STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA
A THESIS
Presented as Partial Fulfillment of the Requirement to Obtain theSarjana PendidikanDegree
in English Language Education
By
Monica Trias Wida Arumi Student number: 031214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA
A THESIS
Presented as Partial Fulfillment of the Requirement to Obtain theSarjana PendidikanDegree
in English Language Education
By
Monica Trias Wida Arumi Student number: 031214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
YOGYAKARTA 2008
ASarjana PendidikanThesis on
STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA
Prepared and Presented by Monica Trias Wida Arumi
031214006
Approved by:
Date
“
Throughout our life, even if trials lead us to question ourselves,
to discover our limits, that irreplaceable gift remains.
You can have confidence in yourself.”
(Fr. Roger)
I dedicate this thesis to
Jesus Christ
My mother, father, sister, and brother
My beloved boyfriend
My Friends who always love and support me
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that the thesis, which I wrote, does not contain the works or part of the works of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, 26 August 2008 The writer,
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama : MONICA TRIAS WIDA ARUMI
Nomor Mahasiswa : 031214006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF
EXPOSITION TEXT USING AUDIO-VISUAL MEDIA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal : 26 Agustus 2008
Yang menyatakan
ACKNOWLEDGEMENTS
First of all I would like to thank to my beloved Jesus Christ for His enormous blessing, guidance, love, and salvation during the accomplishment of this thesis. Thank you for always live in my heart whoever I am, in my happiness and sadness.
I would like to address my sincere gratitude to my major sponsor Dr. FX. Mukarto, M.S. for his patience, support, and his willing to guide me in accomplishing this thesis. Thank you for giving the biggest contribution to my thesis through your comments, corrections, and suggestions.
I would also like to address my deep gratitude to Mr. Heru S.Pd., the English Teacher ofSMA Negeri 2 Yogyakarta, for the permission to conduct the survey in his classes. I sincerely thank the students of XI Science 1, XI Science 2, for their willingness to work on my questionnaire and interview.
I dedicate this thesis to my parents, FX. Subroto and Mariana Sumartiyah, my elder sister, Mbak Inez, my brother in law, Mas Estee, my elder brother, Mas Itok, and my little nephew, Teto. I would like to thank them for their support and encouragement for me to finish this thesis.
I would also like to express my gratitude to my beloved boy friend, Lukas Juniarsa, for his love, care, support, and for being my sharing partner.
I would also like to thank Ardi, Ratri, Gaby, Timur, Mas Kowoek, Mas Angga, Ayu, Yessi, Titin, Layung, Tika, Emil, Netty, Pak Kebo, Marga, Gurit, Mas Lintang, Mas Henry, Mas Drajat, Mbak Danik, and all my classmates in PBI 2003
class A and other people that I could not mention one by one that helped me during my study. I thank them for their information, data, support, advice, encouragement, and spirit of joy to finish this thesis. May God bless them always.
Monica Trias Wida Arumi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
BOARD OF EXAMINERS ... iii
DEDICATIONAL PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS….………..……… vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
ABSTRACT ... xvi
ABSTRAK... xvii
CHAPTER I : INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Formulation... 4
C. Problem Limitation... 4
D. Research Objectives ... 5
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II: LITERATURE REVIEW ... 8
A. Theoretical Description ... 8
1. Perception ... 8
a. The Perceptual Process ... 10
b. Factors that Affect Person in Forming Perception ... 11
2. Project-Based Learning ... 13
a. Project-Based Learning Focus ... 15
b. Project-Based Learning Benefits ... 17
c. The Students in Project-Based Learning ... 19
3. Audio-Visual Media ... 23
a. The Role of Audio-visual Media in Education ... 23
b. Students and Audio-Visual Production ... 24
4. Exposition Text ... 26
a. Characters of Exposition Text ... 27
b. The Structures of Exposition text ... 27
5. Cooperative Learning ... 29
B. Theoretical Framework ... 31
CHAPTER III ... 33
A. Method ... 33
B. Research Participants ... 34
C. Research Instruments ... 34
D. Data Gathering Techniques ... 37
E. Data Analyses Techniques ... 38
F. Research Procedures ... 38
CHAPTER IV ... 40
A. Data Presentation and Analyses ... 40
1. The Students’ Perception on the Use of Project-Based Learning Using Audio-Visual Media in Learning Exposition Text …... 40
a. Close-Ended Questions ………...….... 41
b. Open-Ended Question ………. 57
c. Summary ………... 66
2. The Students’ Strategy to Organize Audio-Visual Project in Learning Exposition Text ………..………...……….. 68
B. Other Findings ………..………. 72
CHAPTER V ... 74
A. Conclusions ... 74
B. Suggestions ... 77
REFERENCES ... 79
LIST OF TABLE
Page
Table 3. 1. Questionnaire Blueprint ..……….….……... 38
Table 4. 1. The Questionnaire Results of Knowledge Category ...………... 44
Table 4. 2. The Questionnaire Results of Skill Category ………... 49
Table 4. 3. The Questionnaire Results of Attitude Category ..………. 57
LIST OF FIGURE
Page Figure 2. 1. The Person’s Perceptual Process by Gibson (1985: 61)………..…. 12 Figure 2. 2. The Working Process of Project-Based Learning ………..….. 23
LISTS OF APPENDICES
Page
Appendix A: Questionnaire Sheets……….……….……..… 83
Appendix B: Interview Guideline ………. 86
Appendix C: Students’ Responses on Close-Ended Questionnaire ...……... 88
Appendix D: Students’ Responses in Open-Ended Question ……... 93
Appendix E: The Students’ Strategy to Carry Out the Audio-Visual Project ………... 98
Appendix F: The Students’ Suggestion………...………. 101
Appendix G: Permission Letter to Conduct Research in SMA Negeri 2 Yogyakarta ...………..…. 103
ABSTRACT
Trias, Monica. W. A.(2008).The Students’ Perception of Project-Based Learning of Exposition Text Using Audio-Visual Media. Yogyakarta: English Language Education Study Program, Teachers Training and Education Faculty, Sanata Dharma University.
