Project-based Learning Activities and EFL Students’ Productive Skills in English

Astawa, Ni Luh Putu Ning Septyarini Putri; Artini, Luh Putu; Nitiasih, Putu Kerti

doi:10.17507/jltr.0806.16

Cited by 50 publications

(53 citation statements)

References 25 publications

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“…Collaboration is one of the characteristics of project learning activities with the aim of helping students to exchange ideas / ideas and have good communication skills. As stated by Astawa, Artini, & Nitiasih (2017) which explains that the stages of project learning train students to be active and creative thinkers and engage in cooperative learning to work together on projects. Projectbased learning allows students to gain deeper understanding of material by collaborating and using their ideas (active construction).…”

Section: Discussionmentioning

confidence: 99%

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Suryandari

Fatimah

Sajidan³

et al. 2018

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This study set out to examine the effectiveness of project-based science learning towards pre-service teachers literacy skills and learning creativity in wave and optical materials. This quasi-experimental study involved 115 students of Primary Teacher Education Program, Universitas Sebelas Maret Surakarta. Direct and in-depth data dissemination techniques were used in this study. The aspects of creative thinking abilities include fluency, authenticity, elaboration, and flexibility. Mann Withney U test was used to test the hypothesis, while the N-Gain test was performed to determine the pre-service teachers improvement in scientific literacy skills and creative thinking. Both qualitative and quantitative data analyses were performed in this study. The results showed that: 1) material and optical tools–based learning activities are appropriate for the pre-service teachers scientific literacy skills and creative thinking. The correct answer term includes the highest average probability statistics from other subindicators; 2) aspects of science that are used in the aspects of literacy is in good category but the originality aspect in its ability needs to be developed and processed continuously. Keywords: science literacy skill, creative thinking skill, project based learning, waves and optics PENGARUH PEMBELAJARAN SAINS BERBASIS PROYEK TERHADAP KETERAMPILAN LITERASI ILMU DAN PEMIKIRAN KREATIF CALON GURU Abstrak: Penelitian ini bertujuan untuk mengukur keefektifan pembelajaran sains berbasis proyek terhadap keterampilan literasi dan kreativitas belajar dalam materi gelombang dan optik. Penelitian ini dilakukan secara eksperimen semu. Subjek penelitian ini adalah 115 siswa semester Program Pendidikan Guru Pratama, Universitas Sebelas Maret Surakarta. Teknik penyebaran data langsung dan mendalam. Aspek kemampuan berpikir kreatif meliputi kelancaran, keaslian, elaborasi, dan fleksibilitas. Untuk menentukan besarnya peningkatan keterampilan literasi sains dan siswa berpikir kreatif digunakan N-Gain Test hipotesis menggunakan tes Mann Withney U. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: 1) kegiatan pembelajaran berbasis material dan alat optik sesuai untuk keterampilan literasi sains dan pemikiran kreatif siswa. Istilah jawaban yang benar mencakup statistik probabilitas rata-rata tertinggi dari subindikator lainnya; 2) aspek ilmu yang digunakan dalam aspek literasi dalam aspek yang baik tetapi aspek orisinalitas dalam kemampuannya perlu dikembangkan dan diolah terus- menerus. Kata kunci: keterampilan literasi sains, keterampilan berpikir kreatif, pembelajaran berbasis proyek, gelombang dan optik

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Section: Discussionmentioning

confidence: 99%

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Suryandari

Fatimah

Sajidan³

et al. 2018

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“…Moreover, the task given based on the PBL framework shows more engagement in completing a task given and acquiring new knowledge as well as active participation among students (Ong et al, 2017). Furthermore, one of the PBL elements is collaboration and the significant change in students' collaboration can also be seen while completing the task given (Putri et al, 2017). PBL requires students to have peer collaborations in completing the task given within a time frame.…”

