The purpose of this category is to find out the students’ attitudes based on their interest or motivation toward audio-visual project and how students worked
independently in team. The Table 4.3 below shows the results of the third category.
Table 4.3 The Questionnaire Results of Attitude Category
Items Amount of each value
Average Total Percentage
SD 1 D 2
NI 3 A 4
SA 5 Average
SD 1 D 2
NI 3 A 4
SA 5
1 1
7 43
23 4.15
1.33 1.33
9.33 57.33 30.67
2 9
34 30
4.23 0.00
2.67 12.00 45.33 40.00
3 8
10 31
23 3.84
4,03 4.00
10.67 13.33 41.33 30.67 3
23 45
4 3.67
0.00 4.00
30.67 60.00 5.33
6 14
41 14
3.84 0.00
8.00 18.67 54.67 18.67
2 41
32 4.40
0.00 0.00
2.67 54.67 42.67
1 56
18 4.23
0.00 0.00
1.33 74.67 24.00
1 17
45 12
3.91 0.00
1.33 22.67 60.00 16.00
16. I enjoyed making
audio visual project of organizing
exposition text.
17. I had a good
experience during the process of
organizing exposition text
through audio- visual media.
18. I am satisfied with
the film that was made by my group.
19. Learning exposition
text through audio- visual project
improved my critical thinking.
23. I learned how to
understand others while finishing audio-
visual project.
20. Audio-visual
project motivated myself to be an
active participant.
21. I learned better on
how to work collaboratively
in group.
22. Audio-visual
project of learning exposition text
encouraged my group to create
positive communication
among members.
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Referring to the questionnaire results in Table 4, we could determine that most of the students had positive perception on their attitudes during the process of
carrying out audio-visual project. From the finding in Table 4, the researcher implies that students could obtain positive experience both personally and among their
friends in group. The followings are the detail explanation of the third questionnaire categories based on the Table 4.
a Degree of Enjoyment
Statement number sixteen described the students’ responses whether they enjoyed making audio-visual project. The results show that 1,33 or only a student
chose “strongly disagree” as well as “disagree”. There were 9,33 or seven students who chose “no idea”. The forty-five students or 58 chose “agree”. While for
“strongly agree”, there were 31 or twenty-three students who chose it as their response. The average value was 4,15. The results explained above mean that
students agree with the statement that they enjoyed making audio-visual project of organizing exposition text.
b Degree of Good Experience
Statement number seventeen described the students’ responses whether they had good experience during the process of carrying out audio-visual project. The
results could be seen that none of the students chose “strongly disagree”. For choosing “disagree”, there were 3 or only two students. There were nine students or
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12 chose “no idea”. The other thirty-four students or 45 chose “agree”. While for “strongly agree”, there were 40 or thirty students who chose it for their response.
The average value was 4,23. Therefore, it could be inferred that students agree that they had good experience during the process of organizing exposition text.
c Degree of Satisfaction
Statement number eighteen concerned with the students’ responses whether they got satisfaction toward the film they made. From the results show in Table 4,
there were 4 or three students who chose “strongly disagree”. The eight students or 11 chose “disagree”. There were 13 or ten students who chose “no idea”. At the
same time, there were 41 or thirty-one students who chose “agree”. The rest 31 or twenty-three students chose “strongly agree” as their response. The average value
was 3,84. It could be assumed that students tend to agree with the statement that they had good experience during the process of organizing exposition text.
d Degree of Improving Critical Thinking
Statement number nineteen asked the students’ responses whether learning exposition text through audio-visual project improved their critical thinking. From the
research findings in Table 4, none of the students chose “strongly disagree”, however, three students or 4 chose “disagree”. There were 31 or twenty-three students who
chose “no idea”. Though, forty-five students or 60 chose “agree”. It was quite small number of students that only 5 or four students who chose “strongly agree” as their
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response. The average value was 3,67. This amount shows that students tend to agree if learning exposition text through audio-visual project increased their critical
thinking.
