, (4) raise awareness of learning processes, (5) help learners identify their own preferred styles and strategies, (6) encourage learner choice, (7) allow learners to generate their own tasks, (8) encourage the learners to become teachers, and (9) encourage the learners to become researchers (Nunan, 2003). On the other hand, Macaro in Benson (2006:3) proposes three-stage model involving 'autonomy of language competence', 'autonomy of language learning competence', and 'autonomy of choice and action'. Scharle&Szabo in Dislen (2000) also provide three stages of process of the development of autonomy in learners as raising awareness, changing attitudes, and transferring roles. While each of stages is about 'lower' and 'higher' level of autonomy, the relationship between the development of autonomy and language proficiency is still debatable. Kumaravadivelu in Benson (2006:4) argues that it would be a mistake to try to correlate the initial, intermediary, and advanced stages of autonomy with the beginning, intermediate, and advanced levels of language proficiency. It is because the stages of autonomy depend more on linguistic and communicative demands of particular tasks. Therefore, it is still necessary to do

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further research answer the question of how autonomy influences language proficiency as will be done through this study. 4.4 Teacher’s Role in Autonomous Learning As stated previously, autonomous learning is not merely on learning without teacher. An autonomous learning does not mean that the students are learning without any guidance, that is why it will not be successfully practiced without the active role of teacher. Gremmo and Riley (1995) state that teacher can take the role of counseling in two ways. Firstly, the teacher can assist learners to build set of values, ideas and techniques in the process of language learning. It means that the teacher's role is as counselor who is able to raise the awareness of his or her language learning. Secondly, the teacher can establish and manage the resource center or self-access center. Here the teacher plays role as a staff in self-access centers. The task here provides information and answers related to the available materials in the self-access center. Meanwhile, Tudor as cited in Kocak (2003) suggests that the main role of the teacher in the additional modes of teaching is the supplier of knowledge. It means that the teacher is a source of knowledge who decides on what will be learned and how will that be learned. Another role of teacher is organizing to take in setting up the activities, motivate the students and provide authoritative feedback on students‟ performance. Additionally, Esch, Schalkwijk, Elsen and Setz (2000) claim that future teachers should be prepared practically and academically in teacher training in order to tackle the influences of autonomous learning on teaching methodology and the role of language teachers and learners. The teachers also need to be able in integrating the principles and phases underlying autonomous learning into their

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teacher training curriculum after long discussions and research. The other role is that the teachers are able to write research program which mainly aims to help them develop specific tasks to train the autonomy of foreign language learners in comprehension, production and (self) assessment. Related to the teacher‟s role for promoting autonomous learning, Voller in Lai (2010) has suggested three potential roles for teachers who intend to promote learner autonomy in the classroom, namely “facilitator”, “counselor” and “resource”. 4.5 Strategies to Promote Autonomous Learning Since autonomous learning is important to support learners‟ independence in language learning, promoting autonomous learning will be also important to do by teacher. Benson (2001) states that autonomy can be fostered but it cannot be taught. He also mentions that there is no single best method to foster autonomy because autonomy takes a variety of forms. Teachers should support their learners using different methods. Studying different methods may contribute to fostering learner autonomy in language learning settings. Sinclair (2010) also argues that teachers could not turn their students into autonomous learners, but they could encourage them to reflect on and experiment with their learning processes and strategies, given that the learners would be willing and motivated to take control of their own learning. Related to promoting autonomous learning, Coterall in Harmer (2011) suggests some characteristics of the language course which aims to promote learner autonomy. First of all, the course is necessary to reflect the goals of learners in its language, tasks, and strategies. The second, it is needed for the

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course to have a link to a simplified model of the language learning process. It means that the students are able to manage their own learning if they have no idea of how learning works by developing an awareness of language-learning theory they are able to adopt learning strategies for themselves. The third is that the course tasks should replicate real-world communicative tasks, and finally, the course should promote reflection on learning. When the course fulfills those kinds of characteristics, it will be helpful for the learners to be autonomous. Autonomous learning can also be applied by giving project to the students in peer or group. Evatt and Boyle in Stephenson (1998) have shown how students can help each other with their learning through peer work or program. On a capability program, well-managed support groups are particularly important, providing a general culture of interpersonal support where there is no specialist tutorial. In contrast with taught students, autonomous learners have to deal directly with general educational as well as specialist issues. Mixed interest groups can play a positive role in helping students apply some important process as sharing concerns, exploring ideas, exchanging experiences and taking risks. 4.6 Learning Strategies Since autonomous learning is important in mastering foreign language, it is better to know all supporting successful learning. Learning strategies and styles are two essential things in learning. O‟Malley and Chamot in Saville and Trolke (2006:91) formulate learning strategies used in SLA as metacognitive, cognitive, and social/affective. Metacognitive is the strategy in which the learner is able to preview a concept or principle in anticipation of a learning activity, to decide in advance to attend to specific aspects of input, and to rehearse linguistic

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competence which will be required for an upcoming language task. In metacognitive strategy, the learner is doing self-monitoring of progress by him or herself. Cognitive is when the learner repeats after the language model, translate from L1, remembers a new word in L2 by relating it to one that sounds the same in L1 or by creating vivid images, and guessing meanings of new material through inferencing. The social/affective strategy is when the learner seeks opportunities to interact with native speakers, works cooperatively with peers to obtain feedback or pool information, asks questions to obtain clarification, and requests repetition, explanation, or examples. Those three kinds of strategies are different in the way of process. The metacognitive strategy is that the learner attempts to regulate language learning by planning and monitoring; the cognitive strategy makes use of direct analysis or synthesis of linguistic material; and social/affective strategy involves interaction with others. In addition, Hedge (2000:78) also states that metacognitive strategy involve planning for learning, thinking about learning and how to make it effective, self-monitoring during learning, and evaluation of how successful learning has been after working on language in some way. For cognitive strategy, she gives characteristics of processing information during learning; and for socioaffective strategies, she argues that those strategies provide opportunities for learners to practice. Hedge also adds the fourth strategy named communication strategy (2000). This strategy includes the use of gesture, mime, synonyms, paraphrases, and cognate words from the learners‟ first language to make them understand and to maintain a conversation. Communication strategy is used to despite the gaps in their knowledge of the second language.

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Meanwhile, Oxford in Richards and Renandya (2002:127) promotes some factors influencing L2 student‟s choice of learning strategies. They are motivation, career/academic specialization, sex, cultural background, nature of task, age, and stage of language learning. Language learning style is also identified as another key determiner of L2 strategy choice. The students with an analytic learning style will have different strategies from those with a global style or visual oriented style. In relation of speaking skill, Harmer (2011:345-347) suggests some ways of strategies which can be applied by the learners including preparation, the value of repetition, big groups and small groups, and mandatory participation. In preparation, the foreign language speakers need to spend some time to prepare what they are going to say by rehearsing (in their head). It can make them more fluent and avoid getting panic. Wilson in Harmer (2011) also describes that planning and rehearsal are beneficial for speaking success and the students will perform much better if they have chance to think about what they are going to say and how to say it. Related to repetition, it has many beneficial effects as allowing students to improve on what they did before. Each new encounter with a word or phrase helps to fix it in the students‟ memory. Each rehearsal gives them more confidence. However, repetition only works better if the students get a chance to analyze what they have already done. This analysis may come from fellow students or from the teacher. The students can also involve themselves in smaller group when they find themselves difficult to talk in front of a big group. In smaller group, it makes sure

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that the students get chances to speak and interact in order to practice their speaking skill. Related to mandatory participation, this strategy can help student learning speaking because in group, they are given time special time to speak for some minutes about certain topic then taking turn to other member. While this demands the students‟ confidence in speaking spontaneously, it can be used as strategy in learning speaking. In addition, Leaver, et al. in Diyanti (2012:23) list several strategies for developing speaking skill as speaking a lot, using new structures and terminology in several contexts, reading voraciously, and practicing native-like pronunciation. The learners can also learn a lot from their interaction with classmates and teachers, making conversations and getting peer feedback. The teachers‟ assistance with relevant guidance by always assisting and facilitating the learners with adequate and relevant learning resources and activities are also beneficial for promoting their speaking skill. Meanwhile, related to own learning, Wenden in Benson (2001) classifies the strategies used by adult foreign language learners including: (1) knowing what language and language learning involves, (2) planning the content and methods of learning, and (3) self-evaluation of progress, and the learning experience. 5.

English for Nursing Students English for nursing students is a part of English for Specific Purpose.

According to Dudley and Evans (1997), ESP has absolute characteristics and variable characteristics. The absolute characteristics of ESP are: (1) ESP is defined to meet specific needs of the learners, (2) ESP makes use of underlying methodology and activities of the discipline it serves, and (3) ESP is centered on

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the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse, and genre. Meanwhile, the variable characteristics of ESP are: (1) ESP may be related to or designed for specific disciplines, (2) ESP may use, in specific teaching situations, a different methodology from that of General English,(3) ESP is likely to be designed for adult learners, either for tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level, (4) ESP is generally designed for intermediate or advanced students, (5) Most ESP courses assume some basic knowledge of the language systems. From those characteristics, it is clearly known the definition of ESP. English for nursing is a kind of ESP which focuses on nursing study program. It is then known as English for Nursing Purpose (ENP). ENP is needed to answer the demands of medical institutions which must produce professional nurse who are not only able in their field but also in communicating using English. English abilities exchange of information and communication with the physicians and the patients which are related to proper diagnoses and care. Nurse education faces several dilemmas and challenges in related to discipline-specific language learning and pedagogy (Kimball in Yu, 2003). At the work place, nurses are always with reading and following doctors' orders, entering records, writing nursing notes, and many others. By having an adequate skill in English communication, nurses can better address their patients' needs with the effective communication, especially when they are working in international hospital with international patients or in abroad. That is why ENP is important to learn by all nursing students.

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English for Nursing Program is given based on institution consideration. The use of syllabus and learning source is also different from one to other institutions. In B. REVIEW OF RELATED STUDIES In conducting the study, I read and relate my research to some other related to researches. There are many studies concern about the learning autonomy and project-based learning. The researches that I will review are about promoting learning autonomy and project based learning using video production. There are two researchers sharing the similar stream as my study, which I try to review since those researchers give consideration in conduction my study. I would like to present the summary of the researches to illustrate the concepts of those researches briefly. The first research is conducted by Deng Dafei entitled An Exploration of the Relationship Between Learner Autonomy and English Proficiency (2007). There is relationship between the students' English proficiency and their learner autonomy. This study shows that the more autonomous a learner becomes, the more likely he achieves high language proficiency. It is used as reference for this research because it discusses the relationship between learner autonomy and language proficiency. The second research is entitled Exploring The Potential of Language Learning Through Video Making by Masats, Dooly, and Costa (2009) conducted in Universitat Autonoma de Barcelona, Spain. This study is to find out how video making can be used on language learning. The findings are the benefits of video production including as an integrative learning tool and the kinds of products

35


which can be produced in project-based classrooms. This study is used as resource for the researcher because it discusses the role of video making related to students‟ language learning. The third is conducted by Hafner and Miller (2011) entitled Fostering Learner Autonomy in English for Science: a Collaborative Digital Video Project in a Technological Learning Environment in City University of Hong Kong. It describes the potential of the project to provide students with opportunities to exercise their capacities as autonomous learner within a structured language learning context. The findings show that the students take advantages of the affordances of the technological learning environment to exercise high degrees of autonomy. It is used as reference because it has similar discussion with this study which is aimed at finding out the role of video project toward learner autonomy. Beside the researcher uses studies conducted abroad, she also relates to studies conducted in Indonesia which are relevant to be used as references in this study. The fourth research is conducted by Pan Suk Oh entitled Enhancing English Learner’s Competence by Using Video Resources (2010). It is conducted in the tenth graders of SMU Kr. Kalam Kudus in Solo which is aimed at finding the effectiveness of video resources to enhance the learner‟s competence in English. The similarity of the Oh‟s study with this study is in the research design which uses experimental research. Another similarity is that Oh‟s study uses video resources while this study uses video project. Both use video to promote English competence. The difference between two studies is that in Oh‟s study, both experimental group and control group consist of two classes while in this study, there is only one class for each experimental and control group.

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The research entitled A Moodle Speaking Learning Model for Hotel Accommodation Students of Vocational School by Rianti Nur Oktapuri (2012) is also used as reference for this study. Oktapuri‟s research explains more on learning speaking and how to promote speaking related to the use of technology. It is relevant with this study because this study also emphasizes on how to promote students‟ speaking skill. The last research used is conducted by Aditialasmi Retno Untari entitled The Relationship of Computer-Mediated Communication, Learner Autonomy and Learning Achievement of Information and Communication Technology Students (2012). The research which is conducted in ICT students of SMAN 3 Yogyakarta is relevant to be used as a reference because of some similarities. Untari‟s research focuses on computer-mediated communication, learner autonomy, and learning achievement while this study focuses on video project (as part of technology), speaking skill, and learner autonomy. Some of points that has been discussed in both study are similar that are the use of technology and learner autonomy. Another similarity is that Untari‟s research uses ICT students for research object while this study uses nursing students as research object which means that both is related to English for Specific Purposes. All previous studies enrich the researcher's point of view to have deep understanding about some points as the use of technology related to promoting students‟ English competence and learner autonomy. From the studies, it was also known that autonomous learning relates to learning strategies. While some studies discuss about more points which are not relevant to this study, they provide adequate information and references of the important elements needed to

37


be discussed in this study. By reviewing those studies, the researcher tries to explore more in finding the how video project can be effective for students‟ speaking skill and learner autonomy. C. THEORETICAL FRAMEWORK This section discusses the synthesis of the theories discussed in the previous subchapter as well as their relationship in supporting this research, in order to achieve the major research questions of the research, which was finding out how effective is the use of video project to promote nursing students‟ speaking skill and learner autonomy in English. The researcher has to understand the underlying principles of the theories in this study as mentioned in the previous discussion. Speaking is the important skill in English. The students‟ speaking skill usually shows how able they are in three other skills. In nursing field, speaking is important to master because if they have adequate capability in English speaking, they will get easy in communication especially as international nurses or those who work abroad. In making video project, the students are having lot of time to plan what they want to say and to determine many things to make it successful. This can belong to planning and rehearsal while both elements are important for speaking success (Wilson in Harmer 2011). The problem emerges due to the limitation of teaching and learning time of speaking skill in the classroom. The researcher has to find out the way to overcome the problem and the use of technology can be used to overcome the problem. Therefore, the students must be autonomous learner. Since it is important for the students to be independent in language learning, the teacher needs to give them project to promote their autonomous learning. This

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project is based on the concepts of project-based learning. Autonomy does not weaken the role of the teacher in learning, but it modifies it to help learners rely more on their own internal capabilities than on external factors. It means that the teacher plays role as facilitator to facilitate the students to become autonomous learner by giving them some tasks or project. Therefore, the researcher chooses video project as a media to promote the students‟ learner autonomy. One way to know whether the students are ready to become autonomous learner is by finding out their learning strategies. The learning strategies they use will reflect how ready they are as learner autonomy when using video project and how far the role of the teacher influence their language proficiency especially in speaking skill. These will show whether they more use metacognitive, cognitive, or socio-affective strategies. How they are learning and what kinds of skills they achieve are two important things to determine students‟ characteristics of autonomy and students‟ level of autonomy. When the researcher finds out the students‟ learning strategies, their characteristics of autonomy, and their level of autonomy, she then will find out the answer of the second research question how to promote learner autonomy through video project. From the theory in the previous subchapter, video is one kind of technology can be used as media in teaching English. The teacher can ask the students to make the video by themselves to help them improve their language skill. The most important to do in the video project is that the teacher is not necessary to ask what the students need to do but he or she is better to let the students make all decision in making the project. To find out how effective the use of video project to promote learner autonomy especially in English speaking skill the students need

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to make at least three times to do the video project in the different topics based on the syllabus. The researcher then can see the score of pre-test and post-test to know whether the video project improves the students‟ speaking skill or not and how video project influences the students‟ learning strategies in learning English speaking skill as the part of promoting learner autonomy. By making video project as a part of project-based learning, the students can become media producers which can give implications for classroom practices and they can make their oral skill more meaningful. The project is also used as part of instructional method to promote language skill including speaking skill. Video project is beneficial to support the students to control their project and to determine all things in enhancing their motivation in learning as a part of learner autonomy (Hobbs 1998; Reeves 1998; Beckett & Slater 2005; Alan & Stoller 2005). The following table describes the construct of theoretical framework of this study.

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Table 2.4 Theoretical Framework of the Study Construct Project Based Learning - Learners are placed in situations where they use authentic language to accomplish particular objective - Learners make plan and assess their performance and progress - A project is designed around issues, question or needs identified by the learners. Language Learning - Conscious efforts to acquire ability to master a certain language, in this foreign language in the form of English for specific purpose.

Concept Learning with video project - The learners understand what they do well and what they need to improve. - The learners learn how to have good teamwork to have a successful project - The learners learn the elements in making the project

Categories Students‟ objective learning

Indicators in

Students‟ progression project

in

Students‟ evaluation learning

in

Students‟ learning strategy Learning Speaking with video project - Attempts to build excellence in spoken performance and through several repeated and systematic ways through video project. Autonomous Learning through video project - An independent learning aimed at modifying learning to help learners rely more on their own internal capabilities

Students‟ and teacher‟s interaction

a. The aspect obtained by the students in making the video project and the reasons. b. The things which can be learnt in making the video project. c. The advantages of making video project. d. The students‟ opinion about their motivation to improve their English proficiency through video project. e. The problem faced and solution in making video project.

D. HYPOTHESIS This research is to answer the question about how effective the use of video project to promote students' speaking skill in English and how video project promotes nursing students‟ learner autonomy. For the first research question, the video project is assumed to have an influence in supporting the nursing students‟ speaking skill because it can help students practice speaking more frequently outside the class in the process of video making. Therefore, the writer proposed hypotheses as Alternative Hypothesis (Ha):“The use of video project is effective to promote students' speaking skill and Null Hypothesis (Ho):“The use of video

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project is not effective to promote students' speaking skill.” For the second research question, the use of video project is assumed as a good way in promoting students‟ learner autonomy since the students can learn independently, determine their own learning strategies, and do their learning evaluation through the project.

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CHAPTER III RESEARCH METHODOLOGY

In this chapter, I present detail information about the method used in this research. The discussion of the method was used to find out how to answer the research questions presented in chapter I. This chapter introduces the methodology that was employed for this experimental research and contains the research plans and its procedures and process to actualize the research plans. As an experimental research, this chapter is organized into research method, research setting, research population and sample, data gathering technique and instruments, data analysis, and the trustworthiness of the study. A. RESEARCH METHOD As what has been stated in the problem formulation, this research dealt with finding out how video project can promote students‟ speaking skill and how autonomous the learners in English through video project. In order to solve the problem, this research implemented mix method research as it combined both quantitative and qualitative research designs. This research implemented both experiment study and survey. The experiment study was to find out how effective video project to promote students‟ speaking skill and the survey was to find out how video project can promote students‟ learning autonomy. The quantitative data were from the data of pre-test and post-test scoring. The qualitative data were gathered from the closed-ended items in the questionnaire supported by the result of interview.

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To describe the experimental method, not only the mean and standard deviation from the tests but also a statistical program such as SPSS program to see the changes of the results from the tests were given to Control Group and Experimental Group had to be applied. This study having an experimental design studied two groups: Experimental Group (EG) and Control Group (CG). According to Neuman (2006: 252), an experimental design has seven part in which not all experiments have all these parts including treatment or independent variable, dependent variable, pretest, posttest, experimental group, control group, and random assignment. In this research, all parts except random assignment are fullfilled. In addition, the researcher made the research sequence and conclusion link to ease the research in the process of this study as follows.

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Identify Target Groups

Developing Video Project and Tests Items

Blueprint for Interview and Questionnaire

Conducting Pretest

Test Data Control/experimental grouping

Conducting experiment

Test Data

Conducting Posttest

Conducting Interview and Questionnaire

Script of Interview and Questionnaire

Synthesizing data

Conclusion

Figure 3.1 Research Sequence (Adapted from Oh, 2010) B. NATURE OF DATA A research needs data to be analyzed in order to answer the research questions. According to Neuman (2006: 8), data is the empirical evidence or information that one gathers carefully according to rules of procedures. Data can

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be qualitative or quantitative. Qualitative data is expressed as words, pictures, and objects while quantitative data is in numbers. In this research, I combined two kinds of data both quantitative and qualitative. Therefore, I organized the process of analyzing the data into categories on the basis themes or concepts. The quantitative data is used to control over management resulted from the test to answer the first research question and the qualitative data is used to provide information resulted from interview to answer the second research question. The experimental research intended to do research on the relationship between learners‟ speaking skill and video project; if the null hypothesis should be rejected. C. RESEARCH SETTING This research was conducted in Nursing Department in Health Science Institute of Surya Global Yogyakarta. I conducted this research during a certain period of time considering that it needs time to see how the students practice their learning autonomy and speaking during the learning process. This research was conducted during a semester from the beginning until the end of semester of English for Medic class. This research was conducted to the fourth semester students of academic year 2014/2015 starting from March 2015 to July 2015. During this semester, the students made video project in some topics of meetings. D. RESEARCH POPULATION AND SAMPLES In conducting a research, I had to determine the population and the sample of the study. A population is a group of individuals who have the same characteristics (Creswell, 2012). However, in practice, the qualitative research samples from lists and people available. This is called as a target population who

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considered as a group of individuals with some common defining characteristics that the research can identify and study. In other words, the target population of this research is the fourth semester students of academic year 2014/2015 who attended the English for Medic class. The whole population is 256 students of nursing department academic year 2014/2015. Within the target population, a sample should be selected for this study. A sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population (Creswell, 2012). In conclusion, a sample is the individuals selected as the representatives of the entire target population. The samples were taken randomly. There were two classes selected for this research as samples; one would be experimental group and another would be control group. There are six classes from class A Kp 4 to F Kp 4. The experiment group was E Kp 4 in which the treatment were given and the control group was F kp 4 with regular teaching activities. There were 43 students of class E and 52 students of class B in the presence list. However, not all students attended the pretest because of some academic problems. Therefore, there were 84 students as participants in this research. Here is the number of the subjects in the pretest. Table 3.1 Participants of Pretest Classes Class E KP IV Class F KP IV Total

Number of Participants 39 45 84

The researcher conducted pretest in March 2015 in the second and third meeting. Because it was difficult to conduct pretest in one day, the researcher

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divided each class into two groups and distributed different time to conduct pretest. The pretest of first group of class E was conducted on 12 th March 2015 then for second group it was on 14th March 2015. Meanwhile, the pretest of first group of class F was conducted on 12th March 2015 and for the second group, it was on 13rd March 2015. The duration for each group was 90 to 120 minutes. The rubric used in pretest is Pandiya‟s rubric with Analytic Scoring which has five categories as Pronunciation, Grammar Accuracy, Vocabulary, Fluency, and Interactive Communication. Each category has scale of 0-4 and total score is 20.After conducting pretest, the researcher then conducted homogeneity and normality test to see whether both classes were homogeny or not. It is used as the requirement for conducting the following research procedures. Table 3.4 below shows the means and the standard deviation of the classes in the pretest. Table 3.2 Means and Standard Deviation of Pretests in EF class

Class EKP IV Class FKP IV

N

Mean

39 45

10.3590 10.8667

Std. Deviation 3.96357 3.83524

Minimum Score 2.00 2.00

Maximum Score 17.00 18.00

From the table above, it is shown that class E has lower score of mean than class B. However, the minimum score of both classes are the same and class F has higher maximum score than class E. Here is the homogeneity and normality test output from the pretest results of both classes.

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Table 3.3 Homogeneity test Test of Homogeneity of Variances PRETES Lev ene St at ist ic .159

df 1

df 2 1

82

Sig. .691

The homogeneity testing in this research is with the level of significance of 0.05. The table shows that the significance level 0.691 between two groups is higher than 0.05. This indicates that there is no significant difference in the populations between class E and class F. Both classes had the same population in the pretest which means that both classes are homogeneous. Then the researcher did normality test using Komolgorov Smirnov test to know whether the distribution of the variable data research is normal or not. The following is the table of normality test summary of class E and F. Table 3.4 Normality Test of EF classes Pre test

KS-Z

Significance

Conclusion

Class E

0.803

0.540

Normal

Class F

0.663

0.771

Normal

The result shows that the Komolgorov Smirnov (KS-Z) score of class E is 0.803 with Asymp. Sig 0.540 and of class F is 0.667 with Asymp. Sig 0.764. Both scores are higher than 0.05 which means that the data of class E and class F is in normal distribution. Based on the result of homogeneity and normality test, the researcher chose class E as experimental group and class F as control group because class E has mean score lower than class F. The decision is also because

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the students of class E need more motivation to learn English than class F. It could be seen from the observation done by the researcher before the semester started. E. DATA GATHERING TECHNIQUES AND INSTRUMENTS The data for this study were gathered in three stages. This study combined three instruments to gain the data. The first instrument was the students‟ pre-test and post-test scoring of speaking practice. It was used to provide quantitative data to analyze the effect of video project to promote students‟ speaking skill. The second instrument was questionnaire and the third instrument was interview. The second and the third instruments were to provide qualitative data about how video project promotes students‟ learner autonomy. About the stages and instruments of data gathering techniques, the more detail explanation is as following. 1. Test The researcher used two kinds of test in this study, pretest and posttest. The pretest was done in order to know the homogeneity of the two classes in speaking skill and the post-test was done in order to know the influence and the effectiveness of nursing video project to promote students' speaking skill. This instrument was in the form of Pretest and Posttest scoring of speaking practice. The first stage of data gathering was gathering the data for the experimental research. Here, the pretest was conducted at the beginning of the semester for both classes. Then, I gained the posttest scores from experimental group and control group. I counted the scores to find the gain scores. The gain scores indicate if there is any significant difference exists between two different groups after given the treatment.

