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
The use of audio-visual project in learning exposition text was generally the first experience for students in SMA Negeri 2 Yogyakarta. Since audio-visual project
was uneasy assignment, it might direct students into various perceptions. However, this new way of learning is expected to eliminate the students’ boredom in learning
English and to support them to express the idea creatively. Therefore, in order to limit the scope of study, the research will be mainly focused on investigating the students’
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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 of SMA 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 Students who have good understanding of the contribution of
PBL using audio visual media in applying exposition text toward their English language learning
hopefully have high motivation in the learning process. This condition will lead students to get the maximum achievement and also to increase their proficiency in
applying their creativity in composing exposition text not only in the school framework but also involving their surround community.
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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
