vi
Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based Learning in Sociolinguistic Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Student-centered learning is a model of learning in which students play more roles in determining their success in learning. The students are demanded to be the active learners who seek knowledge by themselves with lecturer’s assistance. This model of learning is implemented in English Language Education (ELESP) Study Program Sanata Dharma University Yogyakarta. One of the student-centered learning models found in ELESP is project-based learning (PBL). PBL is an approach allowing the students to work autonomously, individually or in group, in certain projects over extended period of time and resulted in tangible products in the form of written papers and oral presentations.
The researcher found that PBL was implemented in sociolinguistic class. After reviewing some theories, the researcher found that these two things have a similarity. They both have something to do with social life. PBL deals with working with other people, whereas sociolinguistics deals with social life and language. Thus, this research was intended to find out whether PBL is beneficial for the sociolinguistic class students. There are two problems to be solved in this research. They are: How is PBL implemented in sociolinguistic class? and What is the students’ perception on PBL implemented in sociolinguistic class?
The researcher conducted survey research to find out how PBL is implemented and the students’ perception on PBL implemented in sociolinguistic class. This research included 37 sociolinguistic class students in ELESP Sanata Dharma University 2009 academic year. The data were obtained through field notes, observation sheets, questionnaires, and interviews.
The result of this research showed that PBL implemented in sociolinguistic class was conducted in group work. PBL contains complex task with challenging problems or questions which involve students in designing, problem solving, decision making, and investigating activities. It lasts over extended period of time, let the students work autonomously, and resulted in tangible products in the form of publishable papers and presentable presentation. Approximately 85% of sociolinguistic class students had positive perceptions on PBL in Sociolinguistic class. They considered that PBL is an interesting approach to be implemented in sociolinguistics class. It also develops the students’ soft skills and English skills. The rest 15% had negative perceptions because they prefer to work individually than group work.
The researcher suggested the teachers or lecturers, who are about to use PBL in their class, to adjust PBL with the students’ needs to achieve the lessons’ objective. Therefore, PBL will be effectively used.
vii
Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based Learning in Sociolinguistic Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Student-centered learning adalah model pembelajarran dimana siswa mempunyai peranan lebih besar dalam menentukan kesuksesan belajar mereka. Para siswa dituntut untuk menjadi siswa yang proaktif yang mencari pengetahuan dengan cara mereka sendiri dengan bimbingan pengajar.Model pembelajaran ini diimplementasikan di Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma Yogyakarta. Salah satu dari model embelajaran ini yang ditemukan di PBL adalah project-based learning (PBL). PBL adalah suatu pendekatan dimana siswa dapat bekerja mandiri dalam suatu projek, baik secara individual atau berkelompok, yang berlangsung dalam periode waktu tertentu dan menghasilkan hasil yang nyata seperti tulisan ilmiah dan presentasi. Peneliti menemukan PBL di kelas Sociolinguistic. Setelah meninjau beberapa teori, peneliti menemukan bahwa dua hal ini mempunyai suatu kesamaan pada hal-hal yang berhubugan dengan kehidupan sosial. PBL berhubungan dengan orang lain sedangkan
sociolinguistics berhubungan dengan bahasa dan kehidupan sosial. Dengan mengetahui persepsi siswa terhadap PBL yang diimplementasikan di kelas
sociolinguistic, kita dapat mengetahui sikap siswa terhadap PBL itu sendiri. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui apakah PBL adalah pendekatan yang tepat untuk diimplementasikan pada kelas sociolinguistic. Ada dua masalah untuk diselesaikan dalam penelitian ini, yang pertama bagaimana
PBL diimplementasikan di kelas sociolinguistic; yang kedua apa persepsi siswa kelas sociolinguistic terhadap PBL yang diimplementasikan dikelas mereka?
Peneliti melaksanakan model penelitian survey untuk mengetahui bagaimana PBL diimplementasikan pada sociolinguistic class dan apa persepsi siswa terhadap hal tersebut. Penelitian ini melibatkan 37 siswa kelas
sociolinguistic PBI Universitas Sanata Dharma Yogyakarta tahun ajaran 2009. Data penelitian ini didapatkan melalui observasi lapangan, lembar observasi, kuesioner, dan sesi tanya jawab.
Hasil dari penelitian ini menunjukan bahwa PBL yang diimplementasikan di kelas sociolinguistic dilaksanakan dalam kelompok. PBL mengndung perkerjaan yang kompleks dengan masalah yang menantang yang melibatkan siswa dalam mendesain, menyelesaikan masalah, membuat keputusan, dan aktivitas penelitian. Tugas ini berlangsung dalam jangka waktu tertentu dimana siswa bekerja secara otonomi dan menghasilkan hasil yang realistis berupa karya ilmiah dan presentasi grup. Rata-rata 85% siswa kelas sociolinguistic mempunyai persepsi yang positif terhadap PBL. 15% nya mempunyai persepsi yang negatif karena mereka cendeerung menyukai bekerja secara individu daripada berkelompok. Oleh karena itu, peneliti menyarankan untuk para pengajar yang akan mengimplementasikan PBL dikelas untuk menyesuaikan PBL dengan kebutuhan siswa untuk mencapai tujuan pelajaran, sehingga pengimplementasian
PBL akan menjadi efektif.
STUDENTS’ PERCEPTION ON PROJECT-BASED
LEARNING IN SOCIOLINGUISTICS CLASS
A SARJANAPENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Margareta Mia Wijayanti
Student Number: 081214141
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION ON PROJECT-BASED
LEARNING IN SOCIOLINGUISTICS CLASS
A SARJANAPENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Margareta Mia Wijayanti
Student Number: 081214141
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi
Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based Learning in Sociolinguistic Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Student-centered learning is a model of learning in which students play more roles in determining their success in learning. The students are demanded to be the active learners who seek knowledge by themselves with lecturer’s assistance. This model of learning is implemented in English Language Education (ELESP) Study Program Sanata Dharma University Yogyakarta. One of the student-centered learning models found in ELESP is project-based learning (PBL). PBL is an approach allowing the students to work autonomously, individually or in group, in certain projects over extended period of time and resulted in tangible products in the form of written papers and oral presentations.
