76
The students‟ also emphasized teamwork coordination and technology application as the main problems occurred during the video making the fourth
theme. The first is because of different practicum time which makes them difficult to meet, and the second is because their lack of knowledge on how to
operate the editing software. Related to the problems occurred, they also find it difficult to act using English, especially in their fluency and pronunciation.
However, they could find their own solution for each. One of the solutions is by consulting it with the teacher.
From the result of both questionnaire and interview, the researcher underlines that video project has an effect in promoting the students‟ learner
autonomy since the students are able to determine their learning objectives, observe their learning achievement, choose their own learning strategies, and
implement learning evaluation independently through video project. For the further explanation of the
students‟ statements in questionnaire and interview, the researcher will present it in the following section to be evidence for
both quantitative and qualitative findings in the study.
B. DISCUSSION
The discussion covers the whole information which has been gathered from the result of both quantitative and qualitative data. The result shows that there is
significant difference from the gain scores which are obtained from the pretest and posttest using SPSS statistical analysis. The t-test result illustrates that the use of
video project is effective to contribute to studen ts‟ speaking achievement.
1. Experimental Research in the Effectiveness of Video Project to Promote Students‟ Speaking Skill
77 The experimental research was intended to answer if video project is
effective to promote nursing students‟ English speaking skill. To test the
hypothesis, the differences of learner‟s achievement in two groups were measured by the means of two tests, pretest and posttest.
For speaking achievement through video project, video project was purposed to improve better speaking for the group getting treatment. During the
semester, both Experimental Group and Control Group got the same contents of lesson by the same teacher. They had the same numbers of meetings 14
meetings and the same in class practice. However, the Experimental Group had special task that was video project while Control Group did not. Then, after
conducting posttest, the researcher could see the result whether any improvement or not related to speaking skill. The positive change in the test results was
evidently observed in Experimental Group according to SPSS outputs as presented previously. The means and standard deviation of both groups increased
but those of Experimental Group increased remarkably between pretest and posttest. The mean of Experimental Group in pretest is 10.35 sd=3.7 and the
mean in posttest is 15.08 sd=3.2. The P-value is 0.003 which means that P is off the scale. When it is interpreted using t value, it results that t value is at 3.077
while t table is at 1.989 where t value t table 3.0771.989 means that Ha is accepted. The results of experiment suggest that video project is effective to
promote the learners‟ achievement in speaking skill of Experimental Group.
The video project provides the students opportunity to practice their speaking performance in the form of role play, drama, presentation, and
simulation which are recorded in the video. It confirms what Thornburry 2005
78
and Harmer, 2011:349 state that those forms of speaking performance are able to promote students‟ speaking skill since drama, role play, and simulation can
activate their imagination and drama benefits for their pronunciation and general language use. The finding also agrees the idea of Banares in Oktaputri 2010 that
the students get many benefits related to speaking and pronunciation by recording their performance. They can encourage general oral fluency and are beneficial
when they are students of ESP. Because of video project, all ten groups in Experimental Group which are asked to make four videos are forced to be creative
in making the scenario of role play or simulation they recorded. Thus, through video project, the students can perform their speaking with better pronunciation
and other speaking aspect as fluency and vocabulary which is seen from the improvement on the pretest and posttest result. The result of questionnaire also
provides the evidence of the speaking achievement of the students. Here are the students‟ statements related to how video project promotes
them in speaking skill. “I had less knowledge in understanding and pronouncing some English
words but now after the project I have mastered more vocabularies
” R10 AdLS.App G. p150.
“The project deepens my English. I learned more in pronunciation and fluency in speaking English
” R 24 AdLS. App G. p150.
“I have more ability in pronouncing some words correctly and I also have more fluency in speaking English
” R31 AdLS. App G. p150. The finding of statistical result implies that the video project is effective to
promote their speaking skill because they learned how to pronounce well and improve their fluency during the video making. While the independent variable is
different, the result of this research agrees with the finding of Oh 2010 which
79 results that video resources is effective to enhance
English learners‟ competence and of Untari 2012 which shows that there is a positive correlation between
English Computer-mediated communication, learner autonomy, and English Learning Achievement. Thus, from the finding of this research, it results that the
use of video project results in better achievement on the students‟ speaking skill than one in traditional class.
