REFLECTING ON PROJECT BASED LEARNING
ACTIVITIES IN PUBLIC RELATION CLASSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Atika Purwaningtyas 112012156
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2017
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for fulfillment of any degree of diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2017. Atika Purwaningtyas and Yustinus Calvin Gai Mali, M.Hum.
All right reserved. No part of this thesis may be reproduced by any means without the permission or at least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
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TABLE OF CONTENTS
PERNYATAAN TIDAK PLAGIAT……….i
PERNYATAAN IJIN AKSES………..ii
APPROVAL PAGE ……...iii
COPYRIGHT STATEMENT……… iv
PUBLICATION AGREEMENT DECLARATION………..v
TABLE OF CONTENTS…..………. vi
ABSTRACT………... 1
INTRODUCTION………. 1
LITERATURE REVIEW……….. 3
Advantages of PBL in English Language Learning……….. 3
Challenges of Using PBL………...4
Previous Studies on PBL………... 4
THE STUDY………... 6
Context of the Study……….. 7
The Research Participants………... 8
Data Collection Instruments……….. 9
Data Collection Procedures……… 9
Data Analysis Procedures……….. 10
FINDINGS AND DISCUSSION………... 10
Deepening Knowledge about PR………... 11
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Time Limitation………. 15
Improving Speaking Skills………. 17
CONCLUSION……….. 19
ACKNOWLEDGEMENT………. 21
REFERENCES……….. 22
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REFLECTING ON PROJECT BASED LEARNING
ACTIVITIES IN PUBLIC RELATION CLASSES
Atika Purwaningtyas
ABSTRACT
Project-based learning (PBL) refers to an instructional approach that involves simultaneous learning and empowers learners to develop their knowledge and skills. This paper attempted to investigate the students‟ perspectives on the use of material presentation project in Public Relation (PR) classes. This study took place at Faculty Language and Arts Universitas Kristen Satya Wacana (FLA-UKSW). A semi-structured interview was used to gain deeper data by the interviewees. They believed that PBL improved their knowledge and collaborative skills. Moreover, their speaking skill highly developed. Besides, time limitation challenged them in finishing the project. This study is only limited to a particular context that covers a small scope. Therefore for the next research, the researcher suggests that the context of the study be enlarged, so the data gained will be more varied.
Keywords: project-based learning (PBL), Public Relation (PR), students‟ perspectives
INTRODUCTION
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inquiry questions. For example, students choose a particular topic, such as daily life. Then, they designed a research independently and made a presentation based on their knowledge. It pushes and allows students to apply their attained knowledge. There are four criteria that a project must have, i.e. centrality, driving questions, constructive investigations, and realistic challenges (Thomas, 2000). First, centrality means that a project is the main focus of teaching strategy. Second, driving questions are related to questions or problems that drive students to struggle with. Third, constructive investigations show a goal-directed process of students such as knowledge building, decision-making, or problem-solving. Fourth, realistic challenges means that projects give students a feeling of authenticity because it incorporates real-life challenges.
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classes. Besides, it hopes to suggest the teacher of the class about some practical ideas to enhance the implementation of the existing project.
LITERATURE REVIEW
Advantages of PBL in English Language Learning
PBL has some benefits in teaching and learning process. First, PBL is a highly interactive and integrated activity where students can practice and develop their language and interpersonal skills (Dooly & Masats, 2008). Active learning in PBL helps the students to have various learning styles and preferences (Bell, 2010). Second, PBL makes every student have an effort to reach a learning goal (Bilgin, Karakuyu, & Ay, 2014). Third, PBL can increase the students‟ knowledge and skills (Tamim & Grant, 2013). Fourth, PBL is an approach that engages learners to become cooperative (Akhand, 2015). He also added that PBL makes the students learn something through experiences. Fifth, PBL requires the students to have a higher order of thinking and affords social learning to them (Dooly & Masats, 2008). It means that PBL requires students to think critically of and find a way to solve the problem. Sixth, “PBL provides students with opportunities to work together with their classmates in solving real world problems, inspires them to obtain a deeper knowledge of a particular subject” (Edutopian, 2008, as cited in
4 Challenges of Using PBL
However, there are some challenges of using PBL. Firstly, PBL requires students to take responsibility (English & Kitsantas, 2013). Besides taking the responsibility, students should be highly motivated in doing the project because they should finish it by themselves since the teachers‟ role is only to facilitate the learning process by giving feedback or guidance to students. Secondly, PBL also requires students to plan the project (Havenga, 2015). In planning the project, students should learn by themselves to increase their knowledge. It challenged them because not all students have the same experience in finishing the project. Thirdly, PBL should be done with a time limitation (Havenga, 2015). Therefore, time management also becomes one challenge that should be faced by the students.
