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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 product s to develop”
Moss Van Duzer in Foss, 2006. Beckett 2002 defines project as a long- term 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.
9 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 Fried-
Booth 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 risk- taking.
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
11 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
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