2. Questionnaire and Interview Results on How Video Project Promotes Students‟ Learner Autonomy
Furthermore, to answer the second research question about how video project promotes
students‟ learner autonomy, the researcher distributed the questionnaire and conducted interview. Then, the results of questionnaire and
interview were in line with what gained from statistical outputs. From the answers of respondents both in questionnaire and in interview script, the students agreed
that they obtained some beneficial aspects through video project related to their learning process of English lesson in this fourth semester. It gave a positive
influence by giving them some degree of increase in their motivation in learning English. They enjoyed the new tool used to finish their project as the use of video
editor and the process of uploading video on You Tube in which they had not experience previously. This would seem to indicate that the video project
contributed to learner‟s motivation, comprehension in learning language, and spirit in learning related to the lesson contents Littlewood, 1996; Chan, 2001.
The stories of three respondents also showed the increased interest in the technology application used in learning process. All those aspects are related to
80
the achievement of the students to become more autonomous than previously before getting video project.
2.1 Students’ objectives of learning
Through video project, the students are hoped to know their objectives of learning. It means that the students must be aware of what they are learning and
what they need for learning. The project was intended to make the students learn independently and know about what language learning involves.
From the questionnaire result, many students stated that they learned many things through the project and could find many interesting aspects during the
video making. Most students knew about the objective of making project and why their teacher wanted them to make the project. They shared that they learned
things during the project making as teamwork coordination, acting improvement, English practice, and technology application. The students explained that those
new experiences supported their learning in this semester.
“The aspects we can learn are that we learned how to have good cooperation in team, many of us had different characteristics but we could
unity it although there were many different arguments in making the project. We could also learn how to act at the same time we learn how to improve
our English
” Questionnaire R24 IA. App G. p145.
“The most interesting aspect in this video project is that I can learn acting then deepen my understanding about the lesson and material used in this
video” Questionnaire R13. IA. App G. p144.
“Many things that I can learn from this video project as editing video using different software, cutting video, giving subtitle, images, songs, and others.
Then I learn more and more about how to practice better English and learn how to act the scenario
” Questionnaire R10.TL. App G. p156.
“The interesting aspect in this video project is in recording video, editing, uploading video on You Tube because it was first time for me to make video
then to upload it on social media which can be accessed by anyone ”
Questionnaire R30 IA. App G. p145.
81 In the teamwork coordination, the students found that it was difficult to have
good coordination with teammates with different way of thinking. They were having their own arguments when the made the project but through the project
they could unity the differences. Related to acting, the students found new experiences of learning acting to show in their video and they could also practice
their English skill through acting in the video project. Showing acting using English in front of camera was an exciting experiences based on their opinion.
Related to technology application, they were aware that they needed to learn how to edit video because before uploading the video on You Tube, they must add the
video with title, sound, and subtitle. Thus, through video project, they forced themselves to learn new things in supporting them finishing the project.
From the result of the interview, all three students also agreed that the video project given to them in this semester was giving some benefits related to learning
new experience, learning new technology, and language skill especially speaking. They were aware of what they were learning and what they needed to support
their learning. This is in line with what Scharle Szabo 2000 state about raising awareness as one of stages of autonomy development process. It could be seen
from their statements as following. “It is beneficial. At first, we were lazy to do the project because the other
class did not get the same project. But for a long moment, we learned many things as acting, shooting. We did not understand the English words and
finally we could memorize the words well. Then we could use Movie Maker, how to input and output, how to upload video on You Tube. So, after the
project had been finished, we were very satisfied. We did not get problem in uploading. If we were still lazy to finish the project because of response,
inhalation, the project wo
uld not be finished on time” Interview RB 11. App G.
82
“At first we got the project, we thought it would be very hard to finish, but finally we got many benefits. Because of the project, we are able in editing
and uploading video ” Interview RC 80. App G.
