“This project was the first time for most students in this school. That is why we hadn’t enough knowledge and experience on it. There were too many rules
for deciding the theme, duration, language etc. that might limit our idea. Sometimes it made us feeling confuse and difficult to finish that project.
These factors could limit our ‘freedom’ to create the project like what we want.” XI IPA 1, Quest. 38
c. The Students’ Limited Knowledge which Resulted in Unsatisfying Product.
As a beginner, it was normal that students had difficulties to make the project. Again, the limited knowledge and skill of audio visual matter became the factors that
effected students in carrying out the project. Sometimes it resulted in unsatisfying product and students were unconfident to be proud of their own product as illustrated
in the following statements. “My group product wasn’t as sophisticated as others. I am not good in
multimedia and so no one in my group has enough knowledge in making film, even in editing. So…we just tried to do as possible as what we could do for
our project.” XI IPA 1, Quest. 39
“I’m not satisfied with the film made by my group because our film not as good as others.” XI IPA 1, Quest. 49
“I think, it was really improving my listening skill, speaking skill, editing skill, and my critical thinking, etc. I’m delighted because my project was
successful. I thought the activity was finished as soon as we had done our project, but I was wrong because Mr. Heru gave appreciation for students’
project by holding advertisement festival among the second grade classes. There we could evaluate the product we made.” XI IPA 1, Quest. 33
c. Summary
The result from the students’ responses above, both from close ended question and open ended question could be concluded by the researcher that audio-visual
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project was considered useful and beneficial for them. For that reason, most of the students perceived the use of audio-visual project in positive way. Solomon 2003
stated that PBL is at the heart of good instruction because it brings together intellectual inquiry, rigorous real-world standards, and student engagement in
relevant and meaningful work. His statement was supported by students’ responses which indicated the audio visual project to learn exposition text as meaningful
activity and product. This project also provided impressive way of learning because it was carried out in fun and relaxes condition, out of regular activity of learning in
class. Students were highly motivated to employ their critical thinking and creativity, also to be a decision maker for this project. As a result, they were proud of their
project and they also gave satisfaction for both sides; the audio-visual project maker and the audiences. In spite of learning English as the subject matter, they got
knowledge of making film. It was noticed by knowing their process of carrying out their project which involved making script, casting, and operating multimedia
equipment for shooting and editing. Students also considered audio-visual project as an easier way of learning exposition text. Among their group members, students
learned how to build and to maintain team work, to understand others, to improve group and self management, and not to give up easily during the process of carrying
out the project. Accomplishing the audio-visual project was not an uncomplicated assignment.
However, this offered useful product. In order to accommodate the students’ project, they had workshop to present their film. Through this activity, the students’ projects
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were appreciated and they were motivated to make the better work. Even though only short film or advertisement forms, the benefits were endured that they had been able
to share knowledge and information to others in spite of entertaining those who watch the audio-visual product. More interestingly, their film could be used as a material for
learning by the teacher and the students themselves. Supposed that most students perceived the project in positive way, however
some of them also had negative perception. What made students obtained negative perception could be summarized that audio-visual project was considered hard
assignment. Therefore, it consumed much time and energy. The second, students had limited knowledge and skill on operating audio-visual equipment. The third, students
were confused on how they carried out the project with their. The fourth, students considered the audio-visual project too difficult to finish and too much rules which
bound students’ idea. Thereby, they tend to delay their works which result in unsatisfying product.
2. The Students’ Strategy to Organize Audio-Visual Project in Learning Exposition Text.