e Degree of being Active Participants
Statement number twenty asked the students’ responses if audio-visual project motivated each of them to be an active participant. As well as the previous statement,
the results show that none of the students chose “strongly disagree”. Yet, there were six students or 8 still choosing “disagree” and fourteen students or 19 choosing
“no idea”. However, most students in which 54 or forty-one students chose “agree” as their response and the rest fourteen students or 19 chose “strongly agree”. The
average value was 3,84. Thus, students are considered tend to agree with the statement that audio-visual project motivated each of them to be an active participant.
f Degree of Collaboratively Learning
Statement number twenty one asked the students’ responses whether they learned better on how to work collaboratively in group. The findings in Table 4 show
that none of the students chose “strongly disagree” as well as “disagree”. There were only 3 or two students who chose “no idea”. The other 41 students or 54 chose
“agree” as their response and it was quite surprising because almost half students or 32 students in which 43 were choosing “strongly agree”. The average value was
almost perfect and reached 4,40. The results explained above could be assumed that 55
students agree with the statement that they learned better on how to work collaboratively in group.
g Degree of Having Positive Communication
Statement number twenty two asked the students’ responses whether audio- visual project of learning exposition text encouraged their group to create positive
communication among members. The results describe that none of the students chose “strongly disagree” as well as “disagree”. The only 1 or a student chose “no idea”.
There were big amount of students that 75 or fifty-six students chose “agree” and the rest 18 students or 24 chose “strongly agree”. The average value reached 4,23.
Accordingly, it could be determined that students agree with the statement that audio- visual project of learning exposition text encouraged their group to create positive
communication among members.
h Degree of Learning to Understand Others
Statement twenty three inquires the students’ responses whether they learned how to understand others while finishing audio-visual project. The responses of that
statement show that none of the students chose “strongly disagree”. The only one student or 1 chose “disagree”. There were 23 or seventeen students who chose
“no idea” and the most students in which forty-five students or 60 chose “agree”. For choosing “agree”, there were 16 or the rest twelve students who chose it as
their response. The average value reached 3,91. Therefore, it could be accepted that 56
students agree with the statement that they learned how to understand others while finishing audio-visual project.
b. Open-Ended Question.
In answering the open-ended question, students were allowed to write free responses on the audio-visual project. In this section, the researcher classified the
students’ responses in two categories; they were students’ positive responses and students’ negative responses. The students’ responses in the open-ended question are
explained explicitly in the followings.
1. Students’ Positive Responses
The students’ responses in the open-ended question supported the results in the close ended question. Most students in the close ended question have positive
perception toward audio-visual project. What make students obtain positive perception toward audio-visual project are analyzed as follows:
a. Audio-Visual Project was Fun and Enjoyable Way of Learning.
As a new way of learning, audio-visual project provided fun and relax way of learning. Solomon 2003 remarked that a project-based could engage and build on
students’ interests and passion. His statement was ensured by the students’ experience that they had got their interest to learn through different way of doing an assignment.
It means that students could make their assigned project out of the formality of the 57
regular class in which often created students’ boredom. Students also are able to use their time freely agreed among their group members. The students wrote:
“I’ve got fun from this project because we were not just doing assignment inside class with a good position to write something on the desk, but we can
do it outside with unlimited time and I’ve got much time to hang out with friends.” Group XI 1A 1, Quest. 73
“Even it was my first experience; I think it was good enough for the result. Of course, it didn’t make me bored like doing other assignments like homework
and usual written language practice. So, I really enjoyed it.” Group XI 1A 1, Quest. 75
“I think the audio visual project was very interesting assignment. Students got fun and each of us participated enthusiastically.” Group XI IPA 2, Quest. 5
“I really enjoyed making audio visual project. It was the first experience for me, that is why I felt enthusiastic. Although it was a hard job, I and friends
tried to do the best then it was paid by our satisfying product. And I really thank to Mr. Heru for this experience” Group XI IPA 1, Quest. 72
Even though audio-visual project was the first experience for most students, it could provide fun and enjoyable way of learning for students. Most students were not
complaining for this complicated project; however they were enthusiastic and motivated to carry out this project. By all means, there was also a student who stated
that it was not the first experience for him to make an audio-visual project but he still got motivation and found it as an enjoyable project.
