Video Project to Promote Students’ Learner Autonomy

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. 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