The development of technology has given significant influence to the educational system as seen in the eleventh grade students’ learning activity in SMA Negeri 2 Yogyakartathrough the audio-visual project. For that reason, the researcher intended to conduct research in purpose of investigating the students’ perception of Project-Based Learning of exposition text using audio-visual media. There are two problem formulations in this research: (1) What is students’ perception of Project-Based Learning of exposition text using audio-visual media? (2) How did students carry out the audio-visual project?
In this research, the researcher employed qualitative method in the form of survey research. In gathering the data, the researcher distributed questionnaire contained close-ended question and open-ended question to answer the first research question and conducted interview to dig out information related to the second research question.
The finding of the research shows that in general, the students have positive perception on audio-visual project. Technically, they did not have enough skill to operate audio-visual equipment, but they were happy because they could do the project in relax and fun condition, learn authentically besides learning together in group, have new information related to audio visual matter, learn how to work in group, and be motivated to participate actively in carrying out the project. Nevertheless, there were also students who had negative perception because they considered that audio-visual project was difficult, confusing, and also time and energy consuming. Moreover, students also had limitation of equipment and knowledge of audio-visual. Generally, students were well managed in carrying out the audio-visual project which began with deciding the theme and making the script which was good and easy to understand. After that, they did casting section, and continued by shooting and editing. However, some students were still tended to delay their work and some others were still misunderstood on the given assignment. Another finding was the suggestions given by students toward audio-visual project which supposed to be continued and developed.
ABSTRAK
Trias, Monica. W. A.(2008).The Students’ Perception of Project-Based Learning of Exposition Text Using Audio-Visual Media. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Perkembangan teknologi telah memberikan pengaruh penting dalam sistem pendidikan seperti yang terlihat pada aktivitas belajar siswa kelas sebelas di SMA Negeri 2 Yogyakarta melalui projek audio-visual. Oleh karena itu, peneliti mengadakan penelitian yang bertujuan untuk mengetahui persepsi para siswa tentang pembelajaran teks eksposisi melalui projek yang menggunakan media audio-visual. Ada dua permasalahan yang dirumuskan dalam perumusan masalah: (1) Apa persepsi siswa-siswi terhadap projek pembelajaran teks eksposisi menggunakan media audio-visual? (2) Bagaimana siswa-siswi melaksanakan projek audio visual tersebut?
Pada penelitian ini penulis menerapkan metode kualitatif dengan bentuk penelitian survey. Dalam ppengumpulan data, penulis membagikan kuesioner yang terdiri atas close-ended question dan open-ended question untuk menjawab pertanyaan nomor satu dan mengadakan wawancara untuk mendapatkan informasi mengenai pertanyaan kedua.
Hasil penelitian ini menunjukkan bahwa secara umum siswa mempunyai persepsi yang positif terhadap projek audio-visual. Secara teknis mereka belum mempunyai kemampuan yang memadai dalam mengoperasikan alat-alat audio-visual, akan tetapi mereka senang karena dapat mengerjakan projek dalam kondisi rileks dan menyenangkan, dapat belajar secara mandiri selain dengan teman kelompok, mendapat pengetahuan baru tentang audio-visual, belajar bekerjasama dalam kelompok dan mereka termoitivasi untuk terlibat secara aktif dalam pengerjaan projek. Namun, ada pula siswa-siswi yang mempunyai persepsi negatif karena projek audio-visual dianggap sulit, membingungkan, serta menguras banyak waktu dan energi. Selain itu mereka juga memiliki keterbatasan alat dan pengetahuan tentang audio-visual. Secara umum, para siswa juga dapat melaksanakan projek audio-visual dengan baik dimulai dengan menentukan tema dan membuat naskah yang baik serta mudah dimengerti, kemudian mengadakan pemilihan actor dan aktris, dilanjutkan dengan shooting dan editing. Beberapa siswa masih tampak menunda pekerjaan dan mengalami kesalahpahaman akan tugas yang diberikan. Tetapi mereka tetap bersemangat dalam menyelesaikan projek ini. Penemuan yang lain adalah berupa saran yang diberikan oleh para siswa supaya projek audio-visual ini dapat dilanjutkan dan dikembangkan.
CHAPTER I INTRODUCTION
In this chapter, the researcher elaborates six underlying issues. They are background of the study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. Thus, the introduction explains the general reason for choosing the topic of this study.
A. Background of the Study
The new curriculum, namely School-Based Curriculum has been established by the Minister of Education by the year 2006, and many schools compete one another to implement this curriculum. It is stated that School-Based Curriculum is an operational curriculum that is arranged and carried out in each school level (Badan Standar Nasional Pendidikan, 2006: 5). This curriculum emphasizes on the students’ competencies as the measurement of achieving the target learning and it is being developed by considering the relevancy of each school level under the coordination and supervision of the National Department of Education. In this curriculum, teachers are given the opportunity to conduct teaching and learning process by arranging and developing their own curriculum. The most important aspect, School-Based Curriculum has to do with developing the topic of the materials optimally based on their local wisdom and reducing the unimportant subjects to strengthen the students
learning target. For that reason, every teacher needs to create teaching and learning activities optimally as creative as possible.
In order to implement creative activities in teaching and learning, a media is absolutely needed. Nowadays, the most widely used media is related to technology. Thus, it cannot be denied that nowadays the development of technology has been being a breakthrough for human life and it opens to be used for various and creative ways and purposes. Hence, this technology development has given significant influence to the educational system. For some educational context, technology has been used to support teaching and learning activities, to help students do presentation, and do the laboratory research. Since technology plays an important role in the educational life, the government involved the target of technology mastery, it is then, mentioned in one of School Based Curriculum Principles that students are expected to be able to follow the development of science, technology, and arts attentively.
curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue. They gather information from a variety of sources and synthesize, analyze, and derive knowledge from this information. Their learning is inherently valuable because it's connected to something real and involves adult skills, such as collaboration and reflection. Students are also invited to demonstrate the knowledge they have just acquired and they are evaluated by how much they have learned and how well they communicate it. Throughout this process, the teacher’s role is to guide and advise rather than to direct or manage the students’ work. In implementing PBL, the teacher lets the students create a project of composing exposition text which is applied through audio-visual media or in the form of film. Although students are familiar enough with the film, however this is kind of new learning approach for students in the second grade ofSMA Negeri 2 Yogyakartasince their role is not only being a consumer of the film but also being a producer of it.
and translating or interpreting the organized stimuli so as to influence behavior and form attitudes (Gibson, 1985: 61). Every person selects various cues that influence his or her perception of people, objects, and symbol. Based on the background of the problem above, the researcher focuses the discussion on investigating the perception of the eleventh grade students’ of SMA Negeri 2 Yogyakarta of audio-visual project to learn exposition text in English subject and also to find out more information related how students carried out audio-visual project.
