69 difference is significant because t-test result is higher than t table. Here, the result
while in the table the result is presented in the form of 2-tailed significance, the researcher tested by using 1-tailed test because most calculators and computers
give the exact p-value for 2-tailed tests. The researcher used the interpretation of 1-tailed test by using t table.
As the t-test result shows that the difference between the two groups is significance, the null hypothesis Ho is rejected. In other words, the first alternative
hypothesis Ha is acceptable. This condition, indeed, shows that there is a better achievement in speaking in Experimental Group than in Control Group. The
students achievement based on the post-test result is indeed better than their scores in pretest which indicates that the treatment has positive effect and it
promotes the students speaking skill including five categories of pronunciation, grammar accuracy, vocabulary, fluency, and interactive communication seen from
the score difference.
2. Video Project to Promote Students’ Learner Autonomy
To answer the second research question of how video project promotes nursing students‟ learner autonomy, the researcher distributed questionnaire to the
students and conducted interview of three students. This research uses individual questionnaire which was distributed to the students of Experimental Group after
they got posttest in 28
th
and 30
th
May 2015. The students answered the questions by writing their answers on the sheet of paper provided by the researcher. Because
of limited time, the students had to answer the questionnaire at home then submitted the answers on 1
st
June 2015. The questionnaire was given in
70
Indonesian consisting 13 questions based on the questionnaire construct in chapter three.
The researcher distributed the questionnaire for all students but there were only 31 sheets received by the researcher. After the researcher collected the
questionnaire, then she made categorizing and coding to make easier in analyzing the data. The category was made based on the questionnaire construction in
previous chapter. Table 4.8 is the short form of coding and categorizing of Questionnaire result. The complete coding can be seen in Appendix H.
Table 4.10 Coding and Categorizing of Questionnaire
CODING SEGMENTS
CATEGORIZ ING
CONTENT Speaking and language
skill, acting, editing, uploading, teamwork
coordination Interesting
aspects
Learning Experience
OBJECTIVE ON LEARNING
Teamwork Coordination, cooperation and solidarity,
acting, English skill speaking, grammar,
vocabulary, writing, translating, editing,
uploading, time management
Things to learn
Able to Edit using Movie Maker and Video Editor,
able to upload on You Tube, able to operate
camera Technology
AdvantageBe nefit
PROGRESS IN PROJECT
Teamwork Cooperation and Solidarity, building
communication, building relationship,
understanding characteristics
Teamwork
Speaking and language skill, grammar,
vocabulary, pronunciation, fluency,
confidence Language
skill
71 Motivation in learning
English, motivation in speaking, motivation in
improving vocabulary mastery
Motivation in learning
Motivation
Discussing Concept, Composing scenariotext,
distributing job, determining time,
determining location and setting, providing
equipment, doing rehearsal, recording and
editing, uploading
Planning Process
LEARNING STRATEGY
You Tube, Google Translation, Online
dictionary Internet
Learning Source
Book, film Other sources
Time to coordinate with group members,
miscommunication, ineffective teamwork
coordination Teamwork
Problem and Difficulty
EVALUATION Speaking, pronunciation,
vocabulary, grammar, fluency
Language skill
Editing video using Movie Makervideo editor,
process in uploading video on You Tube,
providing equipment camera, video editor,
limited internet connection
Technology
Scenario, creativity Video Quality
Things to be improved
Vocabulary, pronunciation, grammar
Language Acting and Expression,
time management Process
Editing, subtitling Technology
Guiding the Students, opening consultation,
reminding deadline, monitoring progress,
giving support, giving suggestion
Guidance Teachers role
ROLE OF TEACHER
72
For interview, the researcher conducted interview to deepen and to support the information obtained from the questionnaire. The interview was done to three
students namely RZ, MF, and MA. The researcher had some consideration to choose those students. The researcher chose Rz because he had consulted several
times that he got problem about the video format and about uploading the video. MF and MA were the students who had consulted the conversation for their video.
