plagiat merupakan tindakan tidak terpuji · ilmiah dan presentasi grup. rata-rata 85% siswa kelas...
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STUDENTS’ PERCEPTION ON PROJECT-BASED
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
2012
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STUDENTS’ PERCEPTION ON PROJECT-BASED
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
2012
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ABSTRACT
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. Keywords: Perception, project-based learning, sociolinguistics
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ABSTRAK
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. Kata kunci: Persepsi, project-based learning, sociolinguistic
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ACKNOWLEDGEMENTS
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,
Mbah Martasuwignya and Mbah Salatiga; and all my relatives who always
support me and encourage me to finish this thesis. I’m very blessed to have the
best family like them.
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I would like to express my thanks to my lovely boyfriend, Berlin Adi Pranedya,
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.
Further, I would like to give my gratitude to Sociolinguistic class
students who sincerely answer my questionnaires and spend their times to have
the interview session with me. Without their participation, my thesis will not
finish. I also would like to express my gratitude to all of PBI lecturers in Sanata
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Dharma University, PBI Secretariat staff, Mbak Dhanniek and Mbak Tari , and
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.
Sincerely,
Margareta Mia Wijayanti
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TABLE OF CONTENTS
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
b. Factors Influencing Perception ....................................... 12
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c. Aspects in Perceptual Process Determining
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
3. Discussion on the Students’ Perception
on PBL implemented in Sociolinguistics class ..................... 76
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 79
A. Conclusions ................................................................................. 79
B. Recommendations ....................................................................... 81
REFERENCES ............................................................................................. 83
APPENDICES .............................................................................................. 86
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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
the Sociolinguistics Class Students on PBL ............................ 59
Table 4.5 : The Sociolinguistics Class Students’ Responses on PBL ......... 65
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LIST OF FIGURES
Figure 2.1 : The Perceptual Process ............................................................. 11
Figure 4.1 : The Implementation of PBL in Sociolinguistics Class ............. 43
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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
Appendix 2 : Research Instrument: Interview .......................................... 107
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CHAPTER I
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.
After doing an observation to the teaching-learning activities conducting in
ELESP, the researcher found that the teaching-learning activities tend to be
student-centered learning. According to Collins and O’brien (2003), student-
centered learning is a model of learning in which the students become the students
or learners in the center of learning process. The teacher or the lecturer let the
students learn autonomously. It is an instructional approach where students are in
charge of their learning content, activities, materials, and pace of learning (as cited
in Froyd and Simpson, 2010).
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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.
After observing the education phenomena done in ELESP, group work and
group presentation, the researcher found out that those phenomena fitted to the
characteristics of Project Based Learning (PBL). Hedge (1993) defined PBL as
“an approach to implement student-centered learning principles (as cited in
Beckett, 2006, p.55). Henry (1994) claimed that many educators agree that
“project” requires an extended period of time, gives the students freedom to
choose their topics, and creates a situation in which they can conduct their
independent work in group with the assistance of the lecturer and to come up with
products in the form of written reports and oral presentations. (as cited in
Kobayashi, 2006, p.71). Jones, Rasmussen & Moffitt, (1997); Thomas,
Mergendoller, & Michaelson, 1999 defined project-based learning as complex
tasks which typically based on challenging problems or questions, involving
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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.
Tomei, Glick, and Holst (1999) conduct research about PBL in an English
course in Japanese University and the result of their research shows that the
Japanese students improve their motivation and were accustomed to
communicative presentations (as cited in Guo, 2006, p. 146). Another research
conducted by Guo (2006), who conducts the research on the Chinese professors
perspective of PBL which is implemented in China, shows that the professors
agree that PBL is an effective tool for the integration of language, content, and
skills. The professors also believe that PBL may “enhance students’ motivation”
and “develop students’ activity to learn more independently and autonomously”.
Nevertheless, due to the consideration of the professors that teacher-centered
learning is still commonly used, whereas PBL requires an independent-learning of
the students, the professors concern that the students might not value PBL as an
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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
This research is about the students perception on project-based learning
method implemented in Sociolinguistics Class in ELESP Sanata Dharma
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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
The objectives of this study are to know how the PBL is implemented
Sociolinguistics class from the preparation, implementation, until the evaluation
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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
Future researchers can investigate the same teaching method but with
different subject of research. If this research investigated the Sociolinguistics
class, the other researchers can probably investigate the other subjects, such as
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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
Project-based learning is an approach which organizes learning around
projects (Thomas, 2000). It was introduced in the field of education as an
approach to implement student-centered teaching (Hedge, 1993 as cited in
Beckett, 2006, p.55). It is a possible means to promote language and content
learning in EFL (English as a foreign language) classroom (Kobayashi 2006).
Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999
define project-based learning as complex tasks which typically based on
challenging problems or questions, involving students in designing, problem-
solving, decision making, or investigating activities. Students are given extended
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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
ELESP stands for English Language Education Study Program. It is a study
program majoring English Education. The students of this study program are
expected to be a teacher.
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CHAPTHER II
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
As Gibson (1985) says, perception is “the cognitive process by which an
individual gives meaning to the environment” (p.60). Gibson’s (1985) statement is
supported by Robin (2001), saying that perception is a process when somebody
gives meaning to the environment by organizing and interpreting their sensory
impression (p.121). Kreitner and Kinicki (1992) define perception quite
differently. To them, perception is a mental and cognitive process which makes us
able to interpret and understand our environment. If the theories of Gibson (1985),
Robins (2001), and Kreitner and Kinicki (1992) can be simplified, the meaning of
perception itself is the mental and cognitive process when an individual gives
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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
Gibson’s theory is used to explain how the perception is formed.
