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. Markham et al., specialise in English Linguistics, English (2003) additionally add that in authentic literature, English Language Education, or learning, the students can communicate with Technology of English Language people outside the classroom, use problem Education. solving skills, and maximize the use of other The vision of this graduate program in resources to help their learning. PBL is ELS is that advanced learners become closely associated with learner autonomy, discoverers of truth and meaning by way of since the students are responsible for their English Language Studies to promote own learning (Little and Dam, 1998). The human dignity, personal and social alike. In students should take at least some of the ini- order to achieve the vision, ELS administer tiatives that provide shape and direction to a holistic education to facilitate the the process of learning, and should com- stakeholders to integrate academic municate the progress and evaluate the tar- excellence and humanistic values for the gets to be achieved. Macaro (1997, p. 168) promotion of human dignity, personal, and adds that autonomy is an ability learned social alike. In doing so, ELS strives to help through knowing how to make decisions. a human person, personally and socially Through learner autonomy as well, the become self-actualizing, i.e. excellent in learning setting is expected to be centered one’s own right by engaging in education, on the learners (Stoller, 2006, p. 33). PBL research and commnuity outreach through has a close association to cooperative learn- English Language Studies. ing since in the learners are able to perform The graduate program of ELS aims at face-to-face promotive activities, individual creating graduates who possess core and accountability, group processing, effective supporting competence. Core competence communication, and conflict organization covers conducting research in English (Gillies, 2007 and Johnson and Johnson, Literature, English Linguistics, and English 1994). Lastly, PBL relates to multiple intel- Education accordingly. It also covers the ligences since PBL creates a learning envi- educational program, community service ronment which enables the students to ex- program, and current issues in English plore their own interests, increase their Literature, English Linguistics, and English skills, and abilities, and enlarge opportuni- Education. Supporting competence covers a ties to improve their learning potentials. good communication in English, a good This can easily encourage active uses of dif- design of learning materials, a well- ferent combinations of intelligences. It has developed ICT-enhanced or ICT-based also been shown that each student has dif- learning media, and a good English teaching ferent intelligence strengths when doing skill at different levels of education and projects (Hargrave, 2003; Moursound, et al., different educational contexts. 1997; Welsh, 2006; Wolk, 1994). The curriculum of ELS covers three English Language Studies (ELS) elements namely, foundation course, core Sanata Dharma University has long courses (icluding thesis) and elective been recognized for its excellent teaching Course. Every graduate student has to and research in English Language Studies. complete certain credits which include those The graduate program ELS, also known as three elements. It is also worth knowing that S2 KBI (Kajian Bahasa Inggris) offers all the core courses in one stream or
50 PROJECT-BASED LEARNING concentration are elective in nature to the the students towards project-based learning students of other streams or concentrations. which is the phenomenon. The ELS stu- Moreover, in achieving the goal of ELS, the dents’ intentionality, historicity, ideology, curriculum of ELS has its own connections and awareness shape their lived experience to the core competence as well as of project-based learning which is then supporting competence of the graduates of reflected in their understanding, belief, ELS. It is achived through the intention, action, and feeling. Depicting implementation of the foundation course, from the framework, our pre-understanding core course, and elective course. of ELS students’ lived experience of pro- Framework of Pre-understanding ject-based learning is then described as this In relation to the ELS graduates’ series of four pre-figured meanings which competence which is creating or generating are derived from the theories that we have graduates who possess core and supporting discussed in this section namely authentic competence, one of the ways to actualize it learning, learner autonomy, cooperative is by using project-based learning. By using learning, and multiple intelligences. the PBL approach, the students are request- Purpose of the Study ed to conduct research on their streams, cre- In this study, we aimed at describing ate an educational program, design learning and interpreting the ELS students’ lived ex- materials, write academic papers, and many perience of project-based learning. By doing others. PBL serves as a tool for the students so, we expected to obtain the essential in which that they can actualize themselves, meanings from the students’ shared lived control their project, expose their experience. Therefore, hopefully, the stu- knowledge and ability, as well as learn in dents could develop more advanced reflec- more authentic situation. tive skills so that they can succeed in their In this study, we focused our interest in study. Furthermore, it is also expected that trying to examine the shared lived we could gain emphatic understanding from experience from the ELS students who have the students’ lived experience. continuously experienced project based In order to meet the research aim, a re- learning. Here, we defined the term lived- search question was addressed: experience as digging out the meaning of a “What is the lived experience of ELS stu- certain phenomon. Contextually, meaning in dents of the project-based learning like?” this study refers to the lived-experience of Research Methods This study was a hermeneutic stream, Evi from linguistic stream, and Ata phenomenology study. It was phenomen- from literature. Moreover, we administered ology since it had a close relation to an interview guideline as the instrument for description, and it was hermeneutic as it had collecting the data. The data for this study a close relation to interpretation (Manen were all in a form of texts gathered through 1990, p.180). The participants were three the interview. In doing the interview, we illuminating students coming from the employed a one-on-one in depth interview. graduate program in English Language In analyzing the data, we used Creswell’s, Studies (ELS) in Sanata Dharma University (2012) stages that consisted of six stages batch of 2015. They were from three differ- namely, collecting and organizing the data, ent streams namely Dewi from education coding the data, making descriptions and
