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Students' Lived Experience of Project-Based Learning

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Students' Lived Experience of Project-Based Learning 46 PROJECT-BASED LEARNING Students’ Lived Experience of Project-Based Learning Sandy Ferianda [email protected] Sanata Dharma University Yogyakarta, Indonesia & Fransiscus Xaverius Mukarto [email protected] [email protected] Sanata Dharma University Yogyakarta, Indonesia Abstract Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS) Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The find- ings of this study consisted of four prefigured meanings and two emergent meanings namely a) authentic learning, b) learner autonomy, c) cooperative learning, d) multiple intelligences, e) understanding others, and f) personal development. The findings of this study gave impli- cations not only to the ELS students and lecturers, but also to the audience. Lastly, recom- mendations were also addressed to the ELS students as their habit formation, to the ELS lec- turers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning. From the very beginning of the study tures to Problem Based Learning implemen- time until the end of the program, the ELS tation are an anchor of the activity, a task, lecturers always asked their students to cre- an investigation, provision of resources, ate certain projects or assignments in group scaffolding, collaboration, and opportunities or individually. The projects were various for reflection and transfer. Bell (2010) also such as making presentations towards cer- added that project-based learning is an in- tain issues or topics, writing academic pa- structional method centered on the learner in pers, designing an English course program, the sense that the students develop their own and many others. This phenomenon attract- questions and are guided through research ed our attention since lecturers did not treat under their teachers’ supervision. their students conventionally or traditionally This study focuses on how the ELS stu- whereby the teachers always took control of dents perceive their lived experience of pro- the activities in the classroom, but they gave ject-based learning. Manen’s (1990) Her- their students freedom to learn independent- meneutic Phenomenology was then em- ly. Grant (2002) asserted that common fea- ployed as the most appropriate methodology Beyond Words Vol.5, No. 1, May 2017 PROJECT-BASED LEARNING 47 in revealing the meanings of the lived expe- elaborated. Hence, this study was then to rience of the ELS students towards project- limit the focus which was on discussing the based learning. The study was limited to the implementation of project-based learning three students from the graduate program in based on the students’ shared lived experi- ELS Sanata Dharma University, Yogyakar- ence. In regards to the lived experience of ta. Those three students were chosen with- the ELS students, thus, the main source of out considering their age, gender, family the data was mainly based on the shared sto- background, and employment background. ries of the students. The other limitation was Additional delimitation included the limited the natural tendency of the participants to fund and time. The participants were chosen forget or mislead their past memories and by considering the illumination aspects in events in the time they were being asked to the sense that they could provide rich and remember about their experiences. meaningful stories which could be further Literature Review Lived Experience Skoldberg (2000, p. 56) also add that under- There is a wide range of focus in doing standing is closely related to comprehending qualitative research. In this study, we chose past experiences with empathy in each indi- the phenomenology methodology to inform vidual and it is done in the form of the in- the study, for which we provide a brief depth understanding or comprehension. Be- overview. Lived experience is closely relat- lief, according to Tatto and Coupland (2003, ed to phenomenological research. Creswell p. 124), is defined as principle of some (2007, p. 57) asserts that a phenomenology statement or the reality of certain phenome- study figures out the meaning for several na. Intention can be inferred as a plan or individuals of their lived experiences of a goal. Setiya (2014) asserts that there are concept or a phenomenon. Manen (1990, p. three areas of intention, namely, the inten- 1) on the other hand, adds that lived experi- tion for the future, intention with which ence itself has a close relation to the mean- someone acts, and the intentional action. ings of a phenomenon in which it is trying Action, according to Manen (1990, p. 154), to discover the in depth meanings beyond is mainly focused on how people behave the phenomenon as it emerges. Hence, it is toward their reflection. Feeling refers to concluded that the lived experience seeks to how people feel the experience that they reveal the deep meanings from the phenom- have. Patton (2002, pp. 104-105) emphasiz- enon that is lived by human beings. es that feeling is essentially dealing with In revealing the lived experience, there how people perceive, feel, judge, remember, are five fields that we pay attention to. The- make sense, and talk about certain phenom- se five fields represent the quality of the ena. lived experience from the participants that From those five fields in the lived ex- we try to discover or to reveal. The five perience, not all of them are likely to be vis- fields are understanding, belief, intention, ible or appear in gathering or collecting the action, and feeling. Understanding deals data. Only the most relevant ones which can how we discover the phenomenon and grasp reveal the meanings of the lived experience. the meanings through understanding them The aforementioned fields of lived experi- (Manen, 1990, p.40). Alvesson and ence are shaped or caused by the four struc- 48 PROJECT-BASED LEARNING tures namely, intentionality, historicity, ide- (Ribe & Vidal, 1993). Moss and Van Duzer ology or belief, and awareness. Since each (1998, p.1) define PBL as an instructional individual has a unique lived experience approach which contextualizes learning by which is different from one another, the dif- exposing the students to questions or prob- ferences are then determined through the lems to solve or assign products for students aforementioned lived experience structures. to develop. Fried-Booth (2002, p.6) further Project-Based Learning develops a definition of PBL as student- In the fields or in the disciplines other centred and driven by the need to produce than second and foreign language, the Buck an end-product. Fried-Booth also further Institute for Education (BIE), an American states that PBL is one of the tools to pro- research and development organization, de- duce an end-product in an authentic envi- fines project-based learning as one of the ronment with confidence and independence. teaching methods which systematically Project work is led by the intrinsic needs of makes the students involved in learning the learners who enlarge their own tasks in- knowledge and skills through an extended dependently or in small groups. This ap- inquiry process structured around complex, proach is to establish the links between au- authentic questions, and carefully designed thentic language and language in textbooks. products as well as tasks (Markham, et al., From the above definitions and expla- 2003, p.4). Solomon (2003, p.10) also nations of PBL in second language and for- points out that the project-based learning is eign language studies, the definition of PBL one of the learning processes which encour- in this study can be summed up as a com- age the students to be responsible for their prehensive learning which focuses on au- own education. Students work collabora- thentic problems and challenges that involve tively to find solutions for the problems the students who work individually or in a which are close to the real life situation or team within meaningful activities resulting authentic, based on curriculum, and often in an end outcome. Then there is a need to interdisciplinary. Learners study how to cre- confirm that PBL is a possible and a useful ate or produce their own learning process means or tool for allowing students to im- and how to determine what and where in- prove their language, content, as well as formation can be obtained. The students are their communicative skills. studying and synthesizing the information Project-Based learning is closely asso- and then applying and demonstrating their ciated with authentic learning, learner au- new knowledge at the end. Moreover, tonomy, cooperative learning, and multiple throughout the learning process, teachers intelligences. It is related to authentic learn- take a role as managers and advisors as ing since it makes the students’ learning well. more meaningful by connecting prior Project-based learning (PBL) was pro- knowledge to their current study. Herrington moted into second language education dur- and Herrington (2006, p. 2) assert that stu- ing the 1970s (Hedge, 1993). In one of the dents in an authentic learning environment second language classrooms, PBL becomes are engaged in motivating and challenging an instructional method which systematical- activities that require collaboration and sup- ly improves the language skills of the stu- port. Furthermore, the students also have dents, the cognitive domains and global per- real-life roles which are similar to the real sonality skills through valuable projects world outside the classroom in which it PROJECT-BASED LEARNING 49 needs teamwork, negotiation, and the use of unique programs that allow students to problem-solving skills.
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