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LEARNING IN SOCIOLINGUISTICS CLASS

A SARJANA PENDIDIKAN 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

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LEARNING IN SOCIOLINGUISTICS CLASS

A SARJANA PENDIDIKAN 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

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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.

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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.

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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,

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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.

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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.

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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

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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

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A. Conclusions ... 79

B. Recommendations ... 81

REFERENCES ... 83

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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

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LIST OF FIGURES

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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

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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.

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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.

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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)

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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

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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”.

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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).

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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.

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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.

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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).

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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).

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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.

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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).

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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.

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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.

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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

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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

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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

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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.

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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.

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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.

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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

8. To find out whether PROJECT WORK develop

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Influence

No. Expert Theories

9. Mergendoller (1999) To find out whether PROJECT WORK develop the students’ communication skill

10. Beckett (2005); Kobayashi (2004)

To find out whether PROJECT WORK develop the students’ critical thinking skill

11. Mergendoller (1999) To find out whether PROJECT WORK improves student’s learning styles which trigger the

unmotivated students to be more active in learning 12. Gibson (1985); Baron

To find out whether PROJECT WORK develop the students’ decision-making skill

13. Guo (2006) To find out if PROJECT WORK makes a natural learning for the students based on their daily life context

3. Evaluation and Interpretation

This is the stage where he students evaluate and interpret the stimuli they have processed on the previous two stages.

Table 3.3. The Blueprint of the Questionnaire (Evaluation and Interpretation)

Evaluation and Interpretation

No. Expert Theories

14. Guo Y (2006) To find out if the products of PROJECT WORK is the outcome of their personal experience 15. Mergendoller &

Michaelson (1999)

To find out if PROJECT WORK lets the students having a dept –exploration & investigation toward an issue or authentic topic

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Evaluation and Interpretation

No. Expert Theories

17. Mergendoller & Michaelson (1999)

To find out if PROJECT WORK accustom the students to self –learning and self-management 18. To find out if PROJECT WORK accustom the

students to a project-management 19. Mergendoller &

Michaelson (1999)

To find out whether PROJECT WORK allows the students learn from their experience

20. To find out whether PROJECT WORK

encourage the students’ cooperative working skill 21. To find out whether PBL is less-burdening than

individual work

22. To find out whether the students prefer to deal with PBL or individual work

4. Response

Response is the stage in which the students take actions toward the stimuli (PBL).

Table 3.4. The Blueprint of the Questionnaire (Response)

Response

No. Expert Theories

23. Gibson (1985) and Altman, Valenzi,

Hodgetts (1985) To find out the students’ activeness toward sociolinguistic class

24. 25.

26. To find out the students’ behavior toward sociolinguistic class

27.

28. To find out the students’ motivation in sociolinguistic class

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G. Research procedure

First, the researcher determined the focus of the study containing the topic to investigate, the subject of the research, and the problem formulation of the research. Second, the researcher constructed the proposal to be proposed to the supervisor. After the proposal was accepted, the researcher started to design a set of questionnaire as the research instrument to obtain the data. The following step, the researcher asked permission to the chairperson of English Language Education Study Program (ELESP) and to the lecturer of the class where the researcher conducted.

After having the permission to conduct the research, the researcher started to conduct the research by doing class observation to monitor the class activities during the lesson. This step was to find out the first problem formulation. The researcher conducted the class observation for four meetings from the beginning when the project was given until the end of the project.

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by the researcher to fix the questionnaire to become ready-to-distribute questionnaires.

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37

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the data obtained by the researcher and the analyses of the data itself. There are two main parts of this chapter. This first part contains the discussion on how project-based learning is implemented in sociolinguistics class. Meanwhile, the second part discusses the sociolinguistics class students’ perception on project-based learning implemented in their class.

A. The Implementation of Project-Based Learning in Sociolinguistics class

The researcher presents the data analysis of the implementation of Project-Based Learning in Sociolinguistics class into two sections. First is the data presentation and analysis and the second is the discussion on the analyzed data.

1. Data Presentation

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a) The First Class Observation

The first class observation was conducted on May 8, 2012. In this meeting, the students had to find their group mates. One group contained approximately 5 members. The students could freely choose their own partners. After forming the group, the students had to choose the topic to investigate. The topics that they could choose were supposed to be related to sociolinguistics. When they found confusion or difficulties, they could consult the lecturer about what possible topics they could choose. After choosing the topics, they had to report it to the lecturer and the lecturer would note the topic they chose.

b) The Second Class Observation

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researcher observed the groups’ activities one by one and the following is what the researcher found in this day’s activities:

In one week time, the researcher observed that the students started to find the related theories, conducted observation, and did all the things related to their project. The researcher found that each group had different progress on the project. Below is the table of the progress each group made in one week time.