According to Gibson (1985), perception is the cognitive process by which an
individual gives meaning to the environment. In seeing the same thing, each
individual will have different interpretation. It is because each individual gives his
or her own understanding to the stimuli. (p.60)
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The perceptual process according to Gibson (1985) is divided into four
stages. The first stage is when an individual receives stimuli, their senses will
observe it. They will see if the stimuli they receive fulfill their needs. If they
consider that the stimuli can fulfill their needs, they will continue to the next stage
of the perceptual process. The next stage is how several factors, such as
stereotype, selectivity, self-concept, situation, needs, and emotions, influence an
individual’s perception. The stimuli that they received are processed by an
individual’s stereotype, selectivity, self-concept, situation, needs, and emotions.
After passing through this process, the brain produces the evaluation and
interpretation of reality which influences an individual’s behavior and form the
attitude toward the stimuli.
Figure 2.1 The Perceptual Process
Stimuli Observation
of the stimuli
Factors influencing
perception
- Stereotyping
- Selectivity
- Self-concept
- Situation
- Needs
- Emotions
The evaluation
and
interpretation
of reality
A response
behavior
Attitudes
formed
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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
People tend to select information supporting their point of view. They tend
to ignore the stimuli which make them uneasy or uncomfortable. Supposed that a
student is working in a group; she find out that her group mate is annoying. On the
peer assessment, this student may give her group mate lower score than the others,
even though her group mate is smart and diligent. That is selectivity. People tend
to select the stimuli which interest them (ibid, p.66).
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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
People’s perception is also influenced by the situation or environment
surrounding them. For colleague students, the deadline of the task, the atmosphere
of the class activities, the group mates’ attitudes, the lecturer’s way of lecturing
may influence their perception. The deadline, for instance. Students will do the
task quickly when they don’t have enough time. The limitation of time makes
them less careful. Thus, it will affect the result of their work. People who have
sufficient amount of time and who don’t will surely have the different perception
about the thing going around them (ibid, p.67).
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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)
It has relation with emotion. The way people like and dislike something
can build people’s perception. “Like” can build a good perception whereas
“dislike” can build a negative perception.
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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
Project-based learning was introduced in the field of education as an
approach to implement student-centered teaching (Hedge, 1993 as cited in
Beckett, 2006, p.55). It is a possible means to promote language and content
learning in EFL (English as a foreign language) classroom (Kobayashi 2006).
Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999
define project-based learning as complex tasks which is typically based on
challenging problems or questions, involving students in designing, problem-
solving, decision making, or investigating activities. Students are given extended
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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”.
The quotations above give us clear image that PBL requires students to
involve more than teachers. Fisher, Berliner, Filby, Marliave, Cahen, Dishaw and
Moore (1978) state that without involvement, little learning will occur (as cited in
Mergendoller & Thomas, n.d.). Thus, it can be said that the implementation of
PBL is to let students involve more so that they will learn more. Learning is
viewed as the outcome of learners’ personal experience (Guo, 2006). It means that
by doing such a project, the students will experience something new and what
they get throughout the process of experiencing is called learning. Kilpatrick
(1925) and Dewey (1931) believe that by giving the students “ownership” of their
learning and opportunities to apply “theoretical knowledge in practice, the
students will have deeper understanding of a topic because they involve in
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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).
As Levy (1997) says, PBL is also integrated in teacher-training
curriculum. The objectives of integrating PBL into teacher-training curriculum
are to give the teachers in training example of an approach that they can use later
in their career as a teacher and to reinforce the content of the teacher-training
curriculum. Nonetheless, according to Haines (1989), PBL is not viewed as the
replacement of other teaching methods but rather as a complement.
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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.
The process which is contained in project-based learning should contain
the process of gathering, processing or analyzing and reporting. By being
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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.
PBL contains the process of planning and communicating (Mergendoller,
1999). Students are given the opportunities to find their own sources and gain
knowledge from the sources they have found. By experiencing that, the students
are expected to gain self-learning and self-understanding. The next step is
communicating what they have got with the other group members to have an
authentic result. Here, the students are expected to develop their communication
skills. After passing through this step, the final task will be solving the problems
and then making their product according to their knowledge the students gained.
In project-based learning, the students act more than the teacher does. In this
framework, the students have to do active learning. Active learning means they
are looking for knowledge not being given the knowledge by the teacher.
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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).
A tangible end-product is required in doing project work. Nonetheless, it is
not merely the end product becoming the focus of this approach. The process of
reaching the tangible end-product is the most essential part. As Fried-Booth
(2002) says, “the route to the end-product brings opportunities for students to
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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).
Those goals are obviously not accomplished in a short time. It requires
several weeks or several months in order to give the students time to identify their
topics, conduct the projects, and report the product orally and written (Beckett,
2006, p.57).
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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.
Language, based on Wardhaugh (2010), is “what the members of a
particular society speak”. Meanwhile society is “any group of people who are
drawn together for a certain purpose or purposes” (ibid, p.1). Language as a social
phenomenon is engaged with the social structure and value systems of society
(Trudgill, 1983, p.19). It can be an essential tool for identifying the group of
society, measuring the group solidarity, and influencing the “world-view” of the
speakers. That is the reason why language can affect society (ibid, p.24). Trudgill
(1983) states that in some cases, when language is used differently, it may lead
into the difference perception of the world (p.26). If language can affect the
structure of society, so do society can influence this linguistics items called
language. “A social change can produce a corresponding linguistic change”
(Trudgill, 1983, p.28) which means that the language people use is reflecting
several things, such as people’s origin, social life, and gender. They way people
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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).
Trudgill (1983) through his theories above tries to convey that language can be
more effectively used if people are involving in a society or in a group. Through
communicating in a group or in a society, people can see the variability of the
language. Wardhaugh (2010) points out that sociolinguistics deals with
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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.
