Students` perception of project-based learning of exposition text using audio-visual media.

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ABSTRACT

Trias, Monica. W. A.(2008).The Students’ Perception of Project-Based Learning of Exposition Text Using Audio-Visual Media. Yogyakarta: English Language Education Study Program, Teachers Training and Education Faculty, Sanata Dharma University.

The development of technology has given significant influence to the educational system as seen in the eleventh grade students’ learning activity in SMA Negeri 2 Yogyakartathrough the audio-visual project. For that reason, the researcher intended to conduct research in purpose of investigating the students’ perception of Project-Based Learning of exposition text using audio-visual media. There are two problem formulations in this research: (1) What is students’ perception of Project-Based Learning of exposition text using audio-visual media? (2) How did students carry out the audio-visual project?

In this research, the researcher employed qualitative method in the form of survey research. In gathering the data, the researcher distributed questionnaire contained close-ended question and open-ended question to answer the first research question and conducted interview to dig out information related to the second research question.

The finding of the research shows that in general, the students have positive perception on audio-visual project. Technically, they did not have enough skill to operate audio-visual equipment, but they were happy because they could do the project in relax and fun condition, learn authentically besides learning together in group, have new information related to audio visual matter, learn how to work in group, and be motivated to participate actively in carrying out the project. Nevertheless, there were also students who had negative perception because they considered that audio-visual project was difficult, confusing, and also time and energy consuming. Moreover, students also had limitation of equipment and knowledge of audio-visual. Generally, students were well managed in carrying out the audio-visual project which began with deciding the theme and making the script which was good and easy to understand. After that, they did casting section, and continued by shooting and editing. However, some students were still tended to delay their work and some others were still misunderstood on the given assignment. Another finding was the suggestions given by students toward audio-visual project which supposed to be continued and developed.

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ABSTRAK

Trias, Monica. W. A.(2008).The Students’ Perception of Project-Based Learning of Exposition Text Using Audio-Visual Media. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Perkembangan teknologi telah memberikan pengaruh penting dalam sistem pendidikan seperti yang terlihat pada aktivitas belajar siswa kelas sebelas di SMA Negeri 2 Yogyakarta melalui projek audio-visual. Oleh karena itu, peneliti mengadakan penelitian yang bertujuan untuk mengetahui persepsi para siswa tentang pembelajaran teks eksposisi melalui projek yang menggunakan media audio-visual. Ada dua permasalahan yang dirumuskan dalam perumusan masalah: (1) Apa persepsi siswa-siswi terhadap projek pembelajaran teks eksposisi menggunakan media audio-visual? (2) Bagaimana siswa-siswi melaksanakan projek audio visual tersebut?

Pada penelitian ini penulis menerapkan metode kualitatif dengan bentuk penelitian survey. Dalam ppengumpulan data, penulis membagikan kuesioner yang terdiri atas close-ended question dan open-ended question untuk menjawab pertanyaan nomor satu dan mengadakan wawancara untuk mendapatkan informasi mengenai pertanyaan kedua.

Hasil penelitian ini menunjukkan bahwa secara umum siswa mempunyai persepsi yang positif terhadap projek audio-visual. Secara teknis mereka belum mempunyai kemampuan yang memadai dalam mengoperasikan alat-alat audio-visual, akan tetapi mereka senang karena dapat mengerjakan projek dalam kondisi rileks dan menyenangkan, dapat belajar secara mandiri selain dengan teman kelompok, mendapat pengetahuan baru tentang audio-visual, belajar bekerjasama dalam kelompok dan mereka termoitivasi untuk terlibat secara aktif dalam pengerjaan projek. Namun, ada pula siswa-siswi yang mempunyai persepsi negatif karena projek audio-visual dianggap sulit, membingungkan, serta menguras banyak waktu dan energi. Selain itu mereka juga memiliki keterbatasan alat dan pengetahuan tentang audio-visual. Secara umum, para siswa juga dapat melaksanakan projek audio-visual dengan baik dimulai dengan menentukan tema dan membuat naskah yang baik serta mudah dimengerti, kemudian mengadakan pemilihan actor dan aktris, dilanjutkan dengan shooting dan editing. Beberapa siswa masih tampak menunda pekerjaan dan mengalami kesalahpahaman akan tugas yang diberikan. Tetapi mereka tetap bersemangat dalam menyelesaikan projek ini. Penemuan yang lain adalah berupa saran yang diberikan oleh para siswa supaya projek audio-visual ini dapat dilanjutkan dan dikembangkan.

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STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA

A THESIS

Presented as Partial Fulfillment of the Requirement to Obtain theSarjana PendidikanDegree

in English Language Education

Monica Trias Wida Arumi Student number: 031214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA

A THESIS

Presented as Partial Fulfillment of the Requirement to Obtain theSarjana PendidikanDegree

in English Language Education

Monica Trias Wida Arumi Student number: 031214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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ASarjana PendidikanThesis on

STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF EXPOSITION TEXT USING AUDIO-VISUAL MEDIA

Prepared and Presented by Monica Trias Wida Arumi

031214006

Approved by:

Date

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“

Throughout our life, even if trials lead us to question ourselves,

to discover our limits, that irreplaceable gift remains.

You can have confidence in yourself.”

(Fr. Roger)

I dedicate this thesis to

Jesus Christ

My mother, father, sister, and brother

My beloved boyfriend

My Friends who always love and support me

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis, which I wrote, does not contain the works or part of the works of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, 26 August 2008 The writer,

Monica Trias W. A 031214006

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : MONICA TRIAS WIDA ARUMI

Nomor Mahasiswa : 031214006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

STUDENTS’ PERCEPTION OF PROJECT-BASED LEARNING OF

EXPOSITION TEXT USING AUDIO-VISUAL MEDIA

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 26 Agustus 2008

Yang menyatakan

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ACKNOWLEDGEMENTS

First of all I would like to thank to my beloved Jesus Christ for His enormous blessing, guidance, love, and salvation during the accomplishment of this thesis. Thank you for always live in my heart whoever I am, in my happiness and sadness.

I would like to address my sincere gratitude to my major sponsor Dr. FX. Mukarto, M.S. for his patience, support, and his willing to guide me in accomplishing this thesis. Thank you for giving the biggest contribution to my thesis through your comments, corrections, and suggestions.

I would also like to address my deep gratitude to Mr. Heru S.Pd., the English Teacher ofSMA Negeri 2 Yogyakarta, for the permission to conduct the survey in his classes. I sincerely thank the students of XI Science 1, XI Science 2, for their willingness to work on my questionnaire and interview.

I dedicate this thesis to my parents, FX. Subroto and Mariana Sumartiyah, my elder sister, Mbak Inez, my brother in law, Mas Estee, my elder brother, Mas Itok, and my little nephew, Teto. I would like to thank them for their support and encouragement for me to finish this thesis.

I would also like to express my gratitude to my beloved boy friend, Lukas Juniarsa, for his love, care, support, and for being my sharing partner.

I would also like to thank Ardi, Ratri, Gaby, Timur, Mas Kowoek, Mas Angga, Ayu, Yessi, Titin, Layung, Tika, Emil, Netty, Pak Kebo, Marga, Gurit, Mas Lintang, Mas Henry, Mas Drajat, Mbak Danik, and all my classmates in PBI 2003

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class A and other people that I could not mention one by one that helped me during my study. I thank them for their information, data, support, advice, encouragement, and spirit of joy to finish this thesis. May God bless them always.

