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STIMULATING STUDENT’S
LEARNING AUTONOMY THROUGH THE USE OF MOVIE MAKER PROGRAM
Agung Dwi Nurcahyo
English Education Department of Muria
Kudus University
agungdwinurcahyo@gmail.com
A paper presented in 59th TEFLIN International Conference at Widya Mandala Catholic University, Surabaya
Abstract
Student’s autonomy has become a
central issue in Competence Based Curriculum in
Indonesia since this model of curriculum promotes a student
centered learning approach. Computer is one of the ICT media which
can be used to encourage students’ learning autonomy. Movie maker
is one of computer programs which can be used to facilitate the
encouragement of autonomous learning on improving student’s English
speaking skill. This study is done to explore
a case of autonomous learning
activity through the use of movie maker
program in an English class at
Guidance and Conseling Department of Teacher Training and
Education Faculty of Muria Kudus University. Using
a qualitative method of case study, the
study finds that the classroom activity of
using movie maker program has motivated
students to have a learning
autonomy. The learning autonomy is reflected in such activities as
(1.) improving English public speaking skill
through a practice of being a tourism news reporter, (2) developing
literacy through socio-cultural understanding and practice of using
Information and Communication Technology.
Therefore, Movie Maker Program is a
practical alternative teaching media in English
class.
Keywords:
movie maker program, learning autonomy, information and communication
technology
Abstraksi
Kemandirian dalam
belajar telah menjadi fokus utama di dalam Kurikulum Berbasis
Kompetensi (KBK) karena model dari kurikulum ini menggunakan
pendekatan pembelajaran yang berpusat pada peserta didik (Student
Centered Learning). Komputer merupakan salah satu media pembelajaran
yang berbasis teknologi informasi dan komunikasi yang dapat digunakan
untuk memfasilitasi terlaksanannya pembelajaran mandiri dalam upaya
peningkatan ketrampilan berbicara dalam bahasa Inggris. Penelitian
ini dilaksanakan dengan tujuan untuk mengeksplorasi sebuah kegiatan
belajar mengajar di dalam kelas yang menggunakan program movie maker
sebagai media pembelajaran pada mata kuliah bahasa Inggris di program
studi Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Muria Kudus. Dengan menggunakan metode kualitatif, yaitu
dengan pendekatan studi kasus, hasil penelitian ini menunjukkan bahwa
penggunaan movie maker sebagai media pembelajaran telah mendukung
terciptanya suasana lingkungan kelas yang kondusif untuk mendorong
para peserta didik untuk belajar mandiri. Kemandirian belajar dari
para peserta didik terlihat pada tiga hal, yaitu (1.) peningkatan
ketrampilan berbicara di depan publik melalui praktek yang intensif
dalam tugas membuat reportase tentang obyek wisata, (2.) peningkatan
literasi terhadap pemahaman sosiokultural, serta (3.) latihan
menggunakan teknologi komunikasi dan informasi. Dengan demikian,
program movie maker dapat digunakan sebagai media pembelajaran
alternatif dalam mata kuliah bahasa Inggris.
Kata kunci:
program movie maker, kemandirian belajar, teknologi informasi dan
komunikasi
Introduction
Monotonous teaching
method may cause student’s disinterest to
the class since not every student learns in the same way. Some
students tend to be visual learners; while others prefer to hear
information. In some cases, they prefer to work alone; while some
others like to work in group. Teachers should be aware of this
reality so that they will not get stuck on a monotonous method of
teaching. Teaching with various learning activities will make
students interested in the class. To make students feel interested in
the class, a teacher should design the class in such a way that the
students will feel necessary for them to participate in the class.
Therefore, teachers need to encourage students to be active in the
class by involving them in the learning process. Involved learners
will enjoy the class and become autonomous learners. Students’
participation in classroom is the key to the encouragement of
learning autonomy (Dwi Nurcahyo, 2011). Poorman (2002) points out,
“true learning cannot take place when students are passive
observers of the teaching process”. Teachers often find students
feel disinterested to the class because the teachers do not create a
condusive atmosphere for the participation of the students in the
class. Involving students in classroom activities is a way of
anticipating student’s disinterest to the class.
Active learning
model which extend some learning techniqes, like cooperative
learning, project based learning, and other learning techniqes, has
been found to be an effective way to create
a supporting environment for students to encourage them to be
involved in learning activities. Another key of promoting student’s
learning autonomy is developing student’s responsibility in the
class since both terms of autonomy and responsibility are
interrelated. Perception on considering students as responsible ones
cannot just be based on a surficial view, like how diligent students
are in doing the their homework, or how obedient they are to their
teacher’s instruction, but it is more on an awareness of accepting
the idea that students’ own efforts are crucial to progress in
learning, and behave accordingly (Scharle and Szabὀ, 2000: 3).
Students will feel that they need to be involved in the learning
activities without feeling burdened since they have such kind of
awareness. At this point, teachers need to think of activities or
projects that can motivate students to be actively involved in the
classroom. The activities can be done through the use of active
learning methods which are incorporated with the use of information
and communication technology. There are many computer programs which
have been widely used by English teacher as teaching media.
