developing project based learning instructional video on ...

e-Journal Jurusan Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha

English Language Education (2018)

DEVELOPING PROJECT BASED LEARNING INSTRUCTIONAL VIDEO ON TEACHING ENGLISH BASED ON CURRICULUM 2013

FOR SENIOR HIGH SCHOOL ENGLISH TEACHERS

Darmawan Agus Dimas, Myartawan I Putu Ngurah Wage, Andyani Luh Diah Surya

English Language Education Universitas Pendidikan Ganesha

Singaraja, Indonesia

email: [email protected], [email protected], [email protected]

Abstrak Penelitian ini bertujuan untuk mendeskripsikan sifat – sifat dari video pembelajaran berbasis project based beserta buku manualnya yang dikembangkan berdasarkan analisis kebutuhan yang dilakukan dalam penelitian ini dan mendeskripsikan kualitas dari produk yang dikembangkan. Metode D & D yang diadaptasi dari Dick dan Carey (2001) adalah desain penelitian yang digunakan dalam penelitian ini di mana data dianalisis secara kualitatif dan kuantitatif. Dalam mengumpulkan data analisis kebutuhan, telah digunakan tiga guru bahasa Inggris SMA sebagai subjek dari penelitian sementara dua dosen dari Departemen Pendidikan Bahasa Inggris Undiksha menjadi subyek dalam mengumpulkan data tentang kualitas produk yang dikembangkan. Objek penelitian adalah video pembelajaran berbasis project based dan buku manualnya. Data dikumpulkan dengan menggunakan lembar observasi, daftar periksa, catatan, panduan wawancara, dan skoring rubrik. Hasil penelitian menunjukkan bahwa rata-rata dari kedua penilaian ahli adalah 4,4 dari 5,0. Hal ini berarti video pembelajaran yang dikembangkan termasuk dalam kategori baik. Beberapa saran diberikan oleh para ahli untuk meningkatkan kualitas video. Diantaranya yakni menstabilkan beberapa adegan, menyesuaikan kecerahan, dan menambahkan beberapa narasi. Hal tersebut telah diperbaiki oleh peneliti dalam tahap revisi produk akhir. Kata kunci: Kurikulum 2013, Video Pembelajaran, Pembelajaran berbasis proyek, Pebelajaran berpusat pada siswa

Abstract This present study aimed at describing the features of the Project Based Learning Instructional Video with its manual book developed based on the needs analysis conducted in this study and describing the quality of the product developed. D&D Method adapted from Dick and Carey (2001) was the research design used in this study in which the data were analyzed both qualitatively and quantitatively. In gathering needs analysis data, three senior high school English teachers were the subjects of the study meanwhile two lecturers of English Education Department Undiksha were the subjects in collecting the data about the quality of the product developed. The object of the study was Project Based Learning Instructional Video and the manual developed. The data were collected by using observation sheet, checklist, note, interview guide, and scoring rubric. The results of the study showed that the mean from both of expert judgment is 4.4 out of 5.0. It means that the instructional video belonged to the good category. Some suggestions were given by the experts in order to improve the quality of the video. Those were stabilizing some scenes, adjusting the brightness, and adding some narration. It has been fixed by the researcher in revising the final product phase.

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Keywords: Curriculum 2013, Instructional Video, Project Based Learning, Students Centered Instruction (SCI).

1. Introduction Teaching is one of processes in an

education that influence the quality of students in education system. Good teaching tends to produce good alumnus with satisfying results. Teaching is not just assessing the cognitive score but also the affective. Teaching cannot be defined apart from learning because teaching and learning are the process that are related to each other. Teaching is giving knowledge while learning is receiving the knowledge. Teacher should make a balance between the students’s cognitive and affective aspect. To make it balanced, the teacher should refer to curriculum as a guidance.

According to Mary (2015), Curriculum is defined as a planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. It is essential to update them in order to fulfill the education needs. A curriculum is considered as the “heart” of a learning institution which means that schools or universities cannot exist without a curriculum. With its importance in formal and informal education, curriculum development has become a dynamic process due to the changes that occur in our society to follow the globalization era.

