CHAPTER II LITERATURE REVIEW
B. Theoretical Framework
4. Project Based Learning
explanation, discussion, and reviews. Furthermore, there are the text type and the purpose of the text:
1) Poetic: to express the feelings or experiences of the poet so as to describe, praise or criticize.
2) Dramatic: to portray human experience through enactment sometimes in order to make social comment.
3) Narrative: to construct a view of the world that entertains or informs the reader or listerner.
4) Response: to respond, to an artistic by providing a description of the work and judgement.
5) Discussion: to present differing opinions on a subject to the reader or listener
6) Explanation: to explain how or why something occurs.
7) Exposition: to argue or persuade by presenting one side of an issue.
8) Report: to classify, describe or to present information about a subject.
9) Procedure: to instruct someone on how something can be done.
on31 stated that project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or product to develop. Furthermore, Solomon32 emphasizes that project-based learning focuses on learning through student-centred, interdisciplinary, and integrated activities in real world situations.
In project-based learning, students are responsible fully for their own learning. They work collaboratively to solve problems. Project-based learning concerns on the learning activity Project-based on real world problems and challenges that require students to work as a team through meaningful activities and result in a final product, Simpson.
Stoller33 added that project work is a part of cooperative learning. It allows students to work on their own, in a small group, or as a whole-class. Throughout the process, the students share their ideas, resources, and expertise.
In other word, project based learning is a learner-centered learning model to conduct an in-depth investigation of a topic.
Learners Constructively carry out deepening of learning with the approach research-based problems and questions that are weighty, real, and relevant. It helps students to inquire. Students drive their own
31 Kornwipa Poonpo.Enhancing english skill through project based learning. Journal the English teacher:2011. 189
32 Solomon. Project-based learning: A primer. Technology & Learning. (Alfabet: Bandung: 2003).
27
33 Stoller, Frederica L. 2002. Project-Work: A Means to Promote Language and Content. English Teachers' Journal (June: 2002). 132
learning through inquiry, as well as work collaboratively to create projects that reflect their knowledge
b. Characteristic of Project Based Learning
There are some characteristicts of project based learning that was deliered by Kubiatko. Those are as follows34:
1) Self responsibility for thinking and learning to focus on content learning rather than on specific language patterns
2) Student-centered with the teacher as a facilitator or coach 3) Encourages collaboration amongest students
4) Leads to the authentic integration of language skills and processing information from multiple sources
5) Allows learners to demostrate their understanding of content knowledge through an end product such as an oral presentation, a poster session, a bulletin board display, or a stage performance
6) Bridges the use of English in class and the use of English in a real life context
Other characteristics of project based learning delivered by Global SchoolNet on the research. Those are35
1) Students make decisions within a prescribed framework
2) There’s a problem or challenge without a predetermined solution.
34 Milan Kubiatko.Project Based Learning Characteristic and The Experience With Aplication In The Science Subjects. Social and education studies, Vol-3, No-1 (2011),67.
35 Global SchoolNet.( 2000). Introduction to Networked Project-Based Learning.
Assessed on 19 July 2022 from http://www.gsn.org/web/pbl/whatis.htm
3) Students design the process for reaching a solution.
4) Students are responsible for accessing and managing the information they gather.
5) Evaluation takes place continuously.
6) Students regularly reflect on what they’re doing.
7) A final product is produced and evaluated for quality.
8) The classroom has an atmosphere that tolerates error and change c. The goal of Project-Based Learning
English method has the goal of focusing students, so that they are able to use English for communication and as a tool for furthering their studies. Goal is the target that should be decided before conducting teaching activity. Regading it, there some goals of project based learning which were delivered by Railsbcak. Those are36:
1) Increase student motivation
2) Connecting learning at school with real events in the Surrounding environment
3) Forming students' work attitudes 4) Communication and social
5) Increase the student’s ctitical thinking 6) Improve students’ ability
7) Increase students’ confidence
36 Jennifer Railsbcak, . 2002. Project Based Instruction : creating excitement for learning.
Northwest : (Educational Laboratory) 143
d. Procedures of Project-Based Learning
Some procedures that can be used by the teacher to implement Project based learning. Those are37 :
1) Speculation
Speculation is activity in which the teacher choise of project topics initially based on curriculum and discuss with students. In this stage, the teacher and students speculate possibilities that will lead to the project smoothly, however for the beginer or lower level students’.