Monica Trias Wida Arumi

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

BOARD OF EXAMINERS ... iii

DEDICATIONAL PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS….………..……… vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

ABSTRACT ... xvi

ABSTRAK... xvii

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation... 4

C. Problem Limitation... 4 ix

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D. Research Objectives ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II: LITERATURE REVIEW ... 8

A. Theoretical Description ... 8

1. Perception ... 8

a. The Perceptual Process ... 10

b. Factors that Affect Person in Forming Perception ... 11

2. Project-Based Learning ... 13

a. Project-Based Learning Focus ... 15

b. Project-Based Learning Benefits ... 17

c. The Students in Project-Based Learning ... 19

3. Audio-Visual Media ... 23

a. The Role of Audio-visual Media in Education ... 23

b. Students and Audio-Visual Production ... 24

4. Exposition Text ... 26

a. Characters of Exposition Text ... 27

b. The Structures of Exposition text ... 27

5. Cooperative Learning ... 29

B. Theoretical Framework ... 31

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CHAPTER III ... 33

A. Method ... 33

B. Research Participants ... 34

C. Research Instruments ... 34

D. Data Gathering Techniques ... 37

E. Data Analyses Techniques ... 38

F. Research Procedures ... 38

CHAPTER IV ... 40

A. Data Presentation and Analyses ... 40

1. The Students’ Perception on the Use of Project-Based Learning Using Audio-Visual Media in Learning Exposition Text …... 40

a. Close-Ended Questions ………...….... 41

b. Open-Ended Question ………. 57

c. Summary ………... 66

2. The Students’ Strategy to Organize Audio-Visual Project in Learning Exposition Text ………..………...……….. 68

B. Other Findings ………..………. 72

CHAPTER V ... 74

A. Conclusions ... 74

B. Suggestions ... 77 xi

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REFERENCES ... 79

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LIST OF TABLE

Page

Table 3. 1. Questionnaire Blueprint ..……….….……... 38

Table 4. 1. The Questionnaire Results of Knowledge Category ...………... 44

Table 4. 2. The Questionnaire Results of Skill Category ………... 49

Table 4. 3. The Questionnaire Results of Attitude Category ..………. 57

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LIST OF FIGURE

Page Figure 2. 1. The Person’s Perceptual Process by Gibson (1985: 61)………..…. 12 Figure 2. 2. The Working Process of Project-Based Learning ………..….. 23

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LISTS OF APPENDICES

Page

Appendix A: Questionnaire Sheets……….……….……..… 83

Appendix B: Interview Guideline ………. 86

Appendix C: Students’ Responses on Close-Ended Questionnaire ...……... 88

Appendix D: Students’ Responses in Open-Ended Question ……... 93

Appendix E: The Students’ Strategy to Carry Out the Audio-Visual Project ………... 98

Appendix F: The Students’ Suggestion………...………. 101

Appendix G: Permission Letter to Conduct Research in SMA Negeri 2 Yogyakarta ...………..…. 103

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ABSTRACT

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ABSTRAK

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CHAPTER I INTRODUCTION

In this chapter, the researcher elaborates six underlying issues. They are background of the study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. Thus, the introduction explains the general reason for choosing the topic of this study.

A. Background of the Study

The new curriculum, namely School-Based Curriculum has been established by the Minister of Education by the year 2006, and many schools compete one another to implement this curriculum. It is stated that School-Based Curriculum is an operational curriculum that is arranged and carried out in each school level (Badan Standar Nasional Pendidikan, 2006: 5). This curriculum emphasizes on the students’ competencies as the measurement of achieving the target learning and it is being developed by considering the relevancy of each school level under the coordination and supervision of the National Department of Education. In this curriculum, teachers are given the opportunity to conduct teaching and learning process by arranging and developing their own curriculum. The most important aspect, School-Based Curriculum has to do with developing the topic of the materials optimally based on their local wisdom and reducing the unimportant subjects to strengthen the students

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learning target. For that reason, every teacher needs to create teaching and learning activities optimally as creative as possible.

In order to implement creative activities in teaching and learning, a media is absolutely needed. Nowadays, the most widely used media is related to technology. Thus, it cannot be denied that nowadays the development of technology has been being a breakthrough for human life and it opens to be used for various and creative ways and purposes. Hence, this technology development has given significant influence to the educational system. For some educational context, technology has been used to support teaching and learning activities, to help students do presentation, and do the laboratory research. Since technology plays an important role in the educational life, the government involved the target of technology mastery, it is then, mentioned in one of School Based Curriculum Principles that students are expected to be able to follow the development of science, technology, and arts attentively.

Referring to the Principle of School-Based Curriculum in Badan Standar Nasional Pendidikan 2006, students of SMA Negeri 2 Yogyakarta were introduced the new learning activity, namely project-based learning (PBL). PBL is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and student-centered. PBL, as stated by Solomon (2003), it is designed to engage and empower students with responsibility for their own education in ways different from traditional classrooms. Meanwhile, project-based learning let students work in groups to solve challenging problems that are authentic,

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curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue. They gather information from a variety of sources and synthesize, analyze, and derive knowledge from this information. Their learning is inherently valuable because it's connected to something real and involves adult skills, such as collaboration and reflection. Students are also invited to demonstrate the knowledge they have just acquired and they are evaluated by how much they have learned and how well they communicate it. Throughout this process, the teacher’s role is to guide and advise rather than to direct or manage the students’ work. In implementing PBL, the teacher lets the students create a project of composing exposition text which is applied through audio-visual media or in the form of film. Although students are familiar enough with the film, however this is kind of new learning approach for students in the second grade ofSMA Negeri 2 Yogyakartasince their role is not only being a consumer of the film but also being a producer of it.

Composing an exposition text through audio-visual media is an excellent tool for developing students’ performance, skill and knowledge. However, the way the students perceive this kind of project could vary, as remarked by Altman, Valenzi, and Hodgetts (1985: 86), that whether students perceive in positive or negative way, influences the students’ behavioral responses. According to Gibson (1985:61), perception is defined as the cognitive process by which an individual gives meaning to the environment. Students will give their opinion into many things that excite them since different person would see the same thing in the different point of view. He said that perception involves four things such as receiving stimuli, organizing the stimuli,

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and translating or interpreting the organized stimuli so as to influence behavior and form attitudes (Gibson, 1985: 61). Every person selects various cues that influence his or her perception of people, objects, and symbol. Based on the background of the problem above, the researcher focuses the discussion on investigating the perception of the eleventh grade students’ of SMA Negeri 2 Yogyakarta of audio-visual project to learn exposition text in English subject and also to find out more information related how students carried out audio-visual project.

B. Problem Formulations

In this study, the writer has two problems and intends to formulate the answer of the problems below:

1. What is the students’ perception of learning exposition text through audio-visual project?

2. How did the students carry out audio-visual project to learn exposition text?

C. Problem Limitation

The use of audio-visual project in learning exposition text was generally the first experience for students inSMA Negeri 2 Yogyakarta.Since audio-visual project was uneasy assignment, it might direct students into various perceptions. However, this new way of learning is expected to eliminate the students’ boredom in learning English and to support them to express the idea creatively. Therefore, in order to limit the scope of study, the research will be mainly focused on investigating the students’

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perception on learning exposition text through audio-visual project and digging out information on how students carried out the audio-visual project to learn exposition text.