The researcher found that PBL was implemented in sociolinguistic class. After reviewing some theories, the researcher found that these two things have a similarity. They both have something to do with social life. PBL deals with working with other people, whereas sociolinguistics deals with social life and language. Thus, this research was intended to find out whether PBL is beneficial for the sociolinguistic class students. There are two problems to be solved in this research. They are: How is PBL implemented in sociolinguistic class? and What is the students’ perception on PBL implemented in sociolinguistic class?
The researcher conducted survey research to find out how PBL is implemented and the students’ perception on PBL implemented in sociolinguistic class. This research included 37 sociolinguistic class students in ELESP Sanata Dharma University 2009 academic year. The data were obtained through field notes, observation sheets, questionnaires, and interviews.
The result of this research showed that PBL implemented in sociolinguistic class was conducted in group work. PBL contains complex task with challenging problems or questions which involve students in designing, problem solving, decision making, and investigating activities. It lasts over extended period of time, let the students work autonomously, and resulted in tangible products in the form of publishable papers and presentable presentation. Approximately 85% of sociolinguistic class students had positive perceptions on PBL in Sociolinguistic class. They considered that PBL is an interesting approach to be implemented in sociolinguistics class. It also develops the students’ soft skills and English skills. The rest 15% had negative perceptions because they prefer to work individually than group work.
The researcher suggested the teachers or lecturers, who are about to use PBL in their class, to adjust PBL with the students’ needs to achieve the lessons’ objective. Therefore, PBL will be effectively used.
vii
Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based Learning in Sociolinguistic Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Student-centered learning adalah model pembelajarran dimana siswa mempunyai peranan lebih besar dalam menentukan kesuksesan belajar mereka. Para siswa dituntut untuk menjadi siswa yang proaktif yang mencari pengetahuan dengan cara mereka sendiri dengan bimbingan pengajar.Model pembelajaran ini diimplementasikan di Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma Yogyakarta. Salah satu dari model embelajaran ini yang ditemukan di PBL adalah project-based learning (PBL). PBL adalah suatu pendekatan dimana siswa dapat bekerja mandiri dalam suatu projek, baik secara individual atau berkelompok, yang berlangsung dalam periode waktu tertentu dan menghasilkan hasil yang nyata seperti tulisan ilmiah dan presentasi. Peneliti menemukan PBL di kelas Sociolinguistic. Setelah meninjau beberapa teori, peneliti menemukan bahwa dua hal ini mempunyai suatu kesamaan pada hal-hal yang berhubugan dengan kehidupan sosial. PBL berhubungan dengan orang lain sedangkan
sociolinguistics berhubungan dengan bahasa dan kehidupan sosial. Dengan mengetahui persepsi siswa terhadap PBL yang diimplementasikan di kelas
sociolinguistic, kita dapat mengetahui sikap siswa terhadap PBL itu sendiri. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui apakah PBL adalah pendekatan yang tepat untuk diimplementasikan pada kelas sociolinguistic. Ada dua masalah untuk diselesaikan dalam penelitian ini, yang pertama bagaimana
PBL diimplementasikan di kelas sociolinguistic; yang kedua apa persepsi siswa kelas sociolinguistic terhadap PBL yang diimplementasikan dikelas mereka?
Peneliti melaksanakan model penelitian survey untuk mengetahui bagaimana PBL diimplementasikan pada sociolinguistic class dan apa persepsi siswa terhadap hal tersebut. Penelitian ini melibatkan 37 siswa kelas
sociolinguistic PBI Universitas Sanata Dharma Yogyakarta tahun ajaran 2009. Data penelitian ini didapatkan melalui observasi lapangan, lembar observasi, kuesioner, dan sesi tanya jawab.
Hasil dari penelitian ini menunjukan bahwa PBL yang diimplementasikan di kelas sociolinguistic dilaksanakan dalam kelompok. PBL mengndung perkerjaan yang kompleks dengan masalah yang menantang yang melibatkan siswa dalam mendesain, menyelesaikan masalah, membuat keputusan, dan aktivitas penelitian. Tugas ini berlangsung dalam jangka waktu tertentu dimana siswa bekerja secara otonomi dan menghasilkan hasil yang realistis berupa karya ilmiah dan presentasi grup. Rata-rata 85% siswa kelas sociolinguistic mempunyai persepsi yang positif terhadap PBL. 15% nya mempunyai persepsi yang negatif karena mereka cendeerung menyukai bekerja secara individu daripada berkelompok. Oleh karena itu, peneliti menyarankan untuk para pengajar yang akan mengimplementasikan PBL dikelas untuk menyesuaikan PBL dengan kebutuhan siswa untuk mencapai tujuan pelajaran, sehingga pengimplementasian
PBL akan menjadi efektif.
viii
First of all, I would like to express my deepest gratitude, honor, and love
to my exalted Lord, Jesus Christ, for His holy spirit that remains in me. He is the
one who always gives me spirit, great blessings, and priceless love in my good
and bad time of my life especially when working on this thesis. I can make this
thesis done because of Him.
I would also express my gratitude to my major sponsor, Caecilia
Tutyandari, S.Pd.,M.Pd., for her valuable feedback, motivation, patience, and
guidance during the accomplishment of this thesis. I would like to thank her for
her precious time that she spent to guide me in doing this thesis.
My special and sincere thanks go to Drs. Barli Bram, M.Ed., Ph.D., the
lecturer of sociolinguistic class, for permitting my conducting research on his
class. I would thank him for his suggestions and the time he spent to help me
accomplishing this thesis.
My special gratitude goes to my beloved parents, Drs. Fx. T. Widaryanto
and CH. Sri Hartuti. Their sincere love and prayer make me able to finish this
thesis. I would also thank my siblings, Mas Agung and Mas Petrus; my sisters,
Mbak Devin and Mbak Dian; my beloved cute niece, Nara; my grandmother,
Mbah Martasuwignya and Mbah Salatiga; and all my relatives who always
support me and encourage me to finish this thesis. I’m very blessed to have the
ix
for his care, love, understanding, the time we spent together, and support to me
during four years we have been through. He fully supports me and encourages me
to finish this thesis.