Section: One Of the Teaching Methods That Have Been Used Among The Pumentioning

confidence: 99%

Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper

Sayuti¹,

Ann²,

Saimi³

et al. 2020

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The effectiveness of teaching methods has been studied by researchers around the globe. According to many past studies, Project Based Learning (PBL) is one of the teaching methods that benefit the pupils' performance in the classroom. One of the benefits is to enhance pupils' English speaking skill. In this paper, the researchers intend to provide literature review and past studies on Gold Standard Project Based Learning (GSPBL). GSPBL was designed by Buck Institute for Education. The findings of past studies indicate that GSPBL could assist English teachers to improve pupils' speaking practice during class activities. After investigating on how GSPBL could enhance the pupils' English speaking skill from the literature review, the researchers are proposing this study to be carried out at an urban government school in Kuala Lumpur. The objective of this research is to investigate pupils' speaking performance in English speaking skill before and after the implementation of Gold Standard Project Based Learning. There will be 30 of intermediate Year Three pupils involved in this study. The researchers will conduct a qualitative case study for eight weeks to investigate pupils' speaking performance before and after the implementation of Gold Standard PBL. Observation, interview and documents will be used as data collection tools. The documents are Classroom Based Assessment report. The data from the observation notes, interview responses and documents will be analysed thematically. The findings of this paper would benefit the English teachers with regard to equipping them with the measures to carry out GSPBL more effectively as classroom activity. Apparently, the pupils could also enhance their English language speaking skill after GSPBL has been introduced and implemented as their classroom activity.

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“…In spite of the difference in the type of final products and platform used in publishing the final products, the result of data analysis in this study is similar to the findings reported by earlier EFL researchers in Indonesia. Astawa, Artini and Nitiasih (2017) reported the significant effect of students' productive skills before and after being taught by using PBL. In addition, PBL enhanced students learning quality in term of enthusiasm, confidence, creativity, self-directed and collaborative learning ability, while from the teacher's part, PBL promoted teacher's motivation and satisfaction in teaching.…”

Section: Picture 7 Google Form Responses (Vi)mentioning

confidence: 97%

“…Direct instruction as a teacher-centered method, sets the teacher as the one that has main power in the teaching and learning process, in which he/she supposed to encourage the students to construct their own learning. Instead of having discussion and conversation with the students to develop their ideas, the students are assumed to have little useful knowledge (Astawa, Artini, andNitiasih, 2017:1149).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

IJIET

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Mastering English skill for students at a vocational institution of higher education is a mounting problem as the students are expected to develop practical English skills in specific disciplinary knowledge and internalize the attitudes and professional values. Implementation of project-based learning (PBL) in teaching speaking particularly the presentation skill can be seen as an alternative to cover both areas as it encourages students to develop higher critical thinking, enhances deep learning and motivates students to be independent learners with exceptional self-management. This article presents the results of the study on the impact of project-based learning on students' speaking achievement particularly their presentation skills and students' perceptions on the PBL stages. Participants were 19 fourth-semester students enrolled in a three-year undergraduate program in Electrical Engineering. The goal of this project was to drive students' engagement in speaking activities and put students in the language-specific setting in which language was naturally used based on the project characteristics. This research employed mixed methods in which the quantitative data, i.e., pre-test and post-test were analyzed using SPSS statistic 21. The finding showed that the correlation coefficient (r) was 0,575. Based on the interpretation scale of correlation coefficient by Guilford (1965), the range of the correlation coefficients is between the range of 0,401-0,700 which means that the correlation is quite strong. Based on the result of analysis using SPSS statistics 21 with 95% level of confidence, it was revealed that-t count <-t table (-6.269 <-2,10092) and the significance value (p value) of 2-tailed was less than 0,05 (0,000 < 0,05). It can be concluded that H1 was accepted and H0 was rejected signifying that there was a significant effect of PBL implementation in improving students' speaking achievement. In addition, this study also analyzed qualitative data collected from google form and focus group discussion to gain students' perception towards the implementation of PBL using infographic. The results of online questionnaire revealed that students experienced deep and autonomous learning through the stages conducted in the project. They gained better understanding on grammar and vocabulary during peer review and showed positive attitude in designing infographics as they could revise the structure of their presentation while designing the infographics' wireframes. Consequently, learning speaking through project-based learning using infographic helped to enhance students' engagement to series of works within the projects and foster their collaborative and communicative skills while working together in groups. The results showed a significant effect of PBL on students' presentation skills and improve soft skills compatible to workplace requirements. Considering the positive result of this study, PBL is recommended to be applied in teaching speaking for students in higher vocational education as it gives beneficial im...

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Project-based Learning Activities and EFL Students’ Productive Skills in English

Cited by 50 publications

References 25 publications

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper

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