The respondents‟ statements above are in line with what Wenden 1983 in Benson 2001:80 explained that adult learners must know about their objectives
on learning language by having awareness of what they need to learn language. 2.2
Students’ Progress in Learning To be an autonomous learner, the students must also know what they can
achieve through the task, in this case, through video project, whether they did progress on their learning or not, whether they have improved their skill or not.
Related to what the students had achieved and mastered after finishing video project, several students commented that this kind of task gave them many
benefits related to technology use, English practice, and teamwork relationship. It means that they learned many things from those elements and had improved their
skill related to those elements. In the benefits of technology, they felt that they had mastered using Movie Maker to edit and upload video while they had never
done it previously. It means that they improved their capability in technology application to support them doing the project. In English skill, they improved their
pronunciation, vocabulary, and fluency because they must speak fully English during the recording. Since they did not want to show their bad English, they tried
to be better and better in their English. Through video project, the students were also getting progress related to friendship and relationship within the group. They
felt that it was very difficult to meet each other, at the time they had time to meet, they wanted to have quality time with their teammates to finish the project and
avoid being selfish. They wanted to use the time effectively with a good
83 coordination with team. It means that they improved their relationship with their
teammates.
“I must learn how to pronounce well in this video because this video would be watched by many people so I avoided getting ashamed of bad
video” Questionnaire R22 AdLS. App G. p150.
“I started to use Movie Maker in my daily life and knew some ways in editing video and in uploading video on You Tube
” Questionnaire R26 AdTech. App G. p148.
“Through the project I can understand more about each members private business and I would be more patient because it was difficult for us to meet
in one time due to different business ” Questionnaire R31 AdTeam. App G.
p149.. In the interview result, a respondent also said that through the project, he
achieved some competences in teamwork coordination and in language skill.
“The project was very beneficial to close relationship between friends whom we hadnt done any project with previously. I am accustomed to have
interaction using Indonesian but because of this project, I could practice my English
” Interview RA 30. App G. Through video project, many students also had perception that this project
increased their motivation in learning English. They were motivated to learn the lesson they got in class better because they wanted to show their better
performance in their video. Many of them said that they did not want to show their bad English in the video since the video would be watched by many viewers.
Since they would share the project on social media in which many people could access it, they were motivated to improve their performance. It showed that they
had achieved the better motivation in learning through video project.
“In this project, I got my motivation in learning English increased because this video would be watched by many social media users
” Questionnaire R21 Mot. App G. p152.
A respondent of interview also stated.
84
My motivation in learning English increased because of this project. I want to practice my English because I had practiced it when I was in Senior
High School in Islamic Boarding School but when I study here I think I forget how to speak English because often use Indonesian Interview RA31.
App G.
On the whole, students had achieved some progresses in learning from the project including English speaking skill, technology skill, relationship skill, and
learning motivation as a part of learner autonomy. This is in line with what Hobbs 1998 said that the project can enhance motivation. The ability to define the
contents and progress on learning by the students also belongs to what Holec defines about learner autonomy 1981.
2.3 Students’ Learning Strategies
To complete their video project, the students proceed through six steps. The first step is making scenario script. The second step is distributing responsibility
for each member. The third step is practicing and doing rehearsal. The fourth step is recording video. The fifth step is editing the video and the last is sharing the
video on You Tube. Those steps belong to learner‟s strategy in group. Practicing
and doing rehearsal were also done by them in improving their speaking performance during the recording.
The students distributed different responsibility in their group in making this project. In the first step, the students composed script. Many students said that
they made the script together while a few groups gave the responsibility in one member. After composing script, each group distributed job description as being
an actor, cameramen, and finding the media to record. They distributed it by the agreement and consideration with teammates. Then in the next step, the students
did practice and rehearsal before recording the video. They repeated to play the
85 script several times and emphasized their practice on the use of correct
pronunciation and fluency. It was aimed at making their performance better when recording. In the fourth step, each member showed his or her acting in recording.
It was done not only once. Sometimes they needed to record and record again until they thought that it was perfectly done. Then after video had been recorded,
the students did editing as cutting, subtitling, and giving sound or music in the video. In this step, some of students said that they had to find video editor and had
to learn how to use the video editor. Having finished editing the video, the last step was uploading the video on You Tube. In this step, the students also needed
to learn how to upload the video by making the You Tube account first then uploading their video. Some of them were lack of knowledge on how to upload
the video on You Tube so that they asked other friends who are familiar with it.