B. Problem Formulations
In this study, the writer has two problems and intends to formulate the answer of the problems below:
1. What is the students’ perception of learning exposition text through audio-visual project?
2. How did the students carry out audio-visual project to learn exposition text?
C. Problem Limitation
perception on learning exposition text through audio-visual project and digging out information on how students carried out the audio-visual project to learn exposition text.
D. Research Objectives
The purpose of conducting this research is answering those two problems. First, the researcher aimed to investigate the students’ perception of learning exposition text through audio-visual project. The second, the researcher intends to dig out some information on how students carried out the audio visual project. This study intends to investigate the eleventh grade students ofSMA Negeri 2 Yogyakarta.
E. Research Benefits
It is hoped that this research will give benefits for students, the English teachers, and other researcher.
1. Students
2. English teacher
The research may give contribution to the English teacher for their strategy to improve his students’ performance in applying their creativity in composing exposition text through audio visual. The teacher can enrich his students’ knowledge about English as a foreign language through the technology. Besides, he can notice the students’ perceptions on the use of project based learning using audio visual media in applying exposition text since each student may have different perception. 3. Future researcher
It is hoped that this research will be beneficial for the future researcher who would like to conduct the similar research. It also will be useful for those who would like to conduct further discussion about the use of the project-based learning as one method in English language learning process.
F. Definition of Terms
In order to avoid misconception, the researcher provides some terms used in this study as follows:
1. Perception
motivation. Perception is defined as the cognitive process by which an individual gives meaning to the environment (Gibson, 1985: 61).
2. Audio-Visual Media
Referred to Rinanto (1982: 21) audio-visual media is a media consisting of visual media which is synchronized with audio media and creates possibilities of communication. In other words, audio-visual is the combination of pictures and sound which supports one another and able to gain the audience motivation to watch such as sound slide, TV, film, etc.
3. Project-Based Learning
Project-based learning (PBL) is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and student-centered as stated by Barron (1998). PBL focuses on the learners and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are being the representations of their learning.
4. Exposition Text
CHAPTER II LITERATURE REVIEW
Chapter two presents a discussion of theories which are used to develop the study. It contains the discussion of the theoretical description and the theoretical framework. The theoretical description is to describe the theoretical review of the issues, while the theoretical framework provides the theories to formulate the orientation of the study.
A. Theoretical Description
The researcher provides some theories and the concepts behind the terms that are used in this study. Therefore the theories of perception, project-based learning, audio-visual media, and exposition text are presented in theoretical description. The followings are the explanation in some details of related theories.
1. Perception
Perception, according to the definition that is found in Webster’s Encyclopedia (1989: 1069), it is mentioned that perception is a single unified awareness derived from sensory processes while a stimulus is present. This definition is also completed by Kreitner and Kinicki (1992: 126), who propose that perception is a mental and cognitive process that enables us to interpret and understand our surroundings. Thus,
it could be simplified as a mental process of observing, comprehending, and responding on particular thing.
Other expert, Gibson (1985: 61), states that perception refers to the acquisition of specific knowledge about object or events at any particular moment. It occurs whenever stimuli activate the senses. Thus, perception involves receiving stimuli, organizing the stimuli, and translating or interpreting the organized stimuli so as to influence behavior and form attitudes.
According to Walgito (1983: 50) the aspects which build perception can be specified into three parts. They are cognition aspect, affection aspect, and conation aspect. The three aspects of perception could be explained as follows:
Cognition Aspect
It has relation with expectation or hope, the way to think and obtain the knowledge, and past experience. In building perception, a person is back grounded by cognition aspect. It is how person views something based on self willingness or expectation upon what he /she has heard or seen in his /her daily activities.
Affection Aspect
Conation Aspect
Conation aspect relates the person’s attitude, behavior, activity, and motivation. Through conation aspect, perception could be built based on person’s point of view toward something. This perception is convicted to motivation and behavior in his/ her daily life.
a. The Perceptual Process
To explain how the perception exists, the writer uses Gibson’s theory. Gibson (1985: 60) proposes that perception is the cognitive process by which an individual gives meaning to the environment. Because each person gives his or her own meaning to stimuli, different individuals will “see” the same things in the different ways. To make clear our understanding about how the perception exists, figure 1 is provided.
→
Figure 2.1 The Person’s Perceptual Process by Gibson (1985: 61) Stimuli Observation of the
From the Figure 1, we can see how the perception is formed. It is begun with the stimuli in which each person selects various signals that influence his or her perceptions of people, objects, and symbols based on the individual needs. After selecting the various signals, he or she observes those signals or stimuli considering the factors that influence the perception. Here, someone processes the stimuli in his or her mind which is called as the cognitive processing. When the cognitive process is finished, it will continue with forming evaluation and interpretation on reality. Through the evaluation and interpretation, it would affect the response behavior and form the attitudes. The Figure 1 makes us understand that there might be any possibilities of different perception among the second grade students of senior high school about the use of portfolio in writing class.
b. Factors that Affect Person in Forming Perception
According to Gibson (1985: 64), there are six factors that influencing the perception in the perceptual process. They are stereotype, selectivity, self-concept, situation, need, and emotion. Those factors will be explained as follows.
1) Stereotype
environment. Gibson (1985: 65) also says that stereotyping could result in implementing improper programs.