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The results of the pretest and posttest were to provide important contributor and data for this experimental research, which demonstrated the effect of video project that had been made especially on the experimental group. The tests were based on the rubric on speaking which test the students some topics in the fourth semester as Nursing Instruction, First Aid, Taking Histor. The questions in Pretest and Posttest were obtained from the questions used in mid examination and final examination in semester fourth based on the syllabus. The test had been given to the fourth semester in the previous academic year. 2. Questionnaire This study only used one type of questionnaire including individual questionnaire which was given in open-ended questions. The questionnaire was used in the second stage of data gathering as part of survey research. The questionnaire was intended to obtain information about each student‟s opinion about the project. It was given to all students of experimental group and they did not mention their data in the questionnaire. They answered the questionnaire at the time they finished doing posttest. The questionnaire was adopted from many sources and translated into Bahasa Indonesia. The questionnaire was given to each group and each student answered the open-ended questions about the project. The students answered the questionnaire in Bahasa Indonesia. To identify the underlying constructs that could explain the co-variation among responses to the items in the questionnaire, the researcher used factor analysis. Factor analysis is a procedure that identifies clusters of items that vary together, and it may be linked by a common underlying explanation or factor (Cotterall, 1995:2). The factors of the questionnaire were students‟ objectives of

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learning, students‟ contents and progression in learning, students‟ learning strategies, students‟ monitoring and evaluation in learning, and role of teacher. All five factors were based on the characteristics of autonomous learner and based on the video project implementation in learning language. The coverage of individual questionnaire was presented in the table below. Table 3.5 Organization on the Individual Questionnaire Question Numbers Questions 1, 2 Question 3, 4 Questions 5, 6, 7, 8, 9 Questions 10, 11, 12 Questions 13

The Purposes of the Questions To find some information concerning the students‟ objectives of learning To find some information concerning the students‟ contents and progression in learning To find some information concerning the students‟ learning strategies To find some information concerning the students‟ monitoring and evaluation of learning To find some information concerning the teacher‟s role

Table 3.6 Content Coverage of the Individual Questionnaire Concepts Students‟ objectives of learning

Components

a.

b.

Students‟ contents and progress in learning

Students‟ learning strategies

a.

b.

a. b.

Item Num ber The aspect the students obtain in No.1 making the video project and the reasons. The things which can be learnt in No. 2 making the video project (learning experience) The advantages of making video No. 3 project (related to the use of technology, teamwork, English subject and language skill) The students‟ opinion about their motivation to improve their No. 4 English proficiency through video project. The students‟ planning in making No. 5 video project The students‟ strategy in group in No. 6 making video project. 52

References

Adapted from Hafner (2011:82) Wenden (1983)

Masats et (2009:344)

Hobbs (1998)

Wenden (1983) Oxford (1990)

al.


Students‟ monitoring and evaluation of learning

The teacher‟s role in video project

c. The process of rehearsal in making video project. d. The students‟ responsibility (willingness) in making video project. e. The use of other sources to help the students in making video project (to adapt or to modify) a. The problem faced and solution in making video project. b. The difficulty during the process of making video project (related to the use of technology, teamwork, English subject and language skill) c. The things needed to be evaluated and improved in making video project and the reasons. a. The students‟ opinion and suggestion about teacher‟s role related to video project.

No. 7 No. 8

Harmer (2011:346) Littlewood (1996)

No. 9

Nunan (1997:195)

No. 10 Hafner (2011:82) No. 11 Little (1991:4) Dickinson (1993)

No. 12 Holec (1981) No. 13 Kocak (2003)

3. Interview The last stage in gathering the data was conducting the interview. It was conducted to obtain the data about learner autonomy. Respondents were asked some questions about how video project promotes their learner autonomy. The questions in interview were asked in Bahasa Indonesia to make the students easy to understand the contents of the questions. The students then answered the questions in Bahasa Indonesia. The interview was recorded and noted by the researcher. The items for the interview questions were semi structured interview and it was developed from the questions in the questionnaire given to the students. There would be three students to be interviewed in the experimental group. The results of interview were to clarify and strengthen the answer from the questionnaire result.

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The data gathering was carried out in semester four academic year 2014/2015. The semester began from March and it was ended on July but the data gathering was carried out from March to June 2015 to make the research easy to conduct. They were conducted based on the timeline as follows. Table 3.7 Time Table for Data Gathering

1

March Week 2 3 4

5

1

April Week 2 3 4

5

1

May Week 2 3 4

5

1

June Week 2 3 4

5

Pre Test Determining ctr. & exp. Group Project Assignment Consultation Time Project Submission Sharing and Commenting Posttest and Questionnaire Interview

F. THE EXPERIMENT After identifying experimental and control group, the researcher started to conduct the experiment for class E. According to Ary, Jacobs, & Razavieh (2002) in Oh (2010), an experiment is “a scientific investigation in which the researcher manipulates one or more independent variables, controls any other variables, and observes the effect of the manipulations on the dependent variable(s).” The researcher in this study acted as both researcher and teacher according to the teaching schedule in March on the curriculum of STIKes Surya Global. In the process of developing the pretest items, the researcher used the items which had been used as mid and final exam questions. The design of experimental research must be appropriate for testing the null hypotheses of the study and must provide adequate control so that the effects of the independent variable can be evaluated as unambiguously as possible. There are some important things in the experimental research design to make the

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experimental research work. They are: (1) The researcher controlled and manipulated all other variables that might influence the dependent variable, (2) The researcher eliminated each potential stumbling blocks by arranging both groups to have the same teacher, to meet on the same day, to have the same materials and tests, and to make sure that the ability level and the background of the students of Experimental Group was not superior or better than Control Group. Because here the researcher acted as both researcher and teacher, she would be easier to teach the classes on the same day. In this semester, she taught both classes on Thursday, at 08.40 for Experimental Group and at 10.20 for Control Group. Related to the validity of this experimental research design, there are two criteria that should be considered by the researcher including internal and external validity. Internal validity is the basic requirement in order to draw correct conclusions from an experiment (Campbell and Stanley, 1996). They stated that internal validity is “the extent to which the changes observed in a dependent variable(s) are caused by the independent variable(s) in a particular experimental situation rather than by some extraneous factors.” There are some threats on the experiment which must be avoided by the researcher in conduction experimental research according to Ary et al (2002) as history, maturation, pretesting, instrumentation, regression, differential selection of subjects, selection-maturation interaction, mortality, experiment effect, subject effect, and diffusion.

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The second criterion of validity of an experimental research design is external validity. External validity refers to generalizability of the findings by asking if the same results would occur with other subjects, in other settings, and at other times and to what populations, settings, experimental variables, and measurement variables these findings could be generalized (Ary et al., 2002). The researcher had to design the experiment by eliminating the external validity threats according to Ary et al., (2002) including selection-treatment interaction, pretest-treatment interaction, setting-treatment interaction, subject effects, experimental effects, and operational definitions. The total meetings in the fourth semester in 2014/2015 were fourteen meetings from March to June. There were four topics as the main discussion in this semester named Nursing Instruction, First Aid, Taking History, and Nursing Documentation (see Appendix A) In the first meeting of the semester, the students got information that they would have pretest to observe their English speaking skill in the following week. The teacher then divided the class into two to make her easy in conducting pretest. Pretest was held in following week in which the first group had first opportunity for having pretest for 90 minutes then the second group had pretest in different day for the same duration. After conducting pretest and obtaining the scores of both classes, then it had been done homogeneity and normality test to determine which classes belong to Experimental Group and Control Group. The instruction for making video and the group distribution were informed to the class in the fourth meeting.

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The teacher divided the Experimental Group into ten groups containing four to five members for each group (see Appendix E). Because the last topic named Nursing Documentation was not related to speaking skill and more focused in writing, the groups were only asked to make video project for three other topics taught in this semester. The students had at least two months more for making the project for all topics. The projects must be submitted to the teacher two weeks before the posttest was held. The students submitted the video by uploading it on You Tube.com. The teacher also provided three times of progress report provided to help the students whether they got any problem in making video project. They were in (1) the third week of March, in the first day of giving project, (2) the second week of April, just before mid-semester examination and (3) the first week of May, two weeks before project submission. The consultations were mostly about the grammar of conversation of the topics which would be recorded by the students. In addition, the students were also given time to watch the other groups‟ video then gave comments for the best and the worst video of each group. During the experiment, both groups got the same lesson in the class. Both classes also got in class practice in which the students were asked to have minitest speaking in two meetings after each topic was learnt. The difference was that class F, as control group, did not get additional assignment to make video project and consultation time. The posttest was held in the fifth week of May 2015. The posttest was held one month before final examination of this semester that was held in July. After posttest, the students were asked to answer the questionnaire. The researcher

57


would be helped by another English lecture of STIKES Surya Global to distribute the questionnaire and to watch the students in answering the questionnaire. The following table shows the detail about the project given to Experimental Group. Table. 3.8 Project Description to Experimental Group Elements Topics

Themes 1. First Aid and Emergencies 2. Nursing Instruction 3. Taking History Sub topics Each group makes four videos of six sub topics below: 1. Asthma 2. Dehydration 3. Injury 4. Faint 5. Fever 6. Sprain Number of group Ten groups Number of video Four videos Duration per video Five to seven minutes per video Scoring Elements 1. Speaking performance 2. Group coordination 3. Subtitling 4. Editing 5. Voice clearance Progress Report 1. The third week of March 2. The second week of April 3. The first week of May th Project 7 to 14th May 2015 by uploading on www.youtube.com Submission Sharing and 15th to 27th May 2015 giving comments

G. DATA ANALYSIS This study used SPSS software program. To answer the first research questions about how effective the use of video project to promote students‟ English speaking skill, the researcher used t-test because the distribution of the data research is normal with two variables of research data. The dependent

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variable is speaking skill and the independent variable is video project. Miller, et al (2002: 119) state that t-test is used to examine whether the means of two groups of data are significantly different from one another. This research then used independent-Samples t-test to answer the first research question based on the data from pretest and posttest from the same respondents. To test the hypothesis, the researcher used one tailed t-test. Further, to answer the second research question about how video project promote students‟ learner autonomy, the researcher analyzed the answers of the students which were recorded and noted by the researcher in interview and obtained from the questionnaire. From the students‟ answers in questionnaire and interview, the researcher then did coding. In the process of coding, the researcher organized the raw data into conceptual categories and created themes and concepts (Neuman, 2006:460). There were three stages of coding which must be conducted by the researcher based on the data from questionnaire and interview namely open coding, axial coding, and selective coding. Those stages were intended to find out the conclusion of the second research question. H. TRUSTWORTHINESS OF THE STUDY Trustworthiness is crucially required to obtain the quality and credibility of the data for description and interpretation in the study. This encouraged the researcher to try hard to read various kinds of literature and some other resources needed related to the topic of the study. Theories on learner autonomy in language learning, learners' strategies, research methodology, experimental research and other topics supporting the accomplishment of the study became the main parts of what the researcher searched from various books and other references. Being an

59


English teacher as well as a student of English Language Studies enable the researcher to be competent to accomplish the research. These all support the trustworthiness of the study. At the time the researcher got the data from a certain source she made crosschecking with the data obtained from other sources to examine the consistency of the data revealed by the participants. Some irrelevant data were reduced. The description above reveals triangulation strategy used in this research. It is used as the research used two different methods in an attempt to confirm, crossvalidate, or corroborate findings within a single study (Creswell, 2003:217).

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CHAPTER IV FINDINGS AND DISCUSSION

This chapter consists of the findings of the experiment, questionnaire and interview result, and discussion. A. FINDINGS To evaluate the research question on the influence of video project to promote Nursing Students‟ speaking skill, an experimental research was conducted to 39 students of fourth semester in STIKES Surya Global Yogyakarta in the Academic Year 2014/2015. To have the valid and reliable data for the research, the pretest and posttest were conducted by the same instructor, in this research, the instructor was the researcher. The items were the same. Two classes received the same lessons of semester fourth English including Nursing Instruction, First Aid, Taking History, and Nursing Documentation in fourteen meetings. The detail about syllabus is presented in Appendix A. Both control group and experimental group had the same topics and meetings. However, in experimental group/ class EKP4, there were some additional instructions related to the project given to them. In the process of experiment, the experimental group was divided into ten groups including four to five members per each (see Appendix E). Each group submitted four videos on 7th to 14th May 2015 by uploading the videos on www.youtube.com. Then each group was asked to share the link of the video to

other groups in the class then to watch the other groups‟ videos and put comments on the best and the worst for each on 15th to 27th May 2015. Then on 28th May

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2015, the teacher downloaded all videos submitted and commented by the students previously. Further, the researcher did posttest. For control group, the posttest was held on Thursday, 28th May 2015 and on Friday, 29th May 2015. For experimental group, the posttest was held on Thursday, 28 th May 2015 and on Saturday, 30th May 2015. The posttest took 90 minutes for each term (half of class member for each group). In posttest, the researcher found different numbers of students in control class who attended the test. The numbers of students attending pretest were 45 students, however there were only 44 students attending posttest. Therefore, there researcher conducted the change to be adapted in the process of t-test. After

having

posttest,

the

researcher

then

distributed

individual

questionnaire in the experimental class to fill by the students. Then the researcher analyzed the data obtained from posttest to compare to the data obtained from pretest for each group. Following are the findings of this research divided into two parts based on the research questions. 1.

Effect of Video Project to Promote Students’ Speaking Skill The first research question showed the findings on statistical tests done by the

researcher. To know whether the scores of pretest and posttest of each group have been improved or not, the researcher displays the mean and standard deviation for both group. Table 4.1 below shows the mean differences of two groups based on the result of pretest and posttest (see Appendix I)

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Table 4.1 Means and Standard Deviations of Experimental Group

PreEx PostEx

N

Mean

Std. Deviation

39 39

10.3590 15.0769

3.96357 3.19032



Table 4.2 Means and Standard Deviations of Control Group

PreCo PostCo

N

Mean

45 44

10.8667 12.9773

Std. Deviation 3.83524 3.02308



A change was appeared between means in both groups. The maximum score of the test was 20.00 divided into five categories in which each category has score 4. Both groups obtained the same minimum score in pretest (2.00) and in posttest (8.00). The maximum score of posttest in experimental group increased from 17.00 to 20.00 while the maximum score of posttest in control group did not get any change (18.00). The improvement of pretest and posttest mean scores in both groups can be seen in the following chart.

Means

Chart Title 16 14 12 10 8 6 4 2 0

Class E Class F

1

2 Tests

Figure 4.1 Mean plots on Tests between EG and CG

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In addition, the improvement can be seen more obviously from each category of speaking test including Pronunciation, Grammar Accuracy, Vocabulary, Fluency, and Interactive Communication (based on the rubrics of speaking test by Pandiya). The following are the tables which show the frequencies of speaking rubrics of both groups. Table 4.3 Frequencies of Scale Criteria of Speaking of Experimental Group Criteria

Very Poor Poor Average Good Very Good Total numbers of students

Pron Pre Post 0 0 8 0 14 9 15 24 2 6 39

39

Numbers of Students GA Voc Flue Pre Post Pre Post Pre Post 1 0 3 0 1 0 12 0 5 1 11 0 15 10 17 5 16 15 11 17 13 18 11 19 0 12 1 15 0 5 39

39

39

39

39

39

IC Pre 0 11 14 13 1

Post 0 1 10 10 18

39

39

Table 4.4 Frequencies of Scale Criteria of Speaking of Control Group Criteria

Very Poor Poor Average Good Very Good Total numbers of students

Pron Pre Post 0 0 7 0 17 11 20 25 1 8 45 44

Numbers of Students GA Voc Flue Pre Post Pre Post Pre Post 3 0 0 0 1 0 9 4 6 4 10 4 16 19 16 16 23 16 15 17 22 23 10 24 2 4 1 1 1 0 45 44 45 44 45 44

IC Pre 2 10 20 10 3 45

Post 0 1 21 18 4 44

The total numbers of students of the experimental group are 39 students while the total numbers of students of the control group are different in pretest (45 students) and posttest (44 students). Number 0 shows that there is no student 64


getting those categories. From the tables above, it can be seen that there was improvement in both group related to the criteria of „very poor‟. In posttest, there was no student who got this kind of criteria. For all criteria, except pronunciation, the experimental group had more students who got perfect score (very good) than the control group. There were 6 students getting perfect score (very good) in Pronunciation category, 12 students in Grammar Accuracy, 15 students in Vocabulary, 5 students in Fluency, and 18 students in Interactive Communication. Meanwhile, in the control group, there were only 8 students who got „very good‟ in Pronunciation, 4 students in Grammar Accuracy, 1 student in Vocabulary, and 4 students in Interactive Communication. There was no student of the control group who got „very good‟ in Fluency in posttest. It can be concluded that students in experimental group had more improvement in speaking than those in control group. For the complete data of students‟ score, see Appendix D. Then, in gathering the data for the experimental study, the independent sample t-test was conducted by the use of gain score. The t-test allows the examination of the difference between the mean scores relative to the spread or variability of the scores which could not be showed by the descriptive statistics only. It was applied to examine if the means of two groups of data are significantly different from one another. The t-test itself in fact indicates the sample differences from the population by the use of means and the distribution of sample scores around them. Before analyzing the statistical result, the researcher conducted normality test to know whether the data were normal or not to be tested. She used KolmogorovSmirnov test to show that the sample comes from particular distribution. If the

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result is not significant (P>0.05), the data have normal distribution. The result of the normality test can be seen completely in Appendix I and is presented briefly in the following table. Table 4.5 One Sample Kolmogorov Smirnov Test One-Sample Kolmogorov-Smirnov Test

N Normal Parameters a,b Most Extreme Dif f erences

Contrrol Pre Test 44 10.80 3.849 .100 .062 -.100 .663 .771

Mean Std. Dev iation Absolute Positiv e Negativ e

Kolmogorov -Smirnov Z Asy mp. Sig. (2-tailed)

Control Post Test 44 12.98 3.023 .203 .153 -.203 1.345 .054

Experiment Pre Test 39 10.36 3.964 .129 .091 -.129 .803 .540

Experiment Post Test 39 15.08 3.190 .127 .115 -.127 .791 .559

a. Test distribution is Normal. b. Calculated f rom data.

The result shows that the Komolgorov Smirnov (KS Z) score of class E (the experimental group) in pretest is 0.803 with Asymp. Sig 0.540 and of class F (the control group) is 0.663 with Asymp. Sig is 0.771 while in the Komolgorov Smirnov (KS Z) score of class E in posttest is 0.791 with Asymp. Sig 0.559 and of class F is 1.345 with Asymp. Sig is 0.054. All is higher than 0.05 which indicates that the test distribution is normal (for both pretest and posttest). Thus, the independent sample t-test could be conducted. Before conducting independent ttest, the researcher conducted paired sample t-test to know whether any difference between pretest score and posttest score in each group. Table 4.6 t test Statistics of Experimental Group Pretest and Posttest Paired Samples Test

Mean Pair 1

Experiment Pre Test Experiment Post Test

-4.718

Paired Diff erences 95% Confidence Interv al of the Dif f erence Std. Std. Error Dev iation Mean Lower Upper 2.645

66

.424

-5.575

-3.860

t -11.138

df 38

Sig. (2-tailed) .000


From the table, it is shown that H0 is rejected if the –t value < t table or t value > t table. Because t value is 11.138 > t table which is 2,024, H0 can be rejected. It means that meaning that there is any difference between pretest result and posttest result of experimental group (see Appendix I). Table 4.7 t Test Statistics of Control Group Pretest and Posttest Paired Samples Test Paired Dif f erences

Pair 1

Contrrol Pre Test Control Post Test

Mean

Std. Dev iation

Std. Error Mean

-2.182

1.756

.265

95% Conf idence Interv al of the Dif f erence Lower Upper -2.716

-1.648

t

df

-8.24

43


The table shows that the t = -8.24. H0 is rejected if the –t value < -t table or t value > t table. Because t value is 8.24 > t table 2,017, H0 can be rejected, meaning that there is any difference between pretest result and posttest result of control group. From the result of t-test for each group, it can be seen that both control group and experimental group have significant difference in pretest and posttest while control group did not get any treatment. The numbers of students getting lower score in posttest in experimental group were the same as those in control group. However, the numbers of students getting higher score in posttest in experimental group were bigger than those in control group. Then, after knowing the paired sample correlations for each group, the researcher conducted independent samples t-test to know whether any significant difference between both groups (see Appendix I). The following tables show the result of the gain scores and the statistical analysis of independent sample t-test.

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Table 4.8 Group Statistics of Independent Sample t-test Group Statistics

Gain Scores

Group Control Post Test Experiment PostTest

N

Mean 12.98 15.08

44 39

Std. Dev iat ion 3.023 3.190

Std. Error Mean .456 .511

The variable of those statistical analysis were the gain scores from the experimental group and from the control group. From the analysis, it was found out the significant difference between both groups. The output of means and standard deviation is followed by the value of mean difference. In the experimental group consisting of 39 students, the mean is 15.08 (sd = 3.190) while for the control group consisting of 44 students, the mean is 12.98 (sd=3.023). The mean difference between both groups is 0.167. Table 4.9 The Result of the Independent Samples Test Independent Samples Test Lev ene's Test f or Equality of Variances

F Gain Scores

Equal v ariances assumed Equal v ariances not assumed

.003

t-test for Equality of Means

Sig.

t

.960

-3.077 -3.067

95% Confidence Interv al of the Dif f erence Lower Upper

Sig. (2-tailed)

Mean Dif f erence

Std. Error Dif f erence

81

.003

-2.100

.682

-3.457

-.742

78.57

.003

-2.100

.685

-3.462

-.737

df

The "Lavene's Test for Equality of Variances" is to represent a test of the hypothesis that the population from which the groups were sampled have equal variances. It aims to prove the sample homogeneity of both experimental and control groups to claim that they are from the same population. The t-test results labeled equal variances which is assumed gives the t-value (t =3.077) and the degree of freedom (df = 81). Ha is accepted if –t value< - t table or t value > t table. The t table is at 1.989 (3.077 > 1.989) which indicates that the

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difference is significant because t-test result is higher than t table. Here, the result while in the table the result is presented in the form of 2-tailed significance, the researcher tested by using 1-tailed test because most calculators and computers give the exact p-value for 2-tailed tests. The researcher used the interpretation of 1-tailed test by using t table. As the t-test result shows that the difference between the two groups is significance, the null hypothesis Ho is rejected. In other words, the first alternative hypothesis Ha is acceptable. This condition, indeed, shows that there is a better achievement in speaking in Experimental Group than in Control Group. The students' achievement based on the post-test result is indeed better than their scores in pretest which indicates that the treatment has positive effect and it promotes the students' speaking skill including five categories of pronunciation, grammar accuracy, vocabulary, fluency, and interactive communication seen from the score difference. 2.

Video Project to Promote Students’ Learner Autonomy To answer the second research question of how video project promotes

nursing students‟ learner autonomy, the researcher distributed questionnaire to the students and conducted interview of three students. This research uses individual questionnaire which was distributed to the students of Experimental Group after they got posttest in 28th and 30th May 2015. The students answered the questions by writing their answers on the sheet of paper provided by the researcher. Because of limited time, the students had to answer the questionnaire at home then submitted the answers on 1st June 2015. The questionnaire was given in

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Indonesian consisting 13 questions based on the questionnaire construct in chapter three. The researcher distributed the questionnaire for all students but there were only 31 sheets received by the researcher. After the researcher collected the questionnaire, then she made categorizing and coding to make easier in analyzing the data. The category was made based on the questionnaire construction in previous chapter. Table 4.8 is the short form of coding and categorizing of Questionnaire result. The complete coding can be seen in Appendix H. Table 4.10 Coding and Categorizing of Questionnaire CODING Speaking and language skill, acting, editing, uploading, teamwork coordination Teamwork Coordination, cooperation and solidarity, acting, English skill (speaking, grammar, vocabulary, writing, translating), editing, uploading, time management Able to Edit using Movie Maker and Video Editor, able to upload on You Tube, able to operate camera Teamwork Cooperation and Solidarity, building communication, building relationship, understanding characteristics Speaking and language skill, grammar, vocabulary, pronunciation, fluency, confidence

SEGMENTS

CATEGORIZ ING

CONTENT

Learning Experience

OBJECTIVE ON LEARNING

Advantage/Be nefit

PROGRESS IN PROJECT

Interesting aspects

Things to learn

Technology

Teamwork

Language skill

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Motivation in learning English, motivation in Motivation in speaking, motivation in learning improving vocabulary mastery Discussing Concept, Composing scenario/text, distributing job, determining time, determining location and Planning setting, providing equipment, doing rehearsal, recording and editing, uploading You Tube, Google Translation, Online Internet dictionary Book, film Other sources Time to coordinate with group members, miscommunication, Teamwork ineffective teamwork coordination Speaking, pronunciation, Language vocabulary, grammar, skill fluency Editing video using Movie Maker/video editor, process in uploading video on You Tube, Technology providing equipment (camera, video editor, limited internet connection) Scenario, creativity Video Quality Vocabulary, Language pronunciation, grammar Acting and Expression, Process time management Editing, subtitling Technology Guiding the Students, opening consultation, reminding deadline, Guidance monitoring progress, giving support, giving suggestion

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Motivation

Process LEARNING STRATEGY

Learning Source

Problem and Difficulty EVALUATION

Things to be improved

Teacher's role

ROLE OF TEACHER


For interview, the researcher conducted interview to deepen and to support the information obtained from the questionnaire. The interview was done to three students namely RZ, MF, and MA. The researcher had some consideration to choose those students. The researcher chose Rz because he had consulted several times that he got problem about the video format and about uploading the video. MF and MA were the students who had consulted the conversation for their video. As having done in analyzing questionnaire, the interview results were then analyzed into some processes. The researcher had written the results into interview transcript then made coding as the part of qualitative data analysis. The coding and categorizing were made based on the questions given through interview. The types of question in interview were according to the open-ended questions in questionnaire then they were developed based on the situation. The interview done was semi-structured interview and held in the office of teaching department in STIKes Surya Global Yogyakarta in 1st June 2015. Table 4.9 is the short form of coding and categorizing of interview result. The complete coding can be seen in Appendix H Table 4.11 Coding and Categorizing of Interview

CODING Taking Video in public place, acting, sharing video Learning new software, editing, uploading, directing Working with new teamwork Fluency, practicing, vocabulary Motivation to memorizing material, motivation in acting, motivation in finishing project Coordination, job distributing, making text, recording, memorizing,

SEGMENTS Making Video

Technology Teamwork Language skill Motivation in learning Planning 72

CATEGORIZI NG Learning Experience Advantage/Ben efit

CONT ENT Objectiv e on learning Progress ion in project

Motivation Process

Learnin g


practicing

Strategy

Browsing, You Tube Film, book Less coordination, careless, time management Pronunciation, grammar, vocabulary, material Editing, uploading, formatting, subtitling Planning, acting, directing, sharing

Internet Other sources

Setting, variation All language elements, grammar, vocabulary Learning from other group, consultation with teacher Editing, subtitling Providing Adequate time, guiding

Video contents

Consulting

Teamwork

Learning Source Problem and Difficulty

Language skill Technology Process Things to be improved

Evaluati on

Language Process Technology Guidance

Teacher's role

Asking the problem

Student's interaction

Teacher and Student' s Interacti on

From the coding and categorizing of questionnaire and interview result above, the researcher highlighted five major themes of the respondents‟ answers including students‟ objectives of learning, students‟ progress in project, students‟ learning strategy, students‟ evaluation, and the role of teacher. Here is the list of themes and the sample of students‟ comments in questionnaire and interview presented in the following table. The complete comments are presented in appendix G. Table 4.12 Samples of Students’ Comments in Questionnaire and Interview No 1.