“We started by planning composing script, determining actor, determining location, recording. Then we ca
me into execution” Questionnaire R24. Plan. App G. p155.
“It was begun by making narrationtext, then collecting members of the group, learning text, recording, then editing, and finally uploading
” Questionnaire R30. Plan. App G. p155.
“Each member got each responsibility in acting. One could be nurse, patient, cameramen, and we took turns
each other” Questionnaire R15. TJob. App G. 155
“In this project, we practiced how to pronounce well before recording so
that the listeners can understand what we say” Questionnaire R22.Reh. App G. p156.
In the interview result, a respondent also stated her steps of making the project as composing script, recording, and editing.
“We did the project before mid-examination. We started to compose the script. We did not need long time to record but it was long time to edit the
video because of our lack of knowledge in editing” Interview RB 2. App G.
86
Thus, the students have prepared a good planning in finishing the project given. Here, the students are able to identify their own preferred learning
stylesstrategies. Here, it supports what Nunan 1997:195 said about the first level of autonomy that is awareness of identifying their own preferred learning
stylesstrategies. For adult foreign language learners, they must also be able to have some learning strategy including making planning Wenden, 1983 and
another strategy to improve speaking is by doing rehearsal Harmer, 2011:346. To help the students in making video, the students also used some other
learning sources as internet, online dictionary and video on You Tube. They used online dictionary and Google translation as the source to help them in translating
words to English then they watched video on You Tube as the source of inspiration in making and editing video. The statements of respondents are as
follows.
“We used other sources as internet. Before we made video, we watched other video as our reference
to make our video done maximally” Questionnaire R6 LSo. App G. p158.
“We used online dictionary to find a good language for our video” Questionnaire R5 LSo, App G. p158.
Further, those statements were supported by the answer of interview stated
by a respondent.
We watched other video from You Tube, Mis. There was a tutorial of sprained. But it was in the form of interaction with camera, not with patient
Interview RA 20. App G.
By finding other sources to help the students finish their project, it shows that the students had been in the third level of autonomy which is called
intervention by Nunan 1997:195. The learners are involved in modifying and
87 adapting the goals and content of the learning program. In this stage, they
modified the materials given by the teacher in class to be used in their video based on the video they watched on You Tube. They also used online dictionary in
making script, so that they modified the example of conversation given by the teacher with their own language which would be used in their video.
2.4 Students’ Evaluation in Learning
To succeed in their project, the students were required to make their evaluation in language learning as finding the problems on learning, finding the
solution of the problems, and knowing the weaknesses of their project. Related to the problems on learning, there were some problems occurred as
difficulty in meeting members, difficulty in practicing English when recording, difficulty of using media laptop and video editor and difficulty in uploading
video. In the first problem that is difficulty in meeting members, almost all
students shared that they had different schedule of practicum therefore they did not have same leisure time. It made them difficult to determine time to record the
video. They also found it difficult when they must speak English in front of camera. It was particularly about the way to pronounce the English words. Then
they must repeat their recording for several times because of wrong pronunciation or bad in speaking. In addition, they also found it difficult to edit the video they
had recorded because some of them had not known how to use video editor previously and they must learn quickly about editing their video. They also found
difficulty in uploading video on You Tube because of some reasons including bad
88
internet connection, not having account on You Tube, and not knowing how to upload on You Tube.
“It was very difficult to determine time to record video because in one group, each member has different group of practicum class then we were
difficult to meet each other ” Questionnaire R11 DifTeam. App G. p162
“The problems are more in the mastering of material and topic. Sometimes we repeated the recording if there was wrong pronunciation until we got
the correct one” Questionnaire R1. DifTeam. App G. p162.
“The difficulty was on the technology application. We got difficulty in editing video and uploading the video because of a bad internet connection
” Questionnaire R29 Prb. App G. p161
While they found some problems in finishing the project, they were successful to submit it on time. They could find their own solution to solve their
problem. Some students who were lack of knowledge in editing the video had asked other students who were familiar with it to teach them using Movie Maker.