Special thanks go to my beloved friend, all of SIESEN family, especially
Mas Asoy, Mas Banu, Vanny, Brodus, Mas Desi for giving me the meaning of
family among friends. One of the biggest spirit to finish this thesis comes from
them. Hugs and kisses for them all. My classmate, Wakul, Bela, Saka, Kojek
and my best choir mate, Eka, Sisil, Putri, Ichan, thank them for being my lovely
friends supporting me in doing this thesis. Geng Cantiks’ mate, Didi, Tiyen, Silly,
Nican, Sepsi, Marcel, thank you for giving me exciting and funny experience. I
am glad to have friends like them. My Boarding house’s mates, Mutia, Olive,
and Didi, thanks for the jokes, laugh, and wonderful time that we spent together
in our lovely boarding house. All Nuriadventuria crew, especially Mas Tatad
and Mas Ernest, thank you for giving me the chances to experience working in
the real world with exciting, funny crew; We are the fun factory. All Rockstar
family, especially Mas Wowok and Galang, thank you for the sharing moment,
the jamming moment, the time we spent singing together in Rockstar studio. I
love that moment a lot.
Further, I would like to give my gratitude to Sociolinguistic class
students who sincerely answer my questionnaires and spend their times to have
the interview session with me. Without their participation, my thesis will not
x
all librarians’ staffs in Sanata Dharma University for their support and best
services.
Special thanks to Mr. Yohannes Jatmiko Yuwono, S.Pd., and Mas
Somad for their willingness and time proofreading my thesis and giving useful
feedback for my thesis.
Finally, my deepest gratitude goes to all of my friends and all people who
support and help me accomplishing this thesis that I cannot mention one by one.
May God bless them all.
Sincerely,
xi
TITLE PAGE ... i
APPROVAL PAGE ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION 1 A.Research Background ... 1
B.Research Problem ... 4
C.Problem Limitation ... 5
D.Research Objectives ... 5
E.Research Benefits ... 6
F.Definition of Terms ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE 9 A.Theoretical Description ... 9
1. Perception ... 9
a. The Perceptual Process ... 10
xii
People’s Attitudes ... 14
2. Project-Based Learning ... 15
a. Characteristics of PBL ... 18
b. Goals of PBL ... 20
3. Sociolinguistic ... 22
B. Theoretical Framework ... 24
CHAPTER III. METHODOLOGY ... 26
A. Research Method ... 26
B. Research Setting ... 27
C. Research Participants ... 28
D. Research Instruments ... 28
E. Data Gathering Technique ... 30
F. Data Analysis Technique ... 31
G. Research Procedure ... 35
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 37 A. The Implementation of Project-Based Learning in Sociolinguistic class ... 37
1. Data Presentation ... 37
2. Analysis and Discussion on the Implementation of PBL in Sociolinguistic Class ... 44
B. The Students’ Perception on Project-Based Learning Implemented in Sociolinguistic Class. ... 47
1. Data Presentation and Analyses from Close-Ended Questions ... 48
2. Data Analyses from Open-Ended Questions ... 70
xiii
A. Conclusions ... 79
B. Recommendations ... 81
REFERENCES ... 83
xiv
LIST OF TABLES
Table 3.1 : The Blueprint of the Questionnaire (Observation) ... 32
Table 3.2 : The Blueprint of the Questionnaire
(Influence of PBL) ... 32
Table 3.3 : The Blueprint of the Questionnaire
(Evaluation and Interpretation) ... 33
Table 3.4 : The Blueprint of the Questionnaire (Response) ... 34
Table 4.1 : The Students’ Groups’ Progress in Undergoing PBL ... 39
Table 4.2 : The Sociolinguistics Class Students’ Observation
on PBL ... 48
Table 4.3 : The Influences of PBL on the Sociolinguistics Class
Students ... 54
Table 4.4 : The Evaluation and Interpretation of
the Sociolinguistics Class Students on PBL ... 59
xv
LIST OF FIGURES
Figure 2.1 : The Perceptual Process ... 11
xvi
LIST OF APPENDICES
Appendix 1 : Letter of Permission ... 86
Appendix 2 : Research Instrument: Observation ... 88
Appendix 3 : Research Instrument: Field Notes ... 93
Appendix 2 : Research Instrument: Questionnaires ... 103
1
INTRODUCTION
In this chapter, the researcher provides the background information and the
rationale of the research. This chapter is divided into six parts including the
research background, the research problems, the problem limitation, the research
objectives, the research benefits, and the definition of terms.
A. Research Background
The English Language Education Study Program (ELESP) is a study
program in which the students are trained to be teachers. In training them, there
are several courses designed to train the students to become professional teachers.
There are also various teaching methods and approaches to help the students
mastering all of the courses that have been designed.
After doing an observation to the teaching-learning activities conducting in
ELESP, the researcher found that the teaching-learning activities tend to be
centered learning. According to Collins and O’brien (2003),
student-centered learning is a model of learning in which the students become the students
or learners in the center of learning process. The teacher or the lecturer let the
students learn autonomously. It is an instructional approach where students are in
charge of their learning content, activities, materials, and pace of learning (as cited
The examples of student-centered learning the researcher found in ELESP
are group work and group presentation. The researcher met many students in the
campus students’ area who were working in group, discussing something, writing
papers, and working on their power point presentation. Semester four and
semester six students in ELESP dominated most of them. The researcher
interviewed some students about what they were working on and the researcher
obtained the answers that they were working on field projects. They explained that
they had to choose certain topics, have a research on those topics, and as the
result, they had to report their field project research in the form of scientific
papers and group presentations.
After observing the education phenomena done in ELESP, group work and
group presentation, the researcher found out that those phenomena fitted to the
characteristics of Project Based Learning (PBL). Hedge (1993) defined PBL as
“an approach to implement student-centered learning principles (as cited in
Beckett, 2006, p.55). Henry (1994) claimed that many educators agree that
“project” requires an extended period of time, gives the students freedom to
choose their topics, and creates a situation in which they can conduct their
independent work in group with the assistance of the lecturer and to come up with
products in the form of written reports and oral presentations. (as cited in
Kobayashi, 2006, p.71). Jones, Rasmussen & Moffitt, (1997); Thomas,
Mergendoller, & Michaelson, 1999 defined project-based learning as complex
students in designing, problem-solving, decision making, or investigating
activities.