Themes Students‟ Objectives Learning

Examples of Students’ Comments I learned how to serve the patient with a correct on procedure. I also learned how to be cooperative in teamwork (R1 TL) In the project, I learned how to edit then upload 73


2.

3.

4.

5.

video on You Tube then it could add my knowledge (R11 TL) The video is beneficial for us. We can learn English through audio and visual. If we produce a good video, it means that we motivate ourselves in learning English. When someday we get the similar project, we are ready to give better one (RB 12). Students‟ Progress I had not had any editing video application, but after on Learning I got this project, I started to download it and found information about how to use it (R3 Adtech) I increase my ability in English by using English vocabulary correctly (R11 AdLS) Through the project, it motivated us to learn English (R19 Mot). Because I like acting and I want to be an actress, through the project, I am able to show my competence and interest (RC ). Students‟ Learning The first to plan is by meeting with our members, Strategies then discussing the title. After it we composed the script and did rehearsal then started to record the video (R28 Plan) We shared our job such as making script, making up, finding camera, being cameraman, and other job (R23 Plan) Before recording video, we did practice and rehearsal to avoid wrong acting and to implement what we planned previously (R28 TJob) We did all planning together. When there was a member giving suggestion, we then considered it (RB 6) Students‟ There were many problems as finding a proper evaluation on camera to record, having different opinion in group, Learning difficult in finding time to meet due to different schedule, and many others (R6 LSo) The problem is that I was not fluent in English so that I should open the dictionary many times (R10 DifEng) Because my laptop did not support to install the editor software, I lent my friend's laptop (R7 DifTech) We were less in inspiration in making the video. If it was compared to other groups' video, ours were imperfect (RA 3) Teacher‟s Role The teacher has given perfect role because she helped us, gave us motivation, and always checked about our video progress. She then gave us guidance about what to do and also explained us clearly about the lesson (R30 TR). 74


The teacher's role ranges in 80% good because she had given us long time to make the project so all students had an adequate time to plan everything perfectly (R5 TR) We think that we want to learn grammar more than what we learn today. Because in Senior High School, we had learnt more difficult English. So, when we come to University, we want to get more. We need more guidance (RB 13). Based on the students‟ opinion and answer from the questionnaire and interview, some points on the video project contribution to their learning experience are obtained. In the first theme, the technology application such as editing and uploading on You Tube in general seems as new learning experience which they had not got it previously. Because to finish the project they must show their good English, the students tried to improve their capability in speaking. The video project provides them opportunity to be creative in making script and acting using English. Related to the second theme that is students‟ progress in learning, the project is also beneficial in helping them learning English lesson. All the statements show that they got better achievement in some aspects of learning as technology application, language skill, motivation, and also teamwork coordination. Furthermore, in finishing video, the students point that they arrange their own strategy. In this theme, most students commented that they started the step by making or composing script to the video. Then they continued with the next steps as recording, acting, editing, and uploading. Each group had different consideration in making the plan to finish the project, but those steps were generally applied in all groups.

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The students‟ also emphasized teamwork coordination and technology application as the main problems occurred during the video making (the fourth theme). The first is because of different practicum time which makes them difficult to meet, and the second is because their lack of knowledge on how to operate the editing software. Related to the problems occurred, they also find it difficult to act using English, especially in their fluency and pronunciation. However, they could find their own solution for each. One of the solutions is by consulting it with the teacher. From the result of both questionnaire and interview, the researcher underlines that video project has an effect in promoting the students‟ learner autonomy since the students are able to determine their learning objectives, observe their learning achievement, choose their own learning strategies, and implement learning evaluation independently through video project. For the further explanation of the students‟ statements in questionnaire and interview, the researcher will present it in the following section to be evidence for both quantitative and qualitative findings in the study. B. DISCUSSION The discussion covers the whole information which has been gathered from the result of both quantitative and qualitative data. The result shows that there is significant difference from the gain scores which are obtained from the pretest and posttest using SPSS statistical analysis. The t-test result illustrates that the use of video project is effective to contribute to students‟ speaking achievement. 1.

Experimental Research in the Effectiveness of Video Project to Promote Students‟ Speaking Skill

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The experimental research was intended to answer if video project is effective to promote nursing students‟ English speaking skill. To test the hypothesis, the differences of learner‟s achievement in two groups were measured by the means of two tests, pretest and posttest. For speaking achievement through video project, video project was purposed to improve better speaking for the group getting treatment. During the semester, both Experimental Group and Control Group got the same contents of lesson by the same teacher. They had the same numbers of meetings (14 meetings) and the same in class practice. However, the Experimental Group had special task that was video project while Control Group did not. Then, after conducting posttest, the researcher could see the result whether any improvement or not related to speaking skill. The positive change in the test results was evidently observed in Experimental Group according to SPSS outputs as presented previously. The means and standard deviation of both groups increased but those of Experimental Group increased remarkably between pretest and posttest. The mean of Experimental Group in pretest is 10.35 (sd=3.7) and the mean in posttest is 15.08 (sd=3.2). The P-value is 0.003 which means that P is off the scale. When it is interpreted using t value, it results that t value is at 3.077 while t table is at 1.989 where t value > t table (3.077>1.989) means that Ha is accepted. The results of experiment suggest that video project is effective to promote the learners‟ achievement in speaking skill of Experimental Group. The video project provides the students opportunity to practice their speaking performance in the form of role play, drama, presentation, and simulation which are recorded in the video. It confirms what Thornburry (2005)

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and (Harmer, 2011:349) state that those forms of speaking performance are able to promote students‟ speaking skill since drama, role play, and simulation can activate their imagination and drama benefits for their pronunciation and general language use. The finding also agrees the idea of Banares in Oktaputri (2010) that the students get many benefits related to speaking and pronunciation by recording their performance. They can encourage general oral fluency and are beneficial when they are students of ESP. Because of video project, all ten groups in Experimental Group which are asked to make four videos are forced to be creative in making the scenario of role play or simulation they recorded. Thus, through video project, the students can perform their speaking with better pronunciation and other speaking aspect as fluency and vocabulary which is seen from the improvement on the pretest and posttest result. The result of questionnaire also provides the evidence of the speaking achievement of the students. Here are the students‟ statements related to how video project promotes them in speaking skill. “I had less knowledge in understanding and pronouncing some English words but now (after the project) I have mastered more vocabularies” (R10 AdLS.App G. p150). “The project deepens my English. I learned more in pronunciation and fluency in speaking English” (R 24 AdLS. App G. p150). “I have more ability in pronouncing some words correctly and I also have more fluency in speaking English” (R31 AdLS. App G. p150). The finding of statistical result implies that the video project is effective to promote their speaking skill because they learned how to pronounce well and improve their fluency during the video making. While the independent variable is different, the result of this research agrees with the finding of Oh (2010) which

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results that video resources is effective to enhance English learners‟ competence and of Untari (2012) which shows that there is a positive correlation between English Computer-mediated communication, learner autonomy, and English Learning Achievement. Thus, from the finding of this research, it results that the use of video project results in better achievement on the students‟ speaking skill than one in traditional class. 2.

Questionnaire and Interview Results on How Video Project Promotes Students‟ Learner Autonomy Furthermore, to answer the second research question about how video

project promotes students‟ learner autonomy, the researcher distributed the questionnaire and conducted interview. Then, the results of questionnaire and interview were in line with what gained from statistical outputs. From the answers of respondents both in questionnaire and in interview script, the students agreed that they obtained some beneficial aspects through video project related to their learning process of English lesson in this fourth semester. It gave a positive influence by giving them some degree of increase in their motivation in learning English. They enjoyed the new tool used to finish their project as the use of video editor and the process of uploading video on You Tube in which they had not experience previously. This would seem to indicate that the video project contributed to learner‟s motivation, comprehension in learning language, and spirit in learning related to the lesson contents (Littlewood, 1996; Chan, 2001). The stories of three respondents also showed the increased interest in the technology application used in learning process. All those aspects are related to

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the achievement of the students to become more autonomous than previously before getting video project. 2.1 Students’ objectives of learning Through video project, the students are hoped to know their objectives of learning. It means that the students must be aware of what they are learning and what they need for learning. The project was intended to make the students learn independently and know about what language learning involves. From the questionnaire result, many students stated that they learned many things through the project and could find many interesting aspects during the video making. Most students knew about the objective of making project and why their teacher wanted them to make the project. They shared that they learned things during the project making as teamwork coordination, acting improvement, English practice, and technology application. The students explained that those new experiences supported their learning in this semester. “(The aspects we can learn) are that we learned how to have good cooperation in team, many of us had different characteristics but we could unity it although there were many different arguments in making the project. We could also learn how to act at the same time we learn how to improve our English” (Questionnaire R24 IA. App G. p145). “The most interesting aspect in this video project is that I can learn acting then deepen my understanding about the lesson and material used in this video” (Questionnaire R13. IA. App G. p144). “Many things that I can learn from this video project as editing video using different software, cutting video, giving subtitle, images, songs, and others. Then I learn more and more about how to practice better English and learn how to act the scenario” (Questionnaire R10.TL. App G. p156). “The interesting aspect in this video project is in recording video, editing, uploading video on You Tube because it was first time for me to make video then to upload it on social media which can be accessed by anyone” (Questionnaire R30 IA. App G. p145).

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In the teamwork coordination, the students found that it was difficult to have good coordination with teammates with different way of thinking. They were having their own arguments when the made the project but through the project they could unity the differences. Related to acting, the students found new experiences of learning acting to show in their video and they could also practice their English skill through acting in the video project. Showing acting using English in front of camera was an exciting experiences based on their opinion. Related to technology application, they were aware that they needed to learn how to edit video because before uploading the video on You Tube, they must add the video with title, sound, and subtitle. Thus, through video project, they forced themselves to learn new things in supporting them finishing the project. From the result of the interview, all three students also agreed that the video project given to them in this semester was giving some benefits related to learning new experience, learning new technology, and language skill especially speaking. They were aware of what they were learning and what they needed to support their learning. This is in line with what Scharle & Szabo (2000) state about raising awareness as one of stages of autonomy development process. It could be seen from their statements as following. “It is beneficial. At first, we were lazy to do the project because the other class did not get the same project. But for a long moment, we learned many things as acting, shooting. We did not understand the English words and finally we could memorize the words well. Then we could use Movie Maker, how to input and output, how to upload video on You Tube. So, after the project had been finished, we were very satisfied. We did not get problem in uploading. If we were still lazy to finish the project because of response, inhalation, the project would not be finished on time” (Interview RB 11. App G).

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“At first we got the project, we thought it would be very hard to finish, but finally we got many benefits. Because of the project, we are able in editing and uploading video” (Interview RC 80. App G). The respondents‟ statements above are in line with what Wenden (1983) in Benson (2001:80) explained that adult learners must know about their objectives on learning language by having awareness of what they need to learn language. 2.2 Students’ Progress in Learning To be an autonomous learner, the students must also know what they can achieve through the task, in this case, through video project, whether they did progress on their learning or not, whether they have improved their skill or not. Related to what the students had achieved and mastered after finishing video project, several students commented that this kind of task gave them many benefits related to technology use, English practice, and teamwork relationship. It means that they learned many things from those elements and had improved their skill related to those elements. In the benefits of technology, they felt that they had mastered using Movie Maker to edit and upload video while they had never done it previously. It means that they improved their capability in technology application to support them doing the project. In English skill, they improved their pronunciation, vocabulary, and fluency because they must speak fully English during the recording. Since they did not want to show their bad English, they tried to be better and better in their English. Through video project, the students were also getting progress related to friendship and relationship within the group. They felt that it was very difficult to meet each other, at the time they had time to meet, they wanted to have quality time with their teammates to finish the project and avoid being selfish. They wanted to use the time effectively with a good

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coordination with team. It means that they improved their relationship with their teammates. “I must learn how to pronounce well (in this video) because this video would be watched by many people so I avoided getting ashamed of bad video” (Questionnaire R22 AdLS. App G. p150). “I started to use Movie Maker in my daily life and knew some ways in editing video and in uploading video on You Tube” (Questionnaire R26 AdTech. App G. p148). “(Through the project) I can understand more about each member's private business and I would be more patient because it was difficult for us to meet in one time due to different business” (Questionnaire R31 AdTeam. App G. p149.). In the interview result, a respondent also said that through the project, he achieved some competences in teamwork coordination and in language skill. “(The project) was very beneficial to close relationship between friends whom we hadn't done any project with previously. I am accustomed to have interaction using Indonesian but because of this project, I could practice my English” (Interview RA 30. App G). Through video project, many students also had perception that this project increased their motivation in learning English. They were motivated to learn the lesson they got in class better because they wanted to show their better performance in their video. Many of them said that they did not want to show their bad English in the video since the video would be watched by many viewers. Since they would share the project on social media in which many people could access it, they were motivated to improve their performance. It showed that they had achieved the better motivation in learning through video project. “In this project, I got my motivation in learning English increased because this video would be watched by many social media users” (Questionnaire R21 Mot. App G. p152). A respondent of interview also stated.

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(My motivation in learning English) increased because of this project. I want to practice my English because I had practiced it when I was in Senior High School (in Islamic Boarding School) but when I study here I think I forget how to speak English because often use Indonesian (Interview RA31. App G). On the whole, students had achieved some progresses in learning from the project including English speaking skill, technology skill, relationship skill, and learning motivation as a part of learner autonomy. This is in line with what Hobbs (1998) said that the project can enhance motivation. The ability to define the contents and progress on learning by the students also belongs to what Holec defines about learner autonomy (1981). 2.3 Students’ Learning Strategies To complete their video project, the students proceed through six steps. The first step is making scenario/ script. The second step is distributing responsibility for each member. The third step is practicing and doing rehearsal. The fourth step is recording video. The fifth step is editing the video and the last is sharing the video on You Tube. Those steps belong to learner‟s strategy in group. Practicing and doing rehearsal were also done by them in improving their speaking performance during the recording. The students distributed different responsibility in their group in making this project. In the first step, the students composed script. Many students said that they made the script together while a few groups gave the responsibility in one member. After composing script, each group distributed job description as being an actor, cameramen, and finding the media to record. They distributed it by the agreement and consideration with teammates. Then in the next step, the students did practice and rehearsal before recording the video. They repeated to play the

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script several times and emphasized their practice on the use of correct pronunciation and fluency. It was aimed at making their performance better when recording. In the fourth step, each member showed his or her acting in recording. It was done not only once. Sometimes they needed to record and record again until they thought that it was perfectly done. Then after video had been recorded, the students did editing as cutting, subtitling, and giving sound or music in the video. In this step, some of students said that they had to find video editor and had to learn how to use the video editor. Having finished editing the video, the last step was uploading the video on You Tube. In this step, the students also needed to learn how to upload the video by making the You Tube account first then uploading their video. Some of them were lack of knowledge on how to upload the video on You Tube so that they asked other friends who are familiar with it. “(We started) by planning (composing script), determining actor, determining location, recording. Then we came into execution” (Questionnaire R24. Plan. App G. p155). “It was begun by making narration/text, then collecting members of the group, learning text, recording, then editing, and finally uploading” (Questionnaire R30. Plan. App G. p155). “Each member got each responsibility in acting. One could be nurse, patient, cameramen, and we took turns each other” (Questionnaire R15. TJob. App G. 155) “In this project, we practiced how to pronounce well before recording so that the listeners can understand what we say” (Questionnaire R22.Reh. App G. p156).

In the interview result, a respondent also stated her steps of making the project as composing script, recording, and editing. “We did the project before mid-examination. We started to compose the script. We did not need long time to record but it was long time to edit the video because of our lack of knowledge in editing” (Interview RB 2. App G).

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Thus, the students have prepared a good planning in finishing the project given. Here, the students are able to identify their own preferred learning styles/strategies. Here, it supports what Nunan (1997:195) said about the first level of autonomy that is awareness of identifying their own preferred learning styles/strategies. For adult foreign language learners, they must also be able to have some learning strategy including making planning (Wenden, 1983) and another strategy to improve speaking is by doing rehearsal (Harmer, 2011:346). To help the students in making video, the students also used some other learning sources as internet, online dictionary and video on You Tube. They used online dictionary and Google translation as the source to help them in translating words to English then they watched video on You Tube as the source of inspiration in making and editing video. The statements of respondents are as follows. “We used other sources as internet. Before we made video, we watched other video as our reference to make our video done maximally” (Questionnaire R6 LSo. App G. p158). “We used online dictionary to find a good language (for our video)” (Questionnaire R5 LSo, App G. p158). Further, those statements were supported by the answer of interview stated by a respondent. (We watched other video) from You Tube, Mis. There was a tutorial of sprained. But it was in the form of interaction with camera, not with patient (Interview RA 20. App G). By finding other sources to help the students finish their project, it shows that the students had been in the third level of autonomy which is called intervention by Nunan (1997:195). The learners are involved in modifying and

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adapting the goals and content of the learning program. In this stage, they modified the materials given by the teacher in class to be used in their video based on the video they watched on You Tube. They also used online dictionary in making script, so that they modified the example of conversation given by the teacher with their own language which would be used in their video. 2.4 Students’ Evaluation in Learning To succeed in their project, the students were required to make their evaluation in language learning as finding the problems on learning, finding the solution of the problems, and knowing the weaknesses of their project. Related to the problems on learning, there were some problems occurred as difficulty in meeting members, difficulty in practicing English when recording, difficulty of using media (laptop and video editor) and difficulty in uploading video. In the first problem that is difficulty in meeting members, almost all students shared that they had different schedule of practicum therefore they did not have same leisure time. It made them difficult to determine time to record the video. They also found it difficult when they must speak English in front of camera. It was particularly about the way to pronounce the English words. Then they must repeat their recording for several times because of wrong pronunciation or bad in speaking. In addition, they also found it difficult to edit the video they had recorded because some of them had not known how to use video editor previously and they must learn quickly about editing their video. They also found difficulty in uploading video on You Tube because of some reasons including bad

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internet connection, not having account on You Tube, and not knowing how to upload on You Tube. “It was very difficult to determine time to record video because in one group, each member has different group of practicum class then we were difficult to meet each other” (Questionnaire R11 DifTeam. App G. p162) “The problems are more in the mastering of material and topic. Sometimes we repeated (the recording) if there was wrong pronunciation until we got the correct one” (Questionnaire R1. DifTeam. App G. p162). “(The difficulty was) on the technology application. We got difficulty in editing video and uploading the video because of a bad internet connection” (Questionnaire R29 Prb. App G. p161) While they found some problems in finishing the project, they were successful to submit it on time. They could find their own solution to solve their problem. Some students who were lack of knowledge in editing the video had asked other students who were familiar with it to teach them using Movie Maker. The students who were lack of English skill were always trying to improve their English skill. They also tried to be always cooperative with their teammates in completing the project. All they implemented to solve the problems occurred during the video making as the parts of finding solution of their learning problem (Hafner, 2011:82). “There were many problems. But we tried to solve it together in fair as each member intention without emotion” (Questionnaire R9 LSo.p168). “I found it difficult particularly in editing video because I had not mastered editing video using Movie Maker. Then I learned with a friend who could use it and asked him for teaching me to edit video using Movie Maker” (Questionnaire R13 LSo. App G. p168). “There were many problems as difficulty to memorize the scenario and to pronounce the English words. But we always did our best effort to have better pronunciation” (Questionnaire R26 LSo. App G. p169).

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In the interview result, the respondents also agreed that they found some problems during the process of video making. The first and the most problem was about coordination and teamwork where those three students explained that they got difficulty to meet each other with all members in their group because they had different time of having practicum classes. All the interview respondents agreed that team coordination was the main problem during the project making. The following problem was about their lack of operating software to edit. Two of them (RB and RC) had never operated editing software previously which made them difficulty to edit, but they still did editing by themselves by asking the other student who was able in using software to guided them editing the video. Only RA who was familiar in using some editing software though he also found the problem in uploading, the problem he never encountered it previously when uploading video. “It was very difficult to meet with member. (When we determined time to meet), there was member who could not come” (Interview RA 4. App G). “I did not find it difficult in acting but it was more in the teamwork cooperation. There was a member who acted as if she was the boss. We felt as if we were her staff. But because we wanted our project finish sooner we were patient. Sometimes she was angry when we could not come to make video due to our own business. She should have been more empathy” (Interview RC 1). “We made script before mid-examination. It needed short time to record video but it was very long time in editing the video because we were not able in using Movie Maker previously” (Interview RB 2. App G). “(The problem found is) uploading. I always got failure in uploading the video though I was always successful in uploading similar video previously” (Interview RA 24). However, they were also able to find the solution for their problems as seen in their following statements.

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“We were afraid of forgetting the pronunciation so when we had finished memorizing the script, we directly took shooting then we stopped it. We practiced rehearsal depending on the script. If it was a long script, or little difficult, we shot little by little. Since we were not actress we did many mistakes in acting. That was the way we anticipated wrong acting” (Interview RB 8. App G). “We did editing by ourselves, but there was a friend from other group who taught us what to do (with Movie Maker) then he asked us to try it by ourselves. There was a member who did not have laptop then a friend from other group lent us and taught us” (Interview RB 3. App G).

Still about evaluation, they think that some aspects are not perfectly done as what they planned. Many students (though not all) agreed that they had several things to be improved in their video to be better. The elements which are needed to improve in their video include the quality of acting, the words they used in the script, their pronunciation, and the quality of editing. They thought that they had performed proper acting but not best acting. They commented that they were actually able to give better expression in their acting but because of limited time to practice and rehearse, they only gave what they could did at that time. The students also shared that they did not have perfect editing since it was first time to them using Movie Maker to edit the video. “The things to be improved in the project are our expression during the acting, adding the scenario, pronunciation, and editing” (Questionnaire R6.Imp. App G. p165). “(Things to be improved are) the scenario, improvisation in acting, imperfect editing” (Questionnaire R23 Imp. App G. p166). A respondent of interview supports those statements that the editing is one aspect which needs to be improved in her video project as stated, “(The thing needed to be improved) is the concept in editing video because we only had limited time. The most important at that time was that we must submit the project on time by doing proper editing although it had less variation” (Interview RB 9. App G).

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In conclusion, beside the students know about the problems occurred and the solution of the problems faced, the students also know about their weakness in making the project. This belongs to the characteristic of autonomous learner to evaluate their learning. It means that the students are able to monitor the effectiveness of the strategies they use and make necessary changes for them (Dickinson, 1993). Having ability in evaluating learning by themselves is also in line with what Holec (2000) explains about definition of learner autonomy. 2.5 Role of Teacher In video project, the teacher also has responsibility to make it succeed. There were some roles which were played by the teacher in project making as guiding the students, opening consultation, explaining the materials, giving motivation, and giving evaluation. Those roles played by the teacher from the beginning until the end of the semester. In guiding the students, the teacher often told them what to do about to the step of making the project. Related to opening consultation, the teacher opened consultation in each meeting after the class finished. Although not all students used the opportunity given by the teacher, there were some students who consulted regularly about their progress. In giving evaluation, the teacher gave three times for the students to give progress report about the project. The teacher asked the students to write what they had achieved in their video making. From the questionnaire result, the answers mention that the teacher has an adequate role during the project making. “(It) is good. She had guided us what to do in making video project” (Questionnaire R7. TR. App G. p167).

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“The lecturer plays an important role. She always reminded us about the deadline, opened consultation for us, and explained the material” (Questionnaire R10. TR. App G. p168). “It has a good role. She helped us finishing the project because when we couldn’t do anything she always gave us motivation then she always taught new lesson. Therefore, we could finally finish this project. By the evaluation done twice, we could practice and make our speaking more fluent” (Questionnaire R22. TR. App G. p169). Further, a respondent of interview also stated that the teacher had given an appropriate guidance by the following statement. “(The teacher) had guided us. We finally know what to do (in Video making)” (Interview RA 27. App G). The respondents‟ statements in questionnaire about „explained the material‟ and „taught new lesson‟ are parts of providing available material. Furthermore, the statements of „guided us‟ and „opened consultation‟ are parts of role in counseling. Those are as what Gremmo and Riley (1995) stated about two ways the teacher can take role of counseling including as a counselor to raise the awareness of his or her language learning and as a staff to provide available material. The teacher had also given the appropriate materials which were needed by the students as the source in making video project. She had played role as a supplier of knowledge (Tudor as cited in Kocak, 2003). The following table is the summary of interview done to three respondents (see Appendix G). Table 4.13 Interview Summary of Three Respondents Responde nt (s)

Objective on learning

Progress in video project

Learning Strategies

RZ

- Learning new experien ce because

- Benefits of - One member - The problems the project made text and were about were the others uploading and teamwork memorized. formatting, learning - One member teamwork

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Evaluation monitoring

and

Interaction of student and teacher - Teacher gave clear instructi on and


MF

MA

it was and edited and coordination, first time learning uploaded the and language getting new video skill video software, produced. - What needs to project. improving - Use some be improved in - Practicin language sources for video was about g skill, inspiration as setting of English practicing book, internet recording. language a lot. browsing, and . youtube video. - Learning - Benefits of - All members - The problems how to the video made and were about act were discussed the acting, naturally learning to text and script language skill, with edit the together. using editing correct video, - Two members software, pronuncia learning were coordination tion in how to responsible to and time front of upload edit the video. management of the video on - Watched some the group camera. youtube, videos on - What needs to and youtube then be improved improving took some was about team language important parts preparation and skill. to modify to language skill. apply in the video produced. - Expressin - Benefits of - Making text - The problems g talent of the video and script were about acting in were together then language skill, front of expressing giving using editing camera passion in suggestion software, and in acting and for coordination. public directing, something - What needs to place. learning less. be improved - Learning how to - Two was about how to edit the members of editing and share video and the group subtitling of video on how to were the video. internet. upload responsible video on about editing youtube, the video. and - Watched sharing the some videos work. and west films as the inspiration to apply in the video produced.

adequat e guidanc e for the project.