In solving the first problem, how PBL is implemented in sociolinguistic
class, the researcher conducted class observation. On the class observation, the
researcher observed how project-based learning (PBL) was implemented in the
class by synchronizing the characteristics of PBL the researcher got from the
theories to the real situation. The researcher observed whether the PBL
implemented in the class is having a process and product orientation, conducted
over extended periods of time, encouraging natural integration of skills, requiring
the students to work in groups or individually, demanding the students’
responsibility of the projects through gathering, processing, and reporting the
information gathered from the projects, resulting in concrete final products, and
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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.
In solving the second problem formulation, which is the students’
perception on PBL implemented in sociolinguistic class, the researcher base this
research on Gibson’s (1985) theories about how the perception is made (the
perceptual process) to be the basic step of forming perception. The theories of
factors influencing perception according to Gibson (1985) and aspects building
perception according to Altman, Valenzi, Hodgetts (1985), are also used as the
indicators in making the questionnaire. According to Gibson (1985), perception is
made after passing through four steps. They are observation of the stimuli, the
influence of the stimuli toward people’s mind, the evaluation and interpretation
people’s mind do toward the stimuli, and the behavior and attitude formed after
people evaluate and interpret the stimuli they received. In the process of people’s
mind making perception, there are several factors influencing it. They are
stereotyping, selectivity, self-concept, situation, needs, and emotions. The aspects
that the researcher consider need to be revealed are the aspects happening in
human perceptual process, such as affective aspects, cognitive aspects, and
conative aspects, which are having the influence to determine people’s attitudes
toward the stimuli.
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CHAPTER III
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
Observational data allows the researcher to gather “live” data from “live
situation” (Cohen, Manion, Morrison, 2000). This method enabled the researcher
to understand the context of the situation and to find other findings that the
participant could not talk about in the questionnaires or interview session (ibid). In
this research, the researcher took the role as “observer-as-participant” in which the
researcher was known as the researcher not the participant and the researcher had
less extensive contact with the students (ibid). In this research, the researcher
conduct participant observational studies in which the researcher stayed with the
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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
The research was conducted in Sociolinguistic class English Language
Education Study Program (ELESP) Sanata Dharma Uiversity Yogyakarta. The
researcher started to conduct the research from April – October 2012. The
research was divided into two parts. The first part, the class observation and
questionnaire distribution were conducted on April – May. The second part, the
interview session with lecturer and students, was conducted on September –
October 2012.
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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
Ary et al (2002) define field notes as the most common method of
recording the data during observation (p.431). There are two components of field
notes. The first component is the descriptive part and the second component is the
reflective part. The descriptive part contains the people, the setting, the time, and
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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.
The interview was used to gain qualitative information about how the
project based learning was implemented in the class. The researcher interviewed
seven of the students of Sociolinguistics class VI B who undergo the project based
learning in the class. The researcher gave open-ended questions on the interview
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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.
The observation and interview session with the lecturer was conducted to
answer the first problem formulation about how the project based learning was
implemented in Sociolinguistics class. The questionnaire and personal interview
to the students of Sociolinguistics class was conducted to answer the second
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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.
The questions provided on the questionnaires were based on some experts’
theories. Gibson (1985) states there are 4 stages of building perception which are
observation, influence, evaluation and interpretation and response. Therefore, I
construct this questionnaire according to Gibson’s theory. However, in
constructing this questionnaire there are also the supporting theories that make
this questionnaire more scientific. This questionnaire is supported by the theories
of Altman, Valenzi, Hodgetts (1985) about aspects in human perceptual process
which determine people’s attitudes (p.95). They are affection aspect (emotion),
cognition aspect (belief, knowledge, observation, and thought), and conation
aspect (attitude, behavior, activity, and motivation). Gibson (1985:64) about the
factors affecting person in forming perception which are stereotype, selectivity,
self-concept, situation, needs, and emotion are also used as supporting theories of
this questionnaires. The following is 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 No. Expert Theories 7. Gibson (1985); Baron
(1998); Barrow & Milburn (1990); Blumfeld et al. (1991); Breault & Breault (2005); Dewey (1924)
To find out whether PROJECT WORK promote in-depth learning of subject matter
8. To find out whether PROJECT WORK develop the students’ problem solving skill
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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 (1998); Barrow & Milburn (1990); Blumfeld et al. (1991); Breault & Breault (2005); Dewey (1924)
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
16. To find out if PROJECT WORK accustom the students to technology
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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 29.
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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.
The researcher conducted a pilot test first before distributing the
questionnaires to the students of sociolinguistic class. The objective of the pilot
test was to check whether the questionnaires had already fulfilled the researcher’s
needs of information about the students’ perceptions. The researcher picked 5
students of sociolinguistic class to be the participant of the pilot test. They were
asked to answer all items in the questionnaires and give comments to the
questionnaires. The comments given by the participant of the pilot test were used
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by the researcher to fix the questionnaire to become ready-to-distribute
questionnaires.
In the last meeting (meeting 4), the researcher distributed the
questionnaires which had been designed to all members of the class. This step is
to answer the second problem formulation. After gathering the questionnaire
results, the researcher classified the data into some categories. The researcher took
several students to be interviewed. The results of the interview session were to be
triangulated with the result of the questionnaires.
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CHAPTER IV
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
The researcher conducted a naturalistic observation on the Sociolinguistics
class activities to answer the first problem, which is how project-based learning is
implemented in sociolinguistics class. Naturalistic observation technique was used
due to its function in giving the researcher the real image of the implementation of
project based learning in sociolinguistics class. The descriptions of the project
based learning implementation in sociolinguistics class are presented as follows.
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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
The second class observation was conducted on May 15, 2012. In the
previous week’s meeting, the students had already chosen the topics they want to
investigate. In this meeting, they were discussing the topic they had chosen last
week. For those who had not had the fixed topic yet, they still had time to discuss
the topics with their groups’ mates and consulted the lecturer to find the fixed
topic they want to investigate. For the groups that had already had the topics to
investigate, they could start to discuss the elements of the investigation, such as
developing the topics, formulating the problem of their research, formulating the
research instruments, finding the related theories, and doing activities related to
their research. There were eight groups working on eight different topics. The
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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
Developing their ideas and doing brainstorming on the topic they chose.