“This assignment wasn’t the first time for me. But I still get my motivation to learn something new, because every project could have different experience.
Yeah, I really enjoyed making that assignment.” XI IPA 1, Quest. 65 58
b. Students Got Chance to be the Decision Maker.
The audio visual project allowed students to work in group in which their works were not conducted by their teacher. In this matter, the teacher’s role was only as a
consultant while students were responsible to be the decision maker. In their own group, students were free to organize their project such as deciding the theme for their
film, making script and doing other crucial things for their group and their project. The following statement represents the students’ response that they were delightful to
be the decision maker for the project. “I enjoyed doing my assignment on audio-visual project because it was very
interesting. We were given time to be a decision maker and not being steered by our teacher. I could learn many things. Especially, I learned to write the
script. It was the first time for me that my script could be filmed. I proudly present my audio-visual project. Perhaps, the school needs to give more
attention to this project.” Group XI IPA 2, Quest. 2
c. Students were Proud of Their Project.
In the previous discussion, the researcher noticed that students delighted and enjoyed carrying out the audio-visual project. Thereby, this condition supported the
students to make the project wholeheartedly. As a result, students were proud of their project even they realized that there were still many mistakes occurred in their
project. The following statements show that students were satisfied and proud of their project.
“I learned how to respect and proud of our own work whatever the result.” XI IPA 1, Quest 8
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“I am very satisfied and proud of my film project. It was very enjoyable and gave me much good experience. I realized that my project had many mistakes.
So I will try to make a better one for the next film I make.” Group XI IPA 2, Quest. 4
Another student also implied that in the beginning this project was hard to carry out. However, their hard work was paid by the prideful result. A student wrote:
“At fist I was surprised that the teacher gave us assignment such audio-visual project and I said that this project was so difficult, hard, and tiring. But after I
finished the project, I really satisfied and proud of myself that I could make something new in which the knowledge could be useful for my future.” XI
IPA 2, Quest. 25
d. Students Could Learn English Better.
Audio-visual project provided students with the different way of learning. In so doing, students considered that it could improve their English skills because this
project collaborate the four English skills; listening, reading, speaking, and writing. In the other word, learning by practice in a rigorous real-world could help students to
be easier to learn and what they had learned could be possibly kept in their long term memory. It is supported by a student who wrote:
“I am happy to be experienced in this project. Learning by practice through a project helped me much to improve my English skills. By making script we
could improve my writing skill, from the dialogue we could learn speaking skill and listening skill, we can also improve our reading skill by
understanding the text inserted in the film. .” XI IPA 2, Quest. 69
Some students during the interview section also mentioned that they could learn exposition text better by making this project. The students understanding on
exposition text could be represented in the following statements. 60
“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
61
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.
Based on the close-ended questionnaire results, there were sixty-seven students out of seventy-five students who agreed and strongly agreed that the audio-visual
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project was the first experience for them. However, it still results positive perception. Students could be able to have experience in the process of film making include
making script, casting section, shooting section, and editing. Those experiences gave them beneficial knowledge. Some students wrote:
“Audio-visual project was the first experience for me. It was so interesting. Even though only made a short film, we still could learn how to make the
simple script of a film, how to cast the actor, how to edit a film, etc. I knew then how to make a film and I had good experience from it.” Group XI IPA
2, Quest. 6
“It was a very useful and interesting project. In spite of improving my English skill, it was also giving new knowledge and experience on advertising.” XI
IPA 1, Quest. 67
Since it was audio-visual project, multimedia equipments were required especially for shooting and editing section. Most students normally had limited
background on multimedia skill but they were enthusiastic to learn operating audio- visual equipment. The statements below show the students’ interest to improve their
knowledge on audio-visual equipment operation. “In my opinion, it was useful to make students understand about exposition
text, besides it can also improve our skill in operating audio-visual equipment and teach us how to make a short film.” Group XI IPA 1, Quest. 46
“It was fun and nice to be experienced in audio-visual project because it gave many benefits. I could learn how to take the picture using video camera and
how to edit the film using Adobe Premiere Program.” XI IPA 2, Quest. 15 63
2. Students’ Negative Responses in the Open-Ended Question.
Although majority students gave responses in positive way, nevertheless, there were some students considered the audio-visual project in negative way. Students’
past experience in making audio-visual project might influence their perception in the recent time. The followings are the students’ statements which differ considerably
from the previous statements on how students perceived the audio-visual project.
a. Audio-Visual Project was Time and Energy Consuming.