D. Research Objectives

The purpose of conducting this research is answering those two problems. First, the researcher aimed to investigate the students’ perception of learning exposition text through audio-visual project. The second, the researcher intends to dig out some information on how students carried out the audio visual project. This study intends to investigate the eleventh grade students ofSMA Negeri 2 Yogyakarta.

E. Research Benefits

It is hoped that this research will give benefits for students, the English teachers, and other researcher.

1. Students

Students who have good understanding of the contribution of PBL using audio visual media in applying exposition text toward their English language learning hopefully have high motivation in the learning process. This condition will lead students to get the maximum achievement and also to increase their proficiency in applying their creativity in composing exposition text not only in the school framework but also involving their surround community.

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2. English teacher

The research may give contribution to the English teacher for their strategy to improve his students’ performance in applying their creativity in composing exposition text through audio visual. The teacher can enrich his students’ knowledge about English as a foreign language through the technology. Besides, he can notice the students’ perceptions on the use of project based learning using audio visual media in applying exposition text since each student may have different perception. 3. Future researcher

It is hoped that this research will be beneficial for the future researcher who would like to conduct the similar research. It also will be useful for those who would like to conduct further discussion about the use of the project-based learning as one method in English language learning process.

F. Definition of Terms

In order to avoid misconception, the researcher provides some terms used in this study as follows:

1. Perception

Perception is the person subjective experience through his or her own field of observation. Each person might have different perception about something and it is influenced by their different psychological factors such as their needs, interest, and

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motivation. Perception is defined as the cognitive process by which an individual gives meaning to the environment (Gibson, 1985: 61).

2. Audio-Visual Media

Referred to Rinanto (1982: 21) audio-visual media is a media consisting of visual media which is synchronized with audio media and creates possibilities of communication. In other words, audio-visual is the combination of pictures and sound which supports one another and able to gain the audience motivation to watch such as sound slide, TV, film, etc.

3. Project-Based Learning

Project-based learning (PBL) is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and student-centered as stated by Barron (1998). PBL focuses on the learners and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are being the representations of their learning.

4. Exposition Text

Exposition text is a technique by which background information about the characters, events, or setting is conveyed in a novel, play, movie or other work of fiction. This information can be presented through dialogue, description, flashbacks, or even directly through narrative. It is used to persuade the reader or the listener that something is the case. (Dok. Final Bahasa Inggris, 2003)

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CHAPTER II LITERATURE REVIEW

Chapter two presents a discussion of theories which are used to develop the study. It contains the discussion of the theoretical description and the theoretical framework. The theoretical description is to describe the theoretical review of the issues, while the theoretical framework provides the theories to formulate the orientation of the study.

A. Theoretical Description

The researcher provides some theories and the concepts behind the terms that are used in this study. Therefore the theories of perception, project-based learning, audio-visual media, and exposition text are presented in theoretical description. The followings are the explanation in some details of related theories.

1. Perception

Perception, according to the definition that is found in Webster’s Encyclopedia (1989: 1069), it is mentioned that perception is a single unified awareness derived from sensory processes while a stimulus is present. This definition is also completed by Kreitner and Kinicki (1992: 126), who propose that perception is a mental and cognitive process that enables us to interpret and understand our surroundings. Thus,

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it could be simplified as a mental process of observing, comprehending, and responding on particular thing.

Other expert, Gibson (1985: 61), states that perception refers to the acquisition of specific knowledge about object or events at any particular moment. It occurs whenever stimuli activate the senses. Thus, perception involves receiving stimuli, organizing the stimuli, and translating or interpreting the organized stimuli so as to influence behavior and form attitudes.

According to Walgito (1983: 50) the aspects which build perception can be specified into three parts. They are cognition aspect, affection aspect, and conation aspect. The three aspects of perception could be explained as follows:

 Cognition Aspect

It has relation with expectation or hope, the way to think and obtain the knowledge, and past experience. In building perception, a person is back grounded by cognition aspect. It is how person views something based on self willingness or expectation upon what he /she has heard or seen in his /her daily activities.

 Affection Aspect

Affection is related to the persons’ emotion. A person builds perception through this aspect because of the existence of moral and ethic education. This moral education therefore is the basic of person’s consideration in perceiving what has happened in his /her surrounding.

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 Conation Aspect

Conation aspect relates the person’s attitude, behavior, activity, and motivation. Through conation aspect, perception could be built based on person’s point of view toward something. This perception is convicted to motivation and behavior in his/ her daily life.

a. The Perceptual Process

To explain how the perception exists, the writer uses Gibson’s theory. Gibson (1985: 60) proposes that perception is the cognitive process by which an individual gives meaning to the environment. Because each person gives his or her own meaning to stimuli, different individuals will “see” the same things in the different ways. To make clear our understanding about how the perception exists, figure 1 is provided.

→

Figure 2.1 The Person’s Perceptual Process by Gibson (1985: 61) Stimuli Observati_{on of the}

stimuli

Factors influencing perception

Evaluation and

interpretati on of reality

Response behavior Attitudes formed

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From the Figure 1, we can see how the perception is formed. It is begun with the stimuli in which each person selects various signals that influence his or her perceptions of people, objects, and symbols based on the individual needs. After selecting the various signals, he or she observes those signals or stimuli considering the factors that influence the perception. Here, someone processes the stimuli in his or her mind which is called as the cognitive processing. When the cognitive process is finished, it will continue with forming evaluation and interpretation on reality. Through the evaluation and interpretation, it would affect the response behavior and form the attitudes. The Figure 1 makes us understand that there might be any possibilities of different perception among the second grade students of senior high school about the use of portfolio in writing class.

b. Factors that Affect Person in Forming Perception

According to Gibson (1985: 64), there are six factors that influencing the perception in the perceptual process. They are stereotype, selectivity, self-concept, situation, need, and emotion. Those factors will be explained as follows.

1) Stereotype

Stereotype is a set of beliefs about the characteristics of people in a particular group that are generalized to all members of the group (Gibson, 1985: 64). For example most Sumatrans like eat the highly seasoned and spiced food. But in fact, not all Sumatrans like to eat that kind of food. Most of the stereotypes are the wrong perceptions because it is formed not because of the fact that happens in our

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environment. Gibson (1985: 65) also says that stereotyping could result in implementing improper programs.

2) Selectivity

Not all stimuli that exist in our environment are taken and processed in our mind. Thus, we select what is important and relevant in fulfilling the person needs. In selecting the stimuli, it depends on our interest of the stimuli. It is supported by Gibson’s statement (1985: 66) that people tend to ignore the information or cues that might make them feel uncomfortable. For example, a girl who takes blue as her favorite color will select many things of which the color is blue and ignore other things which are not blue although they might be more beautiful. That is why people have different perception.

3) Self-Concept

Mouly (1973: 92) says that we perceive only those things that are consistent with our motives and goals and interpret our experiences to make them compatible with our present self-concept. The way we see ourselves in the form of self-concept will affect our perception about something in our environment. For example, if people always see something pessimistically, they will also see everything around them pessimistically. The person’s self-concept will perform the attitude which is as the result of his/ her felling towards particular things.

