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be discussed in this study. By reviewing those studies, the researcher tries to explore more in finding the how video project can be effective fo
r 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
39 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 prom ote 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 Concept
Categories Indicators
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. 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
Students‟ objective
in learning
Students‟ progression
in project
Students‟ evaluation
in learning
Students‟ learning
strategy
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.
Language Learning - Conscious efforts to
acquire ability
to master
a certain
language, in
this foreign language in
the form of English for specific purpose.
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
D. HYPOTHESIS