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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.
Based on the researcher’s observation, all groups who presented their
project work undergo the same process in presenting their project work. There
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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
After mentioning the background and the objectives of the research, they
presented the methodologies of their research by showing the questionnaire,
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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
The last step of the presentation was conveying the findings and
conclusions of their project work. In the end of the presentation, some of the
groups gave the suggestion to the other researchers who were likely to investigate
the similar research. The groups who finished presenting their project work gave
the audience chances to ask if there were any questions the audience wanted to
ask related to the presentation. At the end of the lesson, the lecturer gave
evaluation and suggestion for the groups presenting their projects 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
Aspects of assessment: • Grammar • Pronunciation • Fluency • Power point presentation
Aspects of assessment � The content of the paper including the completeness of: • Abstract • Background • Review of literature • Methodology • Result and discussion • Final remarks / findings • References
Reflection
Preparation: • Grouping • Determining topic • Finding related
literature • Determining
methodology of research
• Constructing research instruments (questionnaires, interview, observation sheet,
Investigation: Conducting research �conducting interview, distributing questionnaires, doing field observation.
Data Analyses and discussion
Result
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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.
According to Jones, Rasmussen & Moffit (1997), PBL typically based on
challenging problems or questions and involving students in designing, problem
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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.
Henry (1994), Stoller (2006), Jones, Rasmussen, & Moffitt (1997);
Thomas, Mergendoller, & Michaelson (1999) state that project-based learning lets
the students to work autonomously over extended periods of time and to present a
tangible products such as written reports and oral presentations. In this class, The
lecturer gave the students 2 weeks time to processed the project including the
process of choosing the topics, developing topics, formulating problems,
determining methodologies, constructing questionnaires, looking for respondents,
conducting the research, analyzing the data, and preparing the stuffs for the group
presentation. The results of their projects were expected in the form of group
presentation and scientific papers.
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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.
Besides demanding good cooperation skill, working in groups demands a
good communication and planning skill (Mergendoller, 1999). The students also
had to acquire those two skills to make their group worked well. By working in
groups, the students would learn how to communicate their ideas, how to make a
deal, and how to make the plan for their research. In this class, the students were
expected to undergo the process of communicating and planning. The significant
proof proving they experienced the process of communicating and planning was
measured by the final products. If a group was able to at least produce a good
group presentation and papers without any of the groups’ members gone, it can be
concluded that all of the members of this group had learnt the good
communication and planning skill. Based on the researcher’s observation, all of
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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.
The researcher conducted survey study in order to answer the second
problem about the students’ perception on project-based learning implemented in
Sociolinguistics class. Questionnaires were distributed to thirty seven students of
sociolinguistics class containing 29 close-ended questions and 4 open-ended
questions. The close-ended part contained of four stages building perception based
on Gibson’s (1985) theory. They are observation of the stimuli, influence of the
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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
7 18.91%
30 81.09%
- -
2.
PROJECT WORK is a useful means to be used in Sociolinguistics class
7 18.91%
30 81.09%
- -
3. The students feel comfortable in undergoing Sociolinguistics class with PROJECT WORK method
5 13.51%
29 78.38%
3 8.11%
-
4. The students feel less pressure in undergoing Sociolinguistics class with PROJECT WORK method
7 18.91%
18 48.65%
12 32.44%
-
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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
3 8.11%
25 67.57%
9 24.32%
-
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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:
Because it was project work and it means that we have to create a project and it is not short thing, it’s a thick thing and we have to do lot of work to make it. That’s why I feel uncomfortable. Actually, the subject or the sociolinguistics itself is
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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)
The burden is not as high as individual work (Respondent 6)
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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.
The fifth research statement, project work can develop the students’ ideas
and creativity in finding and discussing linguistic topics as the project, was to
discover the students’ expectation of the stimuli. It was related to one of the
aspects building perception, the cognition aspect. It deals with expectation, way of
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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) It helps us to be diligent in doing our task and it makes us try to cooperate with other people. (Respondent15)
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However, 24.32% of them were not motivated in doing project work. Several of
them claimed that trough having projects, they are forced to learn and search
many things that they do not want. Moreover the topics are limited to the scope of
their study program. It means that they cannot explore something that they are
curious about but possibly out of the box. The students said:
Actually, project is a kind of heavy task for me. There is still other task and I still have to do a research and it’s kind of complicated and complex. I feel like this task is burdening. (Interviewee 4)
b. The Influences of PBL towards the Sociolinguistics Class Students
This stage marks in what extend the stimuli (PBL) influence the students’
skills and abilities.
Table 4.3 The Influences of PBL on the Sociolinguistics Class Students
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
No. Questions SA A D SD
7.
PROJECT WORK gains the students understanding about Sociolinguistics
9 24.32%
28 75.68%
- -
8.
PROJECT WORK develops the students’ problem-solving skill
10 27.03%
23 62.16%
4 10.81%
-
9. PROJECT WORK develops the students’ communication skill
12 32.44%
22 59.45%
3 8.11%
-
10. PROJECT WORK develops the students’ critical thinking 11
29.73% 24
64.86% 2
5.41% -
11. PROJECT WORK makes the students feel motivated in investigating the topics in Sociolinguistics deeper
8 21.62%
25 67.57%
4 10.81%
-
12. PROJECT WORK develops the students’ decision-making skill
5 13.51%
27 72.98%
5 1.51%
-
13. PROJECT WORK creates a natural learning environment/comfortable learning environment to produce the product of the students’ project (presentation and paper)
1 2.70%
33 89.19%
3 8.11%
-
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This part is about the influences of PBL towards the students of
Sociolinguistics class. There are seven close-ended questions containing research
statements based on some related theories.