- Teacher gave adequate guidance for the project and shared adequate time for consultati on but the students were not using it well.

- Teacher gave clear instructi on about the project.

Through video project, the students are given chance to show their speaking performance by using some activities such as role play, drama, simulation, and

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presentation. Thus, they are forced to practice and take exercise before recording where it can make them more fluently in speaking as what Banares in Oktapuri (2010) states that video recording provides chance for students to perform better as they have more speaking practices, pay more attention to pronunciation, and it can increase their motivation. The students‟ statements that they did not want to show their bad English in their video and that they did some rehearsal to make their pronunciation correct when recording shows that through video they increased their motivation to practice more in speaking. Through video project, the students are also able in recognizing whether their speaking product is good or not. It can be seen from their comments both in questionnaire and interview that they found some weaknesses of the video they produced including elements of speaking skill as pronunciation, fluency, grammar, and vocabulary and some aspects as editing, acting, or coordination in teamwork. It is related to the function of students‟ learning evaluation which refers to level of learner autonomy (Nunan: 1997). Besides promoting the students‟ speaking skill, the use of video project provides new experience of them except their motivation and strategy in learning. They learn how to cooperate with their teamwork, how to dare to try something they have not even tried before as editing video, acting in front of camera, and sharing their product on social media to view. They are part of being autonomous learner. From the explanation of the questionnaire and interview result above, it could be concluded that video project promotes the students‟ learner autonomy through some ways. They are: (1) video project gives them chance to know their

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learning objective and what they need to support their learning process, (2) video project helps the students achieve some competence by getting some benefits and advantages as in technology application, English practice, and teamwork coordination, (3) video project gives the students chance to be creative and wellplanned in their learning strategies to finish the project on time and (4) video project provides an opportunity for the students to evaluate their learning by finding solution of the problems occurred in the video making. Those findings agree with findings of some researches discussed in the previous section. The first, Hafner & Miller (2011) who conducted research about fostering learner autonomy using digital video project showed the finding that digital video project appears to have promoted some form of learner autonomy that is encouraged the students to take responsibility for, monitor, and reflect on their learning. Digital video project promotes the students‟ motivation, authenticity, independent learning, teamwork, peer-teaching, and reflection on learning. Moreover, the finding of this research related to how video project promotes students‟ learner autonomy also confirms what Masats, et al (2009) conducted about how to explore potential language learning through video making. In the result of their research, it shows that through video making, the learners take responsibility of their own learning because the tasks are intellectually and emotionally challenging and they are related to their lives inside and outside the language classroom. Then, the finding of this research also agrees with experimental research conducted by Dafei (2007) showing that there are some characteristics of high-proficient students with high autonomous learning as confidence, high motivated, having strong awareness of self-planning, self-

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management, self-monitoring, self-evaluation, and willingness in cooperating with others in language learning. While this study is not intended to relate the influence of learner autonomy to promote language proficiency, this study shows that most students increase their motivation and confidence in learning English through video project. They try to show the best on their video by practicing their English so often in which it makes them more fluent in speaking. The process they practice and find the best way to finish the project is parts of learner autonomy and when they are able to become autonomous, they spontaneously increase their mastery in speaking skill as the part of language proficiency as seen in the achievement increasing from the SPSS outputs.

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CHAPTER V CONCLUSION AND SUGGESTION

This chapter presents the conclusions and suggestions. In the first part, the researcher concludes the summary of the study. The summary of the study is drawn based on the previous chapters. Meanwhile, in the second part discusses the suggestions for the teacher and for the further research. A. CONCLUSION To improve language skill mastery, the students are demanded to have more practice not only in the classroom but also outside of the class. Practicing outside of the class means that the students must have more motivation to be independent in learning. It affects the way the teacher or language practitioners conduct their teaching and find the effective way to make the students become more autonomous in language learning to increase their language skill. Video project is an alternative way to facilitate the students to be more independent to learn language outside the class. In video project, the students are provided an opportunity to have more practice in speaking, and to have more experience in using supporting technology. They are more aware of what they need in learning and what strategies they must own in their learning. Thus, they have more chance to improve their language skill, especially speaking skill, independently. Through video project, the students are forced to practice their speaking skill independently since they have video concept of role play, drama, simulation, and presentation. They must prepare well and have a good preparation for their performance because they must not only record it but also share the result of their

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recording in social media which means that their videos will be watched by more viewers. It supports the students to practice their skill more often both in class and outside the class independently. From the result of pretest and posttest done to the students, the researcher is able to conclude some important points to answer the first research question about how effective is the video project to promote their speaking skill. Based on the statistical result, there was a positive relation between the use of video project and the enhancement of learner‟s competence in speaking skill (p=0.003<0.005) in Experimental Group. It means that in Experimental Group, the experiment treatment on learning exercise in the form of video project gave positive effect to promote learner‟s competence in the tests than a traditional method that is in class practice. The significant level of increase means of the pretest and the posttest in Experimental Group and of increase score of the students getting perfect score (very good categories) also shows that the use of video project gave positive effect for students‟ speaking skill. By the result, it can be concluded that video project is effective to promote nursing students‟ speaking skill. In the descriptive data gained from the questionnaire and interview, the students gave statements which show that video project provides them many beneficial points. They stated that through video project, they not only learn new thing such as acting, using editor software and uploading the video on You Tube but also have chance in practicing their English more outside the class. By the result, it can be concluded that the video project is able to promote nursing students‟ learner autonomy. The project provides opportunity to the students to become autonomous learner by giving them chance to be aware of their learning

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objectives, supporting them to achieve some competences related to technology application, English skill, and teamwork coordination, providing them chance to plan their learning strategies, making them able in evaluating and monitoring their learning, and able in finding the effective role of teacher when they are learning outside the class. Based on the findings of the numerical results of the tests and of the descriptive result of questionnaire and interview data, the researcher concluded that video project is effective to promote nursing students‟ speaking skill and learner autonomy by improving their learning objectives, learning progress, learning strategies, and learning evaluation. B. SUGGESTION After having the conclusion above, this section provides some practical and theoretical suggestions. From the findings of the research, it is suggested that teaching English requires technological involvement in particular parts of teaching elements so that the students can obtain benefits from the technology in increasing their motivation in learning English and in improving their skill in communicating using English. To have successful learning, it remains a great challenge for teacher to always find and implement new strategy to support the learners‟ learning achievement. The findings give opportunities to the teachers to be committed, creative, and innovative in teaching. Although this requires the teachers to spend more time in developing more various teaching contents, providing consultation and

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share for the students, the teacher must stand up for their learners to be a good facilitator, counselor, and resource (Voller in Lai, 2010). In providing video project for the students, some ways can be done by the teacher. This research aims to suggest an idea to provide different way in giving video project for the students. The teacher can use other social media to share the video beside You Tube as facebook to enlarge the viewers watching the video product made by the students and to give more opportunities to the students to comments each other of the video since all the students own facebook account and only a few owning You Tube account. The other way to share the project is by uploading them in the teacher‟s private learning website or blog. Therefore, it can make easy for the teacher to control the progress of task and for the students to access all information related to the project. Though, it requires the teacher to spend more and more time to create new blog or website. For the further research, the researcher suggests other researchers may find fix schedules in conducting the similar research, having the other lecturer to accompany in scoring testing to have more objective scoring, and having better learning contents to teach in class therefore the experiment can be done better and run successfully.

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Yu, Wei Chieh Wayne. 2013. Nursing Professionals' Evaluation in Integrating the Computers in English for Nursing Purposes (ENP) Instruction and Learning. TOJET: The Turkish Online Journal of Educational Technology – October 2013, volume 12 issue 4. The Turkish Online Journal of Educational Technology. Accessed in December 2013

105


APPENDIX A

SYLLABUS OF NURSING STUDY PROGRAM SEMESTER FOUR

106


Syllabus Major : Nursing Study Program Semester : IV Unit Topic I

First Aid and Emergencies

II

Nursing Instruction

Basic Competence 1. Able to use basic verbs in explaining procedures 2. Able to explain procedures of first aid in a good order

Indicators

1. Able to give instruction for the patients in giving first aid. 2. Able to give suggestion for the

1. Students are able to give introductory before giving first aid. 2. Students are able to use modal in giving instruction to

1. Students are able to use some basic verbs in explaining first aid of some cases. 2. Students are able to get the background about each cases of first aid. 3. Students are able to pronounce both verbs and nouns related to first aid. 4. Students are able to explain first aid in a good order.

Components Example of Expression 1. First, position the patient into comfortable place. 2. Make sure you check the airways. 3. Don‟t wrap the patient in blanket or jacket. 4. Let the patients rest for some days.

1. Sir, I would like to bandage your injury with gauze. Could you hold on for a second? It will hurt. 2. Sorry, can you

107

Key Grammatical Term 1. Basic verb (check, apply, make sure, sit, position) 2. Negative basic verb (Don‟t)

1. Modal (Can, Could, Would you, should) 2. Please

Key Vocabulary Fever, sprained, asthma, dehydration, fainting, injury, reliever, pain killer, anti inflammatory, backrest, airways.

Activities and Task A. Content Focus 1. Completing task of making first aid procedures well ordered. 2. Discussing about some vocabularies with correct pronunciation 3. Repeating the vocabularies with correct pronunciation 4. Expalining first aid of some other cases in a good order. B. Language Focus 1. Studying basic verb

A. 1.

2.

3.

Content Focus Discussing about the right modal for instruction and suggestion Pronouncimg the vocabulary together. Arranging the


patients in giving first aid.

III

Taking History

1. Able to give some questions of patient health history. 2. Able to build communicati on with patient effectively. 3. Able to use WH question properly.

the patients. 3. Student are able to choose the best modal to use in giving instruction (instruction and suggestion principle) 4. Students are able to give suggestion to the patients related to giving first aid. 1. Students are able to ask the patient‟s present condition. 2. Students are able to get the information about pain. 3. Students are able to ask the patient‟s past history. 4. Students are able to ask the patient‟s drug and family history.

stand up by yourself? 3. Please take a deep breathe. 4. Because your leg is getting swollen, please don‟t do some exercise for some days.

1. How are you today? 2. Are you feeling better? 3. Where does it hurt? 4. How long do you feel the pain? 5. Are you taking medication at the moment? 6. Do you have food allergy?

108

B. 1. C.

Question words (What, Where, When, How, Are you, Do you, Is there)

Pain, hurt, better, worse, food allergy, drug allergy, serious illness, hereditary disease, past history, present condition.

A. 1.

2.

3.

B. 1. C.

instruction in a good order based on first aid procedures. Language Focus Studying about modal Communication Focus Role play

Content Focus Arranging the right questions to get the right information Pronouncing the vocabularies together. Making simple dialogue to get information from the patients. Language Focus Studying 5W 1H Communication Focus Game and Role Play


IV

Nursing 1. Documentation

Able to write documentatio n based on the information obtained from the patient

1.

2.

3.

4.

5.

Students are able to write report present condition Students are able to write report of patient‟s pain. Students are able to write report of patients‟ past history. Students are able to write report of patients‟ drug and family history. Students are able to diagnose the patients‟ complaints.

1. The patient was getting pain on his central head. 2. The pain was throb. 3. She was getting better when waking up. 4. She was getting worse at night. 5. She had head trauma two years ago in an accident.

Present tense Past tense ( to be past, past verb)

Pain, hurt, better, worse, food allergy, drug allergy, serious illness, hereditary disease, past history, present condition.

A. 1.

2.

3.

4.

B. 1. 2.

109

Content Focus Matching the questions and the answers in short dialogue Writing the present condition. Writing patients‟ pain report. Writing patients‟ history Language Focus Studying simple past Studying simple present


Details of Meeting Meeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Topics

Time Allocation Introduction 90‟ Pretest Group 1 90‟ Pretest Group 2 90‟ First Aid and Emergency 90‟ Practice Group 1 90‟ Practice Group 2 90‟ Nursing Instruction 90‟ MID EXAM Taking History 90‟ Practice Group 1 90‟ Practice Group 2 90‟ Nursing Documentation 90‟ Posttest Group 1 90‟ Posttest Group 2 90‟ Listening and Review 90‟ FINAL EXAM

110

Schedule Class E Class F 5/3/15 5/3/15 12/3/15 12/3/15 14/3/15 13/3/15 19/3/15 19/3/15 26/3/15 26/3/15 28/3/15 31/3/15 9/4/15 9/4/15 30/4/15 7/5/15 9/5/15 23/5/15 28/5/15 30/5/15 4/6/15

30/4/15 7/5/15 8/5/15 23/5/15 28/5/15 29/5/15 4/6/15


APPENDIX B

SPEAKING TEST ITEMS

111


Major : Nursing Department Semester : IV Type of the test : Speaking Form of the test : Giving Cases (First Aid and Nursing Instruction), Giving Questions for Taking History. Test Items: 1. The students are given some cases of First Aid and Emergencies and they are free to choose two of the cases to explain the procedures. Language function: The use of first, second, third, etc. The use of basic verb in explaining procedures (apply, change, touch, make sure) 2. After explaining the cases, the students are asked to explain the nursing instruction of each case. Language function: The use of will you, would you, can you, please, would you mind, etc. 3. The students are asked to give some questions of taking history covering personal details, presenting complaint (asking about pain and symptom), drug history and family history. Language function: Asking questions using 5W 1H and Yes/No questions Source: Grice, Tony. Oxford English for Careers Nursing 1: Student's Book. Oxford University Press. Chapter 4 Accidents and Emergencies (First Aid) Glendinning, Eric. H and Howard, Ron. Professional English in Use Medicine. Cambridge University Press. Unit 47 and 48 (Taking a History) Pratiwi, Indah D. English for the Professional Nurse Book 2. School of Nursing Muhammadiyah University of Malang. Chapter 5 Discharge Instruction (Nursing Instruction)

112


113


114


115


116


APPENDIX C

SCORING RUBRICS FOR SPEAKING TEST

117


Description of Language Components by Pandiya (2013) No 1.

Language Components Pronunciation

2.

Grammatical Accuracy

3.

Vocabulary

4.

Fluency

5.

Interactive Communication

Description 1. Pronunciation of individual sounds and words 2. Pronunciation of sentences, the right intonation and stress Accurate use of structure, or how the learner gets his/her utterance correct The leaner‟s ability in choosing appropriate words and how to solve the problems when he/she cannot find suitable words by explaining around the word 1. The ability to keep the conversation going 2. Read a text smoothly without hesitation, or inappropriate pause, or repeating words/lines The ability to get the meaning across the listener

Scale Criteria by Pandiya (2013) Scale 0

Proficiency 10 – 39%

Category Very Poor

1

40 – 50%

Poor

2

60 – 70%

Average

Description of Criteria Pron : Many wrong pronunciation GA : No mastery of sentence construction Voc : Little knowledge of English words Flue : Dominated by hesitation IC : Message unclear Pron : Frequent incorrect pronunciation GA : Major problems in structure Voc : Frequent errors of word choice Flue : Frequent hesitation IC : Disconnected idea Pron : Occasional errors in pronunciation GA : Several errors in structure Voc : Occasional errors in word choice Flue : Occasional hesitation

118


3

75 – 80%

Good

4

85 – 100%

Very Good

IC : Ideas stand but loosely organized Pron : Some errors in pronunciation GA : Minor problems in structure Voc : Minor errors in word choice Flue : Minor hesitation IC : Clear and organized ideas Pron : No errors/Minor errors GA : Demonstrates mastery of structure (few errors) Voc : Effective/appropriate word choice Flue : No hesitation IC : Well organized and clear ideas

119


APPENDIX D

PRETEST AND POSTTEST RESULT OF CLASS E AND CLASS F

120


EXPERIMENTAL GROUP PRETEST

CLASS E NIM

PRON

GA

4133540

2

1

4133544

3

4133548

NILAI

FLUE

IC

2

2

1

8

1

2

2

2

10

Student 1 Student 2

2

2

2

1

2

9

Student 3

4133551

2

2

2

2

1

9

Student 4

4133552

3

2

2

2

2

11

Student 5

4133553

3

3

3

2

3

14

Student 6

4133558

2

2

2

2

2

Student 7

4133560 4133561 4133564

3 3 3

2 3 3

2 2 3

3 3 3

2 3 3

4133568

2

2

2

2

2

4133569

2

1

2

1

1

4133586

3

2

3

3

3

4133588

2

2

3

2

2

4133589

3

3

3

3

3

4133592

2

2

1

1

2

4133594

2

2

2

2

2

4133596

2

1

2

1

1

4133609

3

3

3

3

3

4133611

4

3

3

3

4

4133613

2

2

3

2

2

4133619

3

2

2

2

3

4133620

1

1

0

1

1

4133622

3

3

3

3

3

4133627

4

3

4

3

3

4133628

1

1

1

1

1

4133635

1

1

2

1

2

4133637

3

3

3

3

3

4133640

2

2

2

2

2

4133644

3

3

3

2

3

4133656

1

1

1

1

1

4133662

2

1

2

2

2

4133663

1

1

1

1

1

4133665

3

3

3

3

3

4133668

1

1

1

1

1

10 12 14 15 10 7 14 11 15 8 10 7 15 17 11 12 4 15 17 5 7 15 10 14 5 9 5 15 5

VOC

NAME

TOTAL

121

Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35


4133672

2

2

2

2

3

4133673

3

2

3

2

2

4133675

1

1

0

1

1

4133827

1

0

0

0

1

11 12 4 2

122

Student 36 Student 37 Student 38 Student 39


CONTROL GROUP PRETEST

CLASS F NO

NIM

PRON

GA

F1.1

4133687

3

3

F1.2

4133688

3

F1.3

4133689

F1.4

NILAI

FLUE

IC

3

3

3

15

3

3

3

3

15

Student 1 Student 2

2

2

3

2

2

11

Student 3

4133691

2

2

3

2

3

12

Student 4

F1.5

4133692

1

1

1

1

1

5

Student 5

F1.6

4133693

1

0

1

1

0

3

Student 6

F1.7

4133697

2

2

2

1

1

Student 7

F1.8 F1.9 F1.10

4133701 4133702 4133704

2 2 3

1 2 4

1 2 3

2 1 3

1 1 4

F1.11

4133706

1

1

2

2

2

F1.12

4133710

2

2

3

2

3

F1.13

4133713

2

3

3

3

3

F1.14

4133714

2

1

2

2

1

F1.15

4133719

2

2

3

2

2

F1.16

4133720

3

1

3

2

2

F1.17

4133727

2

1

2

1

1

F1.18

4133730

2

2

2

1

2

F1.19

4133733

2

2

2

2

2

F1.20

4133734

2

1

2

2

1

F1.21

4133735

2

2

2

2

2

F1.22

4133742

2

2

3

2

2

F1.23

4133747

1

0

1

1

1

F1.24

4133749

3

2

3

2

2

F1.25

4133752

3

3

4

4

3

F1.26

4133753

1

1

1

1

1

F1.27

4133756

1

0

1

0

0

F1.28

4133760

3

3

3

2

2

F1.29

4133762

3

3

3

2

2

F1.30

4133763

2

2

2

2

2

F1.31

4133766

2

2

2

2

2

F1.32

4133784

3

3

2

2

2

F1.33

4133785

3

3

3

3

3

F1.34

4133786

3

3

3

3

2

F1.35

4133788

3

3

3

2

2

8 7 8 17 8 12 14 8 11 11 7 9 10 8 10 11 4 12 17 5 2 13 13 10 10 12 15 14 13

VOC

123

NAMA

TOTAL

Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35


F1.36

4133789

3

2

2

2

2

F1.37

4133790

4

4

3

3

4

F1.38

4133798

3

3

3

3

3

F1.39

4133804

3

3

2

2

2

F1.40

4133807

3

3

3

3

3

F1.41

4133809

3

2

3

2

2

F1.42

4133811

1

1

2

1

1

F1.43

4133812

3

2

2

1

2

F1.44

4133819

3

3

3

3

4

124

11 18 15 12 15 12 6 10 16

Student 36 Student 37 Student 38 Student 39 Student 40 Student 41 Student 42 Student 43 Student 44


EXPERIMENTAL GROUP POSTTEST

CLASS E NO

NIM

PRON

GA

FLUE

IC

E1.1 E1.2

4133540 4133544

3 3

3 3

VOC 4 3

3 2

3 2

E1.3

4133548

3

3

3

2

3

E1.4

4133551

3

3

3

3

3

E1.5

4133552

4

4

4

3

4

E1.6

4133553

4

4

4

3

4

E1.7

4133558

3

3

4

3

3

E1.8

4133560

4

4

3

3

3

E1.9

4133561

4

4

4

4

4

E1.10

4133564

3

2

3

3

4

E1.11

4133568

3

3

3

3

3

E1.12

4133569

3

2

3

2

2

E1.13

4133586

4

4

4

4

4

E1.14

4133588

3

3

3

2

3

E1.15

4133589

3

4

4

4

4

E1.16

4133592

2

2

2

2

2

E1.17

4133594

3

4

3

3

4

E1.18

4133596

2

2

2

2

2

E1.19

4133609

3

2

4

3

4

E1.20

4133611

4

4

3

4

4

E1.21

4133613

3

3

4

3

4

E1.22

4133619

3

4

4

3

4

E1.23

4133620

2

3

2

2

2

E1.24

4133622

3

3

3

3

4

E1.25

4133627

3

4

4

3

4

E1.26

4133628

3

2

2

2

2

E1.27

4133635

2

2

3

2

2

E1.28

4133637

3

4

4

3

4

E1.29

4133640

3

3

3

3

4

E1.30

4133644

2

3

3

3

3

E1.31

4133656

2

3

2

2

2

E1.32

4133662

3

3

3

2

3

E1.33

4133663

2

2

3

2

3

E1.34

4133665

3

4

4

3

4

E1.35

4133668

3

3

4

3

4

125

NILAI

NAMA

TOTAL

16 13 14 15 19 19 16 17 20 15 15 12 20 14 19 10 17 10 16 19 17 18 11 16 18 11 11 18 16 14 11 14 12 18 17

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35


E1.36

4133672

2

3

3

2

2

E1.37

4133673

3

3

4

4

4

E1.38

4133675

2

2

1

2

1

E1.39

4133827

3

2

3

2

2

126

12 18 8 12

Student 36 Student 37 Student 38 Student 39


CONTROL GROUP POSTTEST

CLASS F NO

NIM

PRON

GA

FLUE

IC

F1.1

4133687

3

3

VOC 3

3

3

F1.2

4133688

3

3

3

3

3

F1.3

4133689

2

2

3

2

2

F1.4

4133691

3

4

3

3

3

F1.5

4133692

2

2

1

1

2

F1.6

4133693

2

2

1

1

2

F1.7

4133697

3

2

2

2

2

F1.8

4133701

2

2

1

2

2

F1.9

4133702

2

2

1

2

2

F1.10

4133704

3

3

3

3

4

F1.11

4133706

3

2

2

2

2

F1.12

4133710

3

3

3

3

2

F1.13

4133713

3

3

3

3

3

F1.14

4133714

3

2

2

2

2

F1.15

4133719

3

2

3

2

2

F1.16

4133720

3

2

3

2

2

F1.17

4133727

2

1

2

2

2

F1.18

4133730

2

2

2

2

2

F1.19

4133733

3

2

2

2

2

F1.20

4133734

3

2

2

2

2

F1.21

4133735

3

2

2

3

3

F1.22

4133742

3

3

3

3

3

F1.23

4133747

2

1

2

2

1

F1.24

4133749

3

3

3

3

3

F1.25

4133752

4

4

3

3

4

F1.26

4133753

2

1

2

3

2

F1.27

4133756

2

1

2

1

2

F1.28

4133760

4

3

3

3

3

F1.29

4133762

3

4

3

3

3

F1.30

4133763

4

3

3

3

3

F1.31

4133766

3

2

2

2

2

F1.32

4133784

4

3

2

3

3

F1.33

4133785

3

3

3

3

3

F1.34

4133786

3

3

3

3

3

F1.35

4133788

3

3

3

3

3

127

NILAI

NAMA

TOTAL

15 15 11 16 8 8 11 9 9 16 11 14 15 11 12 12 9 10 11 11 13 15 8 15 18 10 8 16 16 16 11 15 15 15 15

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35


F1.36

4133789

4

4

3

3

3

F1.37

4133790

4

3

4

3

4

F1.38

4133798

4

3

3

3

3

F1.39

4133804

3

3

2

3

3

F1.40

4133807

4

3

3

3

3

F1.41

4133809

3

3

3

3

2

F1.42

4133811

2

2

2

1

2

F1.43

4133812

3

2

2

2

2

F1.44

4133819

3

3

3

3

4

128

17 18 16 14 16 14 9 11 16

Student 36 Student 37 Student 38 Student 39 Student 40 Student 41 Student 42 Student 43 Student 44


APPENDIX E

LIST OF EXPERIMENTAL GROUP MEMBERS AND VIDEO PROJECT LINK TO YOU TUBE

129


List of Experimental Group Member Group 1 Group 2 Group 3 Group 4 Group 5 Mayda Alpat Noor Maksum Adi Lathifah Aini Fitri W Maftufah Mukhlisatun Ghrea Eny Chairurois Dhea Anak Agung Nazmiah Alfiana Yunita Sri Wahyuni Istri Sintya Soraya Tiyas Siti Revi Pipit Dewi Atika Munawaroh Widya Group 6 Group 7 Group 8 Group 9 Group 10 Reni Kabet Reni Desi Nadya Rizki Rohima Muliadin Ni Luh Juleha Diki Natalia Rina Catur Warsiki Alfiatiyatul Elni Arsya Dian Tika Thien Ria Kartini Ari Widia Fila Indah Ni Nengah Waimbo Sri Mutmainah Rika Asri Bustanil Artha GROUP 1 Fainting https://www.youtube.com/watch?v=3mLR40pFLcc&feature=youtu.b e Injury https://www.youtube.com/watch?v=v6m25WgFqEI&feature=youtu.be Asthma https://www.youtube.com/watch?v=VObQ7AtTQs&feature=youtu.be Fever https://www.youtube.com/watch?v=pprEq9w02T4&feature=youtu.be GROUP 2 https://youtu.be/IOfo6X2w_Fc INJURY http://youtu.be/cb0TETOhHMw ASTHMA http://youtu.be/J2ZR1HUp6rY FEVER http://youtu.be/RbFxaTjzokU DEHIDRATION GROUP 3 https://www.youtube.com/watch?v=9lcmOPjLRF0&spfreload=10 sprained https://www.youtube.com/watch?v=-jQpz_8JYvE&feature=youtu.be fever https://www.youtube.com/watch?v=dqPML1fvSQQ&feature=youtu.beinjury https://www.youtube.com/watch?v=_wiCMBBCY8Y&spfreload=10 asthma GROUP 4 http://www.youtube.com/watch?v=YaQghb2aqtu (fainting) http://www.youtube.com/watch?v=psxCJUFSQb8 (fever) http://www.youtube.com/watch?v=3zNESq4MJUM (injury) http://www.youtube.com/watch?v=-TRqScxjKho&feature=youtu.be 130


GROUP 5 https://www.youtube.com/watch?v=Mvsti7Dd8Bk&spfreload=10 (fever) https://www.youtube.com/watch?v=NQnp-xsziBA (fainting) https://www.youtube.com/watch?v=aacOS1UVSyw (dehydration) https://www.youtube.com/watch?v=2tcEUUIeZew&spfreload=10 (sprain) GROUP 6 https://www.youtube.com/watch?v=OQSV152oyEA&feature=youtu.be(asthm a) http://youtu.be/QX0NxhB6tw4 (dehidrasi) https://www.youtube.com/watch?v=_LLbr1cFkJg&feature=youtu.be(FEVER) https://www.youtube.com/watch?v=mjTs2aWCD0I&feature=youtu.be(Sprain ed ) GROUP 7 http://youtu.be/WWdWDX6Ng9w http://youtu.be/DNCO63-goqY http://youtu.be/H_3ELhhagQY http://youtu.be/-GFTm5s2luc GROUP 8 https://www.youtube.com/watch?v=WnZiIqVaFKk&feature=youtu.be GROUP 9 https://www.youtube.com/copynotice?video_id=a7BnLJca-sU GROUP 10 https://www.youtube.com/watch… (sprained) https://www.youtube.com/watch… ( fever) https://www.youtube.com/watch… (injury) https://www.youtube.com/watch… (faint)

131


APPENDIX F

QUESTIONNAIRE CONSTRUCT AND OPEN ENDED QUESTIONNAIRE

132


Questionnaire Construct Organization on the Individual Questionnaire Question Numbers Questions 1, 2 Question 3, 4 Questions 5, 6, 7, 8, 9 Questions 10, 11, 12 Questions 13

The Purposes of the Questions To find some information concerning the students‟ objectives of learning To find some information concerning the students‟ contents and progression in learning To find some information concerning the students‟ learning strategies To find some information concerning the students‟ monitoring and evaluation of learning To find some information concerning the teacher‟s role

Content Coverage of the Individual Questionnaire Concepts Students‟ objectives of learning

Components

c.

d.