4) Situation

Situation can affect people in perceiving something, for example in the matter of time, Gibson et. al. (1985: 67) stated that the presses of time will literary press the

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manager to overlook some details, to rush certain activities, and to ignore certain stimuli such as request from other managers or superiors. People tend to work quickly when they do not have much time. The limitation of time makes people less careful. Therefore, the outcome of their work will also be affected. In students’ audio-visual project, time is considered important because this project needs to elaborate many things to make a good product.

5) Need

Perception is significantly influenced by needs and desires (Gibson, 1985: 6). There are always many considerations in choosing something based on the persons’ needs and expectations. People tend to perceive something positively if they feel that it can satisfy their needs and expectations.

6) Emotion

Emotion is someone’s strong feelings that influence his or her in forming perception. Kreitner and Knicki (1992: 212) state that emotions have significant effect on our perception. The person’s positive perception such as happiness, gladness, contentment, and so on may cause good perception toward something. In the contrary, the person’s negative emotions, such as anger, jealousy, envy, disappointment toward something could cause bad perception on that thing.

2. Project-Based Learning

Nowadays, project-based learning is very common in some high schools or institutions. Traditionally, project-based learning (PBL) is a model of learning that

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organizes learning around projects; in which the project itself is defined as a complex task, based on challenging questions and or problems, that involves learners in design, problem solving, decision making, or investigation activities. It gives learners the opportunity to work relatively autonomously over extended periods of time and culminate in realistic product or presentation (Johns, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999). Another definition is stated by Solomon (2003). He proposes that in project-based learning, students work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary. It means that the learners decide how to approach a problem and what activities to pursue by themselves. They gather information from a variety of sources and synthesize, analyze, and derive knowledge from it. Their learning is inherently valuable because it is connected to something real and adult skills are involved such as collaboration and reflection. At the end, the students demonstrate their newly acquired knowledge and are judged by how much they have learned and how well they communicate it. Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage, students’ work. Otherwise, Solomon’s statement is also supported by Moursund (1999), said that the feature of the project-based learning includes authentic content, authentic assessment, teacher facilitation but not direction, and explicit educational goals. It is also supported by Diehl, Grobe, Lopez, & Cabral (1999) who included cooperative learning, reflection, and incorporation of adult skills.

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Furthermore, Bransford and Stein (1993) unfold that project-based learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation. Within its framework, students work together on the project and collaborate their ideas to make sense of what is going on. Since it is part of social activity, therefore, it takes place within the context of culture community and past experience.

Thus, from the definition above the project-based learning could be summarized as the central framework upon which the teaching and learning of core concept is built, and not a supplementary enrichment activity which should be undertaken after the hard work of learning is done. Within the PBL process, learners not only give response by feeding back information, but they also actively use what they know to explore, negotiate, interpret, and create a product. In addition, the PBL model encourages teachers to rely on their experience and expertise to blend projects and conventional methods of instruction into cooperative activity that provides students with a rich integration of content, skills, and opportunities for academic and personal growth.

a. Project-Based Learning Focus

As noted above, much of existing work in PBL has been based on inductive account derived from empirical experience (Schindler and Eppler, 2003), or has focused exclusively on either generation of learning within Project (Huber, 1999), or the transfer of knowledge to and from project (Hansen, 1999). Another proponent,

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Thomas (1999) theorizes that standard-focused PBL is a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. This definition encompasses a spectrum ranging from brief projects of one to two weeks based on a single subject in one classroom to yearlong, interdisciplinary projects that involve community participation and adults outside the school. Thus, the careful development and planning of effective project are crucial for the successful and effective application of a project-based learning paradigm. The basic properties of such effective project might be focused as follows (Thomas, Mergendoller, & Michaelson, 1999) :

 To recognize students' inherent drive to learn, their capability to do important work, and their need to be taken seriously by putting them at the center of the learning process.

 To engage students in the central concepts and principles of a discipline. The project work is central rather than peripheral to the curriculum.

 To highlight provocative issues or questions that lead students to in-depth exploration of authentic and important topic.

 To require the use of essential tools and skills, including technology, for learning, self-management, and project management.

 To specify products that solve problems, explain dilemmas, or present information generated through investigation, research, or reasoning.

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 To include multiple products that permit frequent feedback and consistent opportunities for students to learn from experience.

 To use performance-based assessments that communicate high expectations, present rigorous challenges, and require a range of skills and knowledge.  To encourage collaboration in some form, either through small groups,

student-led presentations, or whole-class evaluations of project results.

Projects have been used as fun or change-of-pace events completed after students have been pushed through homework assignments, lectures, and tests. In standards-based PBL, students are pulled through the curriculum by an authentic problem that creates a need to know the material. The authentic problem is tied to content standards in the curriculum, and assessment is explicitly designed to evaluate the students' knowledge of the content. Similarly, project-based learning is sometimes equated with inquiry-based or experiential learning. Though PBL shares some overlapping characteristics with these two terms, standards-focused PBL is designed to acknowledge the importance of standards and evaluation of student learning.

b. Project-Based Learning Benefits

Practicing PBL is the unique way that it can motivate students by engaging them in their own learning. This provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems. It is also clear that PBL teaches students complex processes and

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procedures such as planning and communicating (Mergendoller, 1999). Accomplishing these goals, however, requires time for both teachers and students to master the behaviors and strategies necessary for successful PBL.

Recently, numerous research papers on PBL have been published to show the benefits of this paradigm for both learners and teachers. Above all the benefits, empowering critical thinking is the mainly benefit of PBL (Rogers, 2002). Here is a sample list of such benefits: tremendous gains in learners achievements, as a number of research project show (Expeditionary Learning Outward Bound [ELOB], 1999a; Expeditionary Learning Outward Bound [ELOB], 1999b); large gain in learners’ problem-solving capabilities (Gallagher, Stepien, & Rosenthal, 1992; Williams, Hemstreet, Liu, & Smith, 1998); gains in learners’ understanding of the subject matter (Boaler, 1997); gains in understanding relating to specific skills and strategies introduced in the project (Boaler, 1997); perceived changes in group problem-solving, work habits, and other project-based learning process behaviors (Tretten and Zachariou, 1995). The other benefits of PBL for today’s students have been reported by Thomas (1999). He reports that PBL:

 Overcomes the dichotomy between knowledge and thinking, helping students to both "know" and "do."

 Supports students in learning and practicing skills in problem solving, communication, and self-management.

 Encourages the development of habits of mind associated with lifelong learning, civic responsibility, and personal or career success.

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 Integrates curriculum areas, thematic instruction, and community issues.  Assesses performance on content and skills using criteria similar to those in

the work world, thus encouraging accountability, goal setting, and improved performance.

 Creates positive communication and collaborative relationships among diverse groups of students.

 Meets the needs of learners with varying skill levels and learning styles.  Engages and motivates bored or indifferent students.