The seventh research statement, project work gains the students’
understanding about Sociolinguistics, was to find out whether PBL gained the
students’ understanding about the subject matter which is in this research was
Sociolinguistics. The result of the research showed that none of the students
showed negative response to this research statement. 29 of them (75.68%)
answered agree and the rest, 9 students (24.32%) answered strongly agree. It can
be said that all of the students experienced positive influences of PBL
implemented in their Sociolinguistics class.
The research statement number eight was to discover whether PBL
developed the students’ problem solving skill. The result of the research showed
there were 24 students (64.86%) agreed and 11 others (29.73%) strongly agreed
with the research statement. They said:
I find the phenomenon that is interesting to be discussed and I can develop my ability in solving the problem. (Respondent 16)
The rest of the student (5.41%) disagreed that PBL developed students’ problem
solving skill. The students claimed:
I think that the project that I experience did not significantly improve my problem-solving skill. I did a simple project, and that was it. There was a question and it needed to be answered, and we answered that. It was merely like that. We did not go too deep. (Interviewee 2)
There were several factors, in fact, which made the respondents feel that their
problem-solving skills were not developed well. The first one is the simplicity of
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the project. Because of having a simple project, they considered that they did not
deal with big problems. Therefore, they did not feel their problem-solving skill
was used. Hence, the respondents considered that project work did not merely
improve her problem-solving skill. The second factor is about group work. Being
the one that is always the last-chosenman in the class, in apparent, affects the
improvement of problem-solving skill. When somebody is last-chosen, it means
that they are not having enough trust from their friend to choose them to be
involved in such group. Because of having lack of trust, there is a possibility that
their opinion will be less considered in the group. That is why their problem-
solving skill was not developed well.
The ninth research statement was to find out whether PBL developed the
students’ communication skill. The result of the research indicated that most of
the students, 59.45% which equals with 22 students agreed and 12 students
(32.44%) strongly agreed that PBL developed their communication skill. They
said:
In project work, students can learn together, share their understanding on the topic discussed and also develop their communication skill. (Respondent 17)
However, the rest of them, as much as 8.11% (3 students) did not agree that PBL
developed their communication skill.
I had a simple project, and I did my interview session in a relax atmosphere because the respondents were also my friends. I did not really need advanced communication skill, because I could do it in an informal way. That was why I thought that my communication skill was not developed well. (Interviewee 2)
Some respondents who considered that their communication skills were not
developed well was because they conducted a simple project. In accordance, they
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conducted a simple research as well. Hence, they did not really use their
communication skill optimally while conducting their research.
The research statement number ten was to see whether PBL developed the
students’ critical thinking skill. The result of the research showed that 11
(19.73%) of them strongly agreed that PBL developed their critical thinking skill.
24 students (64.86%) agreed with the research statement. They said:
Yes, because we have to think critically and invent a new project or odea related to our course. (Respondent 27)
Meanwhile, there were 2 students (5,41%) disagreed that PBL could develop their
critical thinking skill and one of them claimed that it was because she conducted a
simple research and she considered that what she had done did not develop her
critical thinking. The student stated:
Because of doing a simple project, I did it in a simple way. Hence, I thought that PBL did not really improve my critical thinking. (Interviewee 2)
The eleventh research statement was to figure out whether project work
improves student’s learning styles which trigger the unmotivated students to learn
more actively. The result showed that 8 out of 37 students (21.62%) strongly
agreed with the research statement. 25 students (67.57%) agreed that project work
made them feel motivated in investigating the topic in sociolinguistics deeper.
Yet, there were 4 students (10.81%) did not have the same idea that PBL made
them feel motivated in investigating the sociolinguistics topic deeper. The reason
that the student claimed is because she put lack of interest in sociolinguistics field.
As the consequence, she had low motivation to learn sociolinguistics.
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Actually, since the material is a bit difficult to understand so I feel that if I don’t understand the material and I have to do something to deal with that, I feel unmotivated, then. I didn’t really put my interest in sociolinguistics. (Interviewee 4)
The result of the twelfth research statement showed that 5 students
(13.51%) strongly agreed and 27 students (72.98%) agreed that PBL develop their
decision-making skill. 5 students (13.51%) disagreed with the research statement,
though. The students claimed:
In my group, I shared my ideas, but I was not the one who decided. Hence, I think that I did not develop my decision-making skill. (Interviewee 4)
In the group, I did not really understand about the topic. Since, I was just the follower, so sometimes I did not have any idea about the topic. (Interviewee 5)
From the statements above, the researcher finds the fact that those who feel that
their decision-making skill was not developed well are those who had less
dominant role in the group.
The thirteenth research statement was to find out if project work creates a
natural learning for the students based on their daily life context. The result of this
statement showed that 1 student (2.70%) strongly agreed and 33 students
(89.19%) agreed to the statement. They said:
It combines both theoretical and its application to our lives in contextualized fields (Respondent 26)
The rest of the class, 3 students (8.11%) disagreed that project work makes a
natural learning. They could not learn something naturally because of several
factors. They feel that project is too complex. Many things steps have to be done
in making a project. They cannot learn something naturally because in the process
of making the project, they do all the steps for the sake of fulfilling their task of
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making the project, not for the sake of their own learning. They also consider that
the attitudes of their group mates matter. They stated:
Making a project is a new thing for me. However, I feel that this project was too complex, so I didn’t really enjoy the process but still I can get some benefits from it. (Interviewee 4)
c. The Evaluation and Interpretation of the Students toward PBL
This is the stage where he students evaluate and interpret the stimuli they have
processed on the previous two stages.