PROJECT-BASED LEARNING 51 revealing the meanings, reporting the find- Evi’s Story. Evi, pseudonym, was also ings, interpreting the findings, and validat- a third semester student in the graduate pro- ing the findings. In order to validate the gram in ELS, Sanata Dharma University, findings of the research we then used mem- Yogyakarta. Her interest is in linguistic ber checking to ensure the trustworthiness stream. Regarding her experience in doing a for the study. project, she told us about the project in the Descriptions and Interpretations Critical Discourse Analysis (CDA) course Dewi’s Story. Dewi, a pseudonym, when she was in the first semester in early was a third semester student in the Graduate 2015. Program in English Language Studies In regards to her experience in doing (ELS), Sanata Dharma University Yogya- this CDA project, Evi and her group were karta. Her interest is in the education stream assigned to analyze a text using the theory and her background education was also of CDA approach consisting of four steps. closely related to the English education as When doing the project, they needed to ne- well. Regarding her experience in doing gotiate and distribute the theory evenly so aproject, she told us about the project in that the members of the group could explore Program and Material Design (PMD) course their own interest. After they had chosen the when she was in the second semester in ear- topic and discussed the theory, they were ly 2016. working on their own tasks individually, In regards to her experience in doing then discussed the tasks together, and re- PMD project, she and her group was creat- vised them. ing an English course program for Hotel Having finished with the CDA project, Receptionists in Yogyakarta. They firstly Evi told us that she could be more under- had to find the hotel, conduct an observation standing towards her friends’ characters. on the hotel, make a call to the hotel, deliver Moreover, she also mentioned that she a cover letter, and interview the hotel staff. could gain togetherness, teamwork, new ex- Not only designing the course, they also periences, and also benefits for herself. Ad- needed to present their progress to their lec- ditionally, she felt that she became more turers and their friends so that they could disciplined, independent, and also critical. gain inputs or feedback. By doing projects Lastly, she stated that her self-esteem was in a group, Dewi could solve the problems also increased at the same time. and share them with her friends. In addition, Ata’s Story. Ata, pseudonym, was also she also stated that by doing group project, a third semester student in the graduate pro- they could enlarge the opportunity to im- gram in ELS, Sanata Dharma University, prove their learning potentials. Yogyakarta. Her interest is in the in Besides, she could also be more under- balliterature stream. Regarding her experi- standing to her friends and develop her per- ence in doing a project, she told us about the sonality as well. She admitted that by doing group presentation project in British and projects, she could be resilient, disciplined, American Literature (BAL) and Literary open-minded, and independent. In addition, Criticism (LC) classes. she could also be beneficial to other people In the interview, we asked her about her by being involved in the seminar when pre- memorable experiences about doing projects senting her group project. in her second semester. She admitted that the group presentations were in British and
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American Literature (BAL) as well as in until the end of her group presentations. In Literary Criticism (LC) courses. In the BAL addition, they also helped each other when class, she did the presentation with her peer. finding problems or difficulties in the pro- The same thing also happened in LC class. cess of making their presentations. From her She remembered that the topic she presented story, we also found that she was happy in the BAL class was about Post-American with her project since she could learn how Literature and in LC class was about the to appreciate others, how to understand oth- Eco-Criticism. ers, and how to be responsible. Lastly, she When doing her group presentation pro- also could increase her language skills espe- jects, she mentioned that she always worked cially in her speaking and her writing skills. with her peer together from the beginning
Interpretations Authentic Learning According to Markham et al. (2003) In project-based learning, authentic authentic activities are one of the main learning allows students to experience features of project based learning as the relevant real-world tasks. Such experience students have an opportunity to connect to makes the students’ learning more real world conditions while completing their meaningful by connecting their prior projects. It also requires authentic situations knowledge to their current study. Authentic and practices, for instance, having a learning arises in this context since the communication with people outside their concept of project based learning is finding classroom, using their problem-solving skill, solutions for problems which are close to using their teamwork skill, and their critical real life or authentic situation. Moreover, thinking skill. The students also have an Herrington and Herrington (2006, p. 2) add opportunity to use other than their that when students learn in an authentic textbooks, since they need to search and do learning environment, they are involved in research or investigation for their projects motivating and challenging activities or through the use of other resources such as projects which need collaboration and internet, local community, advertising support. materials, and verbal communication in the Not only working in a real-word task, real world. the students in an authentic learning Dewi, in her interview mentioned that environment can also have real-life roles she and her friends were assigned to design which are the same as the real world outside an English course program as well as the the class room and this also requires materials in PMD course. teamwork, negotiation, and the use of “At first, we were requested to create an problem-solving skills. Even though the English program. Then, my friends and I discussed about making English for Specific students seem to be the main actors in their Purpose (ESP) or English for Academic project-based learning, the teacher or the Purpose (EAP).” lecturer in an authentic learning After Dewi and her friends decided environment, acts as a facilitator to guide their English program, with the help of their the students to reach their learning goals by friend, they chose to go to one of the hotels giving support and guidance throughout the in Yogyakarta. They sent the cover letter, learning process. and conducted the interview with the HRD