The students who were lack of English skill were always trying to improve their English skill. They also tried to be always cooperative with their teammates in
completing the project. All they implemented to solve the problems occurred during the video making as the parts of finding solution of their learning problem
Hafner, 2011:82.
“There were many problems. But we tried to solve it together in fair as each
member intention without emotion” Questionnaire R9 LSo.p168.
“I found it difficult particularly in editing video because I had not mastered editing video using Movie Maker. Then I learned with a friend who could
use it and asked him for teaching me to edit video
using Movie Maker” Questionnaire R13 LSo. App G. p168.
“There were many problems as difficulty to memorize the scenario and to pronounce the English words. But we always did our best effort to have
better pronunciation” Questionnaire R26 LSo. App G. p169.
89 In the interview result, the respondents also agreed that they found some
problems during the process of video making. The first and the most problem was about coordination and teamwork where those three students explained that they
got difficulty to meet each other with all members in their group because they had different time of having practicum classes. All the interview respondents agreed
that team coordination was the main problem during the project making. The following problem was about their lack of operating software to edit. Two of them
RB and RC had never operated editing software previously which made them difficulty to edit, but they still did editing by themselves by asking the other
student who was able in using software to guided them editing the video. Only RA who was familiar in using some editing software though he also found the
problem in uploading, the problem he never encountered it previously when uploading video.
“It was very difficult to meet with member. When we determined time to meet, there was member who could not come
” Interview RA 4. App G.
“I did not find it difficult in acting but it was more in the teamwork cooperation. There was a member who acted as if she was the boss. We felt
as if we were her staff. But because we wanted our project finish sooner we were patient. Sometimes she was angry when we could not come to make
video due to our own business. She should have been more empathy
” Interview RC 1.
“We made script before mid-examination. It needed short time to record video but it was very long time in editing the video because we were not
able in using Movie Maker previously ” Interview RB 2. App G.
“The problem found is uploading. I always got failure in uploading the video though I was always successful in uploading similar video previously
” Interview RA 24.
However, they were also able to find the solution for their problems as seen in their following statements.
90
“We were afraid of forgetting the pronunciation so when we had finished memorizing the script, we directly took shooting then we stopped it. We
practiced rehearsal depending on the script. If it was a long script, or little difficult, we shot little by little. Since we were not actress we did many
mistakes in acting. That was the way we anticipated wrong acting
” Interview RB 8. App G.
“We did editing by ourselves, but there was a friend from other group who taught us what to do with Movie Maker then he asked us to try it by
ourselves. There was a member who did not have laptop then a friend from other group lent
us and taught us” Interview RB 3. App G.
Still about evaluation, they think that some aspects are not perfectly done as what they planned. Many students though not all agreed that they had several
things to be improved in their video to be better. The elements which are needed to improve in their video include the quality of acting, the words they used in the
script, their pronunciation, and the quality of editing. They thought that they had performed proper acting but not best acting. They commented that they were
actually able to give better expression in their acting but because of limited time to practice and rehearse, they only gave what they could did at that time. The
students also shared that they did not have perfect editing since it was first time to them using Movie Maker to edit the video.
“The things to be improved in the project are our expression during the acting, adding the scenario, pronunciation, and editing
” Questionnaire R6.Imp. App G. p165.
“Things to be improved are the scenario, improvisation in acting, imperfect editing
” Questionnaire R23 Imp. App G. p166. A respondent of interview supports those statements that the editing is one
aspect which needs to be improved in her video project as stated,
“The thing needed to be improved is the concept in editing video because we only had limited time. The most important at that time was that we must
submit the project on time by doing proper editing although it had less variation
” Interview RB 9. App G.
91 In conclusion, beside the students know about the problems occurred and
the solution of the problems faced, the students also know about their weakness in making the project. This belongs to the characteristic of autonomous learner to
evaluate their learning. It means that the students are able to monitor the effectiveness of the strategies they use and make necessary changes for them
Dickinson, 1993. Having ability in evaluating learning by themselves is also in line with what Holec 2000 explains about definition of learner autonomy.
