“We learned more and more about technology and we can easier to learn exposition text which functioned to persuade people on certain case. If our
product could be used as a tool for learning, I think it would be easier to understand the idea of a story that is going to be conveyed visually like in the
form of film.” XI IPA 2, Quest. 37
“I think audio-visual project motivated me to understand better on organizing exposition text. In my understanding, exposition text is functioned to persuade
people; the reader, the listener, or also the audience that something is in the case or something should not be the case. In this project, my group chose
Exposition Hortatory because we brought an issue about global warming. We explained the effect for global warming then gave recommendation to go to
school as our contribution to save the earth. We also learned how to organize a text which is coherent then make it easy to understand.” XI IPA 1, Quest.
10
The students response above showed that some students had already understood about exposition text. Students were able to define the exposition text
included its functions and characteristics. More interestingly, students had already recognized and mentioned the exposition genre of their own project.
e. Students Able to Learn Management Skill.
In audio-visual project, students considered to be the decision maker, and then automatically experienced to learn management. It involved learning how to manage
self and group. The following statements are the students’ positive responses which show that they were enthusiastic in managing the project.
“I think that was very interesting. I learned many things, not only English as the subject itself but also how to work with others. My critical thinking also
be explored to manage this project, so I hope this project could be given to the next second grade students.” XI IPA 2, Quest. 12
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From the student’s statement above, English was not the only one thing that could be learned. Students also learned how to explore their critical thinking in
managing audio visual project creatively. Another statement was stated by a student who conveyed about the importance of time management in carrying out the project.
It was noticed by the researcher that the better management skill could give a result into the better teamwork. A student wrote:
“I learned how to build a good teamwork and maintained solidarity among group member. I also learned how to manage the time because sometimes it
was difficult to get the right time that gave possibility to gather the entire group members.” XI IPA 2, Quest. 15
f. Students Learned to be Optimistic Person.
Working on group was considered easier because students could share their work among their group member. However, it was not always in that condition
because the students’ ability were not the same one another. Making mistakes was possibly happened during the working process. When this problem happened,
students should be optimistic and not to stop learning as stated by a student below: “From audio-visual project I could learn not to give up easily when making
mistake, continue to learn, and work hard to reach our success.” XI IPA 1, Quest. 60
g. Students were Happy to be Experienced in Audio-Visual Project.