Students‟ contents and progress in learning

Students‟ learning strategies

c.

d.

f. g. h. i.

j.

Item Num ber The aspect the students obtain in No.1 making the video project and the reasons. The things which can be learnt in No. 2 making the video project (learning experience) The advantages of making video No. 3 project (related to the use of technology, teamwork, English subject and language skill) The students‟ opinion about their motivation to improve their No. 4 English proficiency through video project. The students‟ planning in making No. 5 video project The students‟ strategy in group in No. 6 making video project. The process of rehearsal in No. 7 making video project. The students‟ responsibility No. 8 (willingness) in making video project. The use of other sources to help No. 9

133

References

Adapted from Hafner 2011:82) Wenden (1983)

Masats et (2009:344)

al.

Hobbs (1998)

Wenden (1983) Oxford (1990) Harmer (2011:346) Littlewood (1996)

Nunan (1997:195)


Students‟ monitoring and evaluation of learning

d. e.

f.

The teacher‟s role in video project

b.

the students in making video project (to adapt or to modify) The problem faced and solution in making video project. The difficulty during the process of making video project (related to the use of technology, teamwork, English subject and language skill) The things needed to be evaluated and improved in making video project and the reasons. The students‟ opinion and suggestion about teacher‟s role related to video project.

134

No. 10 Hafner (2011:82) No. 11 Little (1991:4)

No. 12 Holec (1981) No. 13 Kocak (2003)


List of Questions KUESIONER “VIDEO PROJECT TO PROMOTE NURSING STUDENTS’ SPEAKING SKILL AND LEARNER AUTONOMY” Terimakasih atas kerjasamanya dan telah meluangkan waktu untuk mengisi kuesioner ini. Kuesioner ini akan digunakan untuk mengidentifikasi efektivitas pembuatan video terhadap pembelajaran mandiri dan melihat perspektif mahasiswa tentang bagaimana video dapat membantu mahasiswa dalam meningkatkan kemampuan bahasa Inggris mereka. Data yang diberikan akan dijamin kerahasiannya dan hanya akan digunakan untuk kepentingan penelitian ini. Mohon dijawab dengan sejujur-jujurnya dan terimakasih banyak untuk kontribusinya. 1.

Aspek apa yang menurut anda menarik dalam melaksanakan tugas video project di semester ini? Jelaskan. 2. Hal apa sajakah yang bisa anda pelajari dalam pembuatan video project tersebut? Jelaskan. 3. Jelaskan: a. Berkaitan dengan aplikasi teknologi, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut? b. Berkaitan dengan kerjasama kelompok, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut? c. Berkaitan dengan keahlian berbahasa Inggris, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut? 4. Bagaimana pengaruh video project tersebut terhadap motivasi belajar bahasa Inggris di semester ini? Jelaskan lebih lanjut. 5. Bagaimana anda menyusun rencana pembuatan tugas video project tersebut? 6. Bagaimana pembagian tugas dalam kelompok anda dalam pembuatan tugas video project tersebut? 7. Apakah anda melakukan latihan (rehearsal) dalam mengerjakan tugas video project tersebut? Jelaskan lebih lanjut. 8. Bagaimana anda bertanggung jawab terhadap tugas anda di dalam kelompok untuk menyelesaikan video project tersebut? 9. Apakah anda menggunakan sumber lain (berupa internet, buku, video, TV) untuk membantu anda dalam mengerjakan video project tersebut? Jelaskan. 10. Apakah anda menemukan kendala selama pembuatan video project tersebut dan bagaimana anda menyelesaikannya? 11. Jelaskan: a. Berkaitan dengan penggunaan teknologi, kesulitan apa yang anda hadapi? b. Berkaitan dengan kerjasama kelompok, kesulitan apa yang anda hadapi? c. Berkaitan dengan materi perkuliahan bahasa Inggris, kesulitan apa yang anda hadapi? d. Berkaitan dengan keahlian berbahasa Inggris, kesulitan apa yang anda hadapi? 12. Menurut pendapat anda, hal apa sajakah yang perlu anda perbaiki dalam pembuatan video project tersebut? Jelaskan. 13. Bagaimana pendapat anda mengenai peran dosen berkaitan dengan tugas video project tersebut? Jelaskan.

135


APPENDIX G

STUDENTS ANSWERS IN INTERVIEW AND QUESTIONNAIRE

136


Interview Script Student 1 Name

: RZ

Date of Birth Q RA.1 Q RA.2 Q RA.3

Q RA.4 Q RA.5 Q RA.6 Q RA.7 Q RA.8 Q RA.9 Q RA.10 Q RA.11 Q RA.12

Q

: Banten, 11 September 1994

Kemarin tugas video Rizky kelompok berapa? Kelompok 9. Teman temannya siapa? Ada fila, Bagaimana kekompakannya? Ya begitu mis, kurang kasih inspirasi. Kurang agak gimana ketika dapat tugas videonya. ketika melihat video kelompok lainnya kayaknya lebih bagus mereka. Kesulitan yang paling utama apa? Ketika ngumpulin anggotanya aja mis, pada susah ketika dikumpulin. Jam segini pada ada yang gak bisa. Kalau untuk bahasa Inggrisnya kendalanya apa? Kalau bahasa Inggrisnya hampir bisa semua Cuma kendalanya pronunciationnya agak kurang. Kalau kesulitan teman teman gimana? Ngapalinnya. Soalnya kan ketika udah disuruh sama kayak teksnya pada nggak bisa. Siapa yang bertanggung jawab buat teks? Saya sendiri mis. Videonya ada empat, bagaimana pembagian kerjanya? Pembagian kerjanya ya saya yang bikin teks tinggal mereka yang hafalin ya intinya saya semua malahan. Berarti kurang kerjasamanya ya? Iya, katanya pada nggak mau ambil pusing jadi ya saya aja. Siapa yang ngedit? Saya juga. Minta tolong teman atau ngedit sendiri? Saya sendiri sih mis. Waktu itu aplikasi buat editnya sky isoft. Apa yang kamu pelajari ketika buat video? Apa ada aspek yang kamu pelajari di sini? Menarik juga sih mis, kemarin kan sempat pakai movie maker, tapi kebetulan laptop nggak support. Akhirnya saya download sempat ada tampilan iklan pas dieksport. Berarti belajar software baru?

137


RA.13 Q RA.14 Q RA.15 Q

Iya mis Kalau bahasa Inggrisnya? Nambah nambah itu mis, saya ikut dari mengulang ulang jadi hafal sendiri Apa membantu kalau ada practice? Membantu mis. Kalau proses pembuatannya sebelum mid atau setelah mid? Penyusunan rencananya bagaimana?

RA.16

Perencanaan pas dikasih mis udah kebayang, mulai projectnya setelah uts. Soalnya harus belajar ini belajar itu jadi agak ribet.

Q

Kalau berkaitan dengan share video, pengalaman share bagaimana? Kemarin ada problem teknis?

RA.17

Sharenya jadinya saya share di facebook upload lagi tapi kegedean dan di warnet ga ada softwarenya.

Q RA.18

Berapa kali latihan sebelum take shoot? Latihan dulu mis sebelumnya sekitar empat kali lima kali pas sudah praktek masih ada yang salah tinggal di cut.

Q RA.19 Q RA.20

Kameranya punya siapa? Pakai handycam. Punya saya Kalau formatnya lihat video teman lain atau ambil inspirasi dari mana? Dari you tube mis, ada tutorial sprained mis. Cuma interaksi dengan kameranya aja gak interaksi dengan pasien. Cuma pas lihat punya teman teman kok lebih bagus. Kamu merasa lebih bagus punya teman teman? Sudah nggak usah ribet ribet. Padahal teman lain ada yang di alun alun. Take shootnya dimana? Dalam kost aja. Soalnya kata temen saya ga usah ribet ribet yang penting editannya. Apa baca buku atau hanya materi dari mis risa? Dari yang lain dari internet nyari kata-katanya. Masalah lain selain koordinasi dengan teman teman apa lagi? Paling ketika upload sering gagal padahal sebelumnya saya sering upload youtube yang ada instrumennya. Kebetulan kok yang ini malah gagal.

Q RA.21 Q RA.22 Q RA.23 Q RA.24 Q RA.25 Q RA.26 Q

Kira kira secara general apa yang perlu diperbaiki dari video kamu? Settingannya, dari pengambilan juga lingkungannya di kost aja kan sumpek. Kalau dari bahasanya? Kalau dari bahasanya otomatis semua kurang. Berkaitan dengan peran dosen?

138


RA.27 Q RA.28 Q RA.29

Sudah mengarahkan sih mis. Kita yang belum tau yang harus kita lakukan jadi kita tau. Ada saran? Cukup sih mis. Kalau sharing videonya gimana? Kalau itu sudah dikomen sama teman, tapi cuma beberapa orang aja yang komen soalnya waktunya terbatas.

Q RA.30

Kalau secara general menurut kamu tugas ini bermanfaat tidak? Berguna. Buat menjalin kerja sama kita sama teman teman yang nggak pernah kerja bareng jadi kerja bareng. Biasanya interaksi pakai bahasa Indonesia trus dapet project ngomongnya bahasa Inggris.

Q RA.31

Motivasi kamu untuk belajar bahasa Inggris dengan tugas ini gimana? Meningkat sih soalnya dari dulu saya juga ingin bisa bahasa Inggris, dulu kan sering ngomong bahasa Inggris begitu kuliah di sini malah jadinya lupa ngomongnya bahasa Indonesia semua.

139


Student 2 Name

: MF

Date of Birth Q

RB.1

Q RB.2 Q

RB.3

Q RB.4 Q RB.5 Q RB.6 Q RB.6 Q RB.7

: Salatiga, 4 April 1994

Kemarin dapat kendala apa? Kendala salah satunya kita harus acting, kalau kita kan harus drama, bukan artis jadi kita merasanya lebih berperan jadi penolong harus kayak apa. Pengucapannya kita juga, pronunciationnya belum bisa pas. Kendalanya kan kita beda kelompok praktikum jadi untuk menyamakan jadwal kan susah. Sempat ada konflik soal waktu. Tapi karena memang kita cari sela jam kuliah. Waktu video pertama fever sama fainting pakai kostum yang sama. Padahal konsep awal kostum tiap video berbeda biar audience yang nonton ..tapi karena keterbatasan waktu ada tugas yang lain ya mungkin karena kita sudah jam empat. Bikin percakapannya dulu, sudah selesai semua, kita mengulang untuk aktingnya. Kita masih belum bisa sesuai dengan yang kita inginkan. Waktu pengerjaannya sebelum atau setelah ujian mid? Sebelum mid mis, sudah nyicil. Kita dah mulai nulis. Bikin video sebenarnya nggak lama tapi edit editannya lama. Kita kan movie makernya nggak bisa. Yang bantu ngeditnya? Teman teman sendiri, ada dari kelompok lain yang ngajari. Dia bantu kasih tau caranya, coba kamu coba sendiri. Ada juga yang nggak punya laptop dipinjemin dan diajarin. Kita pengerjaannya mungkin yang terakhir bareng bareng soalnya kita mepet dah mau pengumpulan. Trus uploadnya kita cepet dua jam dah selesai. Kelompok yang lain ada yang sampai pagi mis. Kita susahnya ngeditnya. Belajar apa? Kita bikin satu video aja ngeditnya lama soalnya kita masih amatir banget Cuma masukin assalamualaikum aja lama. Kendala dalam bahasa apa? Karena sudah pernah dipelajari ga papa. Tapi untuk pelafalannya kayak victim masih salah salah. Kompak nggak? Alhamdulillah kompak. Tapi kalau saya pribadi saya berusaha untuk menyamakan dengan teman teman. Kalau saya kan kalau ngomong masih medok Yang bikin skrip siapa? Bareng bareng mis. Kita bikin berempat bareng,. Jadi ada yang ngasih masukan apa kita tulis. Membuatnya dapat sumber inspirasi dari video mana? Soalnya waktu di video. Kita comot sana comot sini.

140


Q RB.8 Q RB.9 Q RB.10

Kalau latihannya bagaimana? Kita takut lupa mis jadi setiap hafalan trus disuting trus di stop. Latihannya tergantung teksnya, kalau panjang atau agak susah sedikit sedikit cut. Kita bukan artis jadi banyak salahnya. Jadi untuk mengantisipasi banyak salah ya itu Kurangnya apa? Konsep dalam edit video karena waktunya mepet ya yang penting ngumpulin, dah diedit, sudah pas trus udah fix semua trus ya kurang variasi aja. Sharing videonya gimana? Kalau belajar salah bener sih its okay. Tapi kita bisa ngambil pelajaran dari kelompok lain missal editannya yang kurang bagus.

Q

Kalau kesimpulannya, tugas ini bermanfaat tidak? Bermanfaat. Pertama tama dengar dapet tugas video males banget kok kelas kita doang. Tapi lama lama jadi belajar, setiap anggota kan dapat peran masing masing dapet acting dapet yang nyuting. Kita nggak apal kata kata bahasa Inggrisnya…trus tambah tau bagaimana pakai movie maker kita jadi RB.11 tau. Ya jadi tau input outputnya. Tau cara ngupload di youtube, oh kayak gini ya. Jadinya setelah selesai kita merasa oh selesai, soalnya perjuangan. Uploadnya juga dimudahkan. Kalau tidak dijalani kapan selesainya, ada inhal, response, masih kepikiran tapi ya harus diselesaikan. Q Apakah ada manfaat dari tugas video ini? Iya mis soalnya kalau dengan video nggak Cuma aspek auditori tapi juga visual. Kalau videonya lebih menarik para yang nonton untuk semangat RB.12 bahasa Inggris kan jadi menyemangati. Besok kalau dapat tugas lagi bisa lebih baik lagi Q Peran dosen bagaimana? Menurut saya tetap ada kurangnya gini mis, kita minim banget bahasa Inggris. grammar juga masih nol. Pengennya tuh kita bikin trus kita konsultasikan pada dosen. Coba kemarin kita lebih mempersiapkan, nanti RB.13 bahasa Inggrisnya kita Tanya mis risa. Trus kita juga pengen belajar grammar lebih kok sekarang sedikit. Padahal di SMA lebih susah. Jadi kalau jadi mahasiswa pengennya belajar lebih lebih. Kita perlu banyak bimbingan.

141


Student 3

: MA

Date of Birth : Lampung Tengah, 21 Mei 1995 Q RC.1 Q

RC.2

Q RC.3 Q RC.4 Q RC.5 Q RC.6 Q

RC.7

Q RC.8 Q

Mayda kelompok berapa? Kelompok satu. Kemarin kendala yang paling Mayda rasakan apa? Kalau acting sih bisa. Sebenarnya lebih pada kerjasamanya mis. Ada salah satu anggota yang seolah olah kayak mengatur. Kita tuh kayak bawahan banget. Tapi dari pada nggak selesai ya udah ditahan tahan aja. Marah marah gitu mis kalau kita nggak bisa, nggak bisa ngumpul karena ada urusan lain. Harusnya kan bisa jaga perasaan. Pembuatan skrip apa ada masalah? Kalau pembuatan skrip tidak ada masalah soalnya dah dipelajari di kelas Kalau bahasa Inggrisnya? Sejauh ini ok, Cuma penyusunan kalimatnya suka kebolak balik. Ambil videonya di mana? Di lapangan kotagede, di paviliun, di kost. Kameranya? Pakai hp punya sintia. Yang ngedit? Nah itu ngeditnya jadi masalah. Kita nggak ada yang bisa. Kan ada yang katanya mau minta tolong temen ternyata nggak diajarin. Ya udah akhirnya saya yang ngerjain walaupun saya nggak bisa terus laptop saya nggak bisa saya minta tolong temen. Motong motongnya juga pertamanya pakai hp. Potongannya itu pakai hp trus ngeditnya pakai laptop. Nggak saya semua kalau dua mendadak bantunya jadi buatnya di warnet. Uploading ada masalah nggak? Nggak ada masalah upload nya. Tapi saya ya lihat film film luar negeri sebagai inspirasinya. Pertama dapat tugas kayaknya berat, diambil hikmahnya ternyata banyak. Kalau nggak gitu ya nggak bisa ngedit nggak bisa upload you tube. Berkaitan dengan motivasi belajar bahasa Inggris?

RC.9

Saya sebenarnya sih suka di bidang drama cita cita juga iya walaupun kayaknya nggak mungkin tapi ya nggak papa. Tapi terkendala kuliah. Dengan adanya ini ya terlampiaskan lah.

Q

Sharing videonya bagaimana?

RC.10

Bagus di share di video jadi ditonton banyak orang. Pas disuruh kasih komen juga bagus. Saya juga sudah komen komen di video lain.

Q

Apa yang kurang dengan video kamu?

142


RC.11

Subtitlenya mis. Kan harus menyesuaikan ucapan itu ngeditnya belum bisa. Kok kelompok lain ada subtitlenya gimana gitu.

Q

Berapa kali latihan?

RC.12

Latihan ya saat mau ambil. Yang dipentingkan skripnya sesuai dengan perlakuannya gimana.

Q RC.13 Q RC.14 Q

Peran dosen bagaimana? Cukup mengarahkan sekali sih menurut saya. Berapa biayanya? Nggak ada sih mis, paling Cuma bayar warnet. Apa yang menarik dalam video ini? Ditonton orang pas di lapangan. Diketawain sama anak-anak soalnya ada RC.15 yang salah. Ada ibu ibu yang tanya kok berdarah darah. Padahal dikasih betadin.

143


QUESTIONNAIRE ANSWERS OF 31 RESPONDENTS 1. Aspek apa yang menurut anda menarik dalam melaksanakan tugas video project di semester ini? Jelaskan (IA) (1) Melatih kita untuk berbicara di depan kamera dan hal yang paling menarik adalah apa yang kita sampaikan bisa dilihat banyak orang (2) Aspek roleplay karena dengan roleplay kita bias lebih mengerti dan menguasai tentang tindakan tindakan first aid (3) Bisa berperan sebagai actress, director dan sutradara seperti di film film (4) Exting, belajar konsekuen dan mengenal orgasisasi dan kerjasama (5) Kita mahasiswa bisa shering sesame teman tentang bahasa inggris yang benar, mahasiswa bisa lebih leluasa mengimprove bahasa (6) Aspek yang menarik yaitu dapat belajar, berberan atau bermain peran (7) Dalam hal berkomunikasi dengan teman menggunakan bahasa inggris itu seru dan menarik, hanya saja saya belum begitu fasih dalam mengatakannya (8) Aspek yang menurut saya menarik adalah ketika kami melakukan adegan dengan menggunakan bahasa inggris yang sebenarnya kami tidak pasif dan harus mengulang karena sering salah adegan tersesebut (9) Aspek bicara. Soalnya biar orang itu bisa dengerin apa yang kita lakukan ga perlu harus berfikir, maybe (10) Aspek yang menarik yaitu semuanya aktif dan juga dalam pembuatan video tersebut terlihat kemampuan dalam acting dan dalam menguasai bahasa inggris serta gaya bahasa yang digunakan dengan baik. Hasil yang di upload di youtube bisa dilihat seluruh orang didunia sehingga kita bangga. (11) Aspek yang menarik dalam pelaksanaan tugas video project ini yaitu saya menjadi lebih tau bagaimana cara pembuatan video, kemudia cara mengedit video karena sebelumya saya kurang paham tentang mengedit video denga palikasi movie maker. Kemudian saya juga bisa melatih acting saya dengan percakapan berbahasa inggris dan kemudian akan di upload ke youtube yang tentunya nanti aka nada yang menonton walaupun tidak terlalu bagu tapi setidkanya bangga bisa menciptakan dan menyelesaikan project ini, yang tentunya sangat bermanfaat (12) Aspek yang menarik yaitu dengan mempraktekkan apa yang di ajarkan ibu di kelas dan di prakekan mengenai materi perkuliahan (13) Aspek yang menarik menurut saya dalam project ini adalah saya bisa belajar berakting kemudian materi-materi yang dibuat project video bisa di pelajari lebih mendalam (14) Menurut saya semua aspek sangat menarik, karena dari semua aspek tersebut menambah ilmu dan wawasan serta kreatifitas kelompok (15) Aspek yang menarik dalam melaksanakan tugas video ini yaitu kita dapat mengetahui dan mempalajari secara langsung bagaimana cara berakting yang baik dalam pembuatan video (16) Aspek yang menyenangkan munurut saya dan menarik adalh ketika kami

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menjalankan adegan demi adegan dengan menggunakan bahasa inggris yang sebenarnya kami tidak pasif dan harus mengulang-ulang adegan karena salah pengucapan sehingga membuat kami berusaha lebih giat untuk bisa melakukan adegan dengan baik. Aspek untuk belajar berbicara secara langsung dengan teman sendiri dan dengan direkam kemudian dimasukkan ke youtube, tepatnya untuk berbicara dengan menggunakan bahasa inggris Aspek berbicara, dengan berbicara mengajarkan orang-orang yang tidak mau mengeluarkan kata-katanya bisa/mau mengeluarkannya kata-katanya, mengajarkan keberanian/mengasah mental acting. Dalam role play kita bisa mengadu kemampuan dalam berakting Aspek yang menarik dalam project bahasa inggris ini adalah kami dapat mengasah tentang kemampuan kami dalam berbahasa inggris Aspek yang menarik dari tugas video ini adalaha kita dilatih untuk menyampaikan pesan melakukan acting walaupun sulit dalam pembuatan video ini karena dilakukan dengan senang dan banyak becanda. Tugas ini menjadi menggembirakan. Aspek yang baling menarik menurut saya dalam pembuatan video ini yaitu kita dapat mengasah kemampuan kita dalam melakukan sebuah pesan dengan menggunakan bahasa inggris Menurut saya aspek yang menarik dari project ini adalah kita bisa saling bertukar pengetahuan yang dimiliki oleh masing-masing individu sehingga dapat menambah pengetahuan dari masing-masing anggota kelompok. Dan juga dapat bermain peran dengan menggunakan bahasa inggris Aspek yang menarik yaitu aspek menyusun skenarionya, menyusun kalimat berbahasa inggrisnya, karena memang dituntut harus benar, kemudian aspek dalam berakting melakukan improvisasi yang tepat lalu aspek pengeditan video dimana saya menuntut diri saya pribadi untuk bisa melakukan ini. Kerjasama dalam tim, yang banyak sekali kita memiliki perbedaan namun bisa kita satukan meskipun banyak sekali perbedaan pendapat dll. Kita juga bisa mempelajari bermain peran dan sekaligus memperdalam belajar bahasa inggris. Menarik karena dapat mempelajari bahsa inggris dengan benar dan bisa bekerjasama dengan teman kita dengan baik Aspek kerjasama tim dimana dalama satu tim tersebut harus saling bekerjasama agar video dapt terselesaikan dengan baik. Kerjasama dalam satu tim akan memudahkan dalam pembagian tugas serta proses pembuatan video tersebut Aspek yang paling menarik menurut saya adalah disaat kami membuat adegan-adegan yang lucu Pada saat pembuatan karena harus memerlukan waktu yang lama karena perekaman videonya secara berulang-ulang Pada tugas videonya itu aspek yang menarik adalah video ini dikirim atau diupload di You Tube dan akan dikritik oleh masing-masing kelompok

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Yang menarik dari pembuatan video project adalah cara membuat video, editing, proses dan penguploadan video dalam You Tube karena baru pertama buat video yang harus diupload di sosial media yang bisa diakses siapapun. Yang paling menarik dari pembuatan video ini yaitu cara kita berekspresi dan cara kita bicara bahasa Inggris serta cara penguploadanny di You Tube. Karena tidak semudah yang kita bayangkan dan baru kali ini membuat video dan harus diupload di You Tube.