2) Selectivity
Not all stimuli that exist in our environment are taken and processed in our mind. Thus, we select what is important and relevant in fulfilling the person needs. In selecting the stimuli, it depends on our interest of the stimuli. It is supported by Gibson’s statement (1985: 66) that people tend to ignore the information or cues that might make them feel uncomfortable. For example, a girl who takes blue as her favorite color will select many things of which the color is blue and ignore other things which are not blue although they might be more beautiful. That is why people have different perception.
3) Self-Concept
Mouly (1973: 92) says that we perceive only those things that are consistent with our motives and goals and interpret our experiences to make them compatible with our present self-concept. The way we see ourselves in the form of self-concept will affect our perception about something in our environment. For example, if people always see something pessimistically, they will also see everything around them pessimistically. The person’s self-concept will perform the attitude which is as the result of his/ her felling towards particular things.
4) Situation
manager to overlook some details, to rush certain activities, and to ignore certain stimuli such as request from other managers or superiors. People tend to work quickly when they do not have much time. The limitation of time makes people less careful. Therefore, the outcome of their work will also be affected. In students’ audio-visual project, time is considered important because this project needs to elaborate many things to make a good product.
5) Need
Perception is significantly influenced by needs and desires (Gibson, 1985: 6). There are always many considerations in choosing something based on the persons’ needs and expectations. People tend to perceive something positively if they feel that it can satisfy their needs and expectations.
6) Emotion
Emotion is someone’s strong feelings that influence his or her in forming perception. Kreitner and Knicki (1992: 212) state that emotions have significant effect on our perception. The person’s positive perception such as happiness, gladness, contentment, and so on may cause good perception toward something. In the contrary, the person’s negative emotions, such as anger, jealousy, envy, disappointment toward something could cause bad perception on that thing.
2. Project-Based Learning
Furthermore, Bransford and Stein (1993) unfold that project-based learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation. Within its framework, students work together on the project and collaborate their ideas to make sense of what is going on. Since it is part of social activity, therefore, it takes place within the context of culture community and past experience.
Thus, from the definition above the project-based learning could be summarized as the central framework upon which the teaching and learning of core concept is built, and not a supplementary enrichment activity which should be undertaken after the hard work of learning is done. Within the PBL process, learners not only give response by feeding back information, but they also actively use what they know to explore, negotiate, interpret, and create a product. In addition, the PBL model encourages teachers to rely on their experience and expertise to blend projects and conventional methods of instruction into cooperative activity that provides students with a rich integration of content, skills, and opportunities for academic and personal growth.
a. Project-Based Learning Focus
Thomas (1999) theorizes that standard-focused PBL is a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. This definition encompasses a spectrum ranging from brief projects of one to two weeks based on a single subject in one classroom to yearlong, interdisciplinary projects that involve community participation and adults outside the school. Thus, the careful development and planning of effective project are crucial for the successful and effective application of a project-based learning paradigm. The basic properties of such effective project might be focused as follows (Thomas, Mergendoller, & Michaelson, 1999) :
To recognize students' inherent drive to learn, their capability to do important work, and their need to be taken seriously by putting them at the center of the learning process.
To engage students in the central concepts and principles of a discipline. The project work is central rather than peripheral to the curriculum.
To highlight provocative issues or questions that lead students to in-depth exploration of authentic and important topic.
To require the use of essential tools and skills, including technology, for learning, self-management, and project management.
To include multiple products that permit frequent feedback and consistent opportunities for students to learn from experience.
To use performance-based assessments that communicate high expectations, present rigorous challenges, and require a range of skills and knowledge.
To encourage collaboration in some form, either through small groups, student-led presentations, or whole-class evaluations of project results.
Projects have been used as fun or change-of-pace events completed after students have been pushed through homework assignments, lectures, and tests. In standards-based PBL, students are pulled through the curriculum by an authentic problem that creates a need to know the material. The authentic problem is tied to content standards in the curriculum, and assessment is explicitly designed to evaluate the students' knowledge of the content. Similarly, project-based learning is sometimes equated with inquiry-based or experiential learning. Though PBL shares some overlapping characteristics with these two terms, standards-focused PBL is designed to acknowledge the importance of standards and evaluation of student learning.
b. Project-Based Learning Benefits
procedures such as planning and communicating (Mergendoller, 1999). Accomplishing these goals, however, requires time for both teachers and students to master the behaviors and strategies necessary for successful PBL.
Recently, numerous research papers on PBL have been published to show the benefits of this paradigm for both learners and teachers. Above all the benefits, empowering critical thinking is the mainly benefit of PBL (Rogers, 2002). Here is a sample list of such benefits: tremendous gains in learners achievements, as a number of research project show (Expeditionary Learning Outward Bound [ELOB], 1999a; Expeditionary Learning Outward Bound [ELOB], 1999b); large gain in learners’ problem-solving capabilities (Gallagher, Stepien, & Rosenthal, 1992; Williams, Hemstreet, Liu, & Smith, 1998); gains in learners’ understanding of the subject matter (Boaler, 1997); gains in understanding relating to specific skills and strategies introduced in the project (Boaler, 1997); perceived changes in group problem-solving, work habits, and other project-based learning process behaviors (Tretten and Zachariou, 1995). The other benefits of PBL for today’s students have been reported by Thomas (1999). He reports that PBL:
Overcomes the dichotomy between knowledge and thinking, helping students to both "know" and "do."
Supports students in learning and practicing skills in problem solving, communication, and self-management.
Integrates curriculum areas, thematic instruction, and community issues.
Assesses performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance.
Creates positive communication and collaborative relationships among diverse groups of students.
Meets the needs of learners with varying skill levels and learning styles.
Engages and motivates bored or indifferent students.
