THESIS
PROJECT-BASED LEARNING WITH TECHNOLOGY IN TEACHING LANGUAGE SKILLS IN MONARCH SINGARAJA: A STUDY OF NEED
ANALYSIS
By:
Kadek Agus Mahardika Yasa
NIM 1912021182
ENGLISH LANGUAGE EDUCATION
FACULTY OF LANGUAGE AND ART
GANESHA UNIVERSITY OF EDUCATION
SINGARAJA
2023
PROJECT-BASED LEARNING WITH TECHNOLOGY IN TEACHING LANGUAGE SKILLS IN MONARCH SINGARAJA: STUDY OF NEED
ANALYSIS
SKRIPSI
DIAJUKAN KEPADA
UNIVERSITAS PENDIDIKAN GANESHA UNTUK MEMENUHI SALAH SATU PERSYARATAN
DALAM MENYELESAIKAN PROGRAM SARJANA PENDIDIKAN BAHASA INGGRIS
OLEH
KADEK AGUS MAHARDIKA YASA NIM 1912021182
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS JURUSAN BAHASA ASING
FAKULTAS BAHASA DAN SENI UNIVERSITAS PENDIDIKAN GANESHA
2023
“EXPERIENCE MAKE YOU GROW, TAKE THE OPPORTUNITY, VIVA LA VIDA!”
-AGUS MAHARDIKA (2023)
DEDICATIONS
This thesis is highly dedicated to:
My Almighty God, Ida Sang Hyang Widhi Wasa
Myself
Kadek Agus Mahardika Yasa My Family,
I Gede Turun S.Pd Ni Luh Raini Luh Ari Liani S.Pd
My Supervisors,
Prof. Dr. Ni Nyoman Padmadewi, M.A.
Kadek Sintya Dewi, S.Pd., M.Pd.
My Friends,
Semeton Mawar Futsal Club, Semeton Lelaki Pencari Keringat, Semeton Camp Pinggan, Semeton Payungan PjBL, Semeton Hati-hati jangan di hati, Semeton
Guys 4.0, Semeton HMJ Bahasa Asing, and Semeton Deus Class.
Lastly,
For those who “singgah hanya saat ada maunya”
Thank you for the endless support from all of you. May all of us always be blessed.
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ACKNOWLEGDEMENT
A lot of gratitude was expressed by the writer to God, Ida Sang Hyang Widhi Wasa, for the blessing so that the writter could finish the study entitled
“Project-Based Learning with Technology in Teaching Language Skills in Monarch Singaraja: Study of Need Analysis” that will be used as the criteria for graduating the bachelor degree.
In the process of this study, there were many support from people around the writer. The writer in this occasion would like to thank to those people, as below:
1. Prof. Dr. Ni Nyoman Padmadewi, M.A. as the first supervisor and Kadek Sintya Dewi, S.Pd., M.Pd. as the second supervisor who have given uncountable amount of suggestion, guidance, and
encouragement in the writing of this study.
2. The people involved during this study in Monarch Singaraja, for being able to participate in this study.
3. The writer’s family, I Gede Turun S.Pd, Ni Luh Raini, and Luh Ari Liani S.Pd, who are always giving support during college life.
4. Komang Widarmana Putra S.Pd., M.Pd, as the English Lecturer at Monarch Singaraja, who has given the opportunity for the writer to conduct the Study at the Monarch Singaraja.
5. Semeton Mawar Futsal Club, Semeton Lelaki Pencari Keringat, Semeton Camp Pinggan, Semeton Payungan PjBL, Semeton Hati-hati jangan di hati, Semeton Guys 4.0.
6. Deus Class, for being the best classmates during the college life.
The author hopes that this thesis can be used effectively in the future and contribute to the preservation of Teaching language. The author also acknowledges that this work contains weaknesses due to the author's limited abilities. Thus, the authors are extremely receptive and appreciative of any and all suggestions and constructive criticism for enhancing the quality of this research.
