The Effect Of Project-Based Learning On The Students’ Speaking Ability

Firdaus, Firdayanti; Septiady, Adryan

doi:10.31004/joe.v5i3.1900

Cited by 4 publications

(8 citation statements)

References 6 publications

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“…It is given in the stage of creating a project. The following pattern is planning (Rais in Armas, Aeni, & Radhiyani, 2023;Firdaus & Septiady, 2023;Stoller & Myers, 2019;Papandreu in Thuan, 2018). As mentioned in Table 2, most of the experts implement the planning pattern.…”

Section: Resultsmentioning

confidence: 99%

“…The following pattern is monitoring and revising (Rais in Armas, Aeni, & Radhiyani, 2023;Firdaus & Septiady, 2023). The lecturer monitors each activity in the fourth pattern.…”

Section: Resultsmentioning

confidence: 99%

“…One of the advantages of PjBL is improving students' speaking, teamwork, and problemsolving skills and stimulating students to be active, communicative, creative, and innovative (Firdaus & Septiady, 2023). Another advantage of PjBL is the flexibility of its method in use.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the other research has stated that there are seven stages of PjBL: (1) developing expected learning outcomes, (2) comprehending the idea of teaching materials, (3) developing skills, (4) creating a project-based theme, (5) marking the project proposal, (6) carrying out project tasks, and (7) presenting the project report (Jalinus and Nabawi in Syahril, Nabawi, & Safitri, 2021). Comparable to others, Firdaus and Septiady have also stated that there are six stages of PjBL, which cover defining the problem/ question, planning the project, creating the schedule, monitoring the progress, assessing and evaluating the experience (Firdaus & Septiady, 2023). Besides, PjBL covers six stages: opening the lesson with challenging questions, planning the project, developing a schedule of activities, supervising the progress of the project, assessing the resulting project, and evaluating the experience (Rais in Armas, Aeni, & Radhiyani, 2023).…”

Section: Introductionmentioning

confidence: 99%

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The Project-Based Learning Practices in the Teaching of Writing Course

Fatmawati,

Musthafa,

Gunawan

2023

Lingua Cultura

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The qualitative research aimed to observe Project-Based Learning (PjBL) implementation in writing courses viewed from the project types and the teaching-learning activities. Several activities in project-based learning implementation could be modified to meet various students’ needs, unexceptionally in the same subject. The various patterns of PjBL often resulted in the bias of its implementation among teachers who wanted to conduct this teaching model. The participants were the lecturers who taught the Professional Writing course in the fourth semester. Data were collected using observation of classroom activities, semi-structured interviews, and documentation. The collected data were analyzed using thematic analysis, emphasizing identifying, analyzing, and interpreting patterns of meaning within qualitative data. The findings show that the project types are different in the form of the final output: business plans and video essays. The other findings find that there is a variety of teaching-learning activities, but they have identical project-based learning patterns, namely (a) preparation, (b) planning, (c) creating a project, (d) monitoring and revising, and (e) evaluation. PjBL provides some advantages for students. Thus, it is suggested that all EFL (English as a Foreign Language) lecturers implement those five project-based learning patterns in their classes.

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Section: Resultsmentioning

confidence: 99%

“…The following pattern is monitoring and revising (Rais in Armas, Aeni, & Radhiyani, 2023;Firdaus & Septiady, 2023). The lecturer monitors each activity in the fourth pattern.…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Project-Based Learning Practices in the Teaching of Writing Course

Fatmawati,

Musthafa,

Gunawan

2023

Lingua Cultura

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“…In Indonesia, the development of PBL models rooted in local potential and constructive social investigations has not yet been undertaken. Prior research suggests that PBL can enhance problem-solving abilities, collaboration, and students' communication skills [18]. Furthermore, PBL also enhances creative thinking skills [19], deepens comprehension of science [20], and improves student learning outcomes [12].…”

Section: Introductionmentioning

confidence: 99%

The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior

Nurhidayati,

Safnowandi,

Khaeruman

et al. 2024

P Sci Edu

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The Problem and Purpose of the Study. In Indonesia, the development of PBL models grounded in local potential and constructive social investigations has not previously been undertaken. Conversely, incorporating local potential into the curriculum is essential for enhancing conceptual comprehension, critical thinking skills, and environmental knowledge and fostering respect and concern for the environment. This study proposes a project-based learning (PBL) model rooted in local potential and constructive social investigations. Research Methods. This study adopts and adapts the Borg & Gall development model, which comprises four stages: (a) needs analysis and identification of local potential, (b) model development, (c) model validation, and (d) implementation. Results. The study's findings indicate that (a) the incorporation of local potential into the project-based learning model is crucial in the context of rehabilitating and reclaiming local potential in Lombok, West Nusa Tenggara, (b) the design of the PBL learning model, integrated with local potential, is achieved by including local potential materials within the framework of the existing curriculum. This integration aligns with the principles of social constructive inquiry by identifying community problems and habits and discovering and implementing problem-solving solutions. (c) Model validation, conducted through expert assessment, demonstrates that the model meets the necessary criteria for validity and practicality, with validator ratings of 3.6 and 3.65, respectively, falling within the "very good" category. The Percentage of Agreement (PA) ranges from 83.3% to 100% in the "reliable" category. (d) The implementation shows that the developed learning model is effective in enhancing students' environmentally friendly behaviour, with N-gain scores of 50.148 (effective), 50.921 (effective), and 50.256 (effective). That it, the PBL learning model based on local potential and constructive social investigations significantly influences student environmentally friendly behaviour (p < 0.05). Practical significance. This research was conducted to develop and test the effectiveness of a projectbased learning model design based on local potential and social constructive investigations to empower students' green behavior. The results of this research provide initial data in the form of local potential mapping which is integrated into model design and field testing of green behavior, so that it can be used as input for teachers and lecturers to continue implementing green behavior and exploring other local potential in learning.

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Project-based Learning to Promote High School Students Descriptive Writing

Ardiana Ardiana,

Ariana Ariana,

Eka Irianti

2023

JEET

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In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.

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The Effect Of Project-Based Learning On The Students’ Speaking Ability

Cited by 4 publications

References 6 publications

The Project-Based Learning Practices in the Teaching of Writing Course

The Project-Based Learning Practices in the Teaching of Writing Course

The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior

Project-based Learning to Promote High School Students Descriptive Writing

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