Previous Studies on PBL
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were highly motivated in using English. Finally, the researcher concluded that PBL and technology would bring positive changes to either the teachers or the students.
In the same year, Wurdinger and Qureshi (2015) observed whether a PBL course could develop the students‟ life skills or not. The students who enrolled in a graduate level of PBL course were given 35 same questions at the beginning and the end of the course. Three students were randomly chosen to be interviewed to get some students‟ perceptions about the use of PBL. They found that PBL had
influenced their life skill development and allowed them to have more practices. Besides, it also developed the students‟ life skills in responsibility, problem-solving, self-direction, communication, and creativity.
Another study by Tamim and Grant (2013) was conducted to explore six teachers from public and private schools. They were four to twelve grader teachers who were chosen randomly. This study explored the teachers‟ opinions about PBL and its implementation. There were some findings showed in this study. First, PBL supported and facilitated the learning process in increasing students‟ creative abilities, motivation, and collaboration. Second, PBL were
reinforcer, extender, initiator, and navigator. Third, PBL revealed student-centered approaches such as; scaffolding, managing teamwork, assessment and reflection, collaboration and integration.
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caused some effects on teachers‟ professional development. Teachers‟ knowledge and beliefs had been updated. It changed teachers‟ daily teaching behaviors. Also, teachers‟ comprehensive capacity had improved significantly. It also caused some effects on students‟ achievements. It affected students‟ attitudes, knowledge, and comprehensive capacity.
To sum up, the following may be related to studies as mentioned earlier on PBL. First, they help me to understand that the use of PBL brings positive changes (Marwan, 2015). It developed students‟ creativity, influenced life-skills,
and affected achievements (Wurdinger & Qureshi, 2015; Guo & Yang, 2012). Second, the related literature stated that PBL supported and facilitated learning process (Tamim & Grant, 2015). Therefore, the main purpose of this study was also to find out if the use of PBL in the Public Relation classes continues the positive trends of PBL. It can be achieved by exploring students‟ perspectives on the use of material presentation project in Public Relation classes at FLA-UKSW.
THE STUDY
The aim of this study is to explore students‟ perspectives on to what extent the project can promote language learning and help them to achieve their classroom objectives. To achieve the research objectives, a qualitative approach is used. Creswell (2007) stated some characteristics of this approach. First, it is conducted in a natural setting. It means that the data were collected at the site where participants‟ experienced the issue. Second, the researcher is the key
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instrument for collecting data. Third, the result included some aspects such as participants‟ voice and researchers‟ interpretation to the voices. Fourth, Zacharias
(2013) added that the participants in a qualitative research tend to be small in number. Also, the data in a qualitative research will be in the form of words or stories.
The characteristics of the qualitative research as mentioned above were in line with this study. This study was conducted in a natural setting. The researcher collected the data in two Public Relation classes at FLA UKSW. Also, the research did not have any attempt to modify students‟ behavior in completing the project. Then, the result of this study included participants‟ voice from limited numbers of interviewees about their experiences in doing the presentation project.
Context of the Study
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One of the classroom projects was a pair material presentation, which was started on Feb 28th, 2017. Every pair was given a particular theme. The students should find some materials related to the themes. The theme as stated in the syllabus were [a] PR Ethics, [b] ethics of advertising, [c] PR campaigns, [d] internal PR and Cyber PR, [e] marketing PR vs corporate PR, [f] media relations, [g] internal relations, [h] integrated marketing communication and AIDA concept, and [h] management crisis. After that, the students had to prepare a 45-minute presentation about the theme. The presentation covered a question and answer session. They should ensure that all students understood what they were explaining. After the presentation, there was a test to review materials in the presentation.