At its best, PBL can be also beneficial for teachers. It helps teachers to create a high-performing classroom in which both teacher and students form a powerful learning community focused on achievement, self-mastery, and contribution to the community (Thomas, 1999). It allows teacher to focus on central ideas and salient issues in the curriculum framework, create engaging and challenging activities in the classroom, and support self-directed learning among students (Michaelson, 1999).

c. The Students in Project-Based Learning

Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. It is agreed by Solomon (2003) who mentioned that in entering project-based learning, the students’ role are to put into students-as-workers setting

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where they learn collaboration, critical thinking, written and oral communication, and the values of the work ethic while meeting state or national content standards. Through PBL, students are able to discover the knowledge actively to be put into the process of making a product. Students can also be responsible for the creation of both the question and the activities, as well as the nature of the artifacts. Additionally, teachers or curriculum developers can create questions, task, and activities related to many issue. Nevertheless, fulfilling the project such as generating the artifact or a model, report, consequential task, videotape, or film needs the students’ critical thinking. Through the process of generation, students are demanded to construct their own knowledge and put into project of artifact which is concrete and explicit that can be shared and critiqued. This allows others to provide feedback, makes the activity authentic, and permits learners to reflect on and extend their knowledge and revise their artifacts (Thomas, Mergendoller, & Michaelson, 1999).

Thomas (1999) stated that projects are decidedly different from conventional activities that are designed to help students learn information in the absence of a driving question. Such conventional activities might relate to each other and help students learn curricular content, but without the presence of a driving question, they do not hold the same promise that learning will occur as do activities orchestrated in the service of an important intellectual purpose (Sizer, 1984). Supporters of project-based learning claim that as students investigate and seek resolutions to problems, they acquire an understanding of key principles and concepts (Blumenfeld et al.,1991). Project-based learning also places students in realistic, contextualized

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problem-solving environments (Cognition and Technology Group at Vanderbilt [CTGV], 1992). Projects can thus serve as bridges between phenomena in the classroom and real-life experiences. Questions and answers that arise in daily enterprise are given value and are proven open to systematic inquiry.

 Project-based education requires active engagement of students' effort over an extended period of time.

 Project-based learning also promotes links among subject matter disciplines and presents an expanded, rather than narrow, view of subject matter.

 Projects are adaptable to different types of learners and learning situations (Blumenfeld et al., 1991).

As stated by Mergendoller (1999), there are four stages of inquiry that can be used as guideline for students in the process of work through the problems and projects. They are searching, solving, creating, and sharing. The further explanation could be enlightened as follows.

 Searching

It requires the students’ identification and representation of a problem. In this stage, students might divide their idea into groups by interest area and narrow their focus, they are even recommended to put and purposing their ideas into a question format.

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 Solving

Solving the problem involves gathering information and generating a solution includes planning the project and exploring the solution possibility. In this phase, each group may ask for consultation in order to carry out the project.  Creating

Creating refers to the creation of a product. Students in group start to accomplish the project.

 Sharing

Sharing involves the actual communication of findings, such as a presentation oral report to class members or the school. It result evaluation of the project and the suggestions for the generation of future project.

Figure 2.2 The Working Process of Project-Based Learning Searching

Solving

Creating

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3. Audio-Visual Media

Audio-visual media is a media consisting visual media which is synchronized with audio media and creates possibilities of communication (Rinanto, 1982: 21). In other words, it means that audio-visual is the combination of pictures and sound which support one another and able to gain the audience motivation to watch such as sound slide, TV, film, etc. Audio-visual media has been being an educational tool for years and the development of audio-visual technology shows the significant development year by year. In relation to the influence of the development of audio-visual technology towards educational system, Rinanto (1982: 8) stated that as long as the educational system unable to adjust with the technology development, therefore it will be overdue behind the era.

a. The Role of Audio-Visual Media in Education

Rinanto (1982: 21) addressed that audio-visual is the combination of two medias which are used in many aspects of life and especially in education, it results in the power to create a creative thinking with total comprehension. Since audio-visual media has been used in almost educational system, therefore, the role of audio-visual media becomes important. Rinanto (1982: 48) also observed that there are many important roles of audio-visual in educational life, such as:

 Audio-visual media is able to overwhelmed students’ limitedness in their experience.

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 Audio-visual media is able to exceed the limitation of time and space.

 Audio-visual media has the possibility of creating direct interaction between students and their environment.

 Audio-visual media creates uniformity in students’ observation.

 Audio-visual media implants the students’ basic concept which is concrete and realistic.

 Audio-visual media develops students’ motivation and new interest to learn something new.

 Audio-visual media gives integral and concrete experience until abstract experience.

b. Students and Audio-Visual Production

The recognition of involving students with audio-visual media in creative and productive way is a new learning strategy in education. The purpose is not only allowing students to produce materials for projects and reports but also making students more visually literate. Learners need the opportunities to become perspective and analytical of the visual world in which they live so as to make their own judgments and choices of what may be appropriate and aesthetically pleasing in a situation (Kemp, 1980: 9). In order to do this, students need to develop their skills to interpret the message they receive to be expressed into audio-visual tools using their own idea. Kemp (1980: 9) also states that this audio-visual awareness,

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comprehension, and expression can be obtained first by developing an intimate familiarity with design principle and audio-visual tools and elements of composition, and then by manipulating these items through the involvement in a variety of graphic, pictorial, and other nonverbal communications media.

In order to produce the audio-visual product, students need to be visually literate in which the meaning is the individual ability to develop the interpretation, judgment, response, and the use of visual representation of reality (Kemp, 1980: 9) which allow them to:

 Recognize and “read” visual illustration that represent objects, events, places, and people.

 Sort and organize such visual representations into patterns and relationships that apply a vocabulary of nonverbal visual expression.

 Produce their own visual materials as interpretations of actual object, events, places, and people.

Within audio-visual production, students need to work cooperatively. The goal structures are characterized by students working together to accomplish shared goals (Johnson et al., 1994; Johnson et al., 1995; Slavin, 1995). Then, what is beneficial for the other students in the group is beneficial for the individual. By working cooperatively, students are able to solve the problem together in order to accomplish the complex project. Additionally, audio-visual has been used to foster perspective-taking (e.g., recognizing the value of other students’ opinion and considering

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discussion topic from different viewpoints; Jarvela & Hakkinen, 2002), to build conceptual connections between different components of a teacher education program (e.g., seeing the relationship between college-based theory courses and school-based field experiences; Mitchell, 2003), and to increase reflection and community building (e.g., participants have a better understanding of peers and their perspectives, Killian & Willhite, 2003). Then, when students work together to successfully plan and production of a project using audio-visual media, they take part in a mentally vigorous process and this activity can be a stimulus to growth and toward visual intelligence (Kemp, 1980: 10).

4. Exposition Text

Exposition text is purposed to expose information to people. According to St. Andrew’s Cathedral School Library (1997), the purpose of an exposition attempts to persuade the reader to believe something by presenting one side of the argument. The exposition can be presented through dialogue, description, flashbacks, or even directly through narrative.

As exposition generally does not advance plot and may impede present-time action, it is usually best kept in short and succinct form, though in some genres, such as themystery, exposition is central to the story structure itself Greef, C. (1995). The alternative to exposition is to convey background information indirectly though action, which, though more dramatic, is more time consuming and less concise (Anderson, M. & Anderson, K.,1997).

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a. Characters of exposition text

As stated before, exposition text presents the information. It does not argue for or against a point or seek to defend an opinion. There are many characters of exposition text. According to Axelrod and Charles (1994), there are six characteristics. They are as follows.

 It seeks to inform people about a specific subject.

 It presents information efficiently. Consider who the audience is and what they will already know about the subject and what the presenter still needs to explain.

 It tries to engage the reader or the audience’ interest although the point of exposition text is not to entertain, but rather to instruct and to inform.