At its best, PBL can be also beneficial for teachers. It helps teachers to create a high-performing classroom in which both teacher and students form a powerful learning community focused on achievement, self-mastery, and contribution to the community (Thomas, 1999). It allows teacher to focus on central ideas and salient issues in the curriculum framework, create engaging and challenging activities in the classroom, and support self-directed learning among students (Michaelson, 1999).
c. The Students in Project-Based Learning
where they learn collaboration, critical thinking, written and oral communication, and the values of the work ethic while meeting state or national content standards. Through PBL, students are able to discover the knowledge actively to be put into the process of making a product. Students can also be responsible for the creation of both the question and the activities, as well as the nature of the artifacts. Additionally, teachers or curriculum developers can create questions, task, and activities related to many issue. Nevertheless, fulfilling the project such as generating the artifact or a model, report, consequential task, videotape, or film needs the students’ critical thinking. Through the process of generation, students are demanded to construct their own knowledge and put into project of artifact which is concrete and explicit that can be shared and critiqued. This allows others to provide feedback, makes the activity authentic, and permits learners to reflect on and extend their knowledge and revise their artifacts (Thomas, Mergendoller, & Michaelson, 1999).
problem-solving environments (Cognition and Technology Group at Vanderbilt [CTGV], 1992). Projects can thus serve as bridges between phenomena in the classroom and real-life experiences. Questions and answers that arise in daily enterprise are given value and are proven open to systematic inquiry.
Project-based education requires active engagement of students' effort over an extended period of time.
Project-based learning also promotes links among subject matter disciplines and presents an expanded, rather than narrow, view of subject matter.
Projects are adaptable to different types of learners and learning situations (Blumenfeld et al., 1991).
As stated by Mergendoller (1999), there are four stages of inquiry that can be used as guideline for students in the process of work through the problems and projects. They are searching, solving, creating, and sharing. The further explanation could be enlightened as follows.
Searching
Solving
Solving the problem involves gathering information and generating a solution includes planning the project and exploring the solution possibility. In this phase, each group may ask for consultation in order to carry out the project.
Creating
Creating refers to the creation of a product. Students in group start to accomplish the project.
Sharing
Sharing involves the actual communication of findings, such as a presentation oral report to class members or the school. It result evaluation of the project and the suggestions for the generation of future project.
Figure 2.2 The Working Process of Project-Based Learning Searching
Solving
Creating
3. Audio-Visual Media
Audio-visual media is a media consisting visual media which is synchronized with audio media and creates possibilities of communication (Rinanto, 1982: 21). In other words, it means that audio-visual is the combination of pictures and sound which support one another and able to gain the audience motivation to watch such as sound slide, TV, film, etc. Audio-visual media has been being an educational tool for years and the development of audio-visual technology shows the significant development year by year. In relation to the influence of the development of audio-visual technology towards educational system, Rinanto (1982: 8) stated that as long as the educational system unable to adjust with the technology development, therefore it will be overdue behind the era.
a. The Role of Audio-Visual Media in Education
Rinanto (1982: 21) addressed that audio-visual is the combination of two medias which are used in many aspects of life and especially in education, it results in the power to create a creative thinking with total comprehension. Since audio-visual media has been used in almost educational system, therefore, the role of audio-visual media becomes important. Rinanto (1982: 48) also observed that there are many important roles of audio-visual in educational life, such as:
Audio-visual media is able to exceed the limitation of time and space.
Audio-visual media has the possibility of creating direct interaction between students and their environment.
Audio-visual media creates uniformity in students’ observation.
Audio-visual media implants the students’ basic concept which is concrete and realistic.
Audio-visual media develops students’ motivation and new interest to learn something new.
Audio-visual media gives integral and concrete experience until abstract experience.
b. Students and Audio-Visual Production
comprehension, and expression can be obtained first by developing an intimate familiarity with design principle and audio-visual tools and elements of composition, and then by manipulating these items through the involvement in a variety of graphic, pictorial, and other nonverbal communications media.
In order to produce the audio-visual product, students need to be visually literate in which the meaning is the individual ability to develop the interpretation, judgment, response, and the use of visual representation of reality (Kemp, 1980: 9) which allow them to:
Recognize and “read” visual illustration that represent objects, events, places, and people.
Sort and organize such visual representations into patterns and relationships that apply a vocabulary of nonverbal visual expression.
Produce their own visual materials as interpretations of actual object, events, places, and people.
discussion topic from different viewpoints; Jarvela & Hakkinen, 2002), to build conceptual connections between different components of a teacher education program (e.g., seeing the relationship between college-based theory courses and school-based field experiences; Mitchell, 2003), and to increase reflection and community building (e.g., participants have a better understanding of peers and their perspectives, Killian & Willhite, 2003). Then, when students work together to successfully plan and production of a project using audio-visual media, they take part in a mentally vigorous process and this activity can be a stimulus to growth and toward visual intelligence (Kemp, 1980: 10).
4. Exposition Text
Exposition text is purposed to expose information to people. According to St. Andrew’s Cathedral School Library (1997), the purpose of an exposition attempts to persuade the reader to believe something by presenting one side of the argument. The exposition can be presented through dialogue, description, flashbacks, or even directly through narrative.
a. Characters of exposition text
As stated before, exposition text presents the information. It does not argue for or against a point or seek to defend an opinion. There are many characters of exposition text. According to Axelrod and Charles (1994), there are six characteristics. They are as follows.
It seeks to inform people about a specific subject.
It presents information efficiently. Consider who the audience is and what they will already know about the subject and what the presenter still needs to explain.
It tries to engage the reader or the audience’ interest although the point of exposition text is not to entertain, but rather to instruct and to inform.
It relies almost exclusively on established information.
It does not include the author’s experiences or feelings.
It does not express an opinion to be defined.
b. Text Structures of Exposition
Cooper (1994) also identified the text structures of exposition text in which consist of:
Definition
To define the basic terms that are needed to explain a concept since the reader cannot be expected to familiar with the presented topic.
Classification and division
Classification and division is functioned to divide the information into many categories and to address them one by one. The reader only has to understand one part at a time, and sees the structure and relationship between the categories, which help with understanding the overall topic.
Comparison and contrast
To show how the topic is similar to or different from something to help the reader or the audience constructs the point clearly.
Description and narration
To provide the vivid illustrations, or explains how the process works.