The Research Participants
9 Data Collection Instruments
In this study, the researcher used a semi-structured interview (see Appendix) as the instrument to collect data. McLeod (2014) stated that interview involved social interaction. In this research, the researcher specifically employed a semi-structured interview because of its ability to collect rich data from the research participants. Cohen and Crabtree (2006) stated that a semi-structured interview provides a set of clear instructions and allows flexibility for the interviewer to change the order of the questions. It also provides opportunities for follow-up questions. Zacharias (2013) added that semi-structured interview provides richer data because the interviewee can express their mind.
The interview questions (developed from Tamim & Grant, 2013; Akhand, 2015; Havenga, 2015) dealt with the students‟ perspectives toward material presentation project. There are three questions to ask in the interview:
1. What are the advantages that you have experienced in doing the project to achieve the classroom objectives?
2. What are the challenges in doing the project to achieve the classroom objectives?
3. To what extent can the project promote English language learning?
Data Collection Procedures
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ensure that the interview questions were clear and understandable. Third, the researcher distributed a consent form to get information about the distributions of the group and their willingness to participate in the interview. After that, the researcher made an appointment with participants to arrange the interview time.
The interview was conducted in the participants‟ first language (L1), Bahasa Indonesia, to make them provide clear responses to all interview questions. The interview took 10-15 minutes for each participant. The researcher used a voice recorder to record the interview. Then, the data gained was transcribed.
Data Analysis Procedures
After doing the interview with the participants, the researcher analyzed the data through these following steps. First, the researcher transcribed the interview result. The transcription model used was a clean transcription, which only focused on the content of the interview (Zacharias, 2013). Second, the researcher translated the excerpts of the transcripts that are related to the issues into English. Third, the researcher did coding based on the data gained to determine the themes. The researcher made an interpretation or meaning based on each theme to answer the research questions.
FINDINGS AND DISCUSSIONS
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knowledge about PR, [2] improving students‟ collaboration skills, [3] experiencing time limitation, and [4] improving speaking and reading skills.
Deepening Knowledge about PR
This project pushed the students to find and collect all of the materials that are related to their topic. They should find it by themselves through reading an e-book(s) or a web(s). The students should have their efforts to find the materials, but it gave some benefits for the students such as gain knowledge or deepening their knowledge.
Excerpt 1
[…] I knew some new knowledge that I never know before about PR when finding the materials. It becomes clearer because I read more than one web and e-books. (Student 1/ Interviewed on March 15, 2017)
Excerpt 2
“By reading some sources (web, e-book, and book) as my references to find materials, I knew about my topic, what‟s in my topic, and of course some new information about my topic and PR.” (Student 2/ Interviewed on March 15, 2017/ translated by the researcher)
Based on the findings, the students have new knowledge through reading some references. It confirmed Guo and Yang‟s (2012) research that PBL effected on students‟ knowledge. Here, the students gained some new knowledge that
related to PR by reading some references.
All of the participants agreed with this statement. Whereas, they thought that they have richer knowledge.
Excerpt 3
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PBL empowers learners to develop their knowledge (Savery, 2006). Without any realization, it helps the students to be familiar with their topic. Further, the students also get some new knowledge about PR by reading some references while finding the materials. Furthermore, the students also learn how to push their effort to finish this project (Bilgin et al., 2014). Which was started with finding the suitable materials through reading some references and the goal that the students should understanding it.
Excerpt 4
“Finding the right materials for this project is not as easy as finding materials in other courses. Since the lecturer only give the topic without any explanation what should be included and how this project is should be. Reading some webs and e-books is boring for me. But I realize that I should finish it because I think I have the responsibility of this part. Later, I should explain it to my group member, so I need to make sure that I understand my topic, especially my part.” (Student 4/ Interviewed on March 21, 2017/ translated by the researcher)
Student 4 showed her efforts in finding the materials. Besides deepening knowledge about PR, PBL needs students‟ responsibility. This finding confirmed the previous study (English & Kitsantas, 2013) of students take the responsibility in completing the tasks. The students‟ responsibility here showed when she bored
in reading, but she finished it well because she realized her responsibility.