Since audio-visual project was a complicated project, it needed extra time and energy to be consumed. In fulfilling this project, there were many processes which
had to do such as deciding the theme, making script, casting, shooting, and the last was editing. Therefore, one full day would not enough to finish it. Sometimes, what
students had done for the project could not be accepted by the teacher because of certain reasons, consequently they had to make the new project. The following
statements show the students’ complains on their experience: “My project team to make audio-visual assignment wasn’t good enough. We
made this project inefficiently. Too much time and energy were killed. The three products that we made were failed to be presented to the teacher. I know
that our plan not always can be, so for the future I will make the better one.” XI IPA 1, Quest. 59
“It wasn’t easy to make audio-visual project using multimedia equipment.” XI IPA 1, Quest. 58
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b. Audio-Visual Project is Confusing Assignment.
Audio-visual project was the first experience for most students. In so doing, it could not be denied that audio-visual project was considered as confusing assignment
as stated in the following statements. “Audio-visual project made me confuse and I had no clue how to begin. I
spent much energy, mind, and material for this project and the result not really satisfying because we didn’t prepare it well.” XI IPA 1, Quest. 61
“Until now I still confuse about how to make a good short film or advertisement.” XI IPA 1, Quest. 36
Concerning to the students’ responses above, it could be assumed that they were still confused on how to carry out audio visual project. It was caused by their
background that they had not enough experience and knowledge on audio-visual project include how to operate the equipment, how to act as other figure, and how to
edit the film as implied by student in the following statements. “Technically, we were not really mastering the equipments occupied in the
audio-visual project. This project was quite confusing. This affected the film result that there were still some parts of the film which were blurred, unstable
or shaking, the unsmooth movement, and unconsciously, we did not recognize that the cameraman was seen in the film. We were also imperfect in
positioning the actor. Septian, XI IPA 1
Beside technical matter, the rules of making the project also resulted in students’ confusion. There was also a student who still took “freedom” and placed it
in the main reason to make a film as what they want. But in fact, students should have to understand that not all things that were considered good for one person or group,
not always good for others. The student wrote: 65
“This project was the first time for most students in this school. That is why we hadn’t enough knowledge and experience on it. There were too many rules
for deciding the theme, duration, language etc. that might limit our idea. Sometimes it made us feeling confuse and difficult to finish that project.
These factors could limit our ‘freedom’ to create the project like what we want.” XI IPA 1, Quest. 38
c. The Students’ Limited Knowledge which Resulted in Unsatisfying Product.
As a beginner, it was normal that students had difficulties to make the project. Again, the limited knowledge and skill of audio visual matter became the factors that
effected students in carrying out the project. Sometimes it resulted in unsatisfying product and students were unconfident to be proud of their own product as illustrated
in the following statements. “My group product wasn’t as sophisticated as others. I am not good in
multimedia and so no one in my group has enough knowledge in making film, even in editing. So…we just tried to do as possible as what we could do for
our project.” XI IPA 1, Quest. 39
“I’m not satisfied with the film made by my group because our film not as good as others.” XI IPA 1, Quest. 49
“I think, it was really improving my listening skill, speaking skill, editing skill, and my critical thinking, etc. I’m delighted because my project was
successful. I thought the activity was finished as soon as we had done our project, but I was wrong because Mr. Heru gave appreciation for students’
project by holding advertisement festival among the second grade classes. There we could evaluate the product we made.” XI IPA 1, Quest. 33
c. Summary
The result from the students’ responses above, both from close ended question and open ended question could be concluded by the researcher that audio-visual
66
project was considered useful and beneficial for them. For that reason, most of the students perceived the use of audio-visual project in positive way. Solomon 2003
stated that PBL is at the heart of good instruction because it brings together intellectual inquiry, rigorous real-world standards, and student engagement in
relevant and meaningful work. His statement was supported by students’ responses which indicated the audio visual project to learn exposition text as meaningful
activity and product. This project also provided impressive way of learning because it was carried out in fun and relaxes condition, out of regular activity of learning in
class. Students were highly motivated to employ their critical thinking and creativity, also to be a decision maker for this project. As a result, they were proud of their
project and they also gave satisfaction for both sides; the audio-visual project maker and the audiences. In spite of learning English as the subject matter, they got
knowledge of making film. It was noticed by knowing their process of carrying out their project which involved making script, casting, and operating multimedia
equipment for shooting and editing. Students also considered audio-visual project as an easier way of learning exposition text. Among their group members, students
learned how to build and to maintain team work, to understand others, to improve group and self management, and not to give up easily during the process of carrying
out the project. Accomplishing the audio-visual project was not an uncomplicated assignment.