5. Cooperative Learning
Gokhale (1985) points out that cooperative learning refers to an instruction method in which the students at various performance levels work together in small groups toward a common goal. The underlying theory of cooperative learning lays the socio-constructivist philosophy which views learning as the knowledge construction within a particular social context (Oxford, 1997). As a result, students learn from one another in the group (Larsen-Freeman, 2000). Although the students hold different level of ability, they are to work cooperatively in stead of competitively. Slavin (1994: 2) states that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. It is not a new idea in education, but until recently it has only been used by few teachers for limited purposes, such as occasional group projects or reports. Further, cooperative learning has wonderful benefits for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom. Johnson and Johnson (1994) propose five essentials components of cooperative learning, they are as follows.
a. Positive Interdependence
they are the efforts of each group member and unique contribution shared by every group member.
b Face To Face Promotive Interaction
Promotive interaction occurs when students foster and help one another in the efforts of achieving, producing, and completing the task. The characteristics of promotive interaction involve providing efficient and effective help as well as assistance, exchanging the needed resources, processing information efficiently and effectively, providing feedback to improve performance, considering the problem in greater insight, promoting higher quality of decision making, supporting each group member to achieve mutual goal, showing trustworthiness among group member, motivating one another to achieve the goal, and reducing anxiety and stress.
c. Individual and Group Accountability
Every group member is responsible to contribute his or her work to obtain the goal. In so doing the individual performance is also assessed. Therefore, it is the responsibility of the group to help their members who need assistance, support and encouragement.
d. Interpersonal and Small Group Skills
and small group skills such as trustworthiness, effective communication, conflict-resolution, decision making, and leadership.
e. Group Processing
The main idea of group processing is reflection. The reflection is to look what has been going on and to recite what should be maintained and should not. Through this reflection, students are able to improve their work in order to achieve group effectiveness.
B. Theoretical Framework
students in learning and practicing skills in problem solving, communication, and self-management (Thomas, 1999).
CHAPTER III METHODOLOGY
This chapter discusses the methodology of the study in detail. It includes the discussion of certain analyses which are used to prove the research from the data gathering. This chapter is divided into six parts of discussion. Those are research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
This research was a survey research. According to Ari, Jacobs, and Razavieh (2002; 374), survey research is a technique in research which data are gathered by asking questions to a group or individuals. The researcher employed qualitative approach to conduct the research. Qualitative study fosters the researcher to achieve profound investigation of human behavior within a specific natural social setting and thereby he may uncover “the unforeseen areas of discovery within the lives of people he is investigating (Holliday, 2002: 5). For that reason, the researcher demanded to look at and interpret what underlie the experiences of students who involved in social phenomena. As stated by Best (1983: 156), qualitative methods are those in which the descriptions of observations are not ordinarily expressed in quantitative terms. A qualitative method presents the data in the form of description. Therefore the product
of qualitative research is richly descriptive since the obtained data would be presented in the form of verbal statements.
B. Research Participants
The research participants were the eleventh grade of students for the academic year of 2007/ 2008 in SMA Negeri 2 Yogyakarta. There were six classes for the eleventh grade students of SMA Negeri 2 Yogyakarta however the writer only took two classes consisted of seventy-five students. The interview was conducted toward five students from the two chosen classes and they were chosen randomly by the English teacher. Meanwhile, the all seventy-five students were involved to be the questionnaire subjects.
C. Research Instruments
In conducting this study, the researcher employed two kinds of research instruments. They were an interview and a questionnaire. The explanation of those two instruments used in this study is presented as follows.
1. Questionnaire
data, the researcher employed close-ended questionnaire and open-ended questionnaire. The close-ended questionnaire allowed the students to pick the response that best represented his or her opinion in the provided columns. The value for the columns was one up to five. It was based on the construction of the evaluation scale item. The value was 1 for strongly disagree, 2 for disagree, 3 for no idea, 4 for agree, and 5 for strongly agree. While the open-ended questionnaire allowed students to give free responses on the audio-visual project.
Henceforth, there were twenty-three statements provided by the researcher in the questionnaire that described kinds of students’ perception of project–based learning of exposition text using audio visual media. For the guideline of making the questionnaire, the researcher made them based on the knowledge, skills, and attitude framework. Therefore, the researcher classified these twenty three questions into three categories. In order to make the discussion more clear, the followings are the explanation of those three categories.
a. Knowledge
b. Skill
The researcher elaborated this category into three main points. The first was the students’ background on operating audio visual media. The second was students’ language skills in which involved four skills; listening, reading, speaking, and writing. The third was the skill for operating audio-visual media for making film. c. Attitude
In the attitude category, there were two main points to be elaborated in this section. The first was investigating the students’ interest in carrying out the audio-visual project and the second was investigating how students worked in their team. The previous explanation could be seen briefly in theTable 3.1.
Table 3.1. Questionnaire Blue Print
Questions Number
Part 1 (Knowledge) 1. Exposition text
a. Generic structure of the text. b. Language features of the text. c. Cohesive devices of the text 2. Audio-visual
a. The equipment for film making.
Table 3.1. Questionnaire Blue Print, Continued
1. The students’ interest/ motivation 2. How students work in team
16, 17,18,19,20 21,22,23
2. Interview
There were five questions provided for the interview section (see app. B). Those questions aimed to investigate on how students carried out project-based learning using audio-visual media in applying exposition text. In the interview section, there were no predetermined answers which limit the subjects’ responses.
D. Data Gathering Techniques
discussed in the questionnaire and interview. The research samples were two chosen classes of the second grade students of SMA Negeri 2 Yogyakarta. The information gathered from the research was presented in the form of paragraph and the raw data was presented in the form of table.
E. Data Analysis Techniques
In order to answer all of the problems presented in the problem formulation, first of all, the researcher analyzed the data obtained from the questionnaire and interview results by putting them in the table and discussed them carefully. For analyzing the questionnaire results, the researcher counted each student’s and each statement’s total score and made their average score for the questionnaire result. After that, the researcher classified the average score based on the range of value to be easier in indicating the students’ perception. While for analyzing the interview results, besides putting the answer into table, the researcher also employed a recorder to save the authentic answer. Next, the researcher would present the data gathered and the data analyses in Chapter IV.