 It relies almost exclusively on established information.  It does not include the author’s experiences or feelings.  It does not express an opinion to be defined.

b. Text Structures of Exposition

There are seven text structures (organizational patterns), commonly identified with expository text including definition, description, process (e.g., sequence), classification, comparison, analysis (e.g., cause and effect), and persuasion (Heller, 1991; Meyer & Freedle, 1984: 21 (1), 121-143). Axelrod, Rise B., and Charles R.

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Cooper (1994) also identified the text structures of exposition text in which consist of:

 Definition

To define the basic terms that are needed to explain a concept since the reader cannot be expected to familiar with the presented topic.

 Classification and division

Classification and division is functioned to divide the information into many categories and to address them one by one. The reader only has to understand one part at a time, and sees the structure and relationship between the categories, which help with understanding the overall topic.

 Comparison and contrast

To show how the topic is similar to or different from something to help the reader or the audience constructs the point clearly.

 Description and narration

To provide the vivid illustrations, or explains how the process works.

Although the patterns are not absolutely similar one to the other proponents, however the overarching skill identified with expository text is the students’ ability to recognize and understand these expository text structures (Flood, Lap, & Farnan, 1986; Harvey, 1998; Mc Gee & Richgels, 1985).

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5. Cooperative Learning

Gokhale (1985) points out that cooperative learning refers to an instruction method in which the students at various performance levels work together in small groups toward a common goal. The underlying theory of cooperative learning lays the socio-constructivist philosophy which views learning as the knowledge construction within a particular social context (Oxford, 1997). As a result, students learn from one another in the group (Larsen-Freeman, 2000). Although the students hold different level of ability, they are to work cooperatively in stead of competitively. Slavin (1994: 2) states that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. It is not a new idea in education, but until recently it has only been used by few teachers for limited purposes, such as occasional group projects or reports. Further, cooperative learning has wonderful benefits for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom. Johnson and Johnson (1994) propose five essentials components of cooperative learning, they are as follows.

a. Positive Interdependence

Positive interdependence is the condition of working in a group and helping one another in order to reach the goal. A student could consider as successful person if his or her group also succeed. There are two requirements of successful interdependence;

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they are the efforts of each group member and unique contribution shared by every group member.

b Face To Face Promotive Interaction

Promotive interaction occurs when students foster and help one another in the efforts of achieving, producing, and completing the task. The characteristics of promotive interaction involve providing efficient and effective help as well as assistance, exchanging the needed resources, processing information efficiently and effectively, providing feedback to improve performance, considering the problem in greater insight, promoting higher quality of decision making, supporting each group member to achieve mutual goal, showing trustworthiness among group member, motivating one another to achieve the goal, and reducing anxiety and stress.

c. Individual and Group Accountability

Every group member is responsible to contribute his or her work to obtain the goal. In so doing the individual performance is also assessed. Therefore, it is the responsibility of the group to help their members who need assistance, support and encouragement.

d. Interpersonal and Small Group Skills

In cooperative learning, students have to work with others. Working in group let students to learn how to deal with other people and to be accustomed to interpersonal

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and small group skills such as trustworthiness, effective communication, conflict-resolution, decision making, and leadership.

e. Group Processing

The main idea of group processing is reflection. The reflection is to look what has been going on and to recite what should be maintained and should not. Through this reflection, students are able to improve their work in order to achieve group effectiveness.

B. Theoretical Framework

Learning English especially for exposition text using audio-visual media is a new project assigned for the students in SMA Negeri 2 Yogyakarta. The English teacher had just been implemented this project in the early 2008. In this project, the audio-visual media is used to organize an exposition text in the form of film. In accomplishing this project, the students were free to decide their own theme and plot of the film as far as the story still in the exposition framework. After the students finished this project, they are supposed to understand better on the function, the generic structure, and the characteristics of the exposition text. What students had just learned through audio-visual media in learning exposition text was also supposed to be able to be stored in the students’ long term memory. Besides learning the theory of exposition text, they could be able to make the visualization in the form of film of the script that they had composed. Moreover, learning through a project could supports

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students in learning and practicing skills in problem solving, communication, and self-management (Thomas, 1999).

However, the way the students perceive on something, whether it is in positive or negative way, influences the students’ behavioral responses (Altman et.al, 1985: 86). For that reason, the behavioral responses could be positive or negative depend on the students’ perception. If students perceive the audio-visual project in positive way, the students’ behavioral response would be positive, whereas, if students perceive the audio-visual project in negative way, their behavioral response would also be negative. In stead of investigating the students’ perception on the use of audio-visual project, the researcher also finding out the process of organizing the project elaborated by students. Henceforth, the researcher conducts a research based on these two problem formulations in which the data gathered through questionnaire and interview.

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CHAPTER III METHODOLOGY

This chapter discusses the methodology of the study in detail. It includes the discussion of certain analyses which are used to prove the research from the data gathering. This chapter is divided into six parts of discussion. Those are research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

This research was a survey research. According to Ari, Jacobs, and Razavieh (2002; 374), survey research is a technique in research which data are gathered by asking questions to a group or individuals. The researcher employed qualitative approach to conduct the research. Qualitative study fosters the researcher to achieve profound investigation of human behavior within a specific natural social setting and thereby he may uncover “the unforeseen areas of discovery within the lives of people he is investigating (Holliday, 2002: 5). For that reason, the researcher demanded to look at and interpret what underlie the experiences of students who involved in social phenomena. As stated by Best (1983: 156), qualitative methods are those in which the descriptions of observations are not ordinarily expressed in quantitative terms. A qualitative method presents the data in the form of description. Therefore the product

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of qualitative research is richly descriptive since the obtained data would be presented in the form of verbal statements.

B. Research Participants

The research participants were the eleventh grade of students for the academic year of 2007/ 2008 in SMA Negeri 2 Yogyakarta. There were six classes for the eleventh grade students of SMA Negeri 2 Yogyakarta however the writer only took two classes consisted of seventy-five students. The interview was conducted toward five students from the two chosen classes and they were chosen randomly by the English teacher. Meanwhile, the all seventy-five students were involved to be the questionnaire subjects.

C. Research Instruments

In conducting this study, the researcher employed two kinds of research instruments. They were an interview and a questionnaire. The explanation of those two instruments used in this study is presented as follows.

1. Questionnaire

The questionnaire was used to find out how the audio-visual project influenced the students’ perception in learning exposition text. Referring to Ari et.al. (1990: 421), he stated that a questionnaire is an instrument of a study to gather information through the respondents’ written responses to a list of questions. In gathering the

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data, the researcher employed close-ended questionnaire and open-ended questionnaire. The close-ended questionnaire allowed the students to pick the response that best represented his or her opinion in the provided columns. The value for the columns was one up to five. It was based on the construction of the evaluation scale item. The value was 1 for strongly disagree, 2 for disagree, 3 for no idea, 4 for agree, and 5 for strongly agree. While the open-ended questionnaire allowed students to give free responses on the audio-visual project.

Henceforth, there were twenty-three statements provided by the researcher in the questionnaire that described kinds of students’ perception of project–based learning of exposition text using audio visual media. For the guideline of making the questionnaire, the researcher made them based on the knowledge, skills, and attitude framework. Therefore, the researcher classified these twenty three questions into three categories. In order to make the discussion more clear, the followings are the explanation of those three categories.

a. Knowledge

In this category, there were two main points to be investigated. The first was the students’ knowledge on the exposition text in which underlying the students’ understanding on the generic structure, the language features, and the cohesive devices of exposition text. The second was the students’ knowledge on the audio-visual media which underlined the equipments that were used in the project and also theirs operation.