However, this offered useful product. In order to accommodate the students’ project, they had workshop to present their film. Through this activity, the students’ projects
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were appreciated and they were motivated to make the better work. Even though only short film or advertisement forms, the benefits were endured that they had been able
to share knowledge and information to others in spite of entertaining those who watch the audio-visual product. More interestingly, their film could be used as a material for
learning by the teacher and the students themselves. Supposed that most students perceived the project in positive way, however
some of them also had negative perception. What made students obtained negative perception could be summarized that audio-visual project was considered hard
assignment. Therefore, it consumed much time and energy. The second, students had limited knowledge and skill on operating audio-visual equipment. The third, students
were confused on how they carried out the project with their. The fourth, students considered the audio-visual project too difficult to finish and too much rules which
bound students’ idea. Thereby, they tend to delay their works which result in unsatisfying product.
2. The Students’ Strategy to Organize Audio-Visual Project in Learning Exposition Text.
In this section, the researcher described the students’ strategy to organize audio- visual project in learning exposition text. The interview was conducted toward 5
students. The following statements were the students’ answers which explained how they organize the project in their own group from the beginning until they finished it
in the form of compact disk or “cd”. 68
“First of all we made our group by our self not being chosen by Mr. Heru. There were 8 members of our group. Then we discussed about this project on
what we are going to do with this project. Next, we tried to brainstorm our mind to get the idea of the story script and made the job description for every
member include deciding the person that would be the actors and the actresses. We also invited a cameraman who works in RB TV to help us in
running out this project. After, we went to the owner of Gudeg restaurant. There, we asked for permission to use this restaurant as the setting of our film.
In the first meeting we had a discussion and every person has their own idea. We selected and combined the chosen idea under the consideration of their
negative and positive effect. We took more or less 1 week to finish this project. All members of the group edited the film and we were helped by a
person from RB TV.” Angel, XI IPA 2
“First of all we decided the group by our self. In the beginning there was no overview about this project we had no clue about this. Then I tried to begin
the work by learning how to edit the film and tried to make a script. I tried to make presentation in a group discussion about the script that I made and
fortunately they agreed. The day after, we held casting section and continue to prepare for shooting section in the following day. After finished with shooting
section, we moved into editing section. Even though we didn’t know how to edit but we learned more and more to do it until we can finish it and finally
we did it only in two days. I can say that if there is a will, there is also a way.” Itamar, XI IPA 2
“The group was decided by the teacher, we works together to discuss about the theme and the script of the story, and then we moved into shooting
section. There were 9 members in my group. Then finally we chose ‘helmet’. The story of ‘helmet’ was made based on one of the member’s experience that
using helmet is important and unuseless. Before shooting we had casting section to decide the actor. We continued preparing the properties which
match to the story. After shooting we edited the story and because of the limitation of the knowledge of editing, we asked to the IT teacher to help us.”
Kiki, XI IPA 2
Those three persons’ answers above seemed that their projects were generally well organized. They had the discussion at the beginning to decide where their project
would be brought, after they had the decision, they moved into making script, casting section, then shooting preparation. After, they continued the project by shooting
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section. When they finished shooting, they edited the film and then finally they submitted in the form of “cd”.