2. Hal apa sajakah yang bisa anda pelajari dalam pembuatan video project tersebut? Jelaskan. (TL) (1) Cara melayani pasien dengan prosedur yang benar, kekompakan kelompok (2) Kebersamaan, kekeluargaan, kekompakan. (3) Meningkatkan kemampuan dalam berbahasa inggris seperti grammar, speaking dan acting serta mengetahui tata cara editing video (4) Dialog bahasa inggris dan mendalami tokoh (5) Kerjasama sesame teman yang agak sulit untuk di ajak disiplin (6) Hal yang dapat dipelajari yaitu komunikasi dan belajar menjadi seorang yang tidak egois dimana banyak sekali kendala dalam pembuatan video project itu (7) Kerjasama kelompok, cara memakai aplikasi editor video dan kerja keras yang lumayan (8) Hal yang menurut saya paling menarik adalah ketika kita melakukan berbagai adegan. Ada yang ketawa karena adegan yang diperankan lucu lucu dan konyol (9) Banyak hal nya, tapi yang paling saya ingat itu tentang menyatukan berbagai pendapat dijadikan satu, seadil adilnya (artinya kekompakan) (10) Saya banyak mempelajari berbagai hal dalam pembuatan video project seperti mempelajari dalam mengedit video dengan berbagai aplikasi mulai dari memotong video, member subtitle, foto, gambar, lagu dll kemudian lebih banyak mempelajari penggunaan bahasa inggris yang lebih baik. Serta mempelajari bagaimana cara aktif untuk menggunakan atau mengaplikasikan peran dalam scenario (11) Hal yang saya pelajari yaitu saya menjadi lebih tau dalam proses editing kemudian bagaimana cara mengupload video ke youtube sehingga bisa menambah wawasan (12) First Aid and Nursing intrction (13) Yang bisa saya pelajari nursing instruction, first aid, foceb, kemampuan berbicara dan berakting (14) Hal yang bisa dipelajari yaitu nursing instruction dari nursing instruction tersebut melatih kita berbicara (15) Yaitu kita dapat mengetahui juga mempelajari bagaimana cara kita untuk membuat kata kata yang sulit dalam bahasa inggris dan juga dapat menerjemahkan dengan baik dan benar meskipun dalam kata kata/ kosa kata ada yang salah

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Hal yang saya pelajari adalah arti menghargai waktu, arti kebersamaan dan kekompakan karena dan waktu yang diberikan kami harus memutar otak agar selesai tepat waktu dan kami harus kompak untuk menyelesaikan tanpa ada masalah Tata cara dalam bekerjasama dengan tim/kelompok dalam menggunakan alat alatnya, kemudian cara menggunakan kalimat percakapan yang baik menurut kami Salah satunya dalam pembuatan video ini harus membutuhkan kerjasam dalam satu kelompok tersebut, kerjasama dalam pembagian tugas masingmasing Dapat menambah pengetahuan kami dalam berbahasa inggris Bisa mengetahui tentang instuksi demam luka, dehidrasi, asma dan cara menanganinya dengan menggunakan bahasa inggris Dapat menambah pengetahuan dalam bahasa inggris, beradu acting Dapat mengembangkan wawasandalam bahasa inggris dan juga di bidang teknologi, contohnya saya yang dulunya tidak bisa mengedit sebuah video dan mengupload melalui youtube, dengan adanya project ini saya menjadi bisa melakukannya Yang bisa saya pelajari dalam pembuatan video project yaitu sya bisa melakukan edit video seperti di film yang biasa orang tonton. Kemudian menambah pengalaman dalam berakting Belajar bahasa inggris, mengakrabkan diri dengan teman dan melatih kreatifitas ke dalam hal yang positif Cara ngomongnya, cara kita menghafalkan Banyak hal yang dapat dipelajari, tergantung individu, kalau bagi saya pribadi pelajaran yang saya dapat adalah kerjasama. Aspek yang penting dalam pelaksanaan suatu kerja kelompok/tim. Selain itu lebih akrab dengan teman sekelas yang jarang bergabung /berkerjasam dalam suatu tim Kami dapat berakting didepan kamera, walaupun kami selalu salah, tapi kami membuatnya semampu kami Ketepatan waktu pada saat kumpul untuk pembuatan video, Menguasai katakata yang akan diucapkan, kekompakan dalam bermain peran Yang bisa dipelajari dalam video ini cara kita berbicara, gerakan yang dilakukan sesuai kasus (tindakan yang diperagakan) Cara berekspresi dan berlaga seperti aktor/aktris, cara mengedit video yang baik dan benar Cara kita harus bicara bahasa Inggris dengan benar, cara kita berekspresi di depan kamera, cara mengedit video yang benar

3. Jelaskan: a. Berkaitan dengan aplikasi teknologi, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut? (1) Kita dapat memaparkan lewat video tentang cara melayani kasus emergensi,

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tidak hanya untuk kita dan teman teman tetapi untuk orang banyak yang ada di luar sana Lebih bisa belajar tentang cara editing, uploading ke youtube karena upload ke youtube tidak semudah upload di facebook Dahulu saya tidak mempunyai aplikasi editing video di laptop saya, semenjak ada tugas ini saya mendownloadnya dan mencari tahu secara mandiri cara pengunaannya Kamera, belajar membuat video yang sebelumnya belum bisa dan tahu Kita bisa mengetahui sedikit banyak tentang menyusun video yang menarik Saya menemukan manfaat dengan adanya teknologi dapat berbagi ilmu dimana setiap orang dapat melihat dari apa yang telah kita buat dan kita upload Saya bisa tau lebih banyak aplikasi editor video dan penggunaannya. Kami mengetahui cara pembuatannya, dan pengeditan sampai selesai Teknologi: Membuat saya lebih paham Movie maker dan banyak lagi pelajaran baru Manfaatnya yang awalnya saya hanya sekedar tau dalam mengedit video sekarang lebih menguasai dalam pembuatan/mengedit video dengan aplikasi Movie Maker dan upload di You Tube. Saya menjadi lebih tau cara editing video dan cara mengupload video ke You Tube yang sebelumnya yang pernah saya coba. Manfaat, persiapan kamera sangatlah baik Dengan adanya video project tersebut saya bisa mengetahui Movie Maker aplikasi dalam pembuatan video. Saya tidak mendapatkan karena berkaitan dengan aplikasi teknologi yang mengatur teman yang lain. Yaitu kita dapat mengetahui yang sebelumnya kita belum tahu, bagaimana cara mengedit video yang benar. Dan kita dapat/bisa mengedit video yang sebelumnya kita tidak mengetahuinya. Kami mampu mengetahui cara pembuatan, pengeditan, sampai penguploadan video. Bisa membuat video dengan mengedit di Movie Maker. Tahu cara menggunakan Movie Maker. Dengan aplikasi teknologi, bagi seseorang yang belum bisa bahkan belum pernah menggunakan kamera maupun handicam kita bisa mempelajarinya dan bagi yang sudah mahir bisa mengembangkan keahliannya dalam mengotak atik kamera dan sejenisnya dan juga bisa belajar mengedit video yang masih mentah. Dapat menambah pengetahuan tentang teknologi yang lebih dalam yang awalnya tidak tahu menjadi tahu Video maker. Kita bisa mengedit video yang tidak sesuai. You tube: bisa memantau secara online. Dapat mengaplikasikan alat teknologi dapat mengenali program/aplikasi untuk mengedit video. 148


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Mengenai aplikasi teknologi, dengan adanya project ini saya dapat mengembangkan kemampuan saya yang awalnya tidak dapat mengedit sebuah video dan mengupload You Tube. Saya bisa edit video melalui aplikasi Movie Maker dan video editor. Saya adalah tipe orang yang malas mengupdate info dan tidak terlalu mengikuti jaman. Jadi saya tidak terlalu mengerti cara mengedit video dan mengirim melalui You Tube. Tapi karena tugas ini jadi saya bisa mengedit video bahkan aplikasi yang saya kuasai ada 4 aplikasi video meskipun tidak mahir dan yang mengirim videonya juga saya bisa. Bisa mengedit video sendiri, bisa melatih kita dapat membuka-buka aplikasi video. Dalam hal ini saya pribadi mulai mengaplikasikan penggunaan Movie Maker dan tahu berbagai macam cara untuk pengeditan video termasuk bagaimana cara mengupload video ke You Tube. Kami dapat berkumpul bersama walaupun jadwal kami tidak sama. Manfaat dalam teknologi yaitu bisa memudahkan mempelajari tutorial dengan menggunakan handphone atau laptop Aplikasi teknology, manfaatnya kita lebih memahami aplikasi dalam pembuatan video dan lebih banyak referensi yang kita pahami Dapat editing video dan mengetahui cara upload video Dapat mengetahui cara upload di You Tube

b. Berkaitan dengan kerjasama kelompok, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut? (1) Bisa membuat suatu project yang sudah bagus menurut saya dengan pemikiran yang berbeda bahkan ada yang berlainan agama. Tetapi bias menyatukan pendapat dan mendapat hasil yang memuaskan (2) Kebersamaan dan kekompakan (3) Dalam kerjasama kelompok kita bisa belajar cara membagi tugas dan menentukan proritas serta belajar juga tentang kepemimpinan dalam mengkoordinir kelompok sealin itu juga menguji kesabaran kita (4) Persaturan dan kekeluargaan (5) Rasa kepedulian sesame teman bisa lebih solid (6) Dalam kerjasama kelompok sangat mendapat hambatan namun ini menjadi pelajaran bagi kami untuk dapat berkomunikasi dengan efektif dan tidak bersikap egois terhadap anggota yang lainnya (7) Bisa saling percaya dan mendukung teman untuk bisa. (8) Kami bisa saling membantu sebisa kami. (9) Hebat. Bisa bikin lebih sabar dalam menyatukan pendapat banyak orang. (10) Manfaatnya lebih kompak kerjasama dalam pembuatan Movie Maker pada kelompok 6 ini. Rasa tanggung jawab antar anggota sangat bagus sehingga hasilnya juga baik walaupun belum sempurna. (11) Saya menjadi lebih tau bagaimana cara bertanggung jawab, karena dalam

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pembuatan video di kelompok kami sudah berikan tanggung jawab masingmasing jadi kita harus lebih bertanggung jawab dalam pembuatannya. Kerjasama yang baik dapat memperoleh hasil yang baik. Berkaitan dengan kerjasama kelompok terjalin hubungan baik antara teman satu dengan lainnya selain itu bisa tambah akrab yang sebelumnya biasa biasa saja. Manfaat yang dapat saya peroleh yaitu kerjasama dan terjalin hubungan yang baik antar individu dalam kelompok. Yaitu jalinan persaudaraan yang baik/ menjadi lebih dekat , dapat bekerja sama dengan baik. Manfaatnya adalah kami bisa saling membantu sebisa kami mengenai kekurangan video sehingga project selesai tepat waktu. Bisa saling berinteraksi dan bekerjasama dengan satu kelompok. Bisa berinteraksi dengan baik dan bekerja sama dengan satu kelompok Menjadi lebih akrab dan kompak yang dulunya tidak seperti itu. Adanya kekompakan dalam mengerjakan tugas ini dalam 1 minggu. Kebersamaan antar teman, yang dulu tidak pernah deka akhirnya bisa akrab, dapat bertukar pikiran. Mengenai kerjasama kelompok, dari project ini saya merasa lebih akrab dengan teman teman karena adanya komitmen untuk menyelesaikan project ini. Saya lebih bisa menilai karakter teman sekelompok dengan lebih mendalam. Mengenal teman-teman saya lebih dalam, kelebihan dan kekurangan bahkan kebiasaan buruk mereka karena hampir berhari-hari kita mengerjakan tugas ini bersama-sama. Bisa akrab dengan teman sebaya kita, bisa melatih kesabaran kalau teman kita lagi marah-marah. Dapat lebih akrab lagi, mengerti karakter satu sama lain agar mudah dalam pembuatan project. Lebih menghargai waktu yang dibutuhkan. Kita dapat beajar bagaimana menghargai teman dalam kelompok harus bisa kompak. Kerjasama kelompok, manfaatnya dapat menjalin kerjasama yang baik antara anggota satu dengan anggota yang lainnya. Lebih dapat memahami antar anggota kelompok karena tiap anggota mempunyai kesibukan masing-masing dan bisa lebih bersabar Dapat memahami kepentingan antar kelompok, dan lebih bersabar lagi karena sulit sekali menyatukan angggota kelompok karena mereka mempunyai kepentingan masing-masing

c. Berkaitan dengan keahlian berbahasa Inggris, manfaat apa saja yang anda peroleh berkaitan dengan tugas video project tersebut?

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(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

(11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22)

(23) (24) (25) (26)

(27)

Yang pertama dari segi pengucapan berbahasa inggris yang baik dan benar Lebih bisa menghayati dan mengerti tentang first aid dan menambah penghayatan dalam bahasa inggris Kemampuan seperti speaking, grammar dapat di perdalam Dapat speaking dengan baik Banyak menambah kosakata dalam penggunaan yang benar Saya bisa paham dan tau sedikit-sedikit tentang vocab dan pengucapannya. Kami sedikit bisa menguasai materi project kami. Lebih bisa dan bisa lebih belajar bahasa Inggris dengan menggunakan vocab bahasa Inggis yang lebih benar. Saya pribadi awalnya masih kurang dalam memahami/mengucapkan dalam bahasa Inggris tetapi sekarang lebih agak banyak kosa kata yang saya ketahui. Saya harus belajar dalam pengucapan pronunciation yang baik dan benar karena video in iakan ditonton oleh orang banyak. Agar tidak memalukan. Proses video berlangsung dengan cepat Manfaatnya saya bisa melatih dan menggunakan bahasa Inggris walaupun sedikit dan juga tidak asing lagi dengan kata-perkatanya. Saya dapat melatih dan mengembangkan bahasa Inggris saya sedikit demi sedikit Yang sebelumnya kita kurang mengetahui/kurang ahli berbahasa Inggris akhirnya kita dapat tahu bagaimana cara berbahasa Inggris yang baik. Kami sedikit bisa menguasai materi project kami. Bisa kembali mengingatkan cara berkomunikasi menggunakan tata cara bahasa yang baik Bisa kembali mengingatkan cara berkomunikasi menggunakan tata cara bahasa yang baik Dapat menambah wawasan dan pengetahuan baru mengenai bahasa inggris Walau banyak menghafal paling tidak saya dapat menggunakan bahasa inggris walau tidak lancar Dapat menambah wawasan dalam berbahasa inggris, dan menjadi lebih lancar dalam berbicara Dari poin ketiga ini, saya mendapat banyak manfaat dalam berbahasa inggris, yang awalnya pengetahuan berbahasa inggris saya sedikit kini sudah bertambah karena adanya bantuan dari teman-teman Saya lebih percaya diri dalam berbicara bahasa inggris Memperdalam bahasa inggris, belajar artikulasi dalam bahasa inggris, melatih untuk fasih dalam berbicara bahasa inggris Bisa memiliki kemampuan yang lebih/supayq mengingat-ingat lagi Dapat menyusun kalimat-kalimat dengan baik, berusaha untuk menyamakan pelafalan dalam bahasa inggris, selain itu memudahkan dalam ujian nanti, karena sudah hafal tentang first aid dan nursing intruction Saya mau lebih banyak mempelajari kosakata biar kedepannya bisa lebih 151


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baik Kita harus bisa belajar dengan benar bahasa Inggris dalam mengerjakan agar tidak menghadapi hambatan Keahlian dalam berbahasa Inggris, sesama anggota saling mengisi kekurangan dan saling membantu apabila ada kata atau kalimat yang tidak dimengerti atau yang tidak bisa dipahami oleh anggota yang lain. Menambah sedikit kelancaran dalam berbicara menggunakan bahasa Inggris dan tidak malu berbicara bahasa Inggris Lebih tau bagaimana cara pengucapan yang benar dan sedikit kelancaran dalam berbahasa Inggris

4. Bagaimana pengaruh video project tersebut terhadap motivasi belajar bahasa Inggris di semester ini? Jelaskan lebih lanjut. (1) Mendapatkan sebuah kepercayaan untuk membuat suatu project video ini merupakan spirit dan motivasi bagi kami untuk belajar dengan lebih baik (2) Lebih termotivasi, karena jika di semester depan ada project video lagi tetapi belum tertambah dalam penguasaan maka akan malu (3) Dengan adanya project video ini membuat saya lebih termotivasi dalam belajar bahasa inggris (4) Belajar bahasa inggris tentang speaking dan cara menagani sebuah kaskus yang serius (5) Kita lebih banyak nonton cara speaking yang benar (6) Menurut saya pengaruh video project terhadap motivasi belajar bahasa inggris ini ada baik dan tidaknya, karena kita jadi belar dahulu tentang cara pengucapan yang baik dan menghafal serta membuat kalimat yang dapat kita pahami dengan mudah namun dari sana ada kendala yang membuat kita jenuh atau malas dalam mengerjakannya (7) Bagus dan lumayan termotivasi bagi diri saya di English class. (8) Saya ingin banyak menghafal kosa kata agar kelak saya bisa melakukannya lagi dengan baik. (9) Motivasi banget. Soalnya tugas ini juga buat mengejar nilai semester yang baik. (10) Saya lebih ingin meningkatkan beajar bahasa Inggris agar bahasa dan kosa kata yang saya kuasai lebih banyak. Sehingga dalam komunikasi bahasa Inggris lebih lancar. (11) Memiliki pengaruh besar. Karena kita menjadi lebih tau bagaimana cara pembuatan video ini bisa selesai dengan tepat waktu dan ketrampilan dalam berkomunikasi terutama bahasa Inggris. (12) Dari video yang kita buat terdapat hal baru dan termotivasi dalam belajar dan memahami dengan proses pembelajaran di kelas (13) Sangat baik. Berpengaruh. Saya bisa hampir hafal dengan nursing instruction, first aid karena sering diulang ulang baik itu di perkuliahan

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ataupun di video. pengaruhnya lebih bisa memahami lagi karena mengasah kembali materi yang telah diberikan oleh dosen bahasa Inggris Yaitu motivasi kita menjadi meningkat dan dapat mengetahui bagaimana cara mengirim video tersebut ke You Tube. Dengan project ini saya menjadi mempunyai keinginan utuk lebih banyak lagi menghafal kosa kata agar jika ada project seperti in lagi saya sudah menguasai. Bisa membuat semangat dan membuat saya refresing karena bisa saling tahu seberapa baik saya menguasainya Bisa membuat semangat dan membuat kita saling tahu seberapa baik saya menguasainya Dalam project ini, motivasi belajar saya mengenai bahasa inggris semakin bertambah Dengan adanya project ini memotivasi saya belajar bahasa inggris semakin bertambah Dalam project video ini memotivasi saya untuk belajar bahasa inggris bertambah karena video ini dapat disaksikan oleh seluruh pengguna sosial media Dari project ini, motivasi saya menjadi meningkat karena pada project ini bukan hanya teman-teman kelas saya saja yang akan menyaksikan tetapi seluruh dunia karena tersebar melalui youtube dan karena itu motivasi saya meningkat. Pengaruhnya yaitu saya lebih termotivasi lagi untuk memiliki keahlian dalam berbahasa inggris Sangat signifikan karena kita berusaha menunjukan bahwa kita mampu berbahasa inggris, karena tugas ini dikirim ke youtube dan dilihat oleh banyak orang tidak hanya teman kita, jadi kita berusaha lebih keras, minimal apa yang kita sampaikan penonton dapat mengerti apa yang kita ucapkan Bisa mempengaruhi dalam berbahasa Inggris Baik, karena dengan adanya video memudahkan mahasiswa untuk proses belajar mengajar, karena dalam hal ini aspek visual dan auditory dapat seimbang yang mana menarik mahasiswa untuk menonton video tersebut Kami dapat melakukan project denga baik, walaupun jadwal praktikum kami berbeda-beda Bisa memotivasi saya agar lebih bisa mempelajari bahasa Inggris terutama harus mempelajari lagi kosa kata Pengaruh dalam video tersebut sangat memotivasi agar lebih baik lagi dalam berbahas dan melakukan tindakan-tindakan berdasarkan kasus yang diberikan. Lebih ingin tahu banyak tentang bahasa Inggris dan rasanya kalau bisa berbahasa Inggris lancar itu menyenangkan dan enak kalau misalnya mau keliling dunia. Rasanya setiap hari ingin menggunakan bahasa Inggris biar bisa berbahasa

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Inggris dan bisa jalan-jalan ke luar negri. 5. Bagaimana anda menyusun rencana pembuatan tugas video project tersebut? (1) Menentukan tempat sesuai topik, menghafal topic, membagi tugas masingmasing individu menyediakan properti (2) Disusun sesuai dengan kemampuan dan keahlian masing masing anggota dan yang pasti semua mendapat andil yang sama dalam project (3) Kami membuat perencanaan kapan kita memulai membuat scenario dan kapan syuting di lakukan dimana dan jam brapa (4) Berbagi tugas dan belajar tiap tiap tugas (5) Kaya perlu kedisiplinan dan kesabaran (6) Dalam penyusunan yang pertama adalah penentuan topic apa yang akan diambil, kemudian membuat dialog atau kalimat yang akan kita ucapkan nantinya selanjutnya menentukan kamera, property dan cara penyampaian serta editing (7) Tentu. Mulai dari pembuatan naskah dan dialogue, pemikiran alur cerita, pembagian tugas, praktek ambil gambar baru editing. (8) Kami menyusun masing-masing, tiap orang memiliki konsep masing-masing untuk membicarakan masing-masing konsep dan kami melakukan syuting. (9) Menyusun rencananya lama, rencana yang sudah jadi dengan kenyataan beda. Di kenyataan banyak kita tambah rencananya, itu yang membuat kita semua harus lebih bisa kondisional dengan apa yang ada. (10) Dalam menyusun pembuatan video kita merencanakan konsepnya dulu mulai dari ceritanya (skenario), tempat, kapan, alat yang digunakan dalam pembuatan video. (11) Di kelompok kami, kita mempunyai tugas masing-masing. Ada yang bertugas untuk editor, tugas perkaman video, pembuatan skenario, jadi kita menjadi lebih gampang dalam pembuatannya. (12) Mempersiapkan alat yang dipakai dalam pembuatan video. Tempat pelaksanaan sangatlah baik.Waktu pelaksanaan terkoordinir dengan baik. (13) Kelompok kami menyusun rancangan/konsepnya pada waktu kosong kuliah dan hari libur. (14) Menyusunnya pada waktu jam kosong atau luang tidak ada perkuliahan. (15) Yaitu kita membuat kata kata dan menyusunnya terlebih dahulu kemudian kita berakting dari masing-masing video yang kita dapat dan akhirnya kita menyusun video kita menjadi adegan yang baik dan benar. (16) Kami menyusun masing-masing, kami membagi tiap orang memiliki konsep masing-masing. Setelah itu kami kumpul untuk membicarakan masingmasing konsep dan kami melakukan syuting. (17) Dengan cara dikumpulkan satu kelompok dengan membicarakan bagaimana kelanjutan dan jalan ceritanya (18) Dengan cara dikumpulkan satu kelompok dengan membicarakan bagaimana kelanjutan dan jalan ceritanya (19) Kami semua masih bingung untuk memulai project ini tapi karena adanya 154


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kekompakan dan ide dari teman-teman project ini dapat tersusun Kami bingung awalnya untuk membuat video ini, tapi selelah lama-kelamaan dengan adanya semangat untuk menyelesaikan akhirnya video kami selesai Dalam menyusun rencana pembuatan tugas video ini sangat bingung dan membuat saya malas untuk mengerjakannya akan tetapi dengan adanya semangat dan kemauan yang sangat tinggi maka tugas ini akhirnya selesai Awalnya bingung karena tidak adanya gambaran video ini harus dibagaimanakan tetapi setelah bebarapa minggu mendekati tanggal pengumpulan ide-ide saya dan teman-teman mulai terbuka dan akhirnya selesai Pertama kami berkumpul terlebih dahulu untuk membicarakan terkait konsep dalam pembuatan video project ini. Kemudian kami buat naskahnya dan menentukan pembagian tokohnya, lalu kami konsultasikan naskah video kami kepada ibu dosen (miss Risa) agat tepat naskahnya, setelah itu kami langsung mempraktekkan dan merekamnya lalu diedit dan diupload di youtube Merencanakan/menyusun naskah, memilih aktor/aktress, setting tempat dan memilih apakah naskah ini cocok untuk fole play yang mana selanjutnya tahap pengerjaan. Tak lupa kita perkenalkan selanjutnya ke tahap kerja Dari perkenalan, langsung buat video Kami akui dalam penyusunan video sangat sulit, karena keterbatasan pengetahuan tentang bahasa inggrisdan pelafalannya, walaupun begitu kami berusaha untuk menyelesaikan project ini dengan tepat, baik dan sesuai dengan ketentuan-ketentuan yang dibuat oleh dosen Kami menyusun rencana pembuatan dengan masing-masing diberikan tugasnya pada project tersebut Yang pertama kita berkumpul kemudian berdiskusi judul apa saja yang akan digunakan setelah itu kita menyusun teksnya, dan kemudian latihan kemudian kita mulai perekaman video. Menyusun rencana dalam pembuatan video ini mengumpulkan referensi yang telah diajarkan oleh dosen dan mencari referensi dari internet Diawali dengan pembuatan narasi/teks dan kemudian pengumpulan anggota, belajar teks/narasi kemudian pengambilan video dan editing kemudian penguploadan Pertama kali diawali dengan membuat narasi/teks kemudian teks dibagikan kepada semua anggota kelompok untuk dipelajari, kemudian mengumpulkan anggota kelompok dan mulai latihan sampai pembuatan video dan editing dan kemudian upload.