F. Research Procedure
CHAPTER 4
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the data and findings which have been analyzed based on the justified methodology. It consists of two major sections. The first section discusses the students’ perception on audio-visual project to learn exposition text and the second section discusses the students’ process of carrying out the audio-visual project.
A. Data Presentation and Analysis
The data were collected from the interview and the questionnaire distributed to the second grade students ofSMA Negeri 2 Yogyakarta. The researcher took seventy-five students as the sample from two classes and seventy-five students to be interviewed. The students’ responses toward the questionnaire represented the students’ perception on the use of audio-visual project of learning exposition text. While the students’ answers in the interview represented the students’ strategy to carry out audio-visual project of learning exposition text.
1. The Students’ Perception of Project-Based Learning Using Audio-Visual Media in Learning Exposition Text.
In order to answer the first question in the problem formulation, the researcher collected the data from the respondents in the form of close-ended and open-ended
question. The close-ended question was aimed to investigate the students’ perception through the statements provided in the questionnaire related to the audio-visual project. While in the open-ended question, it was occupied to get the students’ free responses on the audio-visual project.
a. Close-Ended Question.
The close-ended question was made based on the knowledge, skills, and attitude toward audio-visual project. Therefore, the questionnaire statements were classified into those three categories. The first category was employed to find out the knowledge obtained by students from audio-visual project. The second category investigated the skills obtained by students from audio-visual project while the third category was engaged to recognize the students’ attitude toward the production process of audio-visual project.
with the statements, NI with the value 3 refers to “no idea”, and the letter A with the value 4 means “agree” with the statement, while SA with the value 5 means “strongly agree” with the statement. The same table contents and abbreviations would be used in the following tables in this chapter.
Table 4.1. The Questionnaire Results of Knowledge Category
Amount of each value Average Total Percentage
SD (1) D (2) NI (3) A (4) SA (5) Average SD (1) D (2) NI (3) A (4) SA (5)
5.I learned more about audio-visual able to develop a text which is coherent or easy to understand.
students’ knowledge on the exposition text and audio-visual equipments. The followings are the discussion of the findings for every statement showed in the Table 2.
a) Text Structure
For the first sentence results related to the text structure, could be explained that two students or 2,67% chose “strongly disagree”. There were four students or 5,33% who chose “disagree” and fourteen students or 18,67% chose “no idea”. While twenty-nine students or 38,67% chose “agree” and twenty-six students or 34,67% chose “strongly disagree”. The average value of the first sentence was 3,97. It means that students agree with the statement that the audio-visual project of organizing exposition text helped them to understand better on the structure of the text.
b) Language Features
audio-visual project of organizing exposition text helped them to understand better on the language features of the text.
c) Text Coherence
The third statement concerned with the students’ responses that the audio-visual project of organizing exposition text helped them to develop a text which was coherent or easy to understand. The finding of the third statement in table 2 shows that none of the students chose “strongly disagree”. Only one student or 1,33% chose “disagree” and fourteen students or 16,00% chose “no idea”. There were fifty-three students or 70,67% chose “agree” and nine students or 12,00% chose “strongly disagree”. The average value the third statement was 3,93. Thus, it could be concluded that students agree with the statement that audio-visual project of organizing exposition text helped them to be able to develop a text which was coherent or easy to understand.
d) Audio-Visual Equipments
3,87. As a result, the researcher could terminate that students agree with the statement that they became understand on kinds of audio-visual equipments needed in making film.
e) Degree of Learning Audio-Visual Equipment from the Project
Statement number five concerned with the students’ responses that they could learn more about audio-visual equipment through the project they had made. The questionnaire results for the fifth statement shows that none of the students chose “strongly disagree” and two students or 3,67% chose “disagree”. There were five students or 6,67% who chose “no idea” and forty-five students or 60,00% who chose “agree”. While twenty-three students or 30,67% chose “strongly disagree”. The average value was 4,19. For that reason, the results imply that students agree with the statement that they could learn more about audio-visual equipment through the project they had made.
2) The Skills Obtained by Students from Audio-Visual Project.
operation skill and film making skill such as casting, making script, rehearsal, etc. The Table 4.2 below shows the results of the second category.
Table 4.2 The Questionnaire Results of Skills Category
Amount of each value Average Total Percentage
SD (1) D (2) NI (3) A (4) SA (5) Average SD (1) D (2) NI (3) A(4) SA (5) 11.I learned how to
operate audio-visual equipment in making film.
12.I Learned how to edit the film.
13.I learned how to cast the actor and the actresses.
14.I learned how to make the script
audio-visual project. The researcher found that in general, audio-visual project had improved the students’ skills both for language skills and audio-visual operation skill. The explanation of the second category in Table 4.2 is discussed in detail as follows.
a) Students’ Background on the Audio-Visual Project
Statement number six asked about students experience in the audio-visual project. There was only a student or 1,33% who chose “disagree” and seven students or 9,33% who chose “no idea”. For choosing “agree”, there were forty-seven students or 62,67%. Accordingly, there were twenty students or 26,67% who chose “strongly disagree”. The average value of the first diagram was 4,15. It means that the students agree with the statement that audio-visual project was the first experience for most of them.
b) Listening Skill
c) Reading Skill
The eighth statement asked the students’ responses that the audio-visual project improved their reading skill. The results imply that none of the students chose “strongly disagree”. There were 5,33% or four students who chose “disagree” and 28,00% or twenty-one students chose “no idea”. For “agree”, there were 61,33% or forty-six students who chose it as their response and the rest students, 5,33 % or four students chose “strongly agree”. The average value was 3,67. The results indicate that students tend to agree with the statement that audio-visual project improved their reading skill.
d) Speaking Skill
e) Writing Skill
The statement number ten covered the students’ responses that the audio-visual project improved their writing skill and the result could be described that none of the students chose “strongly disagree”. There were 14,67% or eleven students who chose “disagree”. It was quite big amount of students that twenty-four students or 32,00% chose “no idea”. For “agree”, there were 49,33% or thirty-seven students and it was also surprising that only 4,00% or three students who chose “strongly agree” as their response. The average value was 3,43. The results explained above mean that most students have no idea toward the statement that audio-visual project improved their writing skill.