Singaraja, February 22nd 2023
Kadek Agus Mahardika Yasa
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TABLE OF CONTENT
Abstract ... i
Abstrak ... ii
ACKNOWLEGDEMENT ... iii
TABLE OF CONTENT ... iv
LIST OF TABLES ... vi
LIST OF FIGURES ... viii
LIST OF FORMULAS ... xi
LIST OF APPENDICES ... xii
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 Research Background ... 1
1.2 Problem Identification ... 5
1.3 Limitations of The Study ... 5
1.4 Research Question ... 5
1.5 The Objectives of The Study ... 6
1.6 The Significance of The Study ... 6
1.7 Definition of Key Terms ... 7
CHAPTER II ... 9
THEORETICAL ... 9
2.1 Theoretical Review ... 9
2.1.1 English in the 21st Century. ... 9
2.1.2 Online Learning ... 10
2.1.3 The Use of Technology in Teaching ... 11
2.1.4 Technology-Based Project-Based Learning ... 13
2.1.5 Language Skill ... 15
2.1.6 The Need Analysis ... 16
2.2 Empirical Review ... 20
CHAPTER III ... 24
v
RESEARCH METHOD ... 24
3.1 Research Design ... 24
3.2 Research Setting ... 25
3.3 Research Focus ... 26
3.4 Population and Sample ... 26
3.5 Methods and Instruments of data collection ... 26
3.5.1 Research Methods ... 26
3.5.2 Research Instruments ... 29
3.6 Validity and Reliability Testing ... 33
3.6.1 Questionnaire Validity and Reliability (Current Condition) ... 37
3.6.2 Validity and Reliability Result (Desired Condition) ... 39
3.7 The Procedure of Data Collection ... 42
3.8 Trustworthiness ... 43
CHAPTER 4 ... 44
FINDING & DISCUSSION ... 44
4.1 FINDING ... 44
4.1.1 The kind of Technology-Based Project-Based Learning Needed in Teaching Language Skills in Monarch Singaraja ... 46
4.1.2 The characteristics of technology-based project-based learning needed for teaching language skills by the lecturers in Monarch Singaraja ... 120
4.2 Discussion ... 122
4.3 Implication ... 129
CHAPTER 5 ... 131
CONCLUSION AND SUGGESTION ... 131
5.1 Summary ... 131
5.2 Conclusion ... 133
5.3 Suggestion ... 134
REFERENCES ... 136
APPENDIX ... 141
vi
LIST OF TABLES
Table 3.1. Need Analysis using CIPP ... 25
Table 3.2. Research Method... 28
Table 3.3. The Questionnaire Blueprint ... 30
Table 3.4. The Blueprint of Interview Guide ... 31
Table 3.5. Expert Judgement Result for the Questionnaire ... 33
Table 3.6. The Ratio Used in Measuring Content Validity... 34
Table 3.7. Qualification of Empirical Validity ... 36
Table 3.8. Ratio Used in Measuring Reliability ... 36
Table 3.9. Validity Result (Current Condition) ... 39
Table 3.10. Reliability Result (Current Condition) ... 39
Table 3.11. Validity Result (Desired Condidtion) ... 40
Table 3.12. Reliability Result (Desired Condidtion) ... 41
Table 4.1. Summary Analysis Based on CIPP and OEM Model ... 44
Table 4.2. Comparison of Current Condition and Desired Condition Based on Context ... 47
Table 4.3 Summary of Questionnaire based on Context ... 49
Table 4.4 Comparison of Current Condition and Desired Condition Based on Input ... 59
vii
Table 4.5 Summary of Questionnaire Based on Input ... 60
Table 4.6 Comparison of Current Condition and Desired Condition Based on Process ... 71
Table 4.7 Summary of Questionnaire Based on Process ... 72
Table 4.8 Comparison of Current Condition and Desired Condition Based on Product ... 104
Table 4.9 Summary of Questionnaire Based on Product ... 105
viii
LIST OF FIGURES
Figure 2.1 Language Skill Classification ... 12
Figure 2.2 Types of Online Learning ... 16
Figure 2.3 Need Analysis ... 18
Figure 4.1 Regulation of the Minister of Education and Culture Number 3 of 2020 article 14 ... 47
Figure 4.2 Curriculum Bar Syllabus ... 48
Figure 4.3 Your institution has a juridical foundation that underlies the use of PjBL in the tertiary institution. ... 49
Figure 4.4 The institution where you teach has a conceptual framework guide that is used by lecturers as a reference for implementing PjBL in class ... 50
Figure 4.5 Lecturers are pedagogically prepared to implement PjBL ... 61
Figure 4.6 Students are ready to take part in PjBL-based learning ... 61
Figure 4.7 Lecturers implement technology-based PjBL in learning ... 74
Figure 4.8 Lecturers use PjBL in the subjects they teach ... 75
Figure 4.9 Learning tools (Syllabus, RPS, RTM, Contract) are available for PjBL-based learning ... 76
Figure 4.10 The tools prepared for PjBL accommodate the latest issues and policies ... 76
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Figure 4.11 Lecturers carry out learning according to the devices that have
been prepared ... 77
Figure 4.12 Design essential questions ... 78
Figure 4.13 Design a project plan ... 79
Figure 4.14 Discussion and collaboration give birth to project planning ... 80
Figure 4.15 Activity scheduling ... 80
Figure 4.16 Project implementation ... 81
Figure 4.17 Monitor the progress of the project ... 82
Figure 4.18 Evaluation ... 82
Figure 4.19 Reflection and follow-up ... 83
Figure 4.20 The implementation of PjBL-based learning has a flexible learning mode, it can be carried out synchronously with learning through e-learning (asynchronous), or mixed ... 84
Figure 4.21 Lecturers carry out learning by the guidelines for carrying out PjBL activities that accommodate 6C and other 21st Century skills in learning ... 84
Figure 4.22 Implementation of technology-based PjBL ... 85
Figure 4.23 Assessment of learning ... 86
Figure 4.24 Assessment as learning ... 87
Figure 4.25 Assessment for learning ... 88
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Figure 4.26 Various forms of assessment are used ... 88
Figure 4.27 The type of assessment used is authentic assessment ... 89
Figure 4.28 The assessment used ensures the achievement of the stated outcome/CP ... 89
Figure 4.29 Student learning outcomes are good with the condition that more than 80% pass the courses taught... 106
Figure 4.30 Their final score of at least 80% will get a score of 3.0 ... 107
Figure 4.31 Based on the lecturer's observation, 21st-century skills including 6C skills are well achieved by students ... 108
xi
LIST OF FORMULAS
Formula 3.1. Gregory Formula ... 33
Formula 3.2. Content Validity Formula ... 34
xii
LIST OF APPENDICES
Appendices 1. Attachment Letter
Appendices 2. Expert Judgement
Appendices 3. Validity & Reliability Instrument
Appendices 4. Results
Appendices 5. Document Analysis
Appendices 6. Documentary