PROJECT-BASED LEARNING 53 representative as well as receptionist. At the assigned to do research on a selected text in end of their observation, they decided to the CDA course. Since it was a group specifically design an English program and project, Evi mentioned that she and her create the materials for the receptionists friends had to discuss first before deciding only. the text they were going to analyze. “At that time, we were suggested by Furthermore, they also needed to work our friends to go to one of the hotels in together in deciding who would read the Yogyakarta. We sent a cover letter, and we were welcomed very warmly by the hotel theories consisting of four steps. staff. After that, we conducted interview to “My group consisted of four people the HRD representative as well as to the and we needed to discuss the text first. receptionist. At the end, we decided to Since in CDA there were four steps specifically design and create an English according to Ferkarl, we also discussed program and its materials for the receptionist only.” who would read the step A, B, C, and Not only engaged in the authentic D.” situation, Dewi and her group also used To confirm whether they had correctly other resources when doing their PMD analyzed their text, they also did research on projects, especially when creating the internet to help them strengthen and support English Materials. She stated that she and their argument. Evi stated that her friends used the internet in order to find “since CDA is subjective, we needed the materials. to do research on internet to make sure that we had correctly analyzed the text. It was “We admitted that it was difficult to also to help us strengthen and support our find English materials for the receptionist argument.” since most of the materials provided are only for general English. Hence, we used Ata, the third participant, shared the internet to help us find the materials.” differently about her experience in doing a From Dewi’s experience, it could be project. Her project was more about doing inferred that Dewi and her friends were group presentation in the BAL and LC involved and engaged in the authentic classes. She mentioned that in her BAL and learning environment where they had to LC classes she gave a presentation with her design an English program for the hotel peer. At the first time, both of them receptionist. Moreover, she and her friends searched the materials based on the topic also did communicate first with people given by their lecturer on their own. In outside their classroom to gain as much addition, they also needed to arrange the information as possible in order to support time to meet each other to discuss and their program. In addition, she was also develop their topic. When doing the collaborating with her friends in deciding presentation as well, Ata needed to use which English program that they were going video or images to support her presentation to design. At last, Dewi and her friends also with her peer. realized that the use of other resources such “The process was we find our as the internet were very helpful in a way materials, we also needed to find video or images, to support our presentation in that they could find the materials for the class.” receptionist. “After that, we needed to arrange our Likewise, Evi also shared the same time to meet each other, then we shared experience as Dewi in a different project. our topic what we were going to present. When we both had agreed, we then develop When she was in the first semester, she was the topic and prepare the presentation.”
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Based on their individual experiences to make decisions through their learning. it can be interpreted that when they were Macaro (1997, p. 168) further adds that doing their own projects, they had been autonomy is an ability to be in charge of involved in the authentic learning one’s own language learning and an ability environment which requires real-world to know the value of taking responsibility tasks, authentic situation, collaboration, for one’s own objectives, content, progress, teamwork and negotiation in different methods, and techniques of learning. ways. It is also in line what Herrington and Additionally, through the implement- Herrington (2006, p. 2) have previously ation of project-based learning, the stated that in authentic learning students are classroom environment can generate more engaged in activities which require learner and learning-centred settings. With collaboration as well as support. Woo, the autonomy of the learners, they can also Herrington, Agostinho, and Reeves (2007) possess their responsibility for their further explain that in authentic learning the learning. In addition, the learners are also students have real-life roles that require expected to be more motivated, to feel more teamwork and also negotiation. Markham competent, and more self-determined. (2003) also adds that project based learning Hence, at the end of their project, the invites the students to be involved in the students can also gain their own interest and authentic situations such as communication can succeed in their learning. with people outside the classroom and the Dewi, in her shared experiences in students also have their opportunity to use doing her PMD project, stated that she other resources such as internet, local needed to present their group’s progress to community to help their project. the lecturer based on their presentation Learner Autonomy topics. In project-based learning learner “At the beginning, firstly we divided the autonomy is shown through the project presentations including the materials to be presented. After that, we needed to present work. The students or the learners are our progress based on our presentation allowed to choose their own topic of the topic.” project and are allowed to be involved in Additionally, since they had to present planning and creating their project and the a weekly presentation about their progress, process of learning with support from their they had to meet each other to prepare their teachers. It can be said that the autonomy of group’s progress to their lecturer. She also mentioned that when doing the project, she the learning or the authority is provided so was the leader of her group so that she could that the students can maintain their learning took initiatives to work on the project with from the beginning of the study to the end her friends, “….since my friends leaned on me, of the course program. then I always asked them and invite them to Not only can the students maintain their work on our projects.” learning, but they also are expected to take In terms of a learner-centred setting or at least some of the initiatives that allow environment, Dewi also mentioned that after them to shape and direct them to the process they designed the materials which were of learning and enable them to communicate reviewed by the lecturer, she and her friends the progress of their project, and evaluate presented their progress in front of the class their targets. Moreover, learner autonomy starting with the introduction, the theories, also teaches the students to have an ability and the design.