In its development, the curriculum in Indonesian has changed several times, in 1947- Leer Plan (Rencana Pelajaran), in 1952 - Rencana Pelajaran Terurai, in 1964 - Renthjana Pendidikan, in 1968 - Kurikulum 1968, in 1975 - Kurikulum 1975, in 1984 - Kurikulum 1984, in 1994, Kurikulum 1999, in 2004 - Kurikulum Berbasis Kompetensi, in 2006- Kurikulum Tingkat Satuan Pendidikan, in 2013- Kurikulum 2013. In curriculum 2013,

the students are emphasized in students centered learning concept where the students are directed to find the information and solve it by their own. The approach used to direct student in students centered learning is scientific approach. Scientific approach is an approach where the learner learn through five steps, they are observing, questioning, exploring, associating and communicating. This approach is used to support the implementation of students centered learning.

Student centered instruction differs from the traditional teacher-centered instruction. The learning activity is cooperative, collaborative, and community-oriented. Students are encouraged to direct their own learning and to work with other students on projects and assignments that are both culturally and socially relevant to them. Students become self-confident, self-directed, and proactive. There are many teaching models that used in student centered instruction in Curriculum 2013. One of them is Project Based Learning.

According to Joseph and Phyllis (2006), Project-based learning is a form of situated learning and it is based on finding that students gain a deeper understanding of material when they actively construct their understanding by working with real task. In project-based learning, students engage in real, meaningful problems that are important to them because the problems come front real context. The reason for the government to develop and implement one of this learning model in curriculum 2013 is to face global competition. Education in Indonesia is considered quite backward compared to other countries. The rating of education in Indonesia is still low. Facing the increasingly down to globalization, the government is developing this new curriculum with the aim of improving the quality of education in Indonesia.



It is different in reality, during the implementation in real classroom, there are several problems which faced by the teacher in implementing project based learning using curriculum 2013. Based on preliminary observation and interview that researcher had done in five schools, most of the teachers have problems when engaging their student in classroom using project based learning based on curriculum 2013. They further argued for the need to provide teachers with certain guidance such as instructional video. The video which provide them better knowledge about effective principles of teaching and learning using project based learning in curriculum 2013 such as clear goal setting and orientation, activation of student’s thinking and learning activities, support and guidance in implementing the instruction, and evaluating teaching processes and outcomes in implementing project based learning.

Based on problems above the researcher would like to provide instructional video, in this case is Project Based Learning Instructional Video. This video is expected to help the teachers to gain better knowledge and understanding about the implementation of project based learning using curriculum 2013 based on scientific approach in order to get meaningful result after teaching and learning process for both teachers and students. Besides video, there will be also manual book. The manual book contains deep explanation about the video.

2. Methods 2.1. Research Design

The major aim of this research is to develop Project Based Learning instructional video to teach English based on curriculum 2013 for senior high school English teachers. Design and development research which adopts Dick and Carey Model is used to develop the Project Based Learning instructional video.

Generally, the design and development procedures that carried out are mentioned in the following list:

Assess needs to Identify Goals, Conduct Instructional Analysis, analyze teacher and context, write performance adjective, develop assessment instrument, develop instructional strategy, develop and select instructional video, design and conduct formative evaluation.

2.2. Setting of the study

This research is conducted at some schools in Buleleng regency where the teachers are involved in the process of need analysis and at schools where the videos will be recorded, that is in SMAN 3 Singaraja. 2.3. Research Subject and Object

The subject of this study is the teachers of senior high school in Buleleng and some experts in University of Ganesha Education while the object is teaching model based on curriculum 2013, in this case is Project Based Learning.

2.4. Research Instruments

This study used several instruments to help research in the process of collecting data, such as: Observation Sheet, Interview Guide, Expert Judgement Rubric, Notes and Questionnaire.

2.4.1. Observation Sheet

Observation is conducted during the analysis phase. The researcher conducts observation by filling in the observation sheet and taking notes about the problem that found during the analysis.

2.4.2. Interview Guide

This instrument is as guidance used to get information about the teacher comprehension before and after the implementation of instructional video. It is used to get information about teachers’ problem about the implementation of learning model in


English Language Education (2018) curriculum 2013. In this research, researcher applied semi-structured interview in which the researcher prepared interview guides which consist of a set of question. The questions are addressed to the teacher as the main subject related to this study. The guides will allow the researcher to generate her own questions to develop interesting result during the interview. By developing the questions, researcher may have deeper understanding and explanation about the need of the teacher toward the content of the instructional video. Detail data will be also gathered through informal or conversational interview with the teacher.

2.4.3. Expert Judgement Rubric

This rubric will be given to expert (in this study is lecturer or teacher). The expert will fill the sheet so that researcher will get more information and feedback about the quality of the video. 2.4.4. Note

Notes are used to get additional information about the implementation of character based big book for dialogic reading activity.