6. Bagaimana pembagian tugas dalam kelompok anda dalam pembuatan tugas video project tersebut? (1) Kami mendapat kesempatan untuk tutorial secara langsung maupun roll play (2) Pembagian sesuai dan sama rata (3) Kami telah membagi tugas dalam pembuatan scenario di masing masing 155


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kasus dan memilih siapa sebagai perawat, pasien, cameramen dan yang menyediakan perlengkapan sehingga kita saling terkoordinir Berbagi dialog yang akan diperankan, berbagi siapa yang membuat video dan berkerjasama dalam membuat video Kita membagi bagaimana supaya semuanya mendapat peran dari actor sampai suting Dalam pembagian tugas kelompok mempercayakan tugas editing kepada ryzki karena dia yang mengerti namun untuk tugas yang lain kita kerjakan bersama saat ketemu Membagikan teks dan dialognya. Masing-masing dibagi tugas dalam membuat project tersebut. Dalam pembagian tugas, kita bagi seadil-adilnya. Pembagian tugasnya yaitu ada yang mencari kamera, ada yang meminjam komputer atau laptop yang ada aplikasi Movie Makernya. Kemudian ada yang mencari peralatan yang lain. Tetapi saat pembuatan konsep dikerjakan bersama. Setiap video kita bagi tugas masing-masing misal di Video 1, ada yang bertugas editor, ada yang bertugas perekaman video, dan yang lainnya beracting. Begitu juga video yang lain, dalam pembuatan skenario kita membuat skenario bersama-sama. Pembagian sesuai dengan skill dan tanggung jawab masing-masing dalam pembuatan video Pembagian tugas kelompok kami merata tetapi juga merangkap-rangkap karena anggota kami 3 orang saja. Tetapi bisa dihandle dengan adanya pembagian job rangkap. Pembagian tugas sesuai kesepakatan kelompok masing-masing individu dapat dua tugas jadi perawat dan pasien. Masing-masing kita dapat tugas dalam berakting. Ada yang menjadi perawat, pasien, dan cameraman dan itu secara bergiliran. Masing-masing memiliki tugas untuk membuat project sesuai kasusnya. Pembagian tugas diberikan dengan membagi rata aktor disetiap materi yang akan dibuat video dan dipersilahkan untuk memegang tanggungjawab dalam pembuatan videonya Pembagian tugas diberikan dengan membagi rata aktor disetiap kasus yang akan dibuat video dan diberikan untuk memegang tanggungjawab dalam pembuatan videonya Dalam pembagian tugas disin kami saling memberi motivasi agar semua anggota kelompok dapat melakukan peran yang sudah ditetapkan Untuk pembagian tugas saya awalnya bingung karena saya berperan menjadi seorang helper dan kemampuan saya masih kurang, karena adanya temanteman saya menjadi yakin kalu saya mampu Awalnya saya bingung karena saya takut tidak kebagian pembagian peran dikarenakan saya pulang kampung dan ada suatu hal yang membuat saya harus pulang

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Awalnya kami bingung dengan pembagian peran karena teman saya ada yang sedang mengalami musibah dan kami khawatir dia tidak bisa ikut serta dalam kelompok ini. Tetapi alhamdulillah akhirnya dia bisa mengikuti project ini Pembagian tugasnya ada yang membuat naskah, ada baian make up, ada baigan yang mencari properti, ada yang jadi kameramen serta peran yang lain dan yang lainnya Pembagiannya adil karena setiap orang bergantian menjadi penolong, korban, kameramen tidak ada yang merasa dirugikan dalam pembuatan video ini Pembagian sebagian kasus ada yang jadi ini maka gantian tiap kasus dalam pembagian tugas kami sama ratakan semua, dalam setiap judul project, antara pemain sutradara dan yang lainnya digilir secara bergantian supaya semuanya dapat merasakan peran yang berbeda. Masing-masing dari kami membuat percakapan dan mempelajari kasus tersebut Kita membuat pembagian dengan menanyakan judul mana yang dia inginkan lalu kita membaginya Pembagian tugas dalam pembuatan video ini ada yang membuat nursing instruction dan tutorial dibagi menjadi dua orang dalam pembuatan video tersebut. Sangat rata dan adil karena semua anggota mempunyai tugas dan tanggung jawab masing-masing. Untuk pembagian tugas, kita bagi secara adil dan rata ada yang sebagai aktris, kameramen, jadi semua kerja dalam pembuatan video project.

7. Apakah anda melakukan latihan (rehearsal) dalam mengerjakan tugas video project tersebut? Jelaskan lebih lanjut. (1) Sebelum kami membuat video terlebih dahulu kami melakukan latihan di luar kamera terlebih dahulu (2) Ya, karena saya tidak bisa langsung (3) Kami tidak melakukan latihan sebelum syuting tetapi kita akan mengulang merekam apabila hasilnya buruk (4) Latihan dan Cuma dalam mendalami dialog serius (5) Iya, karena kita masih mencari posisi dan penampilan yang menarik (6) Ya, jelas kita melakukan latihan bahkan berulang kali (7) Iya, agar sebelum pengambilan gambar para pemeran tidak canggung (8) Kami melakukan latihan sebelum video diambil, kami juga saling mengingatkan satu sama lain. (9) Tidak, kita langsung action. Kalau salah kita langsung ralat dan langsung action lagi, seperti itu. (10) Iya latihan. Sebelum dishooting kita latihan dahulu agar pada saat

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dishooting hasilnya bagus dan tidak ada acting yang salah. Iya. Kita melakukan latihan sebelum melakukan perekaman video. Latihan dengan baik dan benar. Kelompok kami melakukan latihan tetapi Cuma satu kali saja habis itu langsung take video tetapi ada beberapa video yang diulang-ulang aktingnya sampai berhasil. Iya melakukan latihan, tetapi hanya sekali setelah itu langsung membuat video. Iya. Kita sebelum berakting melakukan latihan terlebih dahulu dan mempersiapkan alat apa yang akan digunakan dalam melakukan video tersebut. Kami melakukan sedikit latihan sebelum gambar diambil kami juga saling mengingatkan satu sama lain. Iya. Saya melakukan latihan terlebih dahulu agar lancer dalam pembawaannya. Iya. Kita melakukan latihan terlebih dahulu agar lancer dalam pembuatan videonya. Ya. Untuk memperlancar ucapan dan cara beractingnya. Ya agar mendapat hasil yang baik kami berlatih dulu. Ya, sebelum pembuatan video saya melakukan latihan terlebih dahulu agar proses pembuatannya berjalan lancer. Ya. Dalam project ini kami berlatih tentang cara pengucapan kami sebelum membuat project agar dapat dipahami oleh pendengar. Saya melakukan latihan terlebih dahulu sebelum melakukan perekaman video. Tentu saja. Alasannya hamper sama dengan jawaban no 4. Grup satu ingin menampilkan yang terbaik meskipun teman-teman yang lain lebih bagus cara mengeditnya, kualitas gambarnya. Kita di sini berusaha menampilkan yang terbaik sehingga ada latihan belajar dan memperdalam naskah agar tidak ditertawakan oleh orang yang menontonnya. Sehingga saat berakting tidak terlihat dibuat-buat meskipun kita menjadi aktris dadakan. Iya tentu, supaya kita bisa berakting. Dalam pengerjaan video ini, kami malakukan banyak latihan. Akan tetapi dalam satu video saja, kami banyak salahnya dan harus mengulang lagi. Kami sadar bahwa kamni bukanlah aktris sungguhan, akan tetapi amatir, tetapi kami tidak pantang menyerah. Sebelum kami memulai video kami terlebih dahulu latihan agar hasil yang kita peroleh bisa menjadi baik. Iya kita latihan terlebih dahulu kemudian kita praktek selanjutnya kita melakukan perekaman Sebelum mengerjakan video/merekam kelompok kami melakukan latihan terlebih dahulu agar kalimat dan gerakan/tindakan yang dilakukan tidak salah dan sesuai dengan rencana yang telah disusun. Iya, sebelum memulai pengambilan video kami melakukan seri latihan 158


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berulangkali mulai dari berbicara, ekspresi Iya kita selalu latihan berulang-ulang utnuk mengambil satu video karena kadang kita kesulitan dalam pengucapan bahasa Inggris yang benar jadi harus diulang lagi supaya hasilnya lebih bagus.

8. Bagaimana anda bertanggung jawab terhadap tugas anda di dalam kelompok untuk menyelesaikan video project tersebut? (1) Saya sendiri mendapat tugas tentang sprained, semoga saya mamapu mengaplikasikannya di dunia kerja (2) Saya bertanggungjawab penuh dengan langsung (3) Saya bertanggungjawab atas pengeditan video (4) Bertanggungjawab sesuai peraturan dalam kelompok (5) Disiplin dan sabar, karena rumah kita jauh jauh (6) Kami selalu mengingatkan satu sama lain tanggal pengumpulan dan bertanya serta mengajak untuk secepatnya menyelesaikan video ini. (7) Saya yang membuat naskah dan dialog dan saya yang editing video. (8) Kami berusaha untuk menyelesaikan project kami tepat waktu karena jadwal kami yang berbeda-beda. (9) Cara saya bertanggung jawab bagaimana caranya video ini bisa jadi tepat waktu dengan hasil yang baik dan benar. (10) Saya bertanggung jawab dalam pembuatan konsep dan pengeditan video sehingga saya dapat mengumpulkan tepat waktu. (11) Ketika da yang tidak bisa saya kerjakan atau ada kesulitan, tidak segan saya menanyakan ke kelompok lain. (12) Bertanggungjawab dengan kompak dalam pembuatan video. (13) Saya bertanggung jawab penuh dengan video project tersebut mulai dari pembentukan konsep atau rencana sampai video itu jadi melalui proses edit dan sampai pengiriman di You Tube. Dan juga bekerja sama dengan antar anggota kelompok (14) Bertanggung jawab penuh sesuai pembagian tugas (15) Kita menggunakan internet dalam penerjemahan kosa kata yang belum kita tahu dan menggunakan hp untuk merekam video. (16) Saya hanya berusaha mengumpulkan teman-teman saya semaksimal mungkin dengan jadwal praktikum kami yang berbeda dan berdiskusi lagi mengenai hasil project sebelum dikirim. (17) Saya bertanggungjawab karena tidak mungkin meninggalkan karena itu sebuah tanggunjawab dan menyangkut tugas yang diberikan dosen (18) Saya bertanggungjawab karena tidak mungkin meninggalkan karena itu sebuah tanggunjawab dan menyangkut tugas yang diberikan dosen (19) Saya rasa kami semua sudah sangat bertanggungjawab dalam pembuatan project ini. (20) Menurut saya, saya sudah bertanggungjawab dalam pembuatan video ini (21) Dengan kebersamaan kita melakukan/mengerjakan tugas, menurut saya

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semua teman-teman sangat bertanggungjawab Menurut saya, saya sudah sangat bertanggungjawab dalam project ini karena saya dan teman-teman berusaha bersama-sama dalam menyelesaikan project ini Bentuk tanggungjawab saya berupa saya melakukannnya dengan maksimal, saya mencoba melakukan edit video yang sebelumnya saya belum pernah melakukannya Disiplin waktu, serius namun santai dalam mengerjakan tugas Iya tentu, supaya kita bisa beracting saya akui saya belum begitu ikut andil dalam pembuatan video ini tetapi saya tetap berkontribusi dalam pembuatan video ini Saya sebisa mungkin datang untuk melakukan project tersebut, karena jadwal yang kita buat, tidak sesuai dengan jadwal praktikum kita Kami bertanggung jawab akan tugas ini mulai dari awal sampai pengiriman hanya saja kami mengalami sedikit kendala sehingga kami mengalami keterlambatan dalam pengiriman video. Tanggung jawab dalam pembuatan video, semua anggota berperan aktif dalam pembuatan video tersebut sampai tuntas. Baik dari latihan, membuat/tindakan yang telah direncanakan. Setiap mau membuat video sms anggota kelompok, menentukan jam, hari, dan tempat pembuatan sms dan melakukan tugas masing-masing. Setiap mau membuat video, sms anggota lain bahkan telpon juga, bisa hadir tidak, dan menentukan tempat pembuatannya dimana dan video mana dulu yang mau dibuat.

9. Apakah anda menggunakan sumber lain (berupa internet, buku, video, TV) untuk membantu anda dalam mengerjakan video project tersebut? Jelaskan. (1) Sebelum kami membuat video kami mencari sumber video dari youtube yang dapat kami contoh (2) Ya, saya menggunakan internet dalam penguploadan video ini (3) Saya menggunakan media internet untuk membantu dalam proses editing (4) Ya karena tanpa media kita tidak bisa belajar lebih baik (5) Kita menggunakan kamus online untuk mendapat bahasa yang menarik (6) Sumber lain yang digunakan yaitu internet, sebelum kami membuat video kami menonton video lain untuk bahan referensi agar video kami bisa lebih maksimal (7) Iya. Dari internet untuk mencari dan menggunakan kata yang bagus dalam naskah dan dari buku. (8) Kami melihat video di You Tube untuk menambah ilmu agar video kami bisa diterima. (9) Ya. Kita menggunakan internet, contoh video buat tambahan motivasi dan imajinasi kita dalam pembuatan videonya. (10) Iya. Dalam pembuatan video saya menggunakan sumber dari internet untuk

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(12) (13) (14) (15)

(16) (17) (18) (19) (20) (21) (22) (23) (24)

(25) (26) (27) (28) (29) (30) (31)

mencari inspirasi. Iya, sebelum kita membuat video, kita sempat mencari referensi di You Tube namun tidak ada yang sesuai, kemudian kita membuat video tersebut sesuai dengan versi kita. Menggunakan skenario yang dikasih dari bu dosen. Kelompok kami menggunakan sumber lain berupa internet (google translate) untuk membantu dalam pembuatan teks Tidak ada menggunakan sumber lain. Masing-masing bertanggung jawab dalam menyelesaikan video. Sebagian teman ada yang mengirim ke You Tube dan ada yang mengirim alamat You Tube nya ke dosen melalui email. Kami menggunakan video di You Tube untuk menambah ilmu agar video kami bisa diterima dengan baik. Tidak, dalam pembuatan video kami tidak menggunakan sumberlain karena waktu sudah mepet Tidak, dalam pembuatan video kita tidak menggunakan dari sumber lain seperti internet, TV dan lain sebagainya dan hanya dari inisiatip kita sendiri Tidak Tidak Tidak Tidak Saya menggunakan sumber lain dalam membantu mengerjakan tugas ini yaiut melalui internet dan buku Tidak, naskah ini lahir dari ide kita (grup I) dan akting kita intinya semua hasil video ini adalah pure dari ide kita tampa ada campur tangan dari (buku, video). Viedo yang kita buat adalah original Harus tepat dan harus bisa dalam bahasa Inggris Ya, kami sebelum membuat video tersebut kami melihat video di youtube, melihat bagimana video yang layak diupload di youtube Kami melihat video di youtube untuk menambah wawasan kita Kami melihat tutorial di internet sebagai acuan dalam pembuatan video kami. Dalam membuat video, kelompok kami menggunakan sumber lain berupa internet. iya, seperti contoh video yang sudah ada untuk mempermudah dalam editing juga. Iya. Karena video yang sudah jadi harus diedit, jadi untuk proses editing kami memerlukan sumber lain

10. Apakah anda menemukan kendala selama pembuatan video project tersebut dan bagaimana anda menyelesaikannya? (1) Kendalanya lebih kepada penguasaan materi dan topic, terkadang kami mengulang beberapa kali untuk penyebutan yang salah, sampai menurut

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(2) (3)

(4) (5) (6)

(7) (8) (9) (10) (11)

(12) (13)

(14) (15) (16) (17) (18) (19) (20) (21) (22)

kelompok kami benar. Kendala waktu, karena jadwal kami tidak sama Iya, ada kendala dalam melakukan syuting karena ada salah satu di anggota kita pemalu sehingga iya malu dalam melakukan syuting serta tidak bisa improvisasi peran, jadi kita mengajarkan terlebih dahulu apa yang harus iya lakukan saat syuting. Ya, waktu untuk latihan, untuk mendalami dan speaking inggrisnya Kendala pertama kita kesulitan mencari aplikasi pembuat video Banyak sekali kendala diantaranya dalam pemilihan kamera, perbedaan pendapat, kelompok sulit dalam berkumpul karena jadwal praktikum yang berbeda, proses pembuatan dan masih banyak lagi Kendala pasti ada hanya karena waktu, saya kurang bisa memaksa. Kendalana, kami susah untuk kumpul bersama karena jadwal kami yang beda, kami berusaha untuk membuatnya dengan baik. Kendala banyak. Menyelesaikan bersama-sama, seadil-adilnya sesuai keinginan masing-masing anggota dengan otak yang adem. Kendalan alam pembuatan video ini yaitu saya kurang menguasai bahasa Inggris. Iya. Pada saat mengupload video, saya mengalami kesulitan karena butuh waktu lama sehingga menyita banyak waktu. Pada saat itu saya upload video di warnet. Karena loadingnya yang sangat lambat pada saat itu saya hanya bisa mengupload dua video saja kemudian video yang lainnya saya upload di rumah dengan menggunakan Wifi hp saya sehingga saya bisa mengupload video tersebut sambil menyelesaikan tugas lainnya. Tidak mendapat kendala semua berjalan dengan lancar. Saya menemukan kendala terutama di editing video karena saya tidak bisa menguasai dan menggunakan video Maker untuk memecahkan masalah tersebut saya belajar dengan teman yang sudah bisa menguasai video Maker dan meminta bantuan untuk mengajari bagaimana cara editing video. Kendalanya yaitu pada saat akting. Karena ragu bisa menyebabkan cidera tetapi saya yakin pasti bisa walaupun ada rasa sakit. Yaitu kita tidak dapat mengedit videonya. Kendalanya adalah saat baterai habis dan tidak konsisten terhadap waktu sehingga selesai tugasnya tidak tepat waktu yang sudah kami sepakati. Iya, kami hanya terkendala berbicara yang salah dan sering tertawa dan akhirnya di cut-cut dan dimulai lagi Iya, Kami mempunyai kendala dalam pembuatan videonya seperti kurang fokus saat adegan/actingnya, sering ketawa saat pembawaan dialognya Ya, Pada saat beracting, pengeditan dan menguploadnya Ya, Pada saat pengeditan, tapi Alhamdulillah karena adanya usaha dari kelompok kami akhirnya vieonya bisa teredit Ya, dengan usaha dan semangat kami dapat mengedit video meskipun sangat sulit Ya, pada saat pengeditan yang awalnya tidak ada dalam kelompok kami 162


(23)

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(27) (28) (29)

(30)

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yang dapat mengedit tetapi alhamdulillah atas usaha kami video kami dapat di edit. Kendalanya juga pada saat mengupload di karenakan jaringan yang kurang bagus dan kendala-kendala lainnya yang gagal pada saat mengupload Kendalanya yaitu saya belum bisa melakukan edit video kemudian solusinya saya minta diajarkan oleh teman saya yang bisa dan akhrinya saya bisa melakukan edit video ini Bingung akan membuat apa, Adanya perbedaan pendapat, Tidak semua yang bisa berbahasa inggris, semua kelompok kita tidak ada yang bisa edit video, ada saja masalah sehingga kita banyak tertunda untuk membuat tugas Tidak. Kita membuat sendiri naskahnya Banyak sekali kendalanya seperti belum hafal teks dan pelafalannya kami berusaha untuk menghafalkan dan mengucapkan sesuai dengan pronouncationnya Kendala kami adalah pada saat pembuatan video, kamera yang kita pakai kurang begitu bagus, karena kamera yang dipakai Cuma pakai hp Kendalanya dalam perekaman karena ada juga yang bercanda, kemudian dalam pengeditan dan pengiriman video. Kendala dalam membuat video tersebut ada karena masing-masing anggota mempunyai aktivitas (jadwal praktikum) yang berbeda-beda sehingga menghambat dalam pembuatan video. Kendala terbesar adalah pengumpulan para anggota kelompok karena setiap orang punya kesibukan dan juga watak/sifat orang berbeda beda dan harus mengerti satu sama lain. Kendala terbesar yaitu pada saat penguploadan karena disini ukuran video kita terlalu besar jadi kita juga kesulitan untuk mencari warnet yang memang kuaotana besar dan juga dalam pengumpulan kelompok karena sulit sekali untuk menyatukan karena masing-masing punya kepentingan sendiri.

11. Jelaskan: a. Berkaitan dengan penggunaan teknologi, kesulitan apa yang anda hadapi? (1) Teknologi penggunaan kamera dan property pendukung, gambarnya sedikit goyang dan bergerak (2) (3) Kuaota internet terbatas (4) Membuat video memasukkan dalam youtube (5) Media untuk merekam tidak perfect (6) Sulitnya mencari software untuk editing dan upload ke yaoutube sangat lambat (7) Saya meminjam laptop teman karena laptop saya tidak support dalam instal aplikasi tersebut.

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(8) Tidak ada kesulitan (9) Alhamdulillah lancar (10) Kesulitannya pada saat upload di You Tube mengalami kebingungan karena belum pernah upload sebelumnya. (11) Dalam editing. Saya kurang begitu menguasai karena tidak pernah mencoba sebelumnya. (12) Tidak ada kesulitan (13) Tidak bisa menggunakan aplikasi Movie Maker sebelumnya. (14) Bingung pada saat mau mengunggah video ke You Tube karena tidak ada yang mengerti caranya dan tidak memiliki akun You Tube. (15) Susahnya satu teman dalam kelompok untuk mengerjakan kerjasama kelompok dan harus memaksanya agar mau dalam mengerjakan kerjasama kelompok. (16) Tidak ada kesulitan (17) Laptop yang macet-macet saat mengedit video dan saat pengiriman video mengalami kendala gagal dan harus berpindah-pindah warnet (18) Laptop yang suka ngadat saat mengedit video dan saat pengiriman video mengalami kendala gagal dan memerlukan kuota yang sangat banyak (19) Menjadi bertambah wawasan dalam menggunakan teknologi (20) Mengedit dan mengupload videonya (21) Mengedit dan mengupload videonya (22) Pengupload video dan pengeditannya (23) Saya belum bisa edit video (24) Semua kelompok tidak ada yang bisa edit video dan laptop grup I ada tiga laptop tapi semua laptop tidak bisa untuk digunakan melakukan instal aplikasi video (25) Iya tentu saja, selagi saya kena marah yang lain karena susah berbicara bahasa Inggris (26) Movie maker (27) Tidak ada kesulitan (28) Teknologi kesulitannya adalah pengeditan video (29) Penggunaan teknologi, kesulitannya itu pada saat mengedit video dan dalam mengupload video (jaringannya) (30) Tidak ada kendala yang berarti dalam teknologi (31) Tidak ada kesulitan. Hanya dalam penguploadan sangat lama karena kuota warnet yang tidak besar dan ukuran video yang besar b. Berkaitan dengan kerjasama kelompok, kesulitan apa yang anda hadapi? (1) Dalam kelompok menurut saya tidak ada kesuliltan yang berlebihan, hanya saja untuk bertemu dalam waktu yang lama yang tidak dapat di lakukan sehingga kami menggunkan waktu yang terlalu singkat untuk membuat video (2) -

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(3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13)

(14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) (31)

Sulit dalam menentukan jadwal masing masing anggota Berkomunikasi untuk menyamakan jadwal yang kosong untuk latihan Susah di kumpulin tepat waktu Kerjasama sulit dalam mengumpulkan anggota kelompok karena berbeda jadwal Mengumpulkan teman dan mencari waktu kosong. Susah kumpul karena masing-masing beda jadwal Alhamdulillah lancar Ada beberapa personil yang kurang aktif Susah dalam menentukan jadwal pembuatan karena dalam satu kelompok kita beda kelompok praktikum jadi kumpulnya susah. Tidak ada kesulitan Sulit untuk kumpul karena ada salah satu/2 orang teman anggota kelompok yang ada acara jadi membuat kendala dalam pembuatan vieeo akhirnya dipending soalnya kita tidak bisa bekerja kalau tidak lengkap anggotanya. Tidak ada kesulitan yang saya hadapi. Kurangnya dalam berkomunikasi bahasa Inggris dengan benar. Susah kumpul karena masing-masing beda jadwal praktikum Mengumpulkan kelompok yang mempunyai kesibukan sendiri-sendiri Mengumpulkan kelompok yang mana kita mempunyai mempunyai kesibukan masing-masing Pada saat pembuatan dan pengumpulan teman-teman Pada saat mengumpulkan teman-teman Pada saat pengumpulan teman-teman Pada saat mengumpulkan teman-teman dikarenakan adanya kesibukan masing-masing Terkadang kerjasama kelompok kurang berjalan dengan baik dikarenakan kesibukan masing-masing Tidak ada Tidak ada kendala selagi kita bisa mengedit video Adanya miss komunikasi Mungkin jadwal kita yang berbeda Kerjasama harus ditingkatkan Kerjasama kelompok tidak ada kesulitan Tidak ada kendala karena tiap anggota saling pengertian Kesulitannya adalah menyatukan anggota kelompok dan kita harus sabar dan harus lebih mengerti dan memahami antar anggota

c. Berkaitan dengan materi perkuliahan bahasa Inggris, kesulitan apa yang anda hadapi? (1) Dalam ujian lisan, terkadang saya lupa apa yang saya pelajari (2) (3) Tidak ada

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(4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) (31)

Speakingnya Grammar Kesulitannya menurut saya dalam pengucapan dan saat nursing instruction masih sedikit lebih banyak langsung tindakan bukannya mengintruksikan Alhamdulillah belum ada. Tidak ada Alhamdulillah paham Kesulitannya yaitu saya kurang menguasai bahasa Inggris, sehingga harus membuka kamus terus. Tidak ada kendala untuk sejauh ini. Tidak ada kesulitan Pronunciationnya karena saya masih kurang dalam ucapan bahasa Inggis yang baik dan benar. Tidak ada karena dosennya menyampaikan dengan jelas. Kosa kata yang kurang sempurna Tidak ada Tidak ada Alhamdulillah Tidak Ada Pada Project ini Pada saat diberi project yang besar ini Pada saat diberikan tugas video Kesulitannya dalah pada saat diberikan tugas membuat video tapi setelah dijalani ternyata tidak sulit Tidak ada kesulitan dalam materi perkuliahan bahasa inggris ini Syukurlah tidak ada, semua dapat saya mengerti Kerja sama yang bagus tidak ada kendala Pronouncation Dalam pengucapan bahasanya belum bener dan masih terbata-bata Materinya sudah baik Materi perkuliahan bahasa Inggris, kesulitannya tidak ada Kesulitan dalam belajar, sebenarnya kurang fokus dan konsentasi dalam belajar Kesulitannya yaitu mengucapkan bahasa Inggris dengan baik dan benar dan sulit mengucapkan secara lancar.