There are several experts who have conducted the research on PBL. The
results of their researches portray a bit about PBL. Guo (2006) mentions that Fang
and Warshauer (2004) who conduct a 5-year study in Suzhou University in China
find that Chinese EFL students have more interaction in PBL. They have more
autonomy in learning and they professed that the learning process was more
relevant to their lives. However, they find that there are several students showing
their discomfort to learn autonomously. They are not comfortable to have their
own responsibility on their learning process.
Tomei, Glick, and Holst (1999) conduct research about PBL in an English
course in Japanese University and the result of their research shows that the
Japanese students improve their motivation and were accustomed to
communicative presentations (as cited in Guo, 2006, p. 146). Another research
conducted by Guo (2006), who conducts the research on the Chinese professors
perspective of PBL which is implemented in China, shows that the professors
agree that PBL is an effective tool for the integration of language, content, and
skills. The professors also believe that PBL may “enhance students’ motivation”
and “develop students’ activity to learn more independently and autonomously”.
Nevertheless, due to the consideration of the professors that teacher-centered
learning is still commonly used, whereas PBL requires an independent-learning of
interesting approach to be implemented on their environmental learning. They
were also afraid that the students might not consider projects as a serious learning
because they have set their mind that teachers are their knowledge provider and
textbook is their knowledge source.
The results of the researches conducted by several experts above inspire
the researcher to conduct the research on PBL. The researcher found PBL in
Sociolinguistics course in ELESP Sanata Dharma University Yogyakarta. The
researcher is eager to know how PBL is implemented in Sociolinguistics class and
the students’ perception on PBL which is implemented in their learning
environment. The researcher is eager to find out whether the positive and negative
perceptions that the researcher reviewed on the experts’ researches can also be
found in this research.
Robin (2001) states that perception is important to be investigated because
it determines people’s behavior toward something. According to Gibson (1985),
people tend to have good responses if they have positive perceptions and vice
versa. Thus, knowing the students’ perception on PBL in Sociolinguistics class
will make us able to analyze whether PBL is good or beneficial for educational
environment.
B. Research Problems
This research is about the students perception on project-based learning
University. There are two research problems that the researcher wants to reveal in
this research. They are:
1. How is Project-Based Learning (PBL) implemented in the Sociolinguistics
Class?
2. What is the students’ perception on PBL implemented in Sociolinguistics
class?
C. Problem Limitation
In this research, the researcher limits the scope of perception based on
Gibson (1985) theories which defines perception as a process of observing,
influencing, evaluating, interpreting, and responding. Here, the researcher is going
to do a research on how the students of Sociolinguistics class observe, is
influenced, evaluate, interpret, and respond to PBL implemented in their class.
The PBL method is used for the final project for the final examination of
Sociolinguistics class. The lecturer allows the students of this class to find their
own topic, define their own problems of the project, solve their problems and
make the products of their project in the form of presentation and paper. The topic
that the students have to choose must be related to the Sociolinguistics topics they
have got before they are asked to make a group project.
D. Research Objectives
The objectives of this study are to know how the PBL is implemented
of PBL and to know what perception the students have toward PBL implemented
in their class.
E. Research Benefits
This research is beneficial for:
1. Educational Worlds
By conducting this research, the writer attempts to give contribution in
education world. This research is going to find out the students’ perception of
project-based learning method implemented in the Sociolinguistics class. If the
students have a positive perception on PBL they experienced, it means that PBL is
one of the learning methods that is suitable for teaching a linguistic class.
However, if the perception shows negative result, it can be drawn up that PBL is a
teaching method that is not really suitable for teaching linguistic class.
2. Lecturers or Educators
Lecturer can analyze if this method is suitable with the characteristics of the
students they teach. If they think it is suitable then this research may inspire them
to have the same method of teaching. If they think it is not really suitable then
they can modify this method of teaching based on the students’ characteristics and
needs.
3. Future Researches
Future researchers can investigate the same teaching method but with
different subject of research. If this research investigated the Sociolinguistics
public speaking class, extensive reading class, and the other subjects that use PBL
as one of the teaching method.
F. Definition of Terms
1. Perception
Gibson (1985) defines perception as the acquisition of specific knowledge
about object or events at any particular moment. It occurs whenever stimuli
activate the senses. Thus perception involves receiving stimuli, organizing the
stimuli, and interpreting the organized stimuli so as to influence behavior and
form attitudes. (p.60). Meanwhile, Kreitner and Kinicki (1992) define perception
as a mental and cognitive process which makes us able to interpret and understand
our environment
2. Project-Based Learning
Project-based learning is an approach which organizes learning around
projects (Thomas, 2000). It was introduced in the field of education as an
approach to implement student-centered teaching (Hedge, 1993 as cited in
Beckett, 2006, p.55). It is a possible means to promote language and content
learning in EFL (English as a foreign language) classroom (Kobayashi 2006).
Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999
define project-based learning as complex tasks which typically based on
challenging problems or questions, involving students in designing,
periods of time to work autonomously and expected to produce realistic products
or presentation (as cited in Thomas, 2000, p.1).
3. Sociolinguistics Class
Sociolinguistics class is one of the courses in English Language Education
Study Program Sanata Dharma University Yogyakarta. This course implements
PBL as the final remark of the course.
As Trudgill (1983) says, Sociolinguistics is a part of linguistics dealing
with language as a social and cultural phenomenon (p.32). This theory is
supported by Radford et al. (1999) defining that Sociolinguistics is “The study of
the relationship between language use and the structure of the society” (p.1).
4. ELESP Sanata Dharma University
ELESP stands for English Language Education Study Program. It is a study
program majoring English Education. The students of this study program are
9
REVIEW OF RELATED LITERATURE
Chapter two presents the discussion of the theories underlining this study.
It contains theoretical description and theoretical framework. The theoretical
description is to describe the theoretical review of the issues, while theoretical
framework presents the theories to formulate the orientation of this study.
A. Theoretical Description
The researcher provides some theories underlining the terms used in this
research. In this part, the researcher is going to discuss the theories of perception,
project-based learning, and sociolinguistics.