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“…After designing the materials and added that she needed to actively ask being reviewed by the lecturers, we questions to her lecturer if she could not presented our progress in front of our classmates started with the introduction, understand her lecturers’ explanation. the theory and the design of the program.” “In ELS, indeed the lecturers seem to In addition, she also added that through master the theories, but they let us to find other sources to support our learning.” presentation in front of their classmates she “… but if we did not ask question, they and her friends could gain a lot of let us to actively ask them questions and suggestions rather than just from their they let us to actively find learning lecturer. It was because she felt that her sources.” Likewise, Ata, mentioned that when doing friends’ suggestions were more detailed and projects in ELS, she indeed found difficulties more critical than the lecturer’s. with the friends. However, most of the time, she “Actually, I felt that I gain so many and her friends did not ask her lecturers much, suggestions from my classmates. So it rather they had greater portion to work on their projects. Furthermore, implicitly, we found out was like an open discussion. My that an initiative was depicted from her story as classmates gave more inputs for our she mentioned that her friend did ask her to group than the lecturer. In my opinion work on their group presentation project in BAL also, the inputs from my friends were and LC classes. Lastly, when she had done her group presentation, she also told us that she more critical and more detailed than could gain comments from her friends through the lecturer’s. For example, my friends classical discussion. asked about how we arranged the “Most of the time, we did our project meeting for the program. However, my by ourselves, I meant me and my group.” “So, the one that asked me to work on lecturer rather focused on the theory. our presentation was my peer. She initiated So, we felt that it was not that detailed to divide our own parts, then I agreed with and less realistic.” her, and she asked me which part I wanted Lastly, Dewi added that during the to discuss.” completion of her PMD group project, she “In class, we were discussing our materials. So, we gain some enlightments also found difficulties with her friends. in class from our friends.” However, she always tried to overcome the Based on their shared experiences, we problems with her friends. infer that in the ELS, mostly the projects “Let say, compared to other given by the lecturers includes the class groups, indeed our group was not the discussion and learner-centred environment. best. But we every time we faced or we In other words, the lecturers give greater found problems, we always tried to portion to their students to learn and to find solve it together.” learning sources by themselves. Hence, the Evi, differently shared her experience students can explore their own ability. In when doing projects in the graduate addition initiatives are also important to program in ELS. Although she was not start working on projects so that they could specifically mentioning her experience in complete and submit their Projects on time. terms of learner autonomy, we could gain Lastly, in every project, the students are some important points from her story. requested to communicate their progress by Firstly, she mentioned that during her study giving a presentation in front of their time in the ELS, she felt that she was given classmates and their lecturers as well freedom to find sources to help her engaging in discussion so that they can understand the theories. Moreover, she also
56 PROJECT-BASED LEARNING obtain as many suggestions as possible from students have to provide effective guidance both their lecturers and their friends. to their friends by having discussion, In line with their shared experiences, exchanging sources, reasoning, and giving Stoller (2006, p. 33) mentions that in project feedback. Third, there should be individual based learning, the classroom environment accountability which means even though the can generate more learning and learner- students are working on group projects, centred settings. Additionally, with learner each of the members should be given autonomy in PBL, students arereponsible individual tasks fairly so that each of them for their own learning. Markham et al. can give contributions. Fourth, interpersonal (2003) further add that through projects and small group skills should also be taken learners can control their learning from the into account. Lastly, there should be group beginning of the study to the end of their processing meaning that they have to keep course program. Moreover, Little and Dam their positive working relationship and keep (1998) also emphasize that the students their respect when collaboratively working should take at least some initiatives that with their peers to achieve their group goal. provide shape and direction to the process Gillies (2007) and Johnson & Johnson of learning, and should communicate their (1994) mention that in cooperative learning, progress and should evaluate the targets to there should be face to face supportive be achieved. interaction which means that the students Cooperative Learning have to provide effective assistance by It is inevitable that in project based having discussion, sharing moments, learning, the students are requested to do exchanging sources, and giving feedback. In their projects with their peer or partners. In line with what Gillies and Johnson & other words, working in a project based Johnson have stated, Dewi, in her shared environment require cooperative learning experiences, mentioned that in doing PMD setting as well. Gillies (2007, p, 246) asserts projects, she needed to engage in a that cooperative learning requires working discussion with her friends before designing together among group members to achieve the English program and the materials. the shared purposes. Moreover, in “For example, when we needed to cooperative learning as well, to increase the design the program as well as creating the materials for the receptionist, we needed to awareness