2.4.5. Questionnaire

Questionnaire is a method of data collection which is done by giving some written questions or statement to be answered by respondent. Closed questionnaire will be used in this research where the options have been served by researcher and it is about the appropriateness from all aspects of video. 3. Findings and Discussion 3.1. The features of Project Based

Learning Instructional Video The researcher observed the class

activity of senior high school students in order to know the lacks of the teachers, whether they were able to implement the innovative learning models which were suggested by curriculum 2013 such as inquiry based, problem based,

project based, task based language teaching, genre based in teaching English subject or not. The result of teacher’s observation could be seen on table 1.

Table 1. Result of Teacher’s Observation

Descriptor Yes No

The teacher implements the five

core activities of scientific

approach

√

The teacher already applies

Students-centered Instruction

√

The teacher is able to teach like

their lesson plan

√

The teacher motivates the

students in learning process

√

Learning model used by the

teacher in teaching English

Inquiry-based √

Problem-based √

Project-based √

Task-based Language Teaching √

Genre-based √

Based on the result shown by the table, teachers had not been able to change the learning paradigm from teacher centered to students centered instruction. Learning processes which tended to be boring made the students less motivated. Observing, questioning, exploring, associating, and communicating were only the five core activities of scientific approach that usually used by the teachers in teaching. It showed the lacks of the teachers’ teaching skills based on the demand of curriculum 2013.

The researcher interviewed some Senior High School English Teachers after doing the observation to get information related to the characteristics of instructional video that they wants in developing knowledge and teaching skills based on the demand at curriculum 2013. The characteristics of best instructional video adapted from Bart and Don


English Language Education (2018) (1996), combined with Riyana (2007) were used as a guidance of the interview. The data of best characteristics of instructional video shown in the following table

Table 2. Result of literature research

Crit

eria Indicator Component

Content

Accurate Suitable for the

subject matter, up to date and

appropriate with

what the teacher

needs to increase their

understanding.

Useful The video

should

stimulate,

motivated and inform the

teacher to act on

the information

that was being presented.

Bias-free The video not

including stereotyping

with regard to

age, sex,

ethnicity, race, physical

impairment,

values, dress,

language or social class.

Instr

ucti

onal Plan

Stated the Objective

The video begin

with a motivating

introduction to

stimulate

interest.

Content

Presentation

content detail

controlled

Format of the

video suitable for learning

Teacher Applicatio

n

The video

suggests new method for the

teacher.

Teacher

Reflection The video

allows for

teacher reflection.

Meet the Objectives

The video meets

the learning

objectives.

Active

Interaction

The video can

be used to

promote active learning.

Integration into the

Learning

Environm

ent

The video can

be used to serve both self-study

and training

purposes.

Tec

hnic

al Prod

ucti

on

General

Video

Design Characteri

stics

Introduction

Opening display

Introduction

video content

Closing

The video well

planned, organized and

structured.

Focused

on

Intended

Content

The video

avoids content

not related to

the subject

matter.

Visual

Quality Appearance of

the teacher

model

Students

appearance

Setting

Equipment

(Property)

Lighting

The camera

looking at the scene from the

learners’ point

of you.

Use shooting

with zoom technique

Property setting

that suit the

needs

Use of text



Audio

Quality Clarity of voice

model

Type of music

companion

The use of

sound effect

The vocabulary

of the narration

appropriate for

the intended audience.

With a soft

volume

Should be

instrument music

Audio-Visual

Relationsh

ip

The audio and

visual component

should not

contradict one

another.

Incl

uded

Sup

ple

ment

Mat

erial

s

Provided

Introductory

Informatio

n

Included

supplemental

materials the

purpose and

objectives of the

video.

The criteria of the best instructional video were asked to the teachers whether it was suitable with their needs or not. The criteria were conducted after it was decided by the researcher.

It was found the teachers’ desire toward the video such as the teachers needed a useful video that the content must containing an appropriate learning model in the curriculum 2013. Moreover, it also provided ways to not discriminate students in the class and make the learning process become fair, such as not differentiate and group the students based on their capability in learning, their religions and genres. There must be a motivating introduction, detail information that would be comprehended, suggestion method that could be used by the teachers, could be as teacher reflection, and activity that could promote active learning. The quality of the audio visual must be clear enough

and teachers needed supplementary materials that could help them in understanding the content of the video. The number of students in the classroom was also asked by the teacher. It must be the same as the actual situation. As an addition, the teacher needed learning which suitable with the syllabus.