Improving Students’ Collaborative Skills
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should have a good team management since they should plan, make, and present their project.
Excerpt 5
[…] there will be some ideas that come up, and we can share our ideas. When we get stuck on something, we will think about it together until we get the way out. Also, we divide what part that each of us should do. After that, we will meet to share what we got and explain it to the other group mate, then compile it to become a good presentation slide. (Student 5/ Interviewed on March 15, 2017/ translated by the researcher)
Excerpt 6
“We can divide some tasks that we should do. Also, we can share our ideas and help each other. When I have difficulties, and I cannot reach that idea, my friend helps me and explains it to me. Or, when my friend cannot do well at a certain part, I can help her because I know. (Student 6/ Interviewed on March 15, 2017/ translated by the researcher)
The collaborative skill is showed by dividing some parts that they should discuss. The students can learn from each other by sharing ideas with and helping each other. The students not only share their ideas but also share their knowledge with every group mate. It implemented one of 21st-century skills in modern education. Kampa and Vilina (2016) stated working in pairs or small groups is the most effective way to build students‟ social language skills. It can be implemented by working with group mates, to share ideas, to discuss options, and to compromise (Tamim & Grant, 2013).
Excerpt 7
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Almost all groups completed this project by dividing tasks for each member. They discussed what part they should find and write. The students used their ability to understand, analyze, and create the materials as the order of critical thinking (Kampa & Vilina, 2016). After that, they shared what they had prepared and explained to their mates. It pushed and allowed students to apply by sharing and explaining their attained knowledge (Bell, 2010). Then, they compiled their prepared materials to become a good presentation. Every group member has to give an input so that all of the group members take part.
Excerpt 8
“Even though I have a good partner, sometimes we have some different perspectives like in interpreting theory or meaning, also when making the presentation…what items that we will include. But, in the end, we can find the way out of that simple problem.” (Student 9/ Interviewed on March 21, 2017/ translated by the researcher)
Student 5‟s opinion showed that they learned how to find the best solution
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the project. It is in line with Akhand (2015) that PBL engaged the students to become cooperative.
Experiencing Time Limitation
Every project has its challenges. Finding the materials challenged the
students since they should find relevant materials by themselves. The students need longer time to find the suitable materials. Moreover, each group member had a different schedule and different tasks from different courses with their deadlines.
Excerpt 9
“It‟s hard to meet my partner because we have some different and other activities and tasks. Besides, we have not such a long deadline. Meanwhile each of us has another task, another group work, and another activity. So we only meet through email, which makes us unable to explore more about our friends‟ thoughts. Sometimes it feels like unnatural and unconnected thinking that become one. Because of the deadline, we only collected what we have and then submit it.” (Student 5/ Interviewed on March 15, 2017/ translated by the researcher)
Excerpt 10
“The time limitation is given not as long as in individual tasks, so we cannot do this project as best as we can. The time is wasted to read and find the materials. Moreover, we are busy inside and outside college life, and we have another deadlined-tasks. So, when my friend and I had some time to discuss this project, we tried to use it as best as we can.” (Student 1/ Interviewed on March 15, 2017/ translated by the researcher)
The students could not do this project maximally due to time limitation. Students 1 and 5 feel that they needed longer time to arrange and finish this project. The time was wasted to read the materials and it was hard for them to arrange the discussion time.
Excerpt 11
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Sometimes it stresses me because finding the materials is not easy, we should think by ourselves which are the suitable materials that we should deliver.” (Student 8/ Interviewed on March 17, 2017/ translated by the researcher)
The data clearly shows that deadline offended the students in finishing the project. They could not give their best as they should do. It is in line with Havenga (2015) that the time limitation given challenged the students in finishing the project. The students seemed to have not enough time to prepare because finding the materials has consumed much time. Furthermore, they found it difficult to arrange the time to meet and discuss since they had another things to do and different free time.