2) Designing
Designing is the project activities, reffering to organizing the sturucture of aproject activity that includes group formation, role assigning, concening methodology decision information source, etc
3) Conducting
Counducting is the project activities in which the students work what had been planed and designed in the previous stage, the students gather information, discuss it with their group member, consult problems enountered in their work with the teacher and exhibit their final products that might in form of presentation, performance product, publication, etc.
37 Darini bilqis maulani. The use of project based learning in improving the students speaking skill(a classroom action research at one of primary school in bandung. Jurnal of English and education.Vol-1,No-1(2013),32.
4) Evaluation
Evaluation is reffering the asssesment of activities from the participants and discussion about wheter the initial aims and the goals have been achived, implementation of the process, and final project
e. The Steps of Project Based Learning
There are some steps of project based learning which can be used by the teacher in teaching students. Those are as follows38
1. The teacher asks students to make group during conducting project 2. The teacher gives topic
3. The teacher Decides the time on how long the students doing project
4. The teacher introduce and explain all elements included in it a) stationary
b) ruler c) cutter d) adhesive
5. The teacher asks students to discusses the content while preparing the own project with the team
6. The teacher monitors students’ activity while helping them to prepare the project
38 Ningtyas Orilina Argawati, “Project-Based Learning In Teaching Writing: The Implementation And Students’ Opinion”. English Education Department, Faculty of Language Education, IKIP Siliwangi. Journal of English Education.Vol-8. No-2. (2020). 221
7. The teacher conducted to do peer correction to know the students’ error in writing and they could revise it
f. Evaluation of Project Based Learning
Evaluation of project-based learning is important to decide.
Rubric is the thing that used to to assess project-based learning. It can be used for the teacher to evaluate students’ progress in making the project and give the feedback for the students. According to Reynold39, there two kinds of rubric that can be used to implement project based learning, those are analytical scoring rubric and holistic scoring rubric. Analytical scoring rubric is detail rubric that refers to specific description on students’ strength and weakness. Besides, holistic scoring rubric is less detail. Reynold also explained that Rubric has rating scale to indicate the evaluation of project based learning quality which consisted of:
1) outstanding 2) good
3) average 4) poor
According to Clark, metioned that there are some parts that can be evaluated throght project based learning. Those are40:
39 Noni Agustina, “Assessment of Project-Based Learning In Science Class”, Jurnal Siliwangi.
Vol. 2. No.2. (Nov. 2016). 139
40 Bethany A. Clark, “Project Based Learning: Assessing and Measuring Student Participation”
research and evaluation in literacy and thegnology. (2017). 8
1) Creative/critical thinking, 2) Collaboration
3) Communication 4) Creativity
g. The Advantage and Disadvantage of Project Based Learning.41 1) Advantage
a) project based learning based on authentic activities where the activities are anything that students are expected to do beyond getting input truth writing
b) project based learning could enhance students’ English language skill,indicated with some research that the students able to develope theire writing while aplaying project based learning.
c) Project based learning is motivating element exspesially for young learners
d) project based learning become more competence in the use of target language and promote learner othonomy.
e) project based learning has been describe as an effective way of engaging simultaneous acquisition of language, contentand skill.
2) Disadvantage
a) Project based learning may get stuck without teacher if teachers are not properly trained or equipped with needed skills and
41 Aziza kavlu. Implementation of project based learning (PBL) in EFL (English as a Foreign Language) Classroomsi fazalar Educational Instutitutions (Iraq). International jurnal of social sciences & Educational Studies Vol-4 No-2 (2017) 72
abilities they might not be able to help their students learn key concepts effectively.
b) Project based learning requires team work, some disagreement or clashes may happen, and conceivably, it m ay be difficult for teachers to detect and realize these features in the implementation of Project based learning.
31 CHAPTER III