The Effectiveness of Video Project Assignment in Local Language Class

Abstract

In the current digital era, video production has become more effective. This is due to the availability of new technologies such as Information and Communication Technology (ICT) in education. In other words, the use of video has triggered teachers to use it in teaching and learning. This research was encouraged by the fact that the teachers keep motivating their students in classes to preserve their local language. Thus, it was necessary to use a recent method such as a VPA learning model to assist students in improving their Local language learning outputs. The objective of the research was to determine whether there were prominent differences in students' Local language learning outputs between the project assignment they made through Video Project Assignment (VPA) and the script without video. A quasi-experimental study was done with the study population being students at Public Junior High School 2 Parigi. The sample was a class with 31 students as a control group who were given a Local language Writing Project Assignment for the pre-test and another class was an experimental class that consisted of 31 students who were given a Video Project Assignment (VPA) in the form of Local language speech for the post-test. The findings indicated that the VPA successfully enhanced students' Local language ability because it was attractive and encouraging, inspiring, reassuring, enlightening, amusing, and achievable. Moreover, the VPA was also found to be more fulfilled in improving students' Local language ability than a Writing Project Assignment, and by creating Video Project Assignment (VPA), students confirmed positive responses, rendezvous, and attainment.