of the students’ learning, they discuss it first so that each of us could give should be able to reflect and communicate comments.” their experiences in learning with their peers Moreover, she also emphasized that or partners, or friends (Kohonen, 1992). when doing the group projects, each of them Moreover, Gillies (2007) and Johnson can also help and support each other when & Johnson (1994) mention five important they have problems. elements for successful cooperative “When doing projects, if we were learning. First, there should be positive confused, there were our friends who could help us so that we could share the interdependence meaning the students problems.” should create the goal, but this can only be From those extracts, it could be inferred achieved if all of the group members that when doing her group projects, Dewi commit to finish the projects together. and her group supported each other by Second, there should be face-to-face giving thought through group discussion so promotive interaction meaning that the that they could solve their problems and
PROJECT-BASED LEARNING 57 could determine which materials they were happened when I was difficult to find going to create or design. Additionally, each examples to support my presentation, she also helped me find some and find ideas as of them could be a help if one of them finds well.” a problem during the completion of their Based on those extracts, it can be said projects. that Ata and her friends were back to back Likewise, Evi corroborated that Dewi in helping and in supporting one and had mentioned previously. Evi stated that another. Additionally, during their group “When doing projects, if A knew about this project, they also built a good teamwork so theory, he or she could offer specific that they both can finish their group support. The same thing also happened presentation well. when A knew about the findings, he or she Individual accountability, as mentioned could similar support”. Additionally, she by Gillies and Johnson & Johnson (2006) also added that should also be taken into account when “We often debated each other’s dealing with cooperative learning. In doing argument in our group discussion. For example, if in my opinion this was right, a project, individual accountability can be and if this was the right analysis. My other defined as each of the members has to be friends might have different opinion and given proper tasks so that each of them can they would support their argument. We provide contributions for their group. often debated our own argument so that we could know whose arguments were the During the first and the second interviews strongest. Since there were four people in we found that when doing group projects, my group, so there would be who chose Dewi, Evi, and Ata did indirectly or whose arguments.” unconsciously implement or apply Looking at those extracts, we can individual accountability in their group. interpret that Evi and her group did support Dewi, mentioned that when doing each other by giving arguments in their group projects, they can share and distribute group discussion. This will also help them the tasks evenly. She also said that the find whose arguments were right or wrong reason why she liked her group was because to support their projects. Although they she could cooperatively work with her engaged in debate with each other, they friends by sharing tasks. She mentioned that could finally find the most appropriate “So far, when I was in my group, we could analysis for their project. share the tasks. Moreover, doing projects Ata, in her interview, mentioned that in groups was also enjoyful, Mas. We could when doing group projects, she and her share the tasks for example, you do this, and you do this.” friends often discussed their group From that extract, it can be said that presentation materials and shared their individual accountability happened through understanding. They could also help each giving the tasks equally to each members of other when one of them found difficulties the group. We then also infer that when during the process of making their group giving responsibility to do the task to the presentation. Ata stated that member of the group, there should also be a “If in group presentation, we could share our understanding towards the willingness and an agreement from each presentation materials”. member so that each of them can work “So, at that time, my friend needed a maximally on their own task. video to support our presentation, hence, I Similarly, Evi, also shared the same helped her find one. The same thing also experience as Dewi. When doing her group
58 PROJECT-BASED LEARNING projects Evi mentioned that after deciding presentation part. … We also edited our the text that they were going to analyze, presentation individually since we knew our part better, so when I met her, we they shared the tasks. In addition, they compiled our presentation together.” needed to work on their own task In sum, even though not all of the five individually. After each of them had found elements in cooperative learning mentioned the red line, they had to arrange the time to by Gillies and Johnson & Johnson (2006) meet each other again in order to discuss the appear, the projects that the three progress of their project. She stated that participants worked on were giving them “After that, we had divided the tasks. Then, lessons to promote each other’s learning we typed our work on our own. When we had gained the red line, we developed it. through discussion and to individually give Since it was impossible to meet each other contributions to the group project by being just to type our work, we needed to arrange given the tasks individually. the time again to have our group Multiple Intelligences discussion.” The last pre-figured meaning to appear In the extract above, it is clear that with in the logical truth discovery is multiple the lack of time to meet each other or to intelligences. In project based learning, it is have group discussion, individual expected that the learning setting can allow accountability was highly important to the students to explore their own interests, support the group project. For Evi, since increase their skills and abilities