Nevertheless, there was an interviewee who belonged into a group which organized the project in sudden and required immediate time to finish it. He and other
group member felt hard to begin this project since it was a complicated assignment. This project was really time and energy consuming. Therefore, it was noticed that
some students tent to delay the assignment they had to do until nearly the deadline, whereas, they had been given much time to finish this project. The interviewee
confessed: “My group consisted of 4 people and this project was started to carry out one
week before the workshop or the festival. We only took 2 days to finish it. The first day was used for the discussion and and preparation for the project.
Then the second day was for shooting section and editing. Our film was simple but meaningful with 10 minutes duration. We didn’t make the scripts,
so we used little verbal language but more about visualization to explain an issue we brought up. However, we made the plot as a guideline for the story.
We decided the actor directly and immediately, therefore we hadn’t any casting section. We chose ‘stop global warming’ as the topic of the story.
Then for editing, we did it by ourself in spite of asking help from one of group member’s brother because we didn’t have much knowledge on editing.”
Septian, XI IPA 1
Even though the interviewee’s group made the project in a rush and less preparation, they still employed their creativity to make the project differently with
others by using visual language not verbal language in their audio-visual project to describe the situation and to explain the issue they took. The last interviewee had also
different experience while finishing the project. The interviewee said: 70
“There were 8 students in my group and all members were taking part to make this project. From the beginning, we were misunderstood on the aim of the
project. In our understanding we have to make a story contained history and culture. So we did not make any advertisement but we chose to make a story
about Monumen Jogja Kembali Monjali. We made it in the form of picture slide because no one in our group have handicam and also we had limited
knowledge on audio-visual. Then we had observation to Monjali and made the story concept of the project. The day after, we went to Monjali again and took
pictures there. Because we had limited equipment, we only used digital camera then made picture slide for this project. For this reason, it quite made
unsatisfied but we were happy because we had done this project as possible as we could do. In every picture slide, we gave narration that explained about the
picture which was shown and a bit back sound. But our misunderstanding was not really fatal because we also gave some reasons and arguments on why
people should visit Monjali. Therefore, besides giving information about Monjali
, we can also advertise people to visit Monjali.” Siti, XI IPA 1 The students’ experience above, noticed that not all students understood about
what they had to do in their project. Some of them still misunderstood on how to carry out the project. As a result they could not make it similar to the expected project
which was assigned by their teacher. From the entire students’ responds in the interview, generally students’ works
were well organized. All members in all groups took part to carry out the project from deciding the topic, making script, casting, shooting, and editing. Some groups already
made job description for every member so they could be able to share work in balance and to be responsible for their job. Nevertheless, students also experienced
many difficulties to carry out the project. The most difficult thing experienced by the students was in audio-visual matter. Not all students had the required equipments;
they also had limited knowledge on operating audio-visual equipment for shooting and editing. However, it was a very good way of thinking that whatever the condition
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was, the students still had enthusiasm to finish the project as possible as they could do. Otherwise, the most important thing in making this project is the students’
process to solve the problem which employed their critical thinking to create good work.
B. Other Findings
Apart from the research result above, the researcher found other findings. During conducting the interview, the researcher found some suggestions stated by
students toward audio-visual project. The students said: “Hopefully in the following year this project could be implemented in making
other text compositions.” Siti, XI IPA 1
From the students’ statements in the interview above, it was an interesting suggestion that students admitted to continue the audio-visual project for the
following second grade students so that they could also be experienced in audio- visual project which gave many benefits and supposed to make possibility to organize
the other text type as students implied in the following statements. “Hopefully the film made by our group would be useful for many people and
the project could be continued for the following second grade students.” Kiki, XI IPA 2
Students also suggested being optimistic and keeping spirit to carry out this complicated project then find the best solution for every problem happened.
“My suggestions for this project are not to be pessimistic and desperate if we were failed at the first time doing this project but keep spirit to do the best.
For example, if our group needs more money, don’t be stingy to share money; be brave to ask for information to the expert if we don’t know how to operate
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