Table 4.1 The Students’ Group’s Progress in Undergoing Project Work

Group Name Topics Progress

Group 1 PBI Student’s Consistency in Using American and British English

Developing a questionnaire. It contained vocabulary list, reading passage, pronunciation passage, and listening passage

Group 2 Women’s gossip Obtaining data from the observation, discussing and analyzing the data they obtained.

Group 3 Sexiest language Finding references related to their research, designing the questionnaire, conducting survey research, discussing and analyzing their data and designing the media for their group presentation next week.

Group 4 Language Domain and Discourse of Bahasa Binan (Bahasa Banci)

Searching for the related theories, constructing the questionnaire, conducting the research, and discussing the data gathered.

Group 5 The speech function of Javanese Language

Formulating questionnaire.

Group 6 Speech functions on the lecturers’ speech during the course

Discussing the topic they are about to investigate.

Group 7 Lexical variation in Javanese regional dialect

Formulating the questionnaire, developing their topic and mixing their ideas by relating them with the theories they found.

Group 8 How men and women respond to certain gossips

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In this class observation, the researcher also observed the lecturer’s activities. During the lesson, the lecturer’s activities were going around the class, checking the students’ activities and progress, assisting the students if any of them need consultation or assistance dealing with their group project. The lecturer was also suggesting new ideas that could possibly trigger the students’ creativity to choose the topics and develop their ideas. Helping the students finding the related theories was also one of the activities the lecturer did during the lesson. Not only assisting and guiding, the lecturer motivated the students by giving compliment on their progress, and told them what next they supposed to do after they stepped a certain stage, for instance.

c) The Third and The Fourth Class Observation

The third and the fourth class observations were conducted on May 22 and May 29, 2012. Those two meetings were scheduled as the groups’ presentations day. The lottery to decide the turns of the groups was conducted in the previous meeting. Therefore, it was expected that each group had already known their turn so that they could have a better preparation on the group’s presentation. There were eight groups created in this class. Since each group was given 20 minutes to present their work, there were only four groups who could have the turn to go in front of the class and present their work in each meeting.

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were generally seven steps the groups conducted while presenting the project works. They were:

1) Introduction

The groups’ presentations mostly started with introducing each of the group members.

2) Explaining the background of the project work

The group started to explain the background of the project work by defining the topic they investigated first. One of the examples is one group which had “sexist language” as their topic; the group defined what sexist language is about to the audience. As the scientific research has, the groups also stated the background why they chose this kind of investigation by mentioning such phenomena happened around them or by observing a certain theory that they would like to investigate the truth of.

3) Mentioning the review of related literature

They also presented the review of related literature as the fundamentals of their researches. Besides, they formulated the objectives of their research considering that every research should have objectives.

4) Explaining Methodologies

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giving the examples of the questionnaires’ responses, and explaining the method in analyzing the data (qualitative, quantitative or mixed method).

5) Presenting the data

The groups presented the data they gathered in charts and tables so that the audience could easily understand what data the groups obtained by because it was presented in number and percentage and explained along with oral explanation.

6) Delivering the analysis and discussion

The following step after presenting the data was the analysis or the discussion of the data. All groups presented the analyses of the data by relating the data they gathered from their research with the theories they had previously.

7) Stating findings and conclusion of the project work

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Below is the flowchart of how PBL was implemented in Sociolinguistics class.

Figure 4.1 The Implementation of PBL in Sociolinguistics Class

Publishable paper Presentable presentation

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2. Analysis and Discussion on the Implementation of PBL in Sociolinguistics

Class.

Based on the data presented above, it could be said that that the lecturer of the sociolinguistics class significantly used project-based learning as the approach in sociolinguistics class. The PBL which the researcher observed in sociolinguistics fulfilled the characteristics of PBL according to several experts. The characteristics are:

a) PBL contains complex task.

Jones, Rasmussen & Moffit (1997) stated that project-based learning contains complex tasks. According to the researcher’s observation, the projects that the lecturer gave were complex tasks. In doing the project, the students were not merely doing a textbook’s tasks, wrote the answers down on their exercise book and then submitted them on the lecturer’s desk. They were all in charge of all the things related to their project from defining the background, determining the method they would use, doing the little research up to reaching the final remarks of their research. The students had to work in team which was not easy because they had to lower their ego and idealism in order to make a good teamwork. Their tasks to search for the theories, formulate questionnaires, look for respondents, and do the research were not obviously a simple thing to do but complex.

b) PBL contains challenging problems or questions.