1. Perception
As Gibson (1985) says, perception is “the cognitive process by which an
individual gives meaning to the environment” (p.60). Gibson’s (1985) statement is
supported by Robin (2001), saying that perception is a process when somebody
gives meaning to the environment by organizing and interpreting their sensory
impression (p.121). Kreitner and Kinicki (1992) define perception quite
differently. To them, perception is a mental and cognitive process which makes us
able to interpret and understand our environment. If the theories of Gibson (1985),
Robins (2001), and Kreitner and Kinicki (1992) can be simplified, the meaning of
meaning to their environment by selecting, organizing and interpreting their
sensory impression. People must have different mental and cognitive process. The
way they interpret their sensory impression must be different one each other as
well. Thus, the meaning each individual gives to their environment must be
different and that what makes different perception of each individual (Gibson,
1985, p.60).
“Perception refers to the acquisition of specific knowledge about objects
or events at any particular moment. It occurs whenever stimuli activate the
senses” Gibson (1985). It means that an individual receives a stimulus; their
senses start to be active in selecting, organizing, and interpreting the stimuli.
When they experience selecting, organizing, and interpreting the stimuli, they
acquire specific knowledge of a certain object. That is why perception involves
cognition aspect, because it has to do with knowledge. The process of selecting,
organizing, and interpreting the stimuli affects an individual’s behavior in the
forming of an individual’s attitudes (ibid, p.61).
a. The Perceptual Process
Gibson’s theory is used to explain how the perception is formed.
According to Gibson (1985), perception is the cognitive process by which an
individual gives meaning to the environment. In seeing the same thing, each
individual will have different interpretation. It is because each individual gives his
The perceptual process according to Gibson (1985) is divided into four
stages. The first stage is when an individual receives stimuli, their senses will
observe it. They will see if the stimuli they receive fulfill their needs. If they
consider that the stimuli can fulfill their needs, they will continue to the next stage
of the perceptual process. The next stage is how several factors, such as
stereotype, selectivity, self-concept, situation, needs, and emotions, influence an
individual’s perception. The stimuli that they received are processed by an
individual’s stereotype, selectivity, self-concept, situation, needs, and emotions.
After passing through this process, the brain produces the evaluation and
interpretation of reality which influences an individual’s behavior and form the
b. Factors influencing Perception
There are several factors influencing people’s perception. Gibson (1985)
mentions that there are six factors which influence perceptions (p.64). They are
explained as follows.
1) Stereotype
Most people are often stereotyping each other. Students are stereotyping
their math teacher, Men are stereotyping women, women are stereotyping men,
and many others. Stereotype is judgments about the characteristics of people. As
an instance, in a math class, several students consider that their math teacher is
fierce. This group of students could possibly do the task given by the teacher more
seriously. Meanwhile, when the other group of students consider that their science
teacher is clumsy, they could behave in improper ways and do not do the task
given by the teacher seriously. Thus, stereotyping could result in improper result
(ibid, p.64).
2) Selectivity
People tend to select information supporting their point of view. They tend
to ignore the stimuli which make them uneasy or uncomfortable. Supposed that a
student is working in a group; she find out that her group mate is annoying. On the
peer assessment, this student may give her group mate lower score than the others,
even though her group mate is smart and diligent. That is selectivity. People tend
3) Self-Concept or self-characteristics
People usually make themselves as measurement in perceiving others. The
way an individual perceives others’ behaviors and differences depends on the
personal characteristics. A cheerful talkative student may look for her
characteristics in the other friend. Thus, when she is asked to choose her group
mates, she tends to look for those who have similar characters with her. Gibson
(1985) states that “knowing oneself makes it easier to see others accurately; one’s
own characteristics affects the characteristics identified in others; and persons
who accept themselves are more likely to see favorable aspects of other people”
(p.67).
4) Situation
People’s perception is also influenced by the situation or environment
surrounding them. For colleague students, the deadline of the task, the atmosphere
of the class activities, the group mates’ attitudes, the lecturer’s way of lecturing
may influence their perception. The deadline, for instance. Students will do the
task quickly when they don’t have enough time. The limitation of time makes
them less careful. Thus, it will affect the result of their work. People who have
sufficient amount of time and who don’t will surely have the different perception
5) Need
Need and desires are two essential things influencing people’s perception.
In responding stimuli, people tend to consider it based on their needs and desires.
In other hand, people tend to “see what they want to see” (ibid, p.67).
6) Emotion
An individual’s emotional condition has a big influence in perception.
Good emotions, such as joyfulness, cheerfulness, and contentment may produce a
good perception toward something as well. Meanwhile, for the people that have
the bad emotions, such as anger, jealousy, disappointment, anxiety, guiltiness,
regret, and envy can possibly make people see something negatively (ibid, p.68).
c. Aspects in the Perceptual Process Determining People’s Attitudes
Attitudes, as Gibson (1985) says, is the “determinants of behavior, because
they are linked with perception” (p.68). It means to say that attitudes are the result
of perception. Therefore, the researcher finds any urge to give the information
about several aspects in the perceptual process which determine people’s attitudes
toward the stimuli. According to Altman, Valenzi, Hodgetts (1985) there are three
aspects in human perceptual process which determine people’s attitudes (p.95).
They are:
1) Affection aspect (Emotional component)
It has relation with emotion. The way people like and dislike something
can build people’s perception. “Like” can build a good perception whereas
2) Cognition aspect (Perceptual component)
It deals with an individual’s belief toward a certain object. The belief itself
is built from knowledge, observation, and thought. It’s how someone see
something based on his or her self-willingness, expectation upon what he or she
has heard, seen or studied in his or her daily life.
3) Conation aspect (Action component)
It has to do with someone’s tendency to act toward the stimuli. It includes
attitude, behavior, activity, and motivation. Altman et al. (1985) state that “a
certain attitude will lead to predictable behavior” (p.95). It means that when an
individual has a positive attitude in a class, they would be likely do their
assignments well, attend the class regularly, and catch up with every material
given.
2. Project-Based Learning
Project-based learning was introduced in the field of education as an
approach to implement student-centered teaching (Hedge, 1993 as cited in
Beckett, 2006, p.55). It is a possible means to promote language and content
learning in EFL (English as a foreign language) classroom (Kobayashi 2006).
Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999
define project-based learning as complex tasks which is typically based on
challenging problems or questions, involving students in designing,
periods of time to work autonomously and expected to produce realistic products
or presentation (as cited in Thomas, 2000, p.1).
There is no exact definition defining what project is. Henry (1994) claims
that:
A project lasts over an extended period, allows students to select their topics and locate their own source materials, and provides them with opportunities to conduct an independent piece of work either individually or in groups under the guidance of their teacher and to present and end product including written reports and oral presentations.
Stoller (2006) defines project work as “elaborate sets of sequenced task
during which students are actively engaged in information gathering, processing,
and reporting, with the ultimate goal of increased content knowledge and
language mastery”.
The quotations above give us clear image that PBL requires students to
involve more than teachers. Fisher, Berliner, Filby, Marliave, Cahen, Dishaw and
Moore (1978) state that without involvement, little learning will occur (as cited in
Mergendoller & Thomas, n.d.). Thus, it can be said that the implementation of
PBL is to let students involve more so that they will learn more. Learning is
viewed as the outcome of learners’ personal experience (Guo, 2006). It means that
by doing such a project, the students will experience something new and what
they get throughout the process of experiencing is called learning. Kilpatrick
(1925) and Dewey (1931) believe that by giving the students “ownership” of their
learning and opportunities to apply “theoretical knowledge in practice, the
choosing, conceptualizing, researching, and reflecting on their own projects (as
cited in Beckett, 2006, p.58).
Nevertheless, even though PBL gives the students big opportunities to
work autonomously, it does not merely mean that they defined the orientation of
the projects by themselves. If it happens, the goal of the course may not be
accomplished because students have different target in doing the projects. Hence,
teacher role is needed to limit the scope of the projects. Giving the scope of the
project will ease both teacher and students’ work. Students will see the clear goal
of doing the projects so that they can accomplish the same level of
accomplishment and teacher is able to assess students’ work based on the same
assessment. Dewey (1938) states that teacher’s roles are to guide, assist, direct,
and evaluate the students throughout the process of undergoing PBL in the class
(as cited in Guo, 2006, p.144).
As Levy (1997) says, PBL is also integrated in teacher-training
curriculum. The objectives of integrating PBL into teacher-training curriculum
are to give the teachers in training example of an approach that they can use later
in their career as a teacher and to reinforce the content of the teacher-training
curriculum. Nonetheless, according to Haines (1989), PBL is not viewed as the
a. Characteristics of PBL
Based on Stoller (2006: 24) theory, PBL is considered effective if:
1) Having process and product orientation
In undergoing project-based learning, the students should experience the
process of making the project. By experiencing it, the students will learn many
things by themselves. Besides, because the students are dealing with projects, they
have to make products of the projects. Hence, PBL should have process and
product orientation.
2) Conducted over extended periods of time
In order to make the students experience the process of making the project,
time is obviously needed.
3) Encouraging natural integration of skills
Project-based learning demands the students to communicate, write
scientific papers, read journals, articles, and theories, and present their result in
front of the class. Hence, it will naturally integrate their skills.
4) Requiring the students to work in groups or individually.
Project-based learning could be done in two ways, group work or
individual work.
5) Demanding the students’ responsibility of the projects through gathering,
processing, and reporting.
The process which is contained in project-based learning should contain
responsible of those processes, the students will learn how to conduct scientific
research.
6) Resulting in concrete final products
The final products of the project should be concrete or tangible, such as
papers and presentation.
7). Concluding with students’ reflection on the process and the result of the
projects.
Reflection is an essential part in implementing project-based learning. By
conducting reflection, the students and the lecturers will know how PBL is
beneficial for them. Moreover, the lecturers and the students will know what
needs to be improved to get the better implementation of PBL.
PBL contains the process of planning and communicating (Mergendoller,
1999). Students are given the opportunities to find their own sources and gain
knowledge from the sources they have found. By experiencing that, the students
are expected to gain self-learning and self-understanding. The next step is
communicating what they have got with the other group members to have an
authentic result. Here, the students are expected to develop their communication
skills. After passing through this step, the final task will be solving the problems
and then making their product according to their knowledge the students gained.
In project-based learning, the students act more than the teacher does. In this
framework, the students have to do active learning. Active learning means they
Teacher’s role, here, is only to assist and give the students advices and suggestion
in passing through their project. However, to make Project-based learning
successfully applied in the teaching-learning activities, it needs the cooperative
work of the teachers and the students itself.
b. Goals of PBL
Eyring (1989) states that the major goal of PBL is to give the learners
opportunities to “receive comprehensible input and produce comprehensible
output” (as cited in Beckett, 2006, p.4). Comprehensible input means they can
understand the learning materials they receive because they are learning from their
own experience. Meanwhile, comprehensible output, according to Brumfit (1984),
Candlin, Carter, Legutke, Semuda, and Hanson (1988), Eyring (1988),
Fried-Booth (1986), and Hilton-Jones (1988), is giving the learners opportunity to
practice four skills in the target language. In this case, the target language is
English. The four skills of English that should be acquired well are reading,
listening, writing, and speaking. According to Gardner (1995), PBL aims to
develop analytical skills, time management skills (Coleman, 1992), and
responsibility (Fried-Booth, 1986 as cited in Beckett, 2006, p.4).
A tangible end-product is required in doing project work. Nonetheless, it is
not merely the end product becoming the focus of this approach. The process of
reaching the tangible end-product is the most essential part. As Fried-Booth
develop their confidence and independence and to work together in a real-world
environment by collaborating on a task” (as cited in Stoller, 2006, p.23).
Beckett (2006) conducts a review on recent literatures and he concludes the
goals of PBL are promoting learner autonomy and independence (Fried-Booth,
2002; Hedge, 2000; Skehan, 1998); fostering collaborative learning, creativity,
and responsibility (Hedge, 2000); developing critical thinking skills (Beckett,
2005; Kobayashi, 2004); socialization (Beckett, 2005; Mohan & Beckett, 2003) ;
developing problem solving and collaborative working, decision making skill, and
promoting in-depth learning of subject matter (Baron, 1998; Barrow & Milburn,
1990; Blumenfeld et al., 1991; Breault & Breault, 2005; Dewey, 1924) (p.57).