2.5 Role of Teacher In video project, the teacher also has responsibility to make it succeed.
There were some roles which were played by the teacher in project making as guiding the students, opening consultation, explaining the materials, giving
motivation, and giving evaluation. Those roles played by the teacher from the beginning until the end of the semester. In guiding the students, the teacher often
told them what to do about to the step of making the project. Related to opening consultation, the teacher opened consultation in each meeting after the class
finished. Although not all students used the opportunity given by the teacher, there were some students who consulted regularly about their progress. In giving
evaluation, the teacher gave three times for the students to give progress report about the project. The teacher asked the students to write what they had achieved
in their video making. From the questionnaire result, the answers mention that the teacher has an
adequate role during the project making.
“It is good. She had guided us what to do in making video project” Questionnaire R7. TR. App G. p167.
92
“The lecturer plays an important role. She always reminded us about the deadline, opened consultation for us, and explained the material
” Questionnaire R10. TR. App G. p168.
“It has a good role. She helped us finishing the project because when we
couldn’t do anything she always gave us motivation then she always taught new lesson. Therefore, we could finally finish this project. By the evaluation
done twice, we could practice and make our speaking more fluent”
Questionnaire R22. TR. App G. p169. Further, a respondent of interview also stated that the teacher had given an
appropriate guidance by the following statement.
“The teacher had guided us. We finally know what to do in Video making
” Interview RA 27. App G. The respondents‟ statements in questionnaire about „explained the material‟
and „taught new lesson‟ are parts of providing available material. Furthermore, the sta
tements of „guided us‟ and „opened consultation‟ are parts of role in counseling. Those are as what Gremmo and Riley 1995 stated about two ways
the teacher can take role of counseling including as a counselor to raise the awareness of his or her language learning and as a staff to provide available
material. The teacher had also given the appropriate materials which were needed by the students as the source in making video project. She had played role as a
supplier of knowledge Tudor as cited in Kocak, 2003. The following table is the summary of interview done to three respondents
see Appendix G.
Table 4.13 Interview Summary of Three Respondents
Responde nt s
Objective on learning
Progress in video
project Learning
Strategies Evaluation and
monitoring Interaction
of student and
teacher
RZ - Learning
new experien
ce because
- Benefits of the project
were teamwork
learning - One
member made text and
the others
memorized. - One
member - The
problems were
about uploading and
formatting, teamwork
- Teacher gave
clear instructi
on and
93
it was
first time getting
video project.
- Practicin g
English language
. and
learning new
software, improving
language skill,
practicing a lot.
edited and
uploaded the
video produced.
- Use some
sources for
inspiration as book, internet
browsing, and youtube video.
coordination, and
language skill
- What needs to be improved in
video was about setting
of recording.
adequat e
guidanc e for the
project.
MF - Learning
how to
act naturally
with correct
pronuncia tion
in front
of the
camera. - Benefits of
the video were
learning to edit
the video,
learning how
to upload
video on
youtube, and
improving language
skill. - All
members made
and discussed the
text and script together.
- Two members were
responsible to edit the video.
- Watched some videos
on youtube
then took
some important parts
to modify to apply in the
video produced.
- The problems
were about
acting, language skill,
using editing
software, coordination
and time
management of the group
- What needs to be
improved was about team
preparation and language skill.
- Teacher gave
adequate guidance
for the
project and
shared adequate
time
for consultati
on but the students
were not using
it well.
MA - Expressin
g talent of acting in
front of
camera and
in public
place. - Learning
how to
share video on
internet. - Benefits of
the video were
expressing passion in
acting and directing,
learning how
to edit
the video and
how to
upload video
on youtube,
and sharing the
work. - Making text
and script
together then giving
suggestion for
something less.
- Two members of
the group
were responsible
about editing the video.
- Watched some videos
and west
films as the inspiration to
apply in the video
produced. - The problems
were about
language skill, using editing
software, coordination.
- What needs to be improved
was about
editing and
subtitling of
the video. - Teacher
gave clear
instructi on
about the
project.