Based on the second interview with the senior high school teachers, the criteria of best instructional video needed were totally suitable with the entire component in the criteria from both theory by Bart and Don (1996) and Riyana (2007). The comparison of both analysis and interview result shown in the following table.

Table 3. The Comparison of Instructional Video Criteria and Interview’s Result

Theory Teachers’ Desire

Criteria Indicator Yes No

Content

Accurate √

Useful √

Bias-free √

Instructional Plan

Stated the

Objective √

Content

Presentation

√

Teacher

Applicati

on

√

Teacher

Reflectio

n

√

Meet the

Objectives

√

Active Interactio

n

√

Integratio

n into the

Learning

Environment

√

Technical

Production

General Video

Design

Character

istics

√

Focused

on Intended

Content

√



Visual

Quality √

Audio

Quality √

Audio-

Visual Relations

hip

√

Included

Supplement

Materials

Provided

Introduct

ory

Information

√

Clarifies and

Summariz

e Content

√

Since there had been no instructional video that showed the learning process using project based learning in accordance with the syllabus used by Senior High School English Teacher in teaching, the selection of syllabus was considered as needed. This was also in line with the teacher's request from the previous interview. They asked that a video which would be developed should use contextual learning. In this case, the material chosen was Descriptive Text for ten grade of semester 1 students at SMAN 3 Singaraja. It was suitable to the steps of project based learning, grade and semester of the students. The result of syllabus analysis was shown on Table 4.

Table 4. Result of Syllabus Analysis

A. CORE COMPETENCY

1.1. Experiencing and applying their religion value.

1.2. Experiencing and applying honesty, discipline, responsibility, care (helping one another, cooperation, tolerance, peace) well-mannered, responsive, and pro-active and to show attitude and a part of solution for problem to interact effectively in social and natural environment and take a position as a reflection of nation in the world’s association.

1.3. Comprehending, applying, analysing, factual, conceptual, procedural knowledge and meta-cognitive based on students curiously and science, technology,

art, culture and humanity along with understanding of human nature, nationality, statement ship, and civilization in relation with casual phenomena and event, and implementing procedural knowledge on specific field according with their talents and preference to solve problem.

1.4. Processing, reasoning, and presenting in either concrete or abstract field related to development of what they have been learned in school independently, taking effectively and creatively, and being able to use methods which is suitable with principles of science.

BASIC COMPETENCY AND INDICATORS

Basic Competency

Indicators

3.7 Applying social function, text structure, linguistic elements, oral and written transactional interaction text in descriptive text about people, public places and historical building based on context used

3.7.1 Students are able to analyse text structure, information and linguistic elements of descriptive text

4.10 Arranging descriptive text about people, public places and historical building, by paying attention to social function, text structure, and linguistic elements correctly and based on context.

4.10.1 Students are able to construct descriptive text about people, public places and historical building based on topic given.



In Developing Assessment Instruments the special purpose or the indicator of success would be formulated based on those needs analysis in accordance with the expectations resulting from the use of the project based Instructional video by its target users based on their own context of use. Learning objectives or indicators that should be fulfilled by the product was the performance objective. In this case, to assist the English teachers’ understanding toward the concept of learning model in Curriculum 2013 especially for senior high school English teacher, the instructional video was designed. The project based Instructional video should be able to help teachers in improving their knowledge and teaching skill.

In Developing Instructional Strategy, the result of teachers and context analyzing showed that the teachers usually learned the curriculum 2013 individually at home, by sharing with the others colleague and also by joining workshop held by government. Therefore, to support the teachers’ habit in learning the curriculum 2013 though self-study and teachers’ training, the instructional strategies of the product were designed as what as stated self-study and teacher training.

In Production Steps of Instructional Material, the drafts of the instructional video were developed after designing the scenario of the video. Some steps were done in developing the instructional video as follows: Planning, Recording the Video, Edit the Recorded Video, Making the video draft and Revising the first Draft developed.

The first Meeting

MAIN ACTIVITIES (70 minutes)

A. Observing 1. The students observe some

pictures such as a doll, an actress, and a building.

2. The students mention noun phrases regarding to the pictures shown.

B. Questioning 1. The teacher do a “Chain

Questions” by asking a

student a question about characteristic of a picture shown.

2. After The student answer, this student continue by asking different question to another student.

C. Exploring 1. The teacher puts a picture

different recreational place in Bali on the students’ table. The teacher asks the students to open a picture that has been put on their desk/table. Then, there will be 7 groups consisting of 4-5 students based on the picture that they got.