Table 4.4 The Evaluation and Interpretation of the Sociolinguistics Class Students on PBL
No. Questions SA A D SD
14. The product of the students’ project (presentation and paper) is the outcome of the students’ personal experiences
8 21.62%
22 59.46%
7 18.92%
-
15. PROJECT WORK lets the students have a depth-exploration and investigation toward an issue of sociolinguistics
4 10.81%
30 81.08%
3 8.11%
-
16. PROJECT WORK makes the students accustomed to use technology (computer, laptop, internet, etc)
12 32.43%
22 59.46%
3 8.11%
-
17. PROJECT WORK makes the students able to do self-learning
6 16.22%
20 54.05%
10 27.03%
1 2.7%
18. PROJECT WORK makes the students accustomed to manage a project
4 10.81%
29 78.38%
4 10.81%
-
19. PROJECT WORK allows the students to learn from The students’ personal experience
7 18.92%
27 72.97%
3 8.11%
-
20. PROJECT WORK encourages the students’ cooperative-working skill through working in group
17 45.95%
20 54.05%
- -
21. The students consider that PROJECT WORK is less-burdening than the individual homework given by the lecturer
6 16.22%
23 62.16%
8 21.62%
-
22. The students like to deal with PROJECT WORK more than individual homework
7 18.92%
24 64.86%
6 16.22%
-
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Table 4.4 shows the result of the evaluation and interpretation of the
students toward PBL which was implemented in their class. Evaluation according
to Oxford Advanced Learners Dictionary is the judgment or the calculation of the
quality, importance, amount or value of something. Meanwhile, interpretation
means the particular way in which something is understood or explained.
Therefore, in this part, the writer was about to find out how the students evaluate
and interpret the PBL itself.
Research statement number 14 was to find out whether the products of the
project works (in the form of presentation and paper) were the outcome of their
personal experiences. The result showed that 8 students (21.62%) strongly agreed
and 22 students (59.46%) agreed to the research statement. Meanwhile, as big as
18.93% of the students (7 students) disagreed that the product of the project work
was the outcome of their personal experiences.
The fifteenth research statement concerned with whether project work let
the students having a depth-exploration and investigation toward an issue or
authentic topic. There were 4 students (10.81%) chose “strongly agree” and 30
students (81.08%) chose “agree” to the research statement. They said:
We do the brainstorming together with our group members, we have many things to discuss. It makes us have broad and deep understanding. (Respondent 6)
Three other students (8.11%) disagreed to the research statement. The student
said:
Honestly, I didn’t put all of my effort in doing the project. If I was asked to search a theory, or what, I would search it for the sake of this project. To say that this made me learn deeper about sociolinguistics, I don’t think so. (Interviewee 4)
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However, it can be drawn from the result of the research that even though there
were several students disagreed, the majority of the students still considered that
PBL let them having a depth-exploration and investigation toward an issue or
authentic topic.
Research statement number sixteen asked whether project work made the
students accustomed to use technology, such as computer, laptop, internet, etc).
As many as 12 students (34.43%) chose “strongly agreed”, 22 students (59.46%)
chose “agree, and 3 students (8.11%) chose “disagree”. The result showed that
PBL influenced their habit in using technology because the majority of the
students vote for strongly agree and agree for this statement. However, for those
who chose disagree, here is one of the reasons:
I have already accustomed to use technology even before I experienced this project. (Interviewee 2)
The seventeenth research statement was to find out whether project work
made the students able to do self-learning. The result showed that 16.22% of the
students or 6 students strongly agreed and 54.05% of them (20 students) agreed.
They said:
By experiencing it (learning, making the project) myself, I can understand more. (Respondent 5)
Ten students (27.03%) disagreed, and there was one student strongly disagreed
with this research statement. They said:
I did this project in group, so it’s kind of sharing and not for self-learning. In group discussion, my friend mostly told me about this and that and I just follow. I obtained some knowledge from my friends, then. It was not me who learned by myself. (Interviewee 4)
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From the statements above, it can be seen that the reasons why the students cannot
do self-learning are first, they did the project as the fulfillment of sociolinguistics
task, and they did not do it for the sake of their knowledge. Secondly, they found
two different things between the knowledge they obtained from the class and the
knowledge they obtained from making the project. That is why confusion grows
in the students mind. Thirdly, it is because they are a passive learner. They
obtained something because of being told by their friend not because they search
such knowledge by themselves.
Research statement number eighteen concerned with whether project work
made the students accustomed to a project-management. Project management
included for example the time they should arrange to do the project work, the way
they divided the job of each group members, and many more. There were 4
students (10.81%) strongly agreed. 79.38% (29 students) agreed, and 4 students
(10.81%) disagreed to the research statement. The student said:
I had a simple project, so I did not experience managing project. (Interviewee 2)
The nineteenth research statement was to find out whether project work
allowed the students to learn from their personal experience. In this statement, the
researcher was about to discover whether the students brought their personal
things or their daily life phenomena into something that they could investigate
deeper. The result of this research statement showed that 7 students (18,92%)
chose “strongly agree”, 27 students (72,97%) chose “agree”, and 3 students
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(8,11%) chose “disagree”. It means that most of the students brought or related
their daily life experience into something they could investigate deeper.
Because I chose my topic based on our surrounding and I think it didn’t have any relation with my personal life. (Interviewee 4) (misunderstanding)
May be we have misunderstanding again in this statement. Because the topic that we chose was not based on personal experience it was based on the phenomena that we see. That’s why it’s not derived from my personal experience. (Interviewee 1) (misunderstanding)
When being asked about this research statement, the students’ perceptions of
personal experience are different. They consider personal experience as something
they experience. They do not consider the phenomena happen in their surrounding
as their experience as well, although, in fact, it is indeed their experience.
Research statement number twenty asked whether project work
encouraged the students’ cooperative working skill. There was no one answering
“disagree” and “strongly disagree”. All of the students chose either “strongly
agree” and “agree”. There were 17 students (45.95%) strongly agreed and 20
students (54.05%) agreed that PBL encouraged their cooperative working skill.