f) Learning on the Audio-Visual Equipment Operation
g) Learning on Editing
The next statement described the students’ responses that through audio-visual project, they could learn how to edit the film. There was no student who chose “strongly disagree”. There were only 4,00% or three students who chose “disagree” and 26,67% or twenty students who chose “no idea”. For choosing “agree”, there were 37,33% or twenty-eight students. While, 32,00% or twenty-four students chose “strongly disagree”. The average value was 3,97. It determines that students agree with the statement that they could learn how to edit the film.
h) Learning on Casting
Statement number thirteen represented the students’ responses that they could learn how to cast the actors and the actresses. The results could be described that only 1,33% or a student chose “strongly disagree”. There were 9,33% or seven students who chose “disagree”, while 16,00% or twelve students chose “no idea”. For “agree”, there were 49,33% or thirty-seven students. The rest eighteen students or 24,00% chose “strongly disagree”. The average value was 3,85. The results explained above show that students agree with the statement that they could learn how to make the script.
i) Learning on Script Making
student chose “strongly disagree”. For choosing “disagree”, there were seven students or 5,33%, while twelve students or 18,67% chose “no idea”. There were 57,33% or thirty-seven students who chose “agree”. Though, eighteen students or 18,67% chose “strongly disagree”. The average value was 3,85. It could be determined that students agree with the statement that they could learn how to cast the actors and the actresses.
j) Practice Section
Statement number fifteen described the students’ responses whether they carried out practice section before shooting to get a good result. Furthermore, the results could be assumed that none of the students chose “strongly disagree”. There were nine students or 12,00 % who chose “disagree”. For choosing “no idea”, there were 24,00% or eighteen students. While for “agree”, 44,00% or thirty-three students chose it as their response and the rest fifteen students or 20,00 % chose “strongly agree”. The average value was 3,72. The results explained above show that students tend to agree that they carried out practice section before shooting section to get a good result.
3) The Students’ Attitudes toward the Production Process of Audio-Visual Project.
The purpose of this category is to find out the students’ attitudes based on their interest or motivation toward audio-visual project and how students worked independently in team. The Table 4.3 below shows the results of the third category.
Table 4.3 The Questionnaire Results of Attitude Category
Items Amount of each value Average Total Percentage
SD (1) D (2) NI (3) A (4) SA (5) Average SD (1) D (2) NI (3) A (4) SA (5)
18.I am satisfied with the film that was
23.I learned how to understand others
Referring to the questionnaire results in Table 4, we could determine that most of the students had positive perception on their attitudes during the process of carrying out audio-visual project. From the finding in Table 4, the researcher implies that students could obtain positive experience both personally and among their friends in group. The followings are the detail explanation of the third questionnaire categories based on the Table 4.
a) Degree of Enjoyment
Statement number sixteen described the students’ responses whether they enjoyed making audio-visual project. The results show that 1,33% or only a student chose “strongly disagree” as well as “disagree”. There were 9,33 % or seven students who chose “no idea”. The forty-five students or 58% chose “agree”. While for “strongly agree”, there were 31% or twenty-three students who chose it as their response. The average value was 4,15. The results explained above mean that students agree with the statement that they enjoyed making audio-visual project of organizing exposition text.
b) Degree of Good Experience
12% chose “no idea”. The other thirty-four students or 45% chose “agree”. While for “strongly agree”, there were 40% or thirty students who chose it for their response. The average value was 4,23. Therefore, it could be inferred that students agree that they had good experience during the process of organizing exposition text.
c) Degree of Satisfaction
Statement number eighteen concerned with the students’ responses whether they got satisfaction toward the film they made. From the results show in Table 4, there were 4% or three students who chose “strongly disagree”. The eight students or 11% chose “disagree”. There were 13% or ten students who chose “no idea”. At the same time, there were 41% or thirty-one students who chose “agree”. The rest 31% or twenty-three students chose “strongly agree” as their response. The average value was 3,84. It could be assumed that students tend to agree with the statement that they had good experience during the process of organizing exposition text.
d) Degree of Improving Critical Thinking
response. The average value was 3,67. This amount shows that students tend to agree if learning exposition text through audio-visual project increased their critical thinking.
e) Degree of being Active Participants
Statement number twenty asked the students’ responses if audio-visual project motivated each of them to be an active participant. As well as the previous statement, the results show that none of the students chose “strongly disagree”. Yet, there were six students or 8% still choosing “disagree” and fourteen students or 19% choosing “no idea”. However, most students in which 54% or forty-one students chose “agree” as their response and the rest fourteen students or 19% chose “strongly agree”. The average value was 3,84. Thus, students are considered tend to agree with the statement that audio-visual project motivated each of them to be an active participant.
f) Degree of Collaboratively Learning
students agree with the statement that they learned better on how to work collaboratively in group.
g) Degree of Having Positive Communication
Statement number twenty two asked the students’ responses whether audio-visual project of learning exposition text encouraged their group to create positive communication among members. The results describe that none of the students chose “strongly disagree” as well as “disagree”. The only 1% or a student chose “no idea”. There were big amount of students that 75% or fifty-six students chose “agree” and the rest 18 students or 24% chose “strongly agree”. The average value reached 4,23. Accordingly, it could be determined that students agree with the statement that audio-visual project of learning exposition text encouraged their group to create positive communication among members.
h) Degree of Learning to Understand Others
students agree with the statement that they learned how to understand others while finishing audio-visual project.
b. Open-Ended Question.
In answering the open-ended question, students were allowed to write free responses on the audio-visual project. In this section, the researcher classified the students’ responses in two categories; they were students’ positive responses and students’ negative responses. The students’ responses in the open-ended question are explained explicitly in the followings.
1.) Students’ Positive Responses
The students’ responses in the open-ended question supported the results in the close ended question. Most students in the close ended question have positive perception toward audio-visual project. What make students obtain positive perception toward audio-visual project are analyzed as follows:
a.) Audio-Visual Project was Fun and Enjoyable Way of Learning.