2. Teacher distributes the worksheet to the groups and gives instructions that they need to fill the blank with appropriate noun phrase basen on the picture they get.

3. The teacher fixes the students’ misconception if there is any.

D. Associating

1. The teacher using the same worksheet and gives instructions that the students should fill in the blanks with sentences by using the noun phrases they have made.

2. Then, students are asked to arrange their sentences into descriptive text.

E. Communicating 1. Every group present their

descriptive text by reading it in front of the class.

2. Then, student and teacher discuss the presentation by giving feedback or suggestion toward particular group performance..

F. Closing (15 minutes)

1. Concluding. 2. Teacher explain the project

that the students need to work on, along with the steps of making the video and the deadline of the video. The project use the same student’s group.

3. Teacher tells students to bring the project in the next meeting and tells them what they have to do and what they must prepare before coming to the class.

4. The head of the class leads



his/her friends to pray together.

5. Teacher left the class by saying “See you on the next meeting”

The second Meeting

PRE-ACTIVITIES / APPERCEPTION (10 minutes) Preteach

1. The teacher greets the students and takes their attendance.

2. The captain of the class leads his/her friends to pray together.

3. The teacher asks representative of the group to collect the project.

MAIN ACTIVITIES (50 minutes)

G. Communicating Project Presentation & Project

Discussion 1. The students arrange their

position based on their group.

2. Teacher plays all the video from each group.

3. After one video is played, The teacher lead group discussion to discuss the product or giving feedback.

H. Closing (10 minutes)

1. Concluding. 2. Explain the meaning of the

project making. This is important so that all students realize the usage of descriptive text in real situation based on context. For example, the students can use the video as tourism promotion.

3. The head of the class leads his/her friends to pray together.

4. Teacher left the class by saying “See you next time”

In line with that, the specifications and features of this instructional video were described as follows:

3.1.1. The Specifications of

Instructional Video

The specifications are 1) WMV

is the format of the video to make the

video can be open in all devices. It

makes the teachers can share the video

among their colleague easily. 2) 26

minutes 23 seconds is the duration of

the video which is expected to be able

to avoid the teachers in getting bored

while watching the video. 3) the frame

width is 1920 while the frame height is

1080. It was aimed at giving the teacher

video with the best quality of display. 4)

the audio is stereo to make the

teachers feel comfortable in hearing the

narration and the teacher’s voice.

3.1.2. The Features of Instructional

Video

The video begun with the title of

the video edited with an animation to

attract the teachers’ attention. It is the

first features of the video. The name of

material, title, and grade of the students

related to the video were shown in the

introduction which was made by using

frame hold segment. On this section,

the core activities and the detail of the

materials about the steps of project

based learning are described. The most

important part is included in this

section. There are also captions which

were made to help teachers in

understanding the phase of the learning

model used in the video.

Background music was also added

to make the video not monotonous.

Instrumental background music in low

volume was used by the researcher to

prevent disturbance of the teacher

voice in teaching process. The video is

made for English teacher thus, the

whole activity was using English. To

control the brightness and the contrast

in order to produce video with the best

lighting, RGB curve tool was used by

the researcher. To express gratitude

and giving references, a credit made by

using roll/crawl options was added by

the researcher in closing as the last

outline of the video.

3.2. Draft Manual Book



The manual book was designed

based on the steps of project based

learning and consisting the material

used in the video. It consists of 13

pages. The arrangement in the manual

book consists of learning objectives

(knowledge and skills), a brief

introduction to the material, the steps of

project based learning, and discussions

to test the teacher's understanding of

the material in the video. The

presentation material consists of black

and white text and colored pictures that

correspond to the material or tutorials

discussed. Discussions containing

understanding questions for individuals

and groups, as well as performance

tasks make the material based on the

tutorials discussed along with designing

the material-based learning scenarios

that were created.

In Designing and Conducting

Formative Evaluation, it was evaluated

in this phase by using scoring rubric

filled by the expert judgments. Those

rubrics were designed based on the

criteria of best instructional video. The

content of the instructional video was

validated by the expert judges.

Moreover, the rubric consisted of

general comments such as the strengths

and weaknesses. The blueprint of

experts’ judgment rubric was shown in

the following table.

