The Implementation of PjBL in ICT for English Language Teaching
DOI:
https://doi.org/10.34050/elsjish.v6i4.32151Keywords:
ELT, ICT, PjBLAbstract
The objective of this research is to investigate how the students perceive to the implementation of PjBL in ICT for English language teaching. This study applied quantitative research where questionnaire about students’ interaction, motivation, understanding, problem solving, and suitability of the subject was administered to the students. The result of this research was show that the implementation of PjBL allow the students have good interaction to other groups member. It can improve their communication and teamwork. Second, PjBL also can motivate the students to explore the subject by giving them projects so the students enthusiastic in join the class. Third, PjBL can ease them to understand the subjects given by making the projects so they can directly practice. Fourthly, their problem solving can improve because in having the projects, they must solve the problem in ICT for English language teaching. And the last is the respondents perceive that PjBL are suitable implemented in ICT for English language teaching class.
References
Al-Obaydi, L. H., & Rahman, F. F. (2021). The Use of Action Research in EFL Socio-professional Context: Students-teachers’ Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 4(2), 232-240.
Alorda, B., Suenaga, K., & Pons, P. (2011). Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL. Computers & Education, 57(3), 1876-1884.
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725-1746.
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. Partnership for 21st Century Skills. 1 Massachusetts Avenue NW Suite 700, Washington, DC 20001.
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the eff ;ects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
Fisher, R. M. (2011). A critique of critical thinking: Towards a critical integral pedagogy of fearlessness. NUML Journal of Critical Inquiry, 9(2), 92.
FitzPatrick, B., & Schulz, H. (2015). Do curriculum outcomes and assessment activities in science encourage higher order thinking?. Canadian Journal of Science, Mathematics and Technology Education, 15, 136-154.
Hamuddin, B., Syahdan, S., Rahman, F., Rianita, D., & Derin, T. (2022). Do They Truly Intend to Harm Their Friends?: The Motives Beyond Cyberbullying among University Students. In Research Anthology on Combating Cyber-Aggression and Online Negativity (pp. 775-788). IGI Global.
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher education, 51, 287-314.
Holmes, L. M. (2012). The effects of project based learning on 21st century skills and no child left behind accountability standards (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (3569441).
Junaid, S., Muzzammil, A., Mujizat, A., & Andini, C. (2023). Onomatopoeia Variation Among Cultures: An Exploration in Selected Children’s Story Books. ELS Journal on Interdisciplinary Studies in Humanities, 6(4), 658-664.
Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.). The Cambridge handbook of the learning sciences (pp. 275–297). (2nd ed.). https://doi. org/10.1017/CBO9781139519526.018.
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 2.
Paul, R., & Elder, L. (2014). Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought, Part 4. Journal of Developmental Education, 37(3), 34.
Prihandoko, L. A., Anggawirya, A. M., & Rahman, F. (2021). Students’ Perceptions Towards Autonomous Learners Concept in Academic Writing Classes: Sequential Mixed-Method. In International Joined Conference on Social Science (ICSS 2021) (pp. 487-491). Atlantis Press.
Rahman, F., & Weda, S. (2018). Students’ perceptions in appreciating English literary works through critical comment: A case study at Hasanuddin University and Universitas Negeri Makassar. Asian EFL Journal, 20(3), 149-172.
Ralph, R. A. (2015). Post secondary project-based learning in science, technology, engineering and mathematics. Journal of Technology and Science Education, 6(1), 26–35. https://doi.org/10.3926/jotse.155.
Rosen, D. (1998). Inquiry projects. Available at [http://www2.wgbh.org/mbcweis/ltc/alri/I.M.html]
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46, 457-488.
Zen, Z., & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11).
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Firmansyah Firmansyah, Ija Try Saputri Kadir, Yetty Yetty, Sri Ayu Budi Lestari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