Research statement number 21 was to find out whether project work was
less-burdening than individual work. The result of the research showed there were
6 students (16.22%) strongly agreed, They considered that group work did not
give burden in doing the project. Twenty three students (62.16%) agreed that
group work might give them burden but not as big as individual work. The
students that chose “disagree” were eight students (21.62%). It turned out that
project work gave more burden than individual work. They talk about big
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responsibility they have in project work and the schedule management of the
group as the matters. They stated:
The responsibility is higher and also dealing with other people itself is quite hard. (Interviewee 6)
The twenty two research statement asked whether the students liked to
deal with project work more than individual homework. The result showed that
there were 7 students (18.92%) strongly agreed and 24 students (64.86%) agreed
that they like to have project work in Sociolinguistics class. They said:
In project work, we can work together so that the burden will be lighter. (Respondent 37)
However, six students (16.22%) disagreed. It means that the majority of the
students liked to deal with PBL in their class even though few of them did not.
They state that the cooperativeness of the group mates and the time management
among the group mates are the big matter. Yet, there is a student admitting that he
is typically an individual person. He likes to depend something on himself. That is
why he prefers to work individually than in group. They stated:
I’m typically an individual person. Emm.. the word individual probably for Indonesian people sounds negative although actually the individual person doesn’t mean that they do not want to cooperate with others, but I feel more comfortable if I have my own responsibility, my own pace of working. So, I’m not depending on other people, I’m depending on myself. Work because I want to work, not because other people force me to work, so I work with my heart. (Interviewee 6)
To be honest, I prefer to choose individual work because we can manage our time based on our own activity which we cannot get such independence in project-group work. (Interviewee 25)
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d. The students’ Responses toward PBL
Response is the stage in which the students take actions toward the stimuli
(PBL).
Table 4.5 The Sociolinguistics Class Students’ Reponses to PBL
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
Table 4.5 shows the students’ responses toward PBL implemented in their
class. Response, according to Oxford Advanced Learners Dictionary, is a reaction
to something that has happened or been said. In this part, the researcher was about
to find out the students’ reactions toward PBL that they had experienced.
Research statement number 23 was to find out whether PBL made them
active in developing ideas through having a depth-investigation toward certain
No. Questions SA A D SD
23. The students are active in developing the students’ ideas through having a depth-investigation toward certain issues in sociolinguistics
3 8.11%
30 81.08%
4 10.81%
-
24. The students are active in developing the students’ creativity through having a depth-investigation toward certain issues in sociolinguistics
6 16.22%
25 67.57%
6 16.22%
-
25. The students are active in developing the students’ critical thinking through having a depth-investigation toward certain issues in sociolinguistics
6 16.22%
29 78.38%
2 5.40%
-
26. Outside the class assignments, the students conduct The students’ own in-depth learning of certain issues of sociolinguistics by them selves
- 19
51.35% 17
45.95% 1
2.7%
27.
The students find related books or sources of sociolinguistics even if The students are not asked to do so. The students do it to broaden The students’ knowledge of sociolinguistics
1 2.7%
16 43.25%
19 51.35%
1 2.7%
28. Because of PROJECT WORK, the students feel motivated to join Sociolinguistics class
1 2.7%
19 51.35%
17 45.95%
-
29. The students enjoy the process of making projects in Sociolinguistics class
3 8.11%
25 67.57%
9 24.32%
-
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issues in sociolinguistics. The result of the research showed that there were 3
students (8.11%) strongly agreed and 30 students (81.08%) agreed that they were
active in developing ideas after undergoing PBL. They said:
The benefit of project work is having longer time. Therefore, I can develop myself in Sociolinguistics. (Respondent 4)
However 4 students (10.81%) disagreed. They stated:
I don’t really feel PBL gave me a significant skill. What remains in me up to now is the experience of conducting research and doing interview with people. I think only that. (Interviewee 2)
Research statement number 24 asked whether the students were active in
developing their creativity trough PBL. The result showed that 6 students
(16.22%) strongly agreed and 25 students (67.57%) agreed that PBL made them
active in developing their creativity but for the rest 6 students (26.22%) it was not
prevailed.
Research statement number 25 was to find out if PBL made the students
active in developing their critical thinking. The result showed that there were 6
students (16.22%) chose “strongly agreed” and 29 students (78.38%) agreed that
they were active in developing their critical thinking skill after experiencing PBL
in their Sociolinguistics class. They said:
Project work helps me to be critical and encourages me to be active in class discussion. (Respondent 13)
Yet, 2 students (5.40%) stated that they disagreed to the research statement. The
student claimed:
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I conducted everything based on my friend’s instructions which were stated as a group’s instruction. I did not think it developed my critical thinking, then. (Interviewee 4)
Research statement number 26 asked whether outside the class the
students conducted their own in-depth learning of certain issues of sociolinguistics
by themselves. In the simpler way, the researcher was about to find out if the
students were not given a project work, they still learn other sociolinguistics
topics or not. None of the students chose “strongly agree”, 19 students (51.35%)
agreed, 17 students (45.95%) disagreed, and 1 student (2.7%) strongly disagreed.