Thomas, Mergendoller & Michaelson (n.d.) also propose some the goals of PBL,
such as accustom learners in dealing with essential stuff like computer, media,
technology for their self-learning, self-management, and project management.
Barrow and Milburn (1990), Dewey (1924), Holt (1994) state that by engaging the
learners into group projects, they will learn how to discuss alternative strategies,
debate critical issues, and make judgments which lead them into the consolidation
of knowledge (as cited in Beckett, 2006, p.63).
Those goals are obviously not accomplished in a short time. It requires
several weeks or several months in order to give the students time to identify their
topics, conduct the projects, and report the product orally and written (Beckett,
3. Sociolinguistics
As Trudgill (1983) says, Sociolinguistics is a part of linguistics dealing
with language as a social and cultural phenomenon (p.32). This theory is
supported by Radford, et al. (1999), defining that Sociolinguistics is “The study of
the relationship between language use and the structure of the society” (p.1).
Those previous two theories seem to have the same focus of defining
sociolinguistics. They mention that Sociolinguistics have something to do with
language and society. Let us start the discussion of Sociolinguistics from the
meaning of language and society first.
Language, based on Wardhaugh (2010), is “what the members of a
particular society speak”. Meanwhile society is “any group of people who are
drawn together for a certain purpose or purposes” (ibid, p.1). Language as a social
phenomenon is engaged with the social structure and value systems of society
(Trudgill, 1983, p.19). It can be an essential tool for identifying the group of
society, measuring the group solidarity, and influencing the “world-view” of the
speakers. That is the reason why language can affect society (ibid, p.24). Trudgill
(1983) states that in some cases, when language is used differently, it may lead
into the difference perception of the world (p.26). If language can affect the
structure of society, so do society can influence this linguistics items called
language. “A social change can produce a corresponding linguistic change”
(Trudgill, 1983, p.28) which means that the language people use is reflecting
speak is also determined by certain social requirements (Wardhaugh, 2010, p.10).
That is why, people with different background could possibly speak differently
(ibid).
After discussing the effect of language on society and the influence of
society toward language, we could see that there is an inter-related relationship
between language and society. They can influence each other. Trudgill (1983)
points out that “this relationship has led to the growth of a relatively new
sub-discipline within linguistics: Sociolinguistics” (p.32). Gumperz (1971) defines
Sociolinguistics as an effort to find the relationship between social structure and
linguistic structure and to observe the occurrence of any changes (as cited in
Wardhaugh, 2010, p.10). Chambers (2002) emphasizes that “Sociolinguistics is
the study of the social uses of language” (ibid). The theories stated by Gumperz
(1971) and Chambers (2002) about the correlation between language and society
convince us that they are two things which can complement each other. Hence, as
Trudgill (1983) says:
One of the main factors that have led to the growth of Sociolinguistics research has been the recognition of the importance of the fact that language is a very variable phenomenon, and that this variability may have as much to do with society as with language (p.32).
Trudgill (1983) through his theories above tries to convey that language can be
more effectively used if people are involving in a society or in a group. Through
communicating in a group or in a society, people can see the variability of the
investigating the correlation between language and society and has the objectives
to get the better understanding of the language structure and the language function
in communication (p.12).
B. Theoretical Framework
This research is aimed to find out the students’ perception on project-based
learning in sociolinguistic class. There are two problems formulated in this
research. The first is how PBL is implemented in sociolinguistic class and the
second is the students of sociolinguistic class’ perceptions of PBL which is
implemented in their class. Therefore, before the research was conducted, the
researcher searched for related theories to be the base of this research in order to
make this research scientific and to help the researcher solve the problem
formulations.
In solving the first problem, how PBL is implemented in sociolinguistic
class, the researcher conducted class observation. On the class observation, the
researcher observed how project-based learning (PBL) was implemented in the
class by synchronizing the characteristics of PBL the researcher got from the
theories to the real situation. The researcher observed whether the PBL
implemented in the class is having a process and product orientation, conducted
over extended periods of time, encouraging natural integration of skills, requiring
the students to work in groups or individually, demanding the students’
responsibility of the projects through gathering, processing, and reporting the
concluding with students’ reflection on the process and the result of the projects
(Stoller, 2006). By synchronizing the characteristics of PBL the researcher got
from the related theories, it is expected that the researcher could know that PBL
implemented in the class has the same characteristics with PBL the kind of PBL
stated in the theories.
In solving the second problem formulation, which is the students’
perception on PBL implemented in sociolinguistic class, the researcher base this
research on Gibson’s (1985) theories about how the perception is made (the
perceptual process) to be the basic step of forming perception. The theories of
factors influencing perception according to Gibson (1985) and aspects building
perception according to Altman, Valenzi, Hodgetts (1985), are also used as the
indicators in making the questionnaire. According to Gibson (1985), perception is
made after passing through four steps. They are observation of the stimuli, the
influence of the stimuli toward people’s mind, the evaluation and interpretation
people’s mind do toward the stimuli, and the behavior and attitude formed after
people evaluate and interpret the stimuli they received. In the process of people’s
mind making perception, there are several factors influencing it. They are
stereotyping, selectivity, self-concept, situation, needs, and emotions. The aspects
that the researcher consider need to be revealed are the aspects happening in
human perceptual process, such as affective aspects, cognitive aspects, and
conative aspects, which are having the influence to determine people’s attitudes
26
METHODOLOGY
This chapter gives information on how the study was conducted. It
includes how the data were gathered and analyzed to answer the problem
formulations. This chapter consists of research method, research participants,
instruments, data gathering technique, data analysis technique, and research
procedures.
A. Research method
In this research, the researcher conducted naturalistic observation to
answer first problem and survey study to answer the second problem
formulations.
1. Naturalistic Observation
Observational data allows the researcher to gather “live” data from “live
situation” (Cohen, Manion, Morrison, 2000). This method enabled the researcher
to understand the context of the situation and to find other findings that the
participant could not talk about in the questionnaires or interview session (ibid). In
this research, the researcher took the role as “observer-as-participant” in which the
researcher was known as the researcher not the participant and the researcher had
less extensive contact with the students (ibid). In this research, the researcher
participants for a certain period of time to record the activities that happened in
the class.
