Video Project in Language Learning

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

A kind of activity in project based learning is by creating multimedia presentation. Video project is part of implementing project based learning related to multimedia or technology. The implementation of video project needs several weeks requiring students‟ self-consideration and team work. Video materials have been employed in language teaching and learning since the early 1980s, when the technology became widely available for non-industrial purposes. It has been developed specifically for the vast quantity of video materials for the use in the foreign language classroom. Advances in digital technology in the 1990s created even more exciting opportunities for using video for language teaching and learning Vanderplank, 2010. However, video materials have been employed as a “static” resource similar to printed sources because the classroom activities have been mainly centered round viewing and listening to the video, reading subtitles, or teaching the target language culture Gardner, 1994; Moore, 2006. As the solution, in creating the learning process more dynamic, teacher can involve the students to make video production. Related to video production, a study by Gardner 1994 offers a frame-work for the video project organization and implementation. He identifies two important stages of the activity, namely deciding the project organization and establishing th e project‟s goals. In the project organization, he suggests four possible models namely: 1 all the students in the class participate in one large- scale production; 2 a „project elite‟ coordinates the project and allocates work to 12 other members of the class; 3 separate groups of students work on their own small-scale projects; and 4 the project is managed by the whole class which consists of smaller sub-groups responsible for different parts of the project i.e. writing and editing the script, choosing locations to film, acting etc.. Regarding the project goals, Gardner advises that they should be focused on the stages of the project implementation i.e. choosing the topic for the video, deciding how the topic should be approached, identifying the intended audience, and deciding how to present the video, and that the goals must be clear and can be easily understood by the learners. In giving video project to the students, teachers advisably do not take a full control of the projects making but rather give many things to be determined and decided by the students Alan Stoller, 2005. It means that the students need to be active in making decision of what is important or what is not important to do in the process of making the project. Further, the interaction of literacy language learning, digital literacy media learning and content knowledge construction should occur at the three stages of video production project including planning, shooting, and editing. At the planning stage, learners need to create their storyboards and scripts. The learners should make considerations about what will they talk in the video or kinds of music or sounds needed. At the time of shooting, learners have the opportunity to put into practice about what they have learnt in the lesson. Shooting is not only about capturing a sequential set of events, but also about considering good angle, scene, and many others. At the editing stage, the learners are required to add title, subtitle, transitions, voice, and sound effects. 13 In the discussion of video project implementation, the students not only need the skill required in executing the project for example skill related to technology but also the basic language skills as required in the school curriculum or in the learning goals. The integration of content and learning skills is an essential component of project-based learning and should be identified in the project outcomes. Students need to learn, practice, apply, and extend those skills as part of the project design. Skill development must follow a coherent continuum of instruction and practice to enable all students to become independent learners Stripling, et al, 2009.

3. Speaking