and enlarge they had difficulties to meet each other, her opportunities to improve their learning group decided to divide the tasks to each potentials. It is also evident that each member of the group so that each of them student has different intelligence strengths, could finish their project. In addition, by especially in doing group projects. having individual accountability to complete Hargrave, 2003; Moursound, et al., the group project, it is evident that each 1997; Welsh, 2006; and Wolk, 1994 further member of the group can learn how take add that in project based learning, the relevant roles of responsibility. students are given a chance to freely choose Ata further confirmed similar points as options of learning which enable them to Dewi and Evi. She recounted how they level up their skills and abilities to improve searched materials for their group their potential in their learning process. This presentation. She and her peer needed to theory also implies that learners or students individually find their own materials and to have different strengths. Hence, different make their own power point presentation approaches of teaching which offer part. Furthermore, she also mentioned that individuals opportunities to respond when editing their group presentation power approporately with varied learning styles point, they did it individually since each of and strategies. them knew their part better. We can infer During the first and the second that trust is also needed when dividing the interview, we admitted that it was not easy task to the group member. Ata in her group to unearth their experience about the presentation projects, implicitly trusted her multiple intelligences. However, finally, we peer to work on their materials. Similarly, could draw some points or examples from her peer also trusted Ata to work on her part the three participants. Although they shared as well. She stated that “So we searched for our materials by our different things about their experience in own, and we created our power point doing their project, we infer that in doing
PROJECT-BASED LEARNING 59 group projects, the students can likely For example, I got the step one, the second explore their own interest and enlarge step was my other friends. Since each of the opportunities to improve their learning steps has its own difficulties, and we could potentials. choose which part I could be able to read Dewi mentioned that when working on the and understand.” project, specifically when her group needed From Evi’s statement it emerges that to present their progress, she and her friends each of the members in her group has had to read and understand their own part different interest on the four steps and that well. She was also sure that when she read was the basis of the distribution of them. the materials well, her friend would Moreover, it is likely that the greater the reciprocate. Moreover, she commented that personal interest, the greater the effort before their presentation, each of them towards the task goal. The same thing also maximized their part and when tasks were happened in Evi’s group. Each of them has given, they also tried to finish their tasks his or her own interest in the four steps so well. She stated that everyone in the group can give their “When we worked on our task, for maximum contribution on each step that instance presentation, you get this chapter, they had chosen. and we really read our part, Mas. I also read my part well. And, we also had Ata confirmed that in dividing the divided who had this point, and this point presentation topics, she needed to as well. So that each of us read our part communicate with her peer first and made and maximize it before we did our an agreement. presentations. Moreover, when the tasks “I asked her, which one she wanted, were given, we also did our tasks.” and she chose this one, then I chose this “Since my other two friends were also one. But we worked on our topics diligent, I also needed to be diligent as together.” well. The main point is, we should Moreover, she also mentioned she maximize our effort, Mas.” This implies that when doing their knew that she and her partner had different project, each of the members was given a strengths and weaknesses. However, they chance to enlarge their opportunities to both always did their best in doing their improve their learning potentials by being group presentation project. She stated that given the tasks. Moreover, they “I was aware of our capability. We both know where we were good at. Most unconsciously improve their learning importantly, we always did our best by potentials by giving their best when doing maximizing what we had in ourselves.” their presentation or by maximizing their Lastly, she told that in terms of effort. This can also be a good way to presentation, she was also aware that she measure one’s capability in his or her and her friends had different strengths and learning process. weaknesses in doing presentation. She Evi, shareded a different point of view illustrated that her partner might be good at regarding multiple intelligences. She the introduction part, she herself might have mentioned that when doing her CDA group strengths in the final section. In addition, project, their group agreed to divide the four this could also help distibute the workload. steps evenly to each members of the group She stated that since every step has its own difficulties. She “However, in terms of the way stated that “in CDA, there are four steps. presented our part it might also be different. Perhaps my friend was good at