As having done in analyzing questionnaire, the interview results were then analyzed into some processes. The researcher had written the results into
interview transcript then made coding as the part of qualitative data analysis. The coding and categorizing were made based on the questions given through
interview. The types of question in interview were according to the open-ended questions in questionnaire then they were developed based on the situation. The
interview done was semi-structured interview and held in the office of teaching department in STIKes Surya Global Yogyakarta in 1
st
June 2015. Table 4.9 is the short form of coding and categorizing of interview result. The complete coding
can be seen in Appendix H
Table 4.11 Coding and Categorizing of Interview
CODING SEGMENTS
CATEGORIZI NG
CONT ENT
Taking Video in public place, acting, sharing video
Making Video Learning
Experience Objectiv
e on learning
Learning new software, editing, uploading, directing
Technology AdvantageBen
efit Progress
ion in project
Working with new teamwork
Teamwork
Fluency, practicing, vocabulary
Language skill
Motivation to memorizing material, motivation in acting, motivation in
finishing project
Motivation in learning
Motivation
Coordination, job distributing, making text, recording, memorizing,
Planning Process
Learnin g
73
practicing
Strategy
Browsing, You Tube
Internet Learning
Source
Film, book
Other sources
Less coordination, careless, time management
Teamwork Problem and
Difficulty
Evaluati on
Pronunciation, grammar, vocabulary, material
Language skill
Editing, uploading, formatting, subtitling
Technology
Planning, acting, directing, sharing
Process
Setting, variation
Video contents Things to be
improved
All language elements, grammar, vocabulary
Language
Learning from other group, consultation with teacher
Process
Editing, subtitling
Technology
Providing Adequate time, guiding
Guidance Teachers role
Teacher and
Student s
Interacti on
Consulting
Asking the problem
Students interaction
From the coding and categorizing of questionnaire and interview result above, the researcher highlighted
five major themes of the respondents‟ answers including students‟ objectives of learning, students‟ progress in project, students‟
learning strategy, students‟ evaluation, and the role of teacher. He
re is the list of themes and the sample of students‟ comments in questionnaire and interview presented in the following table. The complete
comments are presented in appendix G.
Table 4.12 Samples of Students’ Comments in Questionnaire and Interview
No Themes
Examples of Students’ Comments
1. Students‟
Objectives on
Learning I learned how to serve the patient with a correct
procedure. I also learned how to be cooperative in teamwork R1 TL
In the project, I learned how to edit then upload
74
video on You Tube then it could add my knowledge R11 TL
The video is beneficial for us. We can learn English through audio and visual. If we produce a good
video, it means that we motivate ourselves in learning English. When someday we get the similar
project, we are ready to give better one RB 12.
2. Students‟ Progress
on Learning I had not had any editing video application, but after
I got this project, I started to download it and found information about how to use it R3 Adtech
I increase my ability in English by using English vocabulary correctly R11 AdLS
Through the project, it motivated us to learn English R19 Mot.
Because I like acting and I want to be an actress, through the project, I am able to show my
competence and interest RC .
3. S
tudents‟ Learning Strategies
The first to plan is by meeting with our members, then discussing the title. After it we composed the
script and did rehearsal then started to record the video R28 Plan
We shared our job such as making script, making up, finding camera, being cameraman, and other job
R23 Plan Before recording video, we did practice and
rehearsal to avoid wrong acting and to implement what we planned previously R28 TJob
We did all planning together. When there was a member giving suggestion, we then considered it
RB 6
4. Students‟
evaluation on
Learning There were many problems as finding a proper
camera to record, having different opinion in group, difficult in finding time to meet due to different
schedule, and many others R6 LSo The problem is that I was not fluent in English so
that I should open the dictionary many times R10 DifEng
Because my laptop did not support to install the editor software, I lent my friends laptop R7
DifTech We were less in inspiration in making the video. If it
was compared to other groups video, ours were imperfect RA 3
5. Teacher‟s Role
The teacher has given perfect role because she helped us, gave us motivation, and always checked
about our video progress. She then gave us guidance about what to do and also explained us clearly about
the lesson R30 TR.
75 The teachers role ranges in 80 good because she
had given us long time to make the project so all students had an adequate time to plan everything
perfectly R5 TR We think that we want to learn grammar more than
what we learn today. Because in Senior High School, we had learnt more difficult English. So, when we
come to University, we want to get more. We need more guidance RB 13.
Based on the students‟ opinion and answer from the questionnaire and interview, some points on the video project contribution to their learning
experience are obtained. In the first theme, the technology application such as editing and uploading on You Tube in general seems as new learning experience
which they had not got it previously. Because to finish the project they must show their good English, the students tried to improve their capability in speaking. The
video project provides them opportunity to be creative in making script and acting using English.
Related to the second theme that is students‟ progress in learning, the project is also beneficial in helping them learning English lesson. All the
statements show that they got better achievement in some aspects of learning as technology application, language skill, motivation, and also teamwork
coordination. Furthermore, in finishing video, the students point that they arrange their
own strategy. In this theme, most students commented that they started the step by making or composing script to the video. Then they continued with the next steps
as recording, acting, editing, and uploading. Each group had different consideration in making the plan to finish the project, but those steps were
generally applied in all groups.
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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