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b. Skill

The researcher elaborated this category into three main points. The first was the students’ background on operating audio visual media. The second was students’ language skills in which involved four skills; listening, reading, speaking, and writing. The third was the skill for operating audio-visual media for making film. c. Attitude

In the attitude category, there were two main points to be elaborated in this section. The first was investigating the students’ interest in carrying out the audio-visual project and the second was investigating how students worked in their team. The previous explanation could be seen briefly in theTable 3.1.

Table 3.1. Questionnaire Blue Print

Questions Number

Part 1 (Knowledge) 1. Exposition text

a. Generic structure of the text. b. Language features of the text. c. Cohesive devices of the text 2. Audio-visual

a. The equipment for film making.

1 2 3

4, 5 Part 2 (Skills)

1. Background 2. Language skills

a. listening skills b. reading skills c. speaking skills

7 8 9

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Table 3.1. Questionnaire Blue Print, Continued

d. writing skills 3. Audio-visual operation

a. equipment b. film making

11 12, 13, 14,15 Part 3 (Attitudes)

1. The students’ interest/ motivation 2. How students work in team

16, 17,18,19,20 21,22,23

2. Interview

There were five questions provided for the interview section (see app. B). Those questions aimed to investigate on how students carried out project-based learning using audio-visual media in applying exposition text. In the interview section, there were no predetermined answers which limit the subjects’ responses.

D. Data Gathering Techniques

The data first gathered from the interview on Friday, May 2nd, 2008 then continued on Saturday, May 10th, 2008. There were five interviewees chosen by the English teacher. These interviewees were provided five questions on how students organized audio-visual project to learn exposition text. The day for distributing questionnaire was different from the day for conducting interview. The questionnaire was distributed on and May 10th, 2008 for both two classes. The date for conducting research was already passed the middle of the semester; therefore, students were supposed to have finished their audio-visual project and understood on the issue

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discussed in the questionnaire and interview. The research samples were two chosen classes of the second grade students of SMA Negeri 2 Yogyakarta. The information gathered from the research was presented in the form of paragraph and the raw data was presented in the form of table.

E. Data Analysis Techniques

In order to answer all of the problems presented in the problem formulation, first of all, the researcher analyzed the data obtained from the questionnaire and interview results by putting them in the table and discussed them carefully. For analyzing the questionnaire results, the researcher counted each student’s and each statement’s total score and made their average score for the questionnaire result. After that, the researcher classified the average score based on the range of value to be easier in indicating the students’ perception. While for analyzing the interview results, besides putting the answer into table, the researcher also employed a recorder to save the authentic answer. Next, the researcher would present the data gathered and the data analyses in Chapter IV.

F. Research Procedure

The researcher conducted the research in five steps. The first step was making research questions for the questionnaire and the interview consisted of relevant questions to help the researcher to answer the research questions in problem formulation. The second was conducting interview with the five chosen students to

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obtain some information on how they carried out project-based learning using audio-visual media in applying exposition text. The third was distributing questionnaire for students in the two chosen classes. For the questionnaire, the students had to give responses on the twenty-three statements in close-ended question that described kinds of perceptions and answered an open-ended question to get students’ free opinion on the use of audio visual project. In the close-ended question, the students asked to put a thick in the provided columns as their responses. The value for the columns was one up to five. It was based on the construction of the evaluation scale item. The value was 1 for “strongly disagree”, 2 for “disagree”, 3 for “no idea”, 4 for “agree”, and 5 for “strongly agree”. The fourth step was analyzing the data from the data gathered based on the researcher’s needs. After analyzing the data, the fifth step was reporting the finding of the research.

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CHAPTER 4

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the data and findings which have been analyzed based on the justified methodology. It consists of two major sections. The first section discusses the students’ perception on audio-visual project to learn exposition text and the second section discusses the students’ process of carrying out the audio-visual project.

A. Data Presentation and Analysis

The data were collected from the interview and the questionnaire distributed to the second grade students ofSMA Negeri 2 Yogyakarta. The researcher took seventy-five students as the sample from two classes and seventy-five students to be interviewed. The students’ responses toward the questionnaire represented the students’ perception on the use of audio-visual project of learning exposition text. While the students’ answers in the interview represented the students’ strategy to carry out audio-visual project of learning exposition text.

1. The Students’ Perception of Project-Based Learning Using Audio-Visual Media in Learning Exposition Text.

In order to answer the first question in the problem formulation, the researcher collected the data from the respondents in the form of close-ended and open-ended

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question. The close-ended question was aimed to investigate the students’ perception through the statements provided in the questionnaire related to the audio-visual project. While in the open-ended question, it was occupied to get the students’ free responses on the audio-visual project.

a. Close-Ended Question.

The close-ended question was made based on the knowledge, skills, and attitude toward audio-visual project. Therefore, the questionnaire statements were classified into those three categories. The first category was employed to find out the knowledge obtained by students from audio-visual project. The second category investigated the skills obtained by students from audio-visual project while the third category was engaged to recognize the students’ attitude toward the production process of audio-visual project.

1) Students’ Perception on the Knowledge Obtained from Audio-Visual Project. In this part, there are 5 points to be asked. Those are text structure, language features, text coherence, audio-visual equipments, and degree of learning for the project. The Table 4.1 below provides the amount of every value in the questionnaire results, the average value of each statement, the total average of all five statements, and the percentage of every value. There are many abbreviations used in table 2 such as SD with the value 1 means that the respondents are “strongly disagree” with the statement, the letter D with the value 2 means that the respondents are “disagree”

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with the statements, NI with the value 3 refers to “no idea”, and the letter A with the value 4 means “agree” with the statement, while SA with the value 5 means “strongly agree” with the statement. The same table contents and abbreviations would be used in the following tables in this chapter.

Table 4.1. The Questionnaire Results of Knowledge Category

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)

2 4 14 29 26 3.97 2.67% 5.33% 18.67% 38.67% 34.67%

0 4 14 50 7 3.80 0.00% 5.33% 18.67% 66.67% 9.33%

0 1 12 53 9 3.93 3,95 0.00% 1.33% 16.00% 70.67% 12.00%

0 2 14 51 8 3.87 0.00% 2.67% 18.67% 68.00% 10.67%

0 2 5 45 23 4.19 0.00% 2.67% 6.67% 60.00% 30.67%

4.I became understand what equipments of audio-visual needed in making film.

5.I learned more about audio-visual equipment through this project.

Items

1. Audio-visual project of organizing exposition text helped me to understand better on the structure of the text.

2. Audio-visual project of organizing exposition text helped me to understand better on the language features of the text.

3.Audio-visual project of organizing exposition text helped me to be able to develop a text which is coherent or easy to understand.