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the introduction or the explanation part. Or presentation topic showed by how they it could be about the distribution of the exercised their preferences in choosing. topic that we both liked.” Moreover, she also realized that she and her From the extracts above, we could peer had different skills in presenting their interpret that Ata had actualy been aware of presentation and this was demonstrated in what she and her friends could do during how they arranged the order of speakers in their group presentation project. They both their presentation sessions. had different interest in terms of their Emergent Meanings Understanding Others character since they had been together for The first emergent meaning that one semester. Hence, Dewi, could be closer appeared during the data gathering or the to them. data gathering was understanding others. “From PMD project, I could be closer When working on the group projects, most to them since we were always together for of the time, the participants work together one semester. Moreover, I could understand with their peers or partners in order to their character as well.” achive their learning goals. Hence, it also From those extracts, it could be con- involves communication as well as good cluded that through doing the PMD project, team work so that they can work the participants, particularly Dewi, can cooperatively. Moreover, understanding achieve the learning goal as well as improve others in doing group projects provides a her view point towards her friends. She warm and supportive environment in which could not always selfishly force or insist her the students can experiment constructively friends to follow her needs. Rather, she with new ways of relating to others, share should also understand that her friends also personal experiences, express fears and have their own needs or business. Moreover, concerns, and gain support and feedback. by understanding her friends’ characters, Contextually, during the texts gather- Dewi knew how to act appropriately when ing, we found out that understanding others she is with her friends especially in doing in this research refer to how doing projects their PMD project so that interpersonal con- affected them to be more understanding in flicts can also be avoided. terms of their friends’ needs and also char- Similarly, Evi mentioned that by doing acters. Dewi in her shared experience, states her CDA group project, she could feel the that through PMD project, she could learn to sense of togetherness, team work, new understand her friends’ needs. She further experiences as well as benefits for herself. illustrated that one of her friends lived in She was also able to understand her friends’ Kulonprogo and she needed to go back and characters. She emphasized that through forth to campus. Hence, in this circum- project-based learning she understood the stance, Dewi needed to arrange the time way her friends worked, their characters, with her friend. She stated that and their personalities. “From the PMD project, I could learn “In group, I could know my friends’ to be more understanding to my friends’ characters. In fact, each of us is different needs. For example, one of my friends from one and another. Hence through stayed in Kulonprogo, and I needed to project based, I could know how A, B, C, arrange the time discuss our project.” worked, and their personalities as well.” Furthermore, through doing PMD pro- Lastly, not only did Dewi and Evi ject, she could also understand her friends’ mention they could understand their friends,
PROJECT-BASED LEARNING 61 but Ata also corroborated this. She stated generate goals which define a point that can that “Yes, I was not selfish at that time. I could be achieved through setting the goal and even know my friend’s character better than plan. This also enables progress and before. So, I should be more understanding I guess.” assessment which allows a person to gain In doing group or team project, feedback in relation to change and understanding one and another is highly development. important, as what Abarca et al,. (2000, p. On the evidence presented here, it can 40) mention that effective teams require and be concluded that after doing projects in the share many common characteristics. Being ELS, the participants felt that, they not only respectful to other team members is highly changed their veiw point towards their essential for team effectiveness. Valuing the friends, but their personalities also strengths of teammates, while minimizing developed at the same time. They could be their weaknesses, promotes team cohesion. tougher or more resilient, more independent, Cooperating as a team also requires trust more open minded, and more disciplined. from all the members of the group. They Their self-esteem and self-efficacy kept focusing on the project, believing in increased at the same time. Additionally, each other, striving to the end goal, arguing they also felt they could be critical thinkers, less and exploring more. This leads to effec- could increase their language skills ability, tive team work in doing or creating a pro- and could be beneficial to other people by ject. being involved in the seminar. Personal Development Dewi mentioned that when doing her The second or the last emergent projects, she could increase her self-esteem meaning emerged during the texts gathering as well as her self-efficacy by becoming a is personal development. Personal tough woman. In addition, she could also be development in this research contextually more open-minded during and after the means the changes or the developments that project. She mentioned that she could be the participants felt or gained when doing tougher in terms of doing her assignment their projects. Each of the participants and she could handle the pressure. She shared differently about the development further stated that she became a less-panicky that they obtained through the completion of student when dealing with her projects or their projects. her assignments. She also became less According to The United Kingdom stressful and became wiser in dealing with Association of Business Practioners (ABP) her problems. In coping with her projects (2010, p. 7) personal development refers to and her assignments, she could handle the developing and improving aspects of a pressure well. person which include fields such as “I felt I became tougher since I could be less education, motivation, feelings, health, panicky when dealing with papers, and less skills, abilities and more. ABP also asserts stressful. Moreover, I felt like I was getting that as life and the environments are wiser each day . Not only was I getting changing nowadays, it is important to wiser, but I could also handle the pressure.” continue developing as a person in order to Being more open-minded became the next improve as individuals and to be able to thing she mentioned. During the completion adapt to the change of situations. Personal of her PMD project, she stated that after development involves an individual to meeting and working with her friends she