Through video project, the students are given chance to show their speaking performance by using some activities such as role play, drama, simulation, and
94
presentation. Thus, they are forced to practice and take exercise before recording where it can make them more fluently in speaking as what Banares in Oktapuri
2010 states that video recording provides chance for students to perform better as they have more speaking practices, pay more attention to pronunciation, and it
can increase their motivation. The students‟ statements that they did not want to show their bad English in their video and that they did some rehearsal to make
their pronunciation correct when recording shows that through video they increased their motivation to practice more in speaking.
Through video project, the students are also able in recognizing whether their speaking product is good or not. It can be seen from their comments both in
questionnaire and interview that they found some weaknesses of the video they produced including elements of speaking skill as pronunciation, fluency,
grammar, and vocabulary and some aspects as editing, acting, or coordination in teamwork. It is related to the function of students‟ learning evaluation which
refers to level of learner autonomy Nunan: 1997. Besides promoting the students‟ speaking skill, the use of video project
provides new experience of them except their motivation and strategy in learning. They learn how to cooperate with their teamwork, how to dare to try something
they have not even tried before as editing video, acting in front of camera, and sharing their product on social media to view. They are part of being autonomous
learner. From the explanation of the questionnaire and interview result above, it
could be concluded that video project promotes the students ‟ learner autonomy
through some ways. They are: 1 video project gives them chance to know their
95 learning objective and what they need to support their learning process, 2 video
project helps the students achieve some competence by getting some benefits and advantages as in technology application, English practice, and teamwork
coordination, 3 video project gives the students chance to be creative and well- planned in their learning strategies to finish the project on time and 4 video
project provides an opportunity for the students to evaluate their learning by finding solution of the problems occurred in the video making.
Those findings agree with findings of some researches discussed in the previous section. The first, Hafner Miller 2011 who conducted research about
fostering learner autonomy using digital video project showed the finding that digital video project appears to have promoted some form of learner autonomy
that is encouraged the students to take responsibility for, monitor, and reflect on their learning. Digital video project promotes the students‟ motivation,
authenticity, independent learning, teamwork, peer-teaching, and reflection on learning. Moreover, the finding of this research related to how video project
promotes students‟ learner autonomy also confirms what Masats, et al 2009 conducted about how to explore potential language learning through video
making. In the result of their research, it shows that through video making, the learners take responsibility of their own learning because the tasks are
intellectually and emotionally challenging and they are related to their lives inside and outside the language classroom. Then, the finding of this research also agrees
with experimental research conducted by Dafei 2007 showing that there are some characteristics of high-proficient students with high autonomous learning as
confidence, high motivated, having strong awareness of self-planning, self-
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management, self-monitoring, self-evaluation, and willingness in cooperating with others in language learning.
While this study is not intended to relate the influence of learner autonomy to promote language proficiency, this study shows that most students increase
their motivation and confidence in learning English through video project. They try to show the best on their video by practicing their English so often in which it
makes them more fluent in speaking. The process they practice and find the best way to finish the project is parts of learner autonomy and when they are able to
become autonomous, they spontaneously increase their mastery in speaking skill as the part of language proficiency as seen in the achievement increasing from the
SPSS outputs.
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusions and suggestions. In the first part, the researcher concludes the summary of the study. The summary of the study is
drawn based on the previous chapters. Meanwhile, in the second part discusses the suggestions for the teacher and for the further research.
A. CONCLUSION
To improve language skill mastery, the students are demanded to have more practice not only in the classroom but also outside of the class. Practicing outside
of the class means that the students must have more motivation to be independent in learning. It affects the way the teacher or language practitioners conduct their
teaching and find the effective way to make the students become more autonomous in language learning to increase their language skill. Video project is
an alternative way to facilitate the students to be more independent to learn language outside the class. In video project, the students are provided an
opportunity to have more practice in speaking, and to have more experience in using supporting technology. They are more aware of what they need in learning
and what strategies they must own in their learning. Thus, they have more chance to improve their language skill, especially speaking skill, independently.
Through video project, the students are forced to practice their speaking skill independently since they have video concept of role play, drama, simulation,
and presentation. They must prepare well and have a good preparation for their performance because they must not only record it but also share the result of their