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solving, decision making, and investigating activities. The researcher found that the students were doing their project based on challenging problems or questions. It can be proven from the topics they chose as their projects. When they thought about the topic they were going to choose, they were thinking of interesting phenomena happening around them. They have to go outside the class and challenge themselves to learn in the real situation. They also challenged themselves to deal with everything related to their topic, such as finding related theories, constructing questionnaires, looking for respondents, doing research, and analyzing the data.

c) PBL lasts over extended period of time, let the students work

autonomously, and culminate in realistic or tangible products.

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d) PBL engages students’ cooperative learning

The students were working in groups in doing the projects work. Thus, in order to make the group worked well, they had to be cooperative to their groups’ mates. This finding looked fit with Brandsford and Stein’s (1993) theory stated that project-based learning is a comprehensive instructional approach to engage students in sustained cooperative learning. By implementing project-based leaning, the students were given periods of time in which they had to work in group. Automatically, the students had implemented cooperative learning in the class and the two week time of making the projects made their cooperative learning sustained.

e) PBL requires a good communication and planning skill.

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the groups successfully made good group presentations and papers without any members gone. Hence, it can be concluded that all of the students in this class were undergoing the process of communicating and planning. This finding fits the theory of Mergendoller (1999) saying that project-based learning contains the process of planning and communicating.

f) The lecturer’s role is to guide and assist.

Dewey (1938) stated 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). In this class, the lecturer did not giving the students’ knowledge by lecturing. He let the students work autonomously. The lecturer’s roles were checking the progress of ach group by going around the class and observing each group. If there was a questions, the lecturer would ask by giving oral explanation, directing the students to the related books, or even browsing the related stuffs to internet.

B. The students’ Perceptions on PBL implemented in Sociolinguistics Class.

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stimuli (stereotyping, selectivity, self-concept, situation, needs, and emotions), the evaluation and interpretation of reality, and the response. The four open-ended questions were used as the additional questions to support and to strengthen the students’ answers on the close-ended questions. The open-ended questions could also be used to explain certain reasons that could not be written in the previous part (close-ended part).

The following is the data presentation of the questionnaires distributed to the students of sociolinguistics class to find out their perceptions on project-based learning implemented in sociolinguistics class.

1. Data Presentation and Analyses from Close-Ended Questions

a. The students’ Observation toward PBL

Observation is how the students observe the stimuli. It is the stage when the students consider whether the stimulus, in this case is PBL, fits their selectivity, need, self-concept, expectation, and way of thinking.

Table 4.2 The Sociolinguistics Class Students’ Observation on PBL

No. Questions SA A D SD

1. PROJECT WORK is a suitable method to be implemented in Sociolinguistics class

3. The students feel comfortable in undergoing

Sociolinguistics class with PROJECT WORK method

5

4. The students feel less pressure in undergoing

Sociolinguistics class with PROJECT WORK method

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SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree

Table 4.2 presents the students’ observation toward the stimuli. The first statement, project work is a suitable method to be implemented in sociolinguistics class, is the statement to find out the students’ selectivity. Based on Gibson’s (1985) theory, people tend to ignore the stimuli which make them uneasy or uncomfortable. That is why not all stimuli that people get are processed in people’s mind. They tend to select the stimuli which interest them.

The results of the first research statement were 7 students (18.91%) chose SA (Strongly Agree), 30 students (81.09%) chose A (Agree), and none of them chose either D (Disagree) or SD (Strongly Disagree). The result showed that all of the students agreed that project work is a suitable method to be implemented in Sociolinguistics class. It can be drawn from the result that the students looked interested to the stimuli. Thus, the stimuli would be processed in their minds.

The second research statement, project work is a useful means to be used in Sociolinguistics class, is to find out whether the students need PBL Gibson (1985) says

that perception is significantly influenced by needs and desires. In responding stimuli, people tend to consider it based on their needs and desires. If the stimuli do not fulfill their needs or desires, people tend to ignore it.

No. Questions SA A D SD

5.

PROJECT WORK can develop the students’ ideas and creativity in finding and discussing linguistic topics as the project

13 35.14%

24

64.86% - -

6. The students feel motivated when the students are asked to make a project in sociolinguistics task

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The result showed that 7 students (18.91%) strongly agreed and 30 students (81.09%) agreed to the second research statement. No students disagreed or even strongly disagreed to the statement. The result indicated that PBL fulfill the students’ need. It was proven by the facts that all of the students agreed and even some of them strongly agreed that PBL is a useful means to be used in Sociolinguistics class.