Almost all of the participants agreed that deadline offended them in finishing the project. On the contrary, Student 9 and 10 tried to disclaim that deadline was not challenged them.
Excerpt 12
“There is no challenge in doing this project because I have a partner who has the same schedule as mine. So, we have so much time spent together to discuss and finish this project before the deadline” (Student 9/ Interviewed on March 21, 2017/ translated by the researcher)
Excerpt 13
“Deadline is just to push our spirit in finishing this project, but I think it does not become a problem or an obstacle. My partner and I have some same classes, so it makes it easier for us to determine when and where we would do this project.” (Student 10/ Interviewed on March 17, 2017/ translated by the researcher)
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that pushed their spirit. Every student had their perspective about the deadline, be it necessary, offending, or not having any influence.
Reflecting on the research findings, I would like to propose some possible solutions to deal with the time limitation problems. First, the students can use technology that can build communication whenever and wherever they are, such as email, WhatsApp or Facebook. By online discussion, the students do not need to meet and arrange a time. They can have discussion whenever and wherever they are without waiting. Second, every member should be responsible for finding, understanding, writing, and sharing certain parts of the project. By then, the time will not be too much wasted since they only have limited time. It is in line with Marwan‟s ideas (2015) that PBL and technology will bring positive changes to the students.
Improving Speaking Skills
This project required the students to be able to speak English well since they should deliver their materials in front of the class. Besides, the students had to make sure that their classmates understood what they explained/shared. It developed the students‟ speaking skill because they used oral English every time
they did the presentation. Excerpt 14
[…] I have confidence when speaking in front of the class. Moreover, we have the responsibility to make our friends understand our materials. So, I keep practicing before the presentation. (Student 10/ Interviewed on March 17, 2017/ translated by the researcher)
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[…] my speaking skill becomes better than before, and I can speak more calmly. Furthermore, I am happy because my friends understand what I‟ve delivered.” (Student 2/ Interviewed on March 15, 2017/ translated by the researcher)
PBL requires highly interactive and integrated activity (Dooly & Masats, 2008), as well as a good interaction with group mates to finish the project, or share some ideas so that they can learn something from each other. Giving a comment when practicing the presentation will make the students‟ performance better. As in the excerpt 14 that he kept practicing before the presentation. Interaction in group work gives students opportunities to improve their language by giving and getting feedback from group members. Meanwhile, feedback may help the students to improve their L2 (Taous, 2013).
Practicing before the real presentation and giving/gaining feedback from group members helps the students to develop their language and interpersonal skills (Dooly & Masats, 2008). Based on Student 11, the most developed language skill was speaking skill. His speaking skill became better than before and also he spoke more calmly so that the other students understand what he delivered.
In this class, especially in this project the students were required to speak English. The lecturer gave the grades based on how the students delivered the materials through the presentation. The fluency, words choices, the content, and the students‟ performance became the lecturer‟s considerations in giving the
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CONCLUSION
The purpose of this study is to explore students‟ perspectives on the use of material presentation project in Public Relation classes. As the classroom projects‟ implementation, PBL gives positive meanings to the students. As I found in the findings, PBL is appropriate to be applied in PR, but it should be modified based on the situation and necessity that teacher is dealing with, i.e. what should be presented or what the materials/aspects that should be found. PBL improves students‟ knowledge and some new vocabularies especially that are used in PR.
Understanding and explaining the materials unconsciously develop the students‟ knowledge. PBL encourages the students to hold the responsibility for the things that they should finish. Also, it improves students‟ collaborative skills through managing the teamwork.
Further, the research would seem to indicate that PBL enables students to practice their English speaking skills. The use of oral English was mostly needed in this class. Students used oral English through the presentation for asking questions, answering questions, and giving opinions. Also, the students are motivated in speaking.
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Before the presentation, the teacher should explain some aspects that will be assessed so that the students have the same perception. There should be peer review for each group member, where each group member assesses the other group member. So, the teacher knows who does/not participate in the group.