2. Survey
Ary, Jacobs and Razavieh (1979) says that “A survey gathers information
about variables rather than information about individuals”. The questions
provided in the survey are information-gathering questions. Survey is a study that
allows the researcher to summarize or measure the opinions, attitudes, and
characteristics of several groups about particular issues (ibid).
The data presented in this research were presented in quantitative and
qualitative ways. The data collection was in a form of numeric data from the
questionnaire, and then it would be explained in qualitative way. The data
gathered from the interview were presented and described in qualitative way.
B. Research Setting
The research was conducted in Sociolinguistic class English Language
Education Study Program (ELESP) Sanata Dharma Uiversity Yogyakarta. The
researcher started to conduct the research from April – October 2012. The
research was divided into two parts. The first part, the class observation and
questionnaire distribution were conducted on April – May. The second part, the
interview session with lecturer and students, was conducted on September –
C. Research participants
In this research, the researcher conducted purposive sampling. Purposive
sampling according to Ary et al. (2002) is the sample which is considered as a
sample which represents the researcher’s need (p.169). Cohen et al. (2000) define
purposive sampling as a sample which is “satisfactory to the specific needs”
(p.103).
Because of the availability of the respondents, the researcher looked for a
class in which PBL was implemented. The researcher found that Sociolinguistics
class implemented PBL as the approach in finishing the course. The researcher
considered that this class could fulfill the researcher’s need about PBL. Therefore,
the researcher chose Sociolinguistics class in English Language Education Study
Program Sanata Dharma University as the subject of this research. Thirty seven
Sociolinguistics Students class VI B were asked to answer the questionnaire given
by the researcher to find out their perception of the project based learning they
experienced. The researcher also conducted interview to some of the students to
gain additional information supporting the research.
D. Research instruments
1. Field notes
Ary et al (2002) define field notes as the most common method of
recording the data during observation (p.431). There are two components of field
notes. The first component is the descriptive part and the second component is the
the real portrait of the actual situation. The reflective part contains the researcher’s
feeling and comments about the activities happened in the class and the
speculation about the data analysis (ibid, p.431).
2. Observation Sheet
The researcher used observation sheet in order to crosscheck whether
theories about PBL the researcher found were also conducted in the class. This
observation sheet was not used for monitoring the students or the lecturer’s
activities during the lesson but to synchronize the theories of PBL in the real
situation. Therefore, the items provided in this observation sheet contained the
items about the characteristics of PBL according to some experts.
3. Interview
In this research, the researcher conducted personal interview. As its name
suggest, the researcher created a face-to-face setting with the interviewer and
recorded the answers (Ary et al, 2002). “One of the most important aspects of
interview is its flexibility” (ibid). The researcher can repeat the questions in case
the respondents do not understand the questions. The researcher can also develop
the questions so that there is a possibility for the researcher to gain additional
information supporting the research.
The interview was used to gain qualitative information about how the
project based learning was implemented in the class. The researcher interviewed
seven of the students of Sociolinguistics class VI B who undergo the project based
to gain as much information as possible. By providing open-ended questions the
researcher allowed the participants to answer the questions more openly.
4. Questionnaire
According to Ary et al. (2002: 566), “a questionnaire is an instrument in
which respondents provide written responses to questions or mark items that
indicate their responses.” There were two types of questions provided on the
questionnaire. They were close-ended and open-ended questions. The close-ended
questions were used in order to ease the researcher collected the numeric data
from the participants. The open-ended questions were used in order to know the
participants’ perception on PBL deeper. By providing open-ended questions the
participants would feel free to answer the questions. The questionnaires were
given to all of the sociolinguistic class members in order to find out their
understandings and their perception about the PBL implemented in their class.
E. Data Gathering Technique
The data of this research were gathered by distributing the questionnaire
and conducting the interview. Both of the research instruments were conducted
after the researcher had the permission from the Chairperson of English Language
Education Sanata Dharma University.
The observation and interview session with the lecturer was conducted to
answer the first problem formulation about how the project based learning was
implemented in Sociolinguistics class. The questionnaire and personal interview
problem formulation about the students’ perceptions on the project based learning
implemented in their class.
F. Data Analysis Technique
In order to answer the problems the researcher analyzed the data gathered
using quantitative and qualitative methods. First, the researcher classified the
same answer of each research statement. The following step was calculating the
percentage of each research statement. The result of the calculation was put into
the table and discussed based on four categories in the blueprint of the
questionnaires.
The questions provided on the questionnaires were based on some experts’
theories. Gibson (1985) states there are 4 stages of building perception which are
observation, influence, evaluation and interpretation and response. Therefore, I
construct this questionnaire according to Gibson’s theory. However, in
constructing this questionnaire there are also the supporting theories that make
this questionnaire more scientific. This questionnaire is supported by the theories
of Altman, Valenzi, Hodgetts (1985) about aspects in human perceptual process
which determine people’s attitudes (p.95). They are affection aspect (emotion),
cognition aspect (belief, knowledge, observation, and thought), and conation
aspect (attitude, behavior, activity, and motivation). Gibson (1985:64) about the
factors affecting person in forming perception which are stereotype, selectivity,
self-concept, situation, needs, and emotion are also used as supporting theories of
1. Observation
Observation is how the students observe the stimuli. It is the stage when the
students consider whether the stimuli, in this case is PBL, fits their selectivity,
need, self-concept, expectation, and way of thinking.
Table 3.1. The Blueprint of the Questionnaire (Observation)
No.
Observation
Expert Theories 1. Gibson (1985) To find out whether their selectivity
2. To find out whether the students need PROJECT WORK
3. To find out the students’ self concept and what the students feel in undergoing PROJECT WORK 4
5. To find out the students’ expectation, way of thinking and the situation they face
6. Altman, Valenzi, Hodgetts (1985)
To find out the student’ motivation
2. Influence
This stage marks in what extend the stimuli (PBL) influence the students’
skills and abilities.
Table 3.2. The Blueprint of the Questionnaire (Influence of PBL)
Influence
To find out whether PROJECT WORK promote in-depth learning of subject matter