d. Berkaitan dengan keahlian berbahasa Inggris, kesulitan apa yang anda hadapi? (1) Pengucapan yang kurang sempurna (2) Grammer, Vocabulary (3) Dalam pengucapan bahasa inggris yang kurang familier (4) Speakingnya (5) pronounsiation (6) Karena saya sulit dalam menangkap dan menghafal bahasa inggris menurut saya kesulitannya yaitu saya kurang mengerti kata dan cara pengucapannya

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(7) (8) (9) (10) (11) (12) (13)

(14) (15)

(16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) (31)

Dalam hal menyusun kata dalam kalimat dan pengucapan secara lisan. Mengucapkan dan tidak ada banyak menguasai kosa kata. Mengatur vocabulary Saya mengalami kesulitan bahasa Inggris karena kosa kata yang saya kuasai sedikit. Dalam pengucapan kita kurang tepat pronunciationnya. Percakapan masih memakai narasi yang dibuat. Materi perkuliahan menurut say tidak ada yang sulit asal mau belajar. Apalagi materinya diulang-ulang misal dalam pre-test/ujian jadi sudah tidak asing. Dalam penyebutan kadang ada kata kata yang sulit diucapkan. Sebelumnya kita sulit dalam mengedit video tersebut dan akhirnya kita minta bantuan teman kita sehingga kita tahu bagaimana cara mengedit videonya tersebut. Mengucapkan dan tidak ada banyak menguasai kosa kata. Dalam mengucapkan kata-kata yang cepat sering tersendat dalam berbicara Dalam berkata/mengucap bahasa inggris sering terpeletot Kosa kata yang kurang di ketahui Kurang pengetahuan dan wawasan tentang kosa kata Kurang pengetahuan tentang vocabularies karena masih kurangnya wawasan saya tentang kosakata sehingga saya mengalami kesulitan Pengucapan berbahasa inggris saya yang masih kurang Pengucapan, pronoun, banyak yang harus saya perbaiki dalam hal bahasa inggris ini Tidak ada kendala Hafalan teks Kosa katanya yang dimiliki belum sempurna Kami belum bisa menguasai materi bahasa Inggris terutama kosakata dan pengucapan Keahlian dalam berbahasa Inggris, kesulitannya dalam pengucapan. Keahlian kurang sehingga mempersulit dalam pembuatan video Keahlian sangat kurang baik dari kosa kata juga belum terlalu banyak dan pengucapan juga tidak lancar dan terbata-bata

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12. Menurut pendapat anda, hal apa sajakah yang perlu anda perbaiki dalam pembuatan video project tersebut? Jelaskan. (1) Kualiitas kamera, waktu yang lebih lama untuk kelompok membuat video (2) Peran dosen sangan berperan penting dalam penguasaan dialog (3) Dalam editing video kurang sempurna karena belum berisi subtitle (4) Speaking, ekspresi dan keseriusan (5) Koleksi kosa kata dan grammar (6) Yang perlu diperbaiki yaitu ekspresi saat berperan, kemudian teks yang diucapkan perlu ditambah, cara pengucapan dan editingnya (7) Editing video sampai dikirim You Tube karena menyalahgunakan hak cipta . Butuh ide banyak untuk cerita yang dibuat. (8) Pengambilan gambar karena masih menggunakan kamera hp (9) Mengatur dan mengutarakan bahasa tersebut dengan menggunakan dan mencampur vocabulary supaya bahasanya bisa didengar dan dilihat dengan enak. (10) Bahasa Inggris yang kurang benar, Dalam pengeditan yang kurang sempurna. (11) Subtitlenya kurang tepat jadi harus dipelajari lebih lanjut karena ada katakata yang masih salah. (12) Sangatlah penting untuk memperbaiki pembuatan video dengan masukan dari dosen (13) Menurut saya yang diperbaiki dalam pembuatan video project dalam hal kelengkapan materi/naskah dalam nursing instruction dan first aid. Selain itu dalam editing lebih ditingkatkan lagi kekreativitasannya. (14) Yaitu sebelum pembuatan video seharusnya latihan yang lebih sehingga pada saaat proses pembuatan video sudah siap. (15) Mungkin kosa kata yang kita buat belum sempurna. Dalam berakting kita belum baik sehingga kita harus belajar lebih giat lagi dalam berbahasa Inggris. (16) Pengambilan gambar karena masih menggunakan kamera hp dan tidak memmpunyai keahlian dalam bidang perfilman (17) Dalam pronounsesienya, kemudian pengeditana yang kurang maksimal (18) Dalam mengucapkan kata-katanya, dalam pengeditannya (19) Kemampuan dalam berbahasa inggris, penggunaan kosa kata, grammer (20) Cara pengucapannya, keseriusan dalam berakting (21) Keseriusan dalam beradu acting, grammarnya, pengucapan kosa kata (22) Keseriusan dalam berakting, kosakata yang diperbanyak, pronoun dalam berbahasa inggris (23) Naskah, improvisasi, akting dan editan video yang masihg belum sempurna (24) Akting, pendalaman peran, cara pengambilan gambar, grammer, pronoun, banyak sebenarnya (25) Cara ngomong bahasa Inggris

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(26) Pronouncation dalam percakapan, model/variasi dalam penyajian video, adanya subtitle dalam video (27) Dalam project ini kami mungkin adegan yang kita buat belum maksimal (28) Pengeditan menjadi video dan pengucapan kalimat harus benar dan jelas. (29) Yang perlu diperbaiki dalam pembuatan video ini adalah tindakan tindakan dan bahasa yng lebih baik lagi. (30) Narasi, ekspresi wajah, kualitas video, editing. Karena pembuatan video kami mendadak jadi persiapan sangat kurang sehingga pembuatannya apa adanya. (31) Kosa kata lebih diperbanyak lagi, kelancaran dalam berbicara bahasa Inggris, Ekspresi yang kurang menjiwai, jangan terlalu mepet waktunya dalam membuat video.

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13. Bagaimana pendapat anda mengenai peran dosen berkaitan dengan tugas video project tersebut? Jelaskan (1) Sudah sangat baik dalam memberikan dukungan dan materi buat kami sehingga kami mampu membuat beberapa video yang semoga bermanfaat bagi orang lain (2) (3) Sudah bagus karena kami di ingatkan terus bahwa hari pengumpulan video project semakin dekat sehingga memotivasi kami untuk mengerjakannya dan kami di berikan selembar kertas mengenai sampai mana (4) Baik, menyemangati untuk belajar (5) Bila dipersenkan, 80% peran dosen cukup baik karena telah memberikan jangka waktu yang cukup lama sehingga mahasiswa bisa menrencanakan semuanya secara matang (6) Dosen membantu dimana kita diajak untuk mengisi atau merencanakan apa yang harus dilakukan pada awal pembuatan, member masukan agar video menjadi lebih baik dan menarik (7) Bagus karena sudah membimbing kita dan mengarahkan kita bagaimana seharusnya dalam pembuatan video. (8) Peran dosen sangat membantu karena selalu mengingatkan dan dosen sangat berperan dalam menjelaskan project ini sehingga kami dapat membuatnya dan mengumpulkannya tepat waktu. (9) Dosen is the best, baik banget. Dalam menyampaikan materi Alhamdulillah bisa saya pahami dengan baik. (10) Dosen sangat berperan. Selalu mengingatkan deadline, membuka konsultasi, menyampaikan tata cara sebelumnya. (11) Dosen berperan untuk membimbing mahasiswa atau mengevaluasi hasil video tersebut, jika terdapat kesalahan nanti bisa diperbaiki dalam pembuatan project selanjutnya. (12) (13) Dosen sangat berpengaruh karena sebelum dosen memberi tugas dosen sudah mengajari dan menyampaikan materi yang akan dibuat bahan video. (14) Pendapat saya, dosen sangat berperan karena sebelum memberi tugas dosen telah mengajari semua maerinya dan dosen juga menanakan perkembangan proses pembuatan video. (15) Menurut saya pribadi sangat baik karena dapat membantu kita dalam menyelesaikan project ini karena jika kita susah dalam pembuatan video tersebut ibu selalu memberikan semangat dalam mengerjakan materi dan pembuatan video dengan baik. (16) Peran dosen sangat membantu karena selalu mengingatkan dan dosen sangat berperan dalam menjelaskan project ini sehingga kami dapat membuatnya dan mengumpulkannya tepat waktu. (17) Peran dosen yaitu menilai dan memberi masukan untuk mahasiswanya agar

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(18) (19) (20)

(21) (22)

(23)

(24) (25) (26)

(27) (28) (29) (30)

(31)

dalam pembuatan video akan lebih baik lagi Sebagai penilai dan memberikan masukan, nasehat kepada mahasiswa agar lebih baik dalam pembuatan videonya Dosen pengampu dalam project ini sudah sangat baik dalam mengajar dan membantu kami sehingga kami dapat menyelesaikannya dengan tepat waktu Peran dosen sangat baik dalam pembuatan project ini karena sangat membantu kami dalam menambah wawasan tentang kosakata yang dulunya kami tidak mengetahuinya Peran dosen dalam project ini baik karena membantu dan memberi arahan agar video ini terselesaikan Peran dosen sangat baik dalam membantu kami untuk menyelesaikan project ini karena apabila kami tidak bisa melakukan, ibu selau memberi semangat dan mengajarkan materi-materi baru sehingga kami dapat menyelesaikan project ini. Dengan adanya evaluasi yang dilakukan 2 minggu sekali dapat memperlancar dan melatih kosakata kami Dosen sudah baik dalam menyampaikan tugas video ini. Dan saya sanga berterima kasih diberi tugas ini karena ini dapat menambah pengalaman saya dalam membuat video (edit video) kemudian dalam aktingnya juga benar-benar membuat kami menjadi mahasiswa yang kreatif dan terampil Sudah sangat bagus, karena dosen sudah cukup jelas dalam mengarahkan dalam pembuatan tugas ini contoh-contoh semua kasus juga sudah jelas Cara berakting cara ngomongnya Sudah baik, karena dosen mengarahkan para siswa untuk melakukan atau membuat video yang baik. Akan tetapi saya ini supaya dosen lebih perhatian kepada siswa dalam hal translate dan juga lebih sayang kepada siswa Peran dosen sangat membantu kami karena dia memberi tahu bagaimana cara pembuatannya sampai akhir Dosen sudah sangat berperan dengan baik mulai dari awal sampai Peran dosen dosennya sudah memberikan arahan dalam pembuatan video, sebelum membuat tugas video. Sangat membantu karena dosen mengarahkan kami mengenai hal-hal apa saja yang harus dilakukan dan memberikan dukungan serta kriteria video sehingga kami tidak menemukan kendala yang berarti. Peran dosen sudah sangat baik, membantu memberikan dukungan dan selalu mengecaek apakah sudah sampai mana video yang dibuat, dan memberikan arahan harus begini dan isi video meliputi apa saja sudah dijelaskan kepada kita.

171


APPENDIX H

CODING AND CATEGORIZING OF QUESTIONNAIRE AND INTERVIEW

172


CODING AND CATEGORIZING OF QUESTIONNAIRE

RESPONDENTS STATEMENTS

CODING

R1. IA, R5. IA, R7. IA, R9. IA, R10. IA, R11. IA, R17. IA, R18. IA, R19. IA, R24. IA, R25. IA, R31. IA R3. IA, R4. IA, R6. IA, R8. IA, R10. IA, R13. IA, R15. IA, R16. IA, R18. IA, R20. IA, R21. IA, R22. IA, R24. IA R11. IA, R23. IA, R30 R29. IA, R30. IA, R31. IA R4. IA, R10. IA, R24. IA

Speaking and language skill Acting

R1. TL, R5. TL, R7. TL, R17. TL, R18. TL, R26. TL, R28. TL R2. TL, R6. TL, R9. TL, R16. TL, R24. TL, R26. TL R3. TL, R8. TL, R10. TL, R21. TL, R23. TL, R27. TL, R18. TL, R29. TL, R30. TL, R31. TL R3. TL, R10. TL, R13. TL, R14. TL, R15. TL, R19. TL, R20. TL, R21. TL, R22. TL, R25. TL, R29. TL, R31. TL

R7. TL, R10. TL, R11. TL, R22. TL, R23. TL, R30. TL, R31. TL

173

Editing Uploading Teamwork Coordination Teamwork Coordination Cooperation and Solidarity Acting English skill (speaking, grammar, vocabulary, writing, translating) Editing

SEGM ENTS

CATEG CONTEN ORIZIN T G

Interest ing aspects

Learnin g Experie nce Things to learn

OBJECTI VE ON LEARNI NG


R11. TL, R22. TL R16. TL R3.ADTECH, R7.ADTECH, R8.ADTECH, R9.ADTECH, R10.ADTECH, R11.ADTECH, R13.ADTECH, R15.ADTECH, R16.ADTECH, R17.ADTECH, R18.ADTECH, R20.ADTECH, R21.ADTECH, R22.ADTECH, R23.ADTECH, R24.ADTECH, R25.ADTECH, R26.ADTECH, R30.ADTECH R2.ADTECH, R6.ADTECH, R10.ADTECH, R11.ADTECH, R16.ADTECH, R22.ADTECH, R24.ADTECH, R26.ADTECH, R30.ADTECH, R31.ADTECH R4.ADTECH, R5.ADTECH, R18.ADTECH R1.ADTEAM, R2.ADTEAM , R3.ADTEAM, R4.ADTEAM, R7.ADTEAM, R8.ADTEAM, R10.ADTEAM, R12.ADTEAM, R6.ADTEAM, R17.ADTEAM, R18.ADTEAM, R20.ADTEAM, R21.ADTEAM, R22.ADTEAM, R28, R29.ADTEAM R3.ADTEAM, R6.ADTEAM, R12.ADTEAM, R16.ADTEAM, R17.ADTEAM, R18.ADTEAM, R29.ADTEAM R13ADTEAM, R14ADTEAM, R15ADTEAM, R19ADTEAM, R21ADTEAM, R25ADTEAM R23.ADTEAM, R24.ADTEAM, R26.ADTEAM, R30.ADTEAM, R31.ADTEAM R1.ADLS, R 2.ADLS, R3.ADLS, R4.ADLS, R12.ADLS, R14.ADLS, R15.ADLS, R17.ADLS, R18.ADLS, R19.ADLS, R21.ADLS, R22.ADLS, R23.ADLS, R24.ADLS, R25.ADLS, R29.ADLS, R30.ADLS, R31.ADLS R3.ADLS, R26.ADLS

174

Uploading Time Management Able to Edit using Movie Maker and Video Editor

Techno logy Able to Upload on You Tube Able to Operate Camera Teamwork Cooperation and Solidarity

Building communication Building relationship Understanding characteristics Speaking and language skill

Grammar

Advant age/Ben efit Teamw ork

Langua ge skill

PROGRE SS IN PROJECT


R5.ADLS, R 7.ADLS, R9.ADLS, R10,.ADLS R13.ADLS, R20,.ADLS R26,.ADLS R27,.ADLS R29.ADLS R10.ADLS, R11.ADLS, R24.ADLS, R26.ADLS, R31.ADLS R24.ADLS, R30.ADLS R30.ADLS R1.MOT, R3.MOT, R7.MOT, R9.MOT, R12,.MOT R14.MOT, R18,.MOT R19,.MOT R20,.MOT R21,.MOT R26,.MOT R29.MOT R4.MOT, R5.MOT, R6,.MOT R10,.MOT R24,.MOT R31.MOT R8.MOT, R10.MOT, R13,.MOT R16,.MOT R28.MOT

R1.PLAN, R10.PLAN, R16.PLAN, R23.PLAN, R27,.PLAN R29.PLAN R3.PLAN, R6.PLAN, R7.PLAN, R8.PLAN, R10,.PLAN R11,.PLAN R15. PLAN, R18.PLAN, R24.PLAN, R28.PLAN, R30.PLAN, R31.PLAN R1.PLAN, R2.PLAN, R4.PLAN, R7.PLAN, R24.PLAN, R30.PLAN R3.PLAN, R10.PLAN, R12.PLAN, R14.PLAN R10.PLAN, R23.PLAN, R24.PLAN R1.PLAN, R6.PLAN, R10.PLAN R23.PLAN, R28.PLAN, R31.PLAN R6.PLAN, R7.PLAN, R8.PLAN, R11.PLAN, R16.PLAN, R23.PLAN, R24.PLAN, R28.PLAN, R30.PLAN, R31.PLAN R23.PLAN, R30.PLAN R1. LSO, R6. LSO, R8. LSO, R9. LSO, R11. LSO, R16. LSO, R26. LSO, R27. LSO, R28. LSO, R30. LSO

175

Vocabulary Pronunciation Fluency Confidence Motivation in learning English Motivation in speaking Motivation in improving vocabulary mastery Discussing Concept

Motivat ion in Motivat learnin ion g

Composing Scenario/Text Distributing Job Determining Time Determining Setting and Location Providing Equipment Doing Rehearsal Recording and Editing Uploading You Tube

Plannin g

Process

Internet

Learnin g

LEARNI NG STRATE GY


R13. LSO R5. LSO, R7. LSO, R15. LSO R12. LSO, R23. LSO R6. LSO, R9. LSO, R28. LSO, R30. LSO R1.DIFTEAM, R3.DIFTEAM, R4.DIFTEAM, R5.DIFTEAM, R6.DIFTEAM, R7.DIFTEAM, R8.DIFTEAM, R10.DIFTEAM, R11.DIFTEAM, R13.DIFTEAM R17.DIFTEAM, R18.DIFTEAM, R19.DIFTEAM, R20.DIFTEAM, R21.DIFTEAM, R22.DIFTEAM, R23.DIFTEAM, R27.DIFTEAM, R31.DIFTEAM R26.DIFTEAM, R28.DIFTEAM R31.DIFTEAM R4.DIFENG, R17.DIFENG, R18.DIFENG, R31.DIFENG R1.DIFENG, R3.DIFENG, R5.DIFENG, R6.DIFENG, R7.DIFENG, R8.DIFENG, R14.DIFENG, R16.DIFENG, R18.DIFENG, R23.DIFENG, R24.DIFENG, R28.DIFENG, R29.DIFENG, R2.DIFENG, R6.DIFENG, R8.DIFENG, R9.DIFENG, R10.DIFENG, R16.DIFENG, R19.DIFENG, R20.DIFENG R21.DIFENG, R22.DIFENG, R26.DIFENG, R27.DIFENG, R28.DIFENG, R31.DIFENG R2.DIFENG R31.DIFENG R11.DIFTECH, R13.DIFTECH, R17.DIFTECH, R20.DIFTECH, R21.DIFTECH, R22.DIFTECH, R23.DIFTECH, R24.DIFTECH, R26.DIFTECH, R28.DIFTECH, R29.DIFTECH R4.DIFTECH, R6.DIFTECH, R10.DIFTECH, R14.DIFTECH, R17.DIFTECH, R20.DIFTECH, R21.DIFTECH, 176

Google Translation Online Dictionary Book Film Time to coordinate with group members

Source Other sources

Teamw ork Miscommunication Ineffective Teamwork Coordination Speaking Pronunciation

Langua ge skill Vocabulary Grammar Fluency Editing video using Movie Maker/video editor Process in uploading video on You Tube

Techno logy

Proble m and Difficul ty

EVALUA TION


R22.DIFTECH, R29.DIFTECH, R31.DIFTECH R6.DIFTECH, R7.DIFTECH, R17.DIFTECH, R18.DIFTECH, R24.DIFTECH R3.DIFTECH, R18.DIFTECH, R29.DIFTECH R2.IMP, R13.IMP, R30.IMP R13.IMP, R26.IMP R5.IMP, R9.IMP, R15.IMP, R22.IMP, R26.IMP R6.IMP, R17.IMP, R18.IMP, R20.IMP, R21.IMP, R22.IMP, R24.IMP, R26.IMP, R28.IMP R5.IMP, R19.IMP, R21.IMP, R24.IMP R4.IMP, R6.IMP, R15.IMP, R20.IMP, R21.IMP, R22.IMP, R24.IMP, R29.IMP, R30.IMP R1.IMP, R31.IMP R3.IMP, R6.IMP, R7.IMP, R10.IMP, R13.IMP, R23.IMP, R28.IMP, R30.IMP R3.IMP, R26.IMP R7.TR, R21.TR, R24.TR, R26.TR, R27.TR, R29.TR, R30.TR, R31.TR R3.TR, R10.TR R3.TR, R8.TR, R10.TR, R16.TR R6.TR, R14.TR, R18.TR, R22.TR, R31.TR R1.TR, R4.TR, R15.TR, R22.TR, R30.TR, R31.TR R6.TR, R17.TR, R18.TR

177

Providing equipment (camera, video editor) Limited internet connection Scenario Creativity Vocabulary Pronunciation

Video Quality Langua ge

Grammar Acting and Expression Process Time Management Editing Subtitling Guiding the Students Opening Consultation Reminding Deadline Monitoring Progress Giving Support Giving Suggestion

Things to be improv ed

Techno logy

Guidan ce

Teacher 's role

ROLE OF TEACHE R


CODING AND CATEGORIZING OF INTERVIEW RESPONDENTS STATEMENTS RC.15, RB.1, RC.8

RA.12, RA.13, RB.11, RB.12, RC.8, RA.30, RC.9, RA.31

RA.7, RA.8, RA.10, RA.11, RA.16,

SEGMENTS

CATEGORIZIN G

CONTENT

Making Video

Learning Experience

Objective on learning

Learning new software Editing Uploading Directing Working with new teamwork Improving fluency Practicing Improving vocabularies Motivation to memorizing material Motivation to give good acting Motivation to finish the project

technology

Advantage/Bene fit

Progression in project

motivation in learning

Motivation

Coordination

Planning

Process

CODING Taking Video in public place Acting Sharing the video

teamwork language skill

178

Learning Strategy


RA.18, RA.19, RA.20, RB.2, RB.3 RB.7, RB.8,RC.5, RC.6, RC.7, RC.8, RC.12

RA.3, RA.4, RA.5, RA.6, RA.8, RA.9 RA.12, RA.17, RA.24, RA.29, RB.1 RB.3, RB.4, RB.5, RC.2, RC.4, RC.7 RA.25, RA.26, RC.11

Job distribution Making text Taking video Memorizing Practicing Browsing Youtube Film book

Less coordination

Rehearsal Internet Other sources

Teamwork

Careless Time management Pronunciation Grammar Vocabulary Material Editing Uploading Formatting Subtitling Planning Acting Directing

Learning Source

Language skill

Technology

Process

179

Problem and Difficulty

Evaluation


Sharing Setting Variation All language elements Grammar Vocab Learning from other group Consultation with teacher Editing Subtitling

RA.27, RB.13, RC.13

Providing Adequate time Guiding what need to do Consulting

Video contents

Things to be improved

Language

Process Technology

Guidance

Teacher's role

Asking the problem

Student's interaction

180

Teacher and Student's Interaction


APPENDIX I

OUTPUT OF SPSS TEST

181


NPar Tests One-Sample Kolmogorov-Smirnov Test

N Normal Parameters a,b Most Extreme Dif f erences

Contrrol Pre Test 44 10.80 3.849 .100 .062 -.100 .663 .771

Mean Std. Dev iation Absolute Positiv e Negativ e

Kolmogorov -Smirnov Z Asy mp. Sig. (2-tailed)

Control Post Test 44 12.98 3.023 .203 .153 -.203 1.345 .054

Experiment Pre Test 39 10.36 3.964 .129 .091 -.129 .803 .540

Experiment Post Test 39 15.08 3.190 .127 .115 -.127 .791 .559

a. Test distribution is Normal. b. Calculated f rom data.

T-Test Paired Samples Statistics

Pair 1


Mean 10.80 12.98

N 44 44



Paired Samples Correl ations N Pair 1

Contrrol Pre Test & Control Post Test

Correlation 44

.897

Sig. .000

Paired Samples Test Paired Diff erences

Pair 1


Mean

Std. Deviation

Std. Error Mean

-2.182

1.756

.265

182

95% Confidence Interv al of the Dif f erence Lower Upper -2.716

-1.648

t

df

-8.24

43



T-Test Paired Samples Statistics

Pair 1


Mean 10.36 15.08

N



39 39

Paired Samples Correl ations N Pair 1

Experiment Pre Test & Experiment Post Test

Correlation 39

.747

Sig. .000

Paired Samples Test

Mean Pair 1


Paired Diff erences 95% Confidence Interv al of the Dif f erence Std. Std. Error Deviation Mean Lower Upper

-4.718

2.645

.424

-5.575

-3.860

t

Sig. (2-tailed)

df

-11.138

38

.000

T-Test Group Statistics

Gain Scores

Group Control Post Test Experiment PostTest

N

Mean 12.98 15.08

44 39



Independent Samples Test Levene's Test f or Equality of Variances

F Gain Scores

Equal variances assumed Equal variances not assumed

.003

t-test for Equality of Means

Sig. (2-tailed)

Mean Std. Error Dif f erence Dif f erence

Sig.

t

.960

-3.077

81

.003

-2.100

.682

-3.457

-.742

-3.067

78.57

.003

-2.100

.685

-3.462

-.737

183

df

95% Confidence Interv al of the Dif f erence Lower Upper


Descriptives Descriptive Statistics N Experiment Pre Test Experiment Post Test Valid N (list wise)

39 39 39

Minimum 2.00 8.00

Maximum 17.00 20.00

Mean 10.3590 15.0769

Std. Dev iat ion 3.96357 3.19032

Descriptive Stati stics N Contrrol Pre Test Control Post Test Valid N (list wise)

44 44 44

Minimum 2 8

Maximum 18 18

184

Mean 10.80 12.98



APPENDIX J

SCREENSHOT OF VIDEO DISPLAY ON YOU TUBE

185


186


187


188


189

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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