The third research statement, the students feel comfortable in undergoing Sociolinguistics class with project work method, is to discover the students’ self concept and the students’ feeling in undergoing PBL. Gibson (1985) says that people perceive only the stimuli which are in tune with their goals and suitable with their self-concept. The way people see something from their self-concept will produce different perception from the other people.

Five students (13.51%) chose SA, 29 students (78.38%) chose A, and the rest 3 students (8.11%) chose D. The result showed that 13.51% students felt very comfortable in undergoing sociolinguistics class using PBL and 78.38% students felt ok. They said:

In my opinion, project work encourages the students to share their ideas in the group and help each other understanding the certain topics. (Respondent 11)

The result showed the negative responses which were 8.11% students disagreed to the third research statement which mean that amount of students did not feel comfortable in undergoing PBL in sociolinguistics class. The students said:

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good but the project is not. Well, I love the group because they are my friends but the project itself is too much. I mean, because we have a lot of assignments and that’s why if another assignment comes and it is project, then it is too much. (Interviewee 1)

There are at least two reasons which make the students feel uncomfortable in undergoing sociolinguistics class with project-based approach. The first reason is the complex job the students should do in making the project and the second reason is about the group work. As colleague students, they must have many assignments to do, the presence of project work looks give them more burden. Committing with projects means that they have to do many things, such as: having a group meeting, adapting group schedule, conducting research, making scientific paper, doing the presentation; and for some of them, those things are considered as the things that make them uncomfortable in undergoing sociolinguistics.

The fourth research statement, the students feel less pressure in undergoing Sociolinguistics class with project work method, had the same objective with the third research statement. It was to find out the students’ students’ self concept and the students’ feeling in undergoing PBL.

The result showed that 7 students (18.91%) students strongly agreed, 18 students (48.65%) agreed, and 12 students (32.44%) disagreed with the research statement. It can be seen that almost half of the students of sociolinguistics class (48.65%) felt less pressure in doing the project work. 18.91% of the students even enjoy the project work. They said:

It is less burdening than individual project. I think it is a quite interesting method. (Respondent 2)

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However, 32.44% of the students showed that they felt project work gave pressure to them. Since the students had the different self-concepts, they would also have the different perception of PBL. The students claimed:

The complex job. What we’re going to make is in the form of paper, and the students know paper is not just a small research. We really do research on it. That’s why we should analyze, find the sources, complex. (Interviewee 1)

Of course, because the project was dealing with other people which really hard for my group. I’m a kind of individual person. I’m a social person but I'm really happy to work with myself. What makes project work giving more pressure is first, the deadline, the students know it’s really hard to meet our schedule, to fit my schedule with others, whereas the deadline is never moving. The second, the project was dealing with big project, big project means big responsibility. We have to be really serious in doing the project although it doesn’t mean that the individual project is easier but dealing with other people is hard. (Interviewee 6)

There are two respondents claimed that the things which give them more pressure in undergoing sociolinguistics with project work is the group works. By having group works, they have to deal with matching schedule, chasing deadline, and lowering ego to make the group works go well. One of them is also talking about responsibility. This respondent considers that working in group means having a big responsibility because what we do will affect other’s work. Hence, we have to have big responsibilities and commitment toward the groups. Another respondent is talking about the complex job which makes her feel more pressure in doing the project.

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thinking, and past experience. 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.

There were 13 students (35.14%) strongly agreed and 24 students (64.86%) agreed to the fifth research statement. There were no students disagreed or even strongly disagreed with the statement. The result indicated that 64.86% of the students felt that the project work could develop their ideas and creativity and the rest of them felt that project work could really develop their ideas and creativity especially in choosing the sociolinguistics topic as their project work.

The sixth research statement, the students feel motivated when the students are asked to make a project in sociolinguistics task, was to find out the students’ motivation. It is related to the conation aspect as one of the aspects building perception. It is related to someone’s motivation. It builds someone’s perception based on his or her point of view toward something.

The result showed that 3 students (8.11%) strongly agreed, 25 students (67.57%) agreed, and the rest 9 students (24.32%) disagreed with the research statement. It can be drawn from the result that 67.57% of the students felt motivated when they were asked to do project work, even 8.11% of the students were eager to do that. They said:

Project work can motivate us to work cooperatively in group. (Respondent 14)

Gambar

Table 3.3 : The Blueprint of the Questionnaire
Figure 4.1 : The Implementation of PBL in Sociolinguistics Class .............  43
Figure 2.1 The Perceptual Process
Table 3.1. The Blueprint of the Questionnaire (Observation)
+7

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