62 PROJECT-BASED LEARNING could be more open to them. Moreover, she Dewi, mentions that after doing PMD could also accept her friends’ opinions or projects, she and her friends could present arguments and could realize that she could her groups’ paper in the LLTC seminar in not insist that her friends should accept her last October in the ELESP Sanata Dharma expectation. University Yogyakarta. She commented that “After PMD project, I could be doing projects could also bring benefits not more open to my friends since I worked only for her, but also for her friends. She with them” Moreover, I could accept stated that “by doing projects, we were able my friends’ arguments or opinions and to present our paper in the LLTC seminar. I realized that I could not insist my So I felt like this also gave us benefits”. expectations to my friends.” In the same way, Evi expressed how Dewi implies that after doing her PMD through doing projects, she could be project, she could expand not only her independent, discipline, and could increase ability but also that of her friends’ to inform her self-esteem. She stated that through other people outside their classroom setting doing projects, she could be more about what they have learned related to their independent since she had to do research, project. Hence, people could also know, find good theories, and many other related how they design or create an English things. She stated that “Obviously, I became program and learning materials for English more independent. Since we had to conduct for Specific Purposes. research, find theories by ourselves”. In Differently, Evi, stated that by working terms of discipline, she felt that her on projects, especially her CDA projects, discipline increased. She explained that she could increase or improve her critical when she studied in the graduate program, thinking skills. She mentions that she often did many projects individually and unconsciously she could be able to analyze in group. Hence she felt more disciplined the texts critically by not only looking at the compared to when she was an main ideas, but also she could find the undergraduate student. She stated that “I felt power imbalances within the texts. She I became more disciplined. It was very uttered that different from when I was an undergraduate “Unconsciously, we could analyze the texts. In other words, we could analyze the student”. Related to her self-esteem, Evi texts critically. Usually, I only analyze the added that by doing projects, she could be texts based on their main ideas. Now, I resilient. She concluded that no matter what could also find the power in balance in the the conditions were, she had to be really texts as well.” “Not only in analyzing the texts, I tough when dealing with projects and the could also think in a broader sense. deadline. Moreover, I could also be more critical in “I became resilient. For instance, facing a problem.” when you felt sick, you needed to keep From this, it can be interpreted that struggling to finish the projects and the through her CDA project, she could deadline. No matter how busy you were, improve her way of thinking and her ability you really had to be tough and strong.” Like the others, Ata also asserted that in analyzing the texts. In addition, she could she became more disciplined in her daily also change her habit when she read certain texts by not only looking at their main ideas, routines after working on her group project. but also looking at the deeper sides. She utterred that “I see… Yes, I felt I became more disciplined now.”
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Regarding critical thinking skill, She uttered that Tretten and Zachariou (1995, p.8) men- “I could enrich my knowledge. And by tioned that students, working both doing presentation, I could practice my individually and cooperatively, can feel public speaking skill. So, I could present empowered when they implement effective my presentation for about one hour since I work habits and use critical thinking to like speaking. I could also broaden my knowledge and my vocabularies.” solve their problem. Moreover, they also “I felt like I became more fluent both assert that students are also able to learn and in speaking and writing. I used to stop us- or strengthen their work habits, their critical ing English before entering ELS. However, thinking skills, and their productivity. since studying in ELS, I had to use my Eng- Throughout this process, students may gain lish since there were a lot of assignments new knowledge, new skills, and positive and presentations requiring the use of Eng- attitudes. lish. Automatically, I felt the positive In addition, Ata, mentioned that when doing changes in me.” her group presentation, she could increase In line with Ata’s extracts above, not only her knowledge, but also her lan- Fragoulis (2009) and Bell (2010) state that guage skills especially her speaking and there are six benefits of implementing PBL writing skills. She said that her public in teaching English as Foreign Language. speaking skill improved by doing a lot of One of them is by applying or implementing group presentations. She further added that project based learning, the students can have she could present materials for about one an optimal opportunity to improve and to hour with a varied range of vocabulary. develop their language skills. . Conclusion Overall, there are six meanings worth stress- consists of two meanings derived from the ing from this study. Those meanings then empirical truth. The pre-figured meanings are divided into two sections namely pre- are authentic learning, learning autonomy, figured meanings which consists of four cooperative learning, and multiple intelli- meanings derived from the logical or con- gences. The emergent meanings are under- ceptual truth and emergent meanings which standing others and personal development.
© Sandy Ferianda & Franciscus Xaverius Mukarto Sandy Ferianda
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