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ACKNOWLEDGEMENT
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REFFERENCES
Akhand, M. M. (2015). Project based learning (PBL) and webquest: New dimensions in achieving learner autonomy in a class at tertiary level; Journal of Pen-Pacific Association of Applied Linguistics, 19(2), 55-74. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future.
The Clearing House, 83, 39-43.
Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effect of project based learning on undergraduate students‟ achievement and self-efficacy beliefs towards science teaching. Eurasia Journal of Mathematics, 11(3), 469-477. Cohen, D. & Crabtree, B. (2006). Qualitative research guidelines project.
Retrieved January 13, 2017 from http://www.qualres.org/HomeSemi-3629.
Creswell, J. W. (2007). Qualitative inquiry & research design choosing among five approaches (2nd ed). Thousand Oaks. California: SAGE Publications. Dooly, M., & Masats, D. (2008). Russian dolls: Using projects to learn about
projects. GRETA Journal, 16 (1/2), 27-35.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-based Learning, 7(2), 128-150.
Genc, M. (2015). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105- 117.
Guo, S. & Yang, Y. (2012). Project-based learning: an effective approach to link teacher professional development and students learning. Journal of Educational Technology Development and Exchange, 5(2), 41-56.
Havenga, H., M. (2015). Project-based learning in higher education: Exploring programming students‟ development towards self-directedness. South African Journal of Higher Education, 29(3), 135-157.
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Mali, Y.C.G. (2016). Project based learning activities in a CALL classroom: Let‟s see and try!. IJOLTL, 1(3), 233-244.
Marwan, A. (2015). Empowering English through project-based learning with ICT. TOJET: The Turkish Online Journal Education Technology, 14(2), 28-37.
McLeod, S. A. (2014). The Interview Method. Retrieved 12, February 2017 from
www.simplypsychology.org/interviews.html
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based
Learning, 1(1), 9-20.
Slater, T., Beckett, G.H., & Aufderhaar, C. (2006). Assessing projects as second language and content learning. In Beckett, G.H., & Miller, P.C. (Eds.). Project-based second and foreign language education: Past, present, and future. Greenwich: Information Age Publishing.
Tamim, S.R. & Grant, M.M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal o Problem-based Learning. 7(2), 73-101.
Taous, B. (2013). The Role of Classroom Interaction in Improving the Students’ Speaking Skill: Case Study of Third Year LMD Students of English at Biskra University. Unpublished master‟s thesis, Mohammed Kheider University of Biskra, Biskra, Algeria.
Thomas, J.W. (2000). A review of research on project-based learning executive summary. San Rafael, CA: The Autodesk Foundation.
Wurdinger, S. & Qureshi, M. (2015). Enhancing college students‟ life skills through project based learning. Innovative Higher Education, 40, 279-286. Zacharias, N. T. (2013). Research made simple: A course book for beginning
24 APPENDIX
Dear friends,
I am Atika Purwaningtyas. I am now doing research for my thesis. This research is conducted to explore students‟ perspectives towards material presentation project in your Public Relation class. I would be very grateful if you would kindly participate in an interview as I think it should be very useful in improving the teaching and learning especially in Public Relation class. You can see the interview questions in Part I of this form. Fill in the demographic information and sign if you agree to participate in the interview. Your decision will not affect your grade. I thank you very much for your help and participation in this research. I. Questions
1. Please explain some advantages that you have experienced in doing the project to achieve the classroom objectives (students will be able to understand the basic principles and theories on public relation, students will be able to develop agility in the principles and the application of effective two-way communications in a wide variety of situations in their carrier when they really work, students will be able to give the solutions to the problmes in thier career later, and students will be able to use this class as a career preparation).
2. Please explain some challenges in doing the project to achieve the classroom objectives (students will be able to understand the basic principles and theories on public relation, students will be able to develop agility in the principles and the application of effective two-way communications in a wide variety of situations in their carrier when they really work, students will be able to give the solutions to the problmes in thier career later, and students will be able to use this class as a career preparation).
3. Please explain to what extent the project can promote English language
Gender : Male/Female (circle accordingly) Phone Number :
Email :
Presentation topic :
Are you willing to participate in an interview? (Yes/ No)