Based on the questionnaire results in Table 2, most of the students have good perception toward the knowledge obtained during the process of carrying out audio-visual project. The researcher found that generally audio-audio-visual project improves the

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students’ knowledge on the exposition text and audio-visual equipments. The followings are the discussion of the findings for every statement showed in the Table 2.

a) Text Structure

For the first sentence results related to the text structure, could be explained that two students or 2,67% chose “strongly disagree”. There were four students or 5,33% who chose “disagree” and fourteen students or 18,67% chose “no idea”. While twenty-nine students or 38,67% chose “agree” and twenty-six students or 34,67% chose “strongly disagree”. The average value of the first sentence was 3,97. It means that students agree with the statement that the audio-visual project of organizing exposition text helped them to understand better on the structure of the text.

b) Language Features

Statement number two asked about the students’ responses whether audio-visual project of organizing exposition text helped them to understand better on the language features of the text. The finding in the Table 2 shows that none of the students chose “strongly disagree”. There were 5,33% or four students who chose “disagree” and fourteen students or 18,67% chose “no idea”. Most of the students in which fifty students or 66,67% chose “agree” and seven students or 9,33% chose “strongly disagree”. The average value of the questionnaire result for the second statement was 3,80. It implies that students tend to agree with the statement that

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audio-visual project of organizing exposition text helped them to understand better on the language features of the text.

c) Text Coherence

The third statement concerned with the students’ responses that the audio-visual project of organizing exposition text helped them to develop a text which was coherent or easy to understand. The finding of the third statement in table 2 shows that none of the students chose “strongly disagree”. Only one student or 1,33% chose “disagree” and fourteen students or 16,00% chose “no idea”. There were fifty-three students or 70,67% chose “agree” and nine students or 12,00% chose “strongly disagree”. The average value the third statement was 3,93. Thus, it could be concluded that students agree with the statement that audio-visual project of organizing exposition text helped them to be able to develop a text which was coherent or easy to understand.

d) Audio-Visual Equipments

Statement number four recited the students’ responses if they became understand what equipments of audio-visual needed in making film. The finding shows that none of the students chose “strongly disagree”. There were two students or 2,67% chose “disagree” and fourteen students or 18,67% chose “no idea”. Most students in which fifty-one students or 68,00% chose “agree” and eight students or 10,67% chose “strongly disagree”. The average value for the fourth statement was

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3,87. As a result, the researcher could terminate that students agree with the statement that they became understand on kinds of audio-visual equipments needed in making film.

e) Degree of Learning Audio-Visual Equipment from the Project

Statement number five concerned with the students’ responses that they could learn more about audio-visual equipment through the project they had made. The questionnaire results for the fifth statement shows that none of the students chose “strongly disagree” and two students or 3,67% chose “disagree”. There were five students or 6,67% who chose “no idea” and forty-five students or 60,00% who chose “agree”. While twenty-three students or 30,67% chose “strongly disagree”. The average value was 4,19. For that reason, the results imply that students agree with the statement that they could learn more about audio-visual equipment through the project they had made.

2) The Skills Obtained by Students from Audio-Visual Project.

This category consists of 10 points related to the skills obtained by students through audio-visual project. It starts with the statement of students’ background on the audio visual project, and continues with the several skills covered in the project. There were two skills investigated in this category, they were language skills and audio-visual operation skills. The language skills involved listening, reading, speaking, and writing. Meanwhile, the audio-visual skills involved equipments

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operation skill and film making skill such as casting, making script, rehearsal, etc. The Table 4.2 below shows the results of the second category.

Table 4.2 The Questionnaire Results of Skills Category

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)

0 1 7 47 20 4.15 0.00% 1.33% 9.33% 62.67% 26.67%

0 4 9 53 9 3.89 0.00% 5.33% 12.00% 70.67% 12.00%

0 4 21 46 4 3.67 0.00% 5.33% 28.00% 61.33% 5.33%

0 7 16 41 11 3.75 0.00% 9.33% 21.33% 54.67% 14.67%

0 11 24 37 3 3.43 0.00% 14.67% 32.00% 49.33% 4.00%

0 4 8 44 19 4.04 0.00% 5.33% 10.67% 58.67% 25.33%

0 3 20 28 24 3.97 0.00% 4.00% 26.67% 37.33% 32.00%

1 7 12 37 18 3.85 1.33% 9.33% 16.00% 49.33% 24.00%

0 4 14 43 14 3.89 0.00% 5.33% 18.67% 57.33% 18.67%

0 9 18 33 15 3.72 0.00% 12.00% 24.00% 44.00% 20.00%

6.Audio-visual project of organizing exposition text was the first experience for me.

7.Audio-visual project improved my listening skill.

8.Audio-visual project improved my reading skill.

9.Audio-visual project improved my speaking skill.

15.Practice section was carried out by my group before shooting to get a good result.

11.I learned how to operate audio-visual equipment in making film.

12.I Learned how to edit the film.

13.I learned how to cast the actor and the actresses.

14.I learned how to make the script of the film.

10.Audio-visual project improved my writing skill.

Items

According to the questionnaire results in Table 4.2, most of the students have good perception toward the skills obtained during the process of carrying out the

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The Students’ Strategy to Carry Out the Audio-Visual Project No. Interviewees’

Name

The strategy to carry out the project

1 Angel, XI IPA 2 “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.”

2 Itamar, 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.”

3 Kiki, 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.”

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4 Septian, XI IPA 1 “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.”

5 Siti, XI IPA 1 “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 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.”

100

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Appendix F

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Students’ Suggestion for Audio-Visual Project No. Interviewees’

Name

The strategy to carry out the project

1 Angel, XI IPA 2 “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 the camera or how to edit the film, always try to find the best solution for every problem.”

2 Itamar, XI IPA 2 “Need more support from school for this project, like providing supporting facilities and hopefully this project could be developed in the future.”

3 Kiki, XI IPA 2 “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.” 4 Septian, XI IPA 1 “When we are working in a group, we have to

take our commitment in which sometimes we have to sacrifice our interest. Another thing is regarding time and using it efficiently to make our work more meaningful.”

5 Siti, XI IPA 1 “Hopefully in the following year this project could be implemented in making other text compositions.”

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Appendix G

Permission Letter to Conduct Research in

SMA Negeri 2 Yogyakarta

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Students` perception of project-based learning of exposition text using audio-visual media.

“

Throughout our life, even if trials lead us to question ourselves,

to discover our limits, that irreplaceable gift remains.

You can have confidence in yourself.”

(Fr. Roger)

I dedicate this thesis to

Jesus Christ

My mother, father, sister, and brother

My beloved boyfriend

My Friends who always love and support me

Appendix F

Appendix G

Permission Letter to Conduct Research in

SMA Negeri 2 Yogyakarta

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Links

Students` perception of project-based learning of exposition text using audio-visual media.

“

Throughout our life, even if trials lead us to question ourselves,

to discover our limits, that irreplaceable gift remains.

You can have confidence in yourself.”

(Fr. Roger)

I dedicate this thesis to

Jesus Christ

My mother, father, sister, and brother

My beloved boyfriend

My Friends who always love and support me

Appendix F

Appendix G

Permission Letter to Conduct Research in

SMA Negeri 2 Yogyakarta

Parts

Dokumen yang terkait

THE EFFECTIVENESS OF SET GOALS AND VISUAL CUED STRATEGIES USING AUDIO VISUAL AND VISUAL MEDIA TO IMPROVE STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

THE EFFECT OF AUDIO VISUAL MEDIA ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

THE EFFECT OF PROJECT BASED LEARNING (PJBL) ON STUDENTS` ACHIEVEMENT IN WRITING PROCEDURE TEXT.

THE EFFECT OF USING POSTERS ON STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT.

THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING ON STUDENTS READING COMPREHENSION OF NARRATIVE TEXT.

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