Table 5. Blueprint of Scoring Rubric

Theory

Adapted from Bart and Don (1996), there are

several criteria for selecting Instructional

Video. Those are: content, instructional plan,

technical production, included supplemental

material. Furthermore, Riyana (2007) states

that the instructional video should include the

material type, present format, need the

technical support, use music/sound effect, and

video media outline.

Criteria Indicators Tot

al

ite

ms

Items

no

1. Content

The content of

instructional video

is accurate, useful

and bias-free.

3 1,2,3

2. Instructional Plan

The instructional

video state the

objectives in the

introduction, the

content detail is

controlled,

suggest new

method, can be as

a teacher

reflection, meet

the objectives and

teachers’ need,

active instruction,

and can be used

as self-study and

training purposes.

7 4-10

3. Technical Production

The instructional

video is well

planned,

organized and

structure, focused

on intended

content, the visual

quality, audio

quality, and audio-

visual relationship

are good.

5 11-15

4. Included Supplemental Materials

The instructional

video provided

introductory

information,

clarifies and

summarizes

content.

2 16,17

3.3. Validating Design Product

The rubric consists of 17 items of

question used to evaluate the problem

based instructional video. The results of

rubrics filled by the first and second

expert were described the following

table. Note:

Score 0 : None

Score 1 : Very Poor

Score 2 : Poor

Score 3 : Moderate

Score 4 : Good



Score 5 : Very good

Table 6. Rubric Filled by the First and

Second Expert Judge based on the Criteria

of Best Instructional Video

NO

DESCRIPTOR

SCORE

First Expert

Judgment

Second Expert

Judgment

1 Content 15 14

2 Instructional Plan

27 32

3 Technical Production

23 22

4 Included Supplemental Materials

9 9

Total 74 77

The project based Instructional

video was categorized as good

instructional video based on the rubric

filled by the first expert judge about the

criteria of best instructional video. There

were 8 items of questions categorized

as very good, 7 items categorized as

good and 2 items categorized into

moderate. Thus, this revision must be

emphasized by the researcher.

While the project based

Instructional Video was categorized as

good instructional video based on the

rubric filled by the second expert judge.

There were 9 items categorized as very

good and 8 items of questions

categorized as good instructional video.

There were also general

comments related to product developed

beside the components of rubric above.

The general comment from the first

expert judge was revising the narrator’s

description, adding some transition

between the phase of learning model

and cutting particular part of video to get

the most effective length. It means that

the researcher needed to emphasize

more on the duration of the instructional

video and also the narration. Meanwhile,

the general comment from second

expert judge was also adding a clear

signal for transition to make the viewers

were able to identify the difference part

of the video.

Besides the weaknesses, there

were also the strengths of the project

based Instructional Video developed

such as, the content were accurate,

useful and free from bias , the video

meet the learning objectives, the video

suggest new method for the teachers to

apply and the video can be used to

serve both self-study and training

purposes. For the strength and

weakness, there was no additional

comment about that. Thus, the product

could be used with some revision from

general comments.

Table 7. Result of the Formula Used in

Analyzing the Quality of the Instructional

Video

The result of the first

expert judgment

The result of the

second expert

judgment

= 1

17(73)(74)

= 4.3

= 1

17(75)(77)

= 4.5

Average Score : 4.3 Average Score : 4.5

Based on the result of rubric filled

by the first expert judge, it was found

that. Based on the aforementioned

formula, it was found that the total score

of all items form the rubric filled by the

first expert judge was 74 with the

average score was 4,3 out of 5,0. It

means that the Project Based

Instructional Video interpreted as a good

video. Meanwhile, the total score of all

items form the rubric filled by the first

expert judge was 77 with the average

score was 4,5 out of 5,0 which

interpreted also as a good video. Thus,



the criteria of the instructional video

based on the first and second expert

were categorized as good video.

4. Conclusion

Project based learning instructional video was developed based on the need analysis, teacher’s needs and the kinds of learning model that were used by the teacher in teaching Senior High School. Project based learning model used in the video consists of 6 steps. Those are 1) Teacher sets the stage for students with real-life samples, 2) Students discuss and accumulate the background information, 3) Students accumulate the materials, 4) Students take on the role of project designers and creation, 5) Students present their projects, 6) Students reflect on the process and evaluate the projects.

The quality of project based language teaching instructional video developed was revealed to good quality because the average scores judge by experts stand on good criteria.

5. References

Alvior, Mary G. (2015). The Meaning

and Importance of Curriculum

Development. Retrieved from

https://www.linkedin.com/pulse/

meaning-importance-curriculum-

development-dr-mary-alvior.

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