This study aims at describing a case of
an effort to stimulate student’s learning autonomy through the use
of movie maker computer program in an English class at Guidance and
Counseling Department of Teacher Training and Education Faculty,
Muria Kudus University. It uses a
qualitative approach by describing a case of classroom activity in
English class which uses movie maker computer program as a medium of
encouraging student’s learning autonomy.
Student’s autonomy has become a central issue in Competence
Based Curriculum since this model of curriculum promotes a student
centered learning approach. In this case,
teachers should position him/herself as facilitator so that students
have more opportunity to participate in classroom (Brandes and
Ginnis, 1986). One of the ICT media which
can be used to encourage students’ learning autonomy
is computer. It is an essential tool that helps teachers
facilitate an autonomous language learning process (Dwi Nurcahyo,
2011). Movie maker is one of computer programs which can be used to
facilitate the encouragement of autonomous learning on improving
student’s English speaking skill.
Stimulating Learning
Autonomy through the Use of Movie Maker Program
Bloom’s new
taxonomy states that there are six learning
competencies, i.e. remembering, understanding, applying, analysing,
evaluating and creating (Forehand, 2005). This viewpoint shows that
the highest level of learning competencies is when students are able
to create something as a result of a sequence of learning activities.
As a facilitator, a teacher should create and maintain a learning
environment in which learner can be autonmous so that students can
experience a learning process to reach the level of creating
something. If the learning environment is conducive, students will be
encouraged to actively participate in the classroom. To facilitate
students for having more opportunity to participate in classroom,
teachers can use project based learning method. This method helps
students to autonomously create their own learning product. This
method allows students to autonomously complete tasks or assignment
given by teachers. Project based learning method enables students to
be engaged in an active learning activity. Besides, the method can
possibly encourage students to develop their literacy since they will
have opportunity to access as much information as possible from
various sources of information to complete the project. When the
student’s project is incorporated with the use of information and
communication technology, students will naturally get motivated to be
more active in the learning activities since they are naturally
challenged to complete the classroom project.
This study is done
to investigate a case of classroom activity in an English class at
Guidance and Counseling Department of Muria Kudus University, which
is assumed to be able to motivate students’ learning autonomy. The
activity done in this English class is
designed in a project based learning method. In the class, students
are supposed to make a project of making a movie of a tourism news
reporting. The procedures that should be done by the students are as
follows:
- Finding an object of tourism
- Making a script of tourism report about the selected tourism object
- Demonstrating the script
- Recording their performance of being a news reporter of tourism object
- Processing the record into a file of movie by using movie maker program
The above activities
are done by the students for 3 months. As a facilitator, the teacher
gives advice and guidance of how to make the movie. The students are
also allowed to consult with their friends who are skillful on movie
maker program. In every meeting in the classroom, the teacher keeps
checking the students’ progress report of completing this
assignment. It is on the purpose of monitoring their activeness in
completing the task. The teacher also records their perception about
the project in terms of whether they are interested in the activity
or not. The teacher also inventarizes the difficulties found by the
students in doing this project.
The study finds that the use of movie
maker computer program has stimulated students’ participation in
classroom as they do a project of making a self movie. Learning
autonomy is naturally and gradually developed when they are exposed
to the activity of recording their speaking performance of tourism
report and of processing their video recording into a movie by using
movie maker computer program. Speaking skill is also indirectly
trained since they have to give their best performance of spoken
tourism report in front of camera. Movie
maker computer program has found to be an alternative to stimulate
students’ activeness of learning autonomy for improving their
knowledge of Information and Communication Technology as well as
developing their English speaking skill. This activity will also
indirectly develop students’ literacy about ICT since it provides
encouragement for students to search as much information as possible
about ICT. In this case, English communicative skill has been
indirectly developed through the activity of video shooting on the
students’ speaking performance of tourism report.
So, the study reveals that the
classroom activity of using
movie maker program has motivated
students to have a learning
autonomy. The learning autonomy is reflected in such activities as
(1.) improving English public speaking skill
through a practice of being a tourism news reporter, (2) developing
literacy through socio-cultural understanding and practice of using
Information and Communication Technology.
Therefore, Movie Maker Program is a
practical alternative teaching media in English
class.
Conclusion
The use of computer has been
empirically beneficial to help English teachers or lecturers engage
their students in a conducive situation for autonomous learning
activities as the core of Student Centered Learning model. Making a
self movie by using movie maker computer program is an alternative
classroom activity that can be done in an English class. This
activity has been empirically found to be able to stimulate students
to do an autonomous learning for improving their English speaking
skill and literacy about Information and Communication Technology
(ICT). Therefore, it is recommended for teachers, lecturers or
education practitioners to maximize the use of ICT in their teaching
activities, though it is not the only media for doing creative
teaching.
REFERENCES
Brandes, D. and P. Ginnis. (1986). A
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http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.pdf
Dwi Nurcahyo, Agung. (2011). “Film
Dubbing” as an Alternative of ICT Based Teaching in Translation
Class. A paper presented at the 58th TEFLIN International Conference,
IKIP PGRI Semarang
Forehand, M. (2005). Bloom's taxonomy:
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learning, teaching, and technology. Retrieved 10
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Poorman, P.B. (2002). Biography in Role
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