There were a little difference on the option “agree” and “disagree”. The
percentage was almost balance. Thus, it can be concluded that half of the class did
a further study and half of the rest did not. They stated that they were not really
curious about sociolinguistics and some said that in-depth learning needs long
time to do. That is why they did not do that. They stated:
I don’t think that what I did, the paper of sociolinguistics is in-depth learning because here we’re limited by time so what we do is that we analyze those phenomena but it’s not in-depth learning. So it’s only like we’re exploring the things but not in-depth, because in-depth means that the students really go deeper on the topic itself. It is not in-depth learning because we only interview like six people, so I think it’s not enough to be said that it is in-depth investigation toward certain phenomena. (Interviewee 1)
I have other things to do. I did not really curious about sociolinguistics actually. (Interviewee 2)
I was unmotivated. My friends told me bla bla bla and I just did it. (Interviewee 4)
Research statement number 27 was to find out whether the students looked
for books related to sociolinguistics even if they were not asked to do so. The
researcher was about to find out whether after undergoing PBL, they were
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accustomed to learn independently, therefore even they were not asked they still
wanted to broaden their knowledge. The result showed that one student (2.7%)
strongly agreed and 16 students (43.25%) agreed that they learnt independently
after undergoing PBL. Even though they did not merely looked for books but they
looked for other sources, such as web pages and e-book. As many as 19 students
disagreed with the statement and another strongly disagreed. These are what they
said:
I’m not that pro active learner. Whenever the lecturer did not ask me to find the book, then I will not find any related book. It didn’t mean that I didn’t care but I have lots of things and assignments to do, so to find another related book may be a bit wasting time. (she chuckles) (Interviewee 1)
Because I think sociolinguistics have the tight relation with our daily life. Hence, I guess, I didn’t need to find any books or resources. What we have to do was only observe the phenomena happen in our surrounding. (Interviewee 2)
There are several of the students claimed that they are not a proactive learner.
When the task is done, it is done. There are no more following activities they will
do related to the previous task. They consider that they had the other tasks that
they should finish. Therefore, to search for related book to the previous task, they
consider is as a waste of time. Several others said that they did not really
interested in the topic. That is why they did not search for related book after the
project had been done.
Research statement number 28 asked whether PBL made the students feel
motivated to join sociolinguistics class. One student (2.7%) strongly agreed to the
statement and 19 students (51.35%) agreed. Yet, 17 students (45.95%) disagreed.
It means more than 50% of the students were motivated to join Sociolinguistics
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class because of the implementation of PBL. However, almost half of the students
were not motivated. Several of them consider that the group things that made
them unmotivated and the others said that the sociolinguistics things became the
matters. They stated:
When I felt unmotivated in class, I won’t be motivated in doing the task. (Interviewee 3)
I love sociolinguistics. I love all the field of sociolinguistics in fact. Actually the project is not that bad, I mean the things that will decrease the interest of me to learn linguistic. Basically because I feel good when I learn something by myself, the students know, so I really want to gain the knowledge by myself, not depending on other people, because working with people is hard. (Interviewee 6)
Research question number 29 was to find out whether the students enjoyed
PBL which was implemented in their class. There were 3 students (8.11%)
strongly agreed and 25 students (67.57%) agreed to the research statement. It
turned out that they enjoyed the process of making projects in Sociolinguistics
class even though 9 of the students (24.32%) disagreed with that statement. They
claimed that project work being the matter. It took longer time than a class
examination and it is too complex. Those things made the students not enjoying
the class. On the other hand, there was a student who did not like sociolinguistics.
That is why whatever methods or approaches implemented in the class will not
merely make her enjoy sociolinguistics. They stated: “ It’s a complex job and a bit
burdening”. (Interviewee 1); “I don’t like the material”. (Interviewee 4); and
It took time and to be honest I don’t really like to do a project. I often mind to safe my time to do a project. It’s different from class exam. It only took several hours and it is done. If we make a project, I had a difficulty in adapting my schedule with others’. (Interviewee 2)
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2. Data Analyses from Open-Ended Questions
There are three things asked in open-ended questions. The first thing asks
whether project-based learning (PBL) is an interesting approach to be
implemented in sociolinguistics class. The second thing is whether PBL help them
to understand sociolinguistics deeply. The third thing is whether PBL is beneficial
for them or not.
a. PBL is an interesting approach to be implemented in Sociolinguistics
class.
Based on the results of open-ended questions, most of the students
consider that project-based learning (PBL) is an interesting method to be
implemented in sociolinguistics class. The things that make PBL interesting for
them are the group work. By having group works, they feel less burdening than
individual work, because they can share information, ideas, opinion, and they are
not working alone (Mergendoller & Michaelson,1999). Hence, they consider that
PBL has fewer burdens than individual work and it helps them to understand
sociolinguistics deeply. They wrote “It is less burdening than individual project”
(Respondent 2). They others wrote:
In my opinion PW encourages the students to share their idea in the group and help each other understanding the certain topic. (Respondent 11) It requires cooperation between the members of the group so that the member can help each other to explain and share their understanding on certain topics. (Respondent 16) It is interesting since I don’t do it by myself. I can cooperate with my friends. In my opinion having friend’s presentation is more interesting than having lecturing all the time. (Respondent 21)
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Yes, because I think working in group is more effective than lecturing or individual work. (Respondent 22)
Nonetheless, there are several of them give other perspective of working in group.
The goal of PBL will be well-achieved if the students whom they work with are
cooperative. They wrote:
Having project work can lighten our assignments. It all also depends on the group’s cooperation. If the members are not solid, the result will be not so good as well. (Respondent 31)
The other things that make PBL interesting based on the students’ opinion
are first, self-learning. According to Mergendoller & Michaelson (1999), PBL
accustom the students to self –learning and self-management. The student wrote
“students can be more independent and understand the materials” (Respondent 1).
They can get such knowledge by themselves not by being told by the lecturer. The
second thing is the practical learning. They can gain knowledge by learning
outside the class, observing the phenomena happen in their surrounding, and it
make such a natural learning for them. They wrote:
Yes, I do. It’s because I can improve my understanding outside the class. I can do the library study which enables me to broaden my knowledge. (Respondent 3) Yes, because it combines both theoretical and its application to our lives in contextualized fields. (Respondent 26)
The third thing is PBL develops their critical thinking and creativity (Beckett, 2005 & Kobayashi, 2004). They wrote:
It can explore the materials more and we can think more, analyze the case more to get a better understanding about the materials. (Respondent 10)
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It gives the students more places to put their creativities. (Respondent 12) Project work can motivate us to work cooperatively in group or even independently if it is individual project. Moreover, having project work automatically ask us to do research as we should read many books related to the topic. (Respondent 14)
The last but not the least thing that makes PBL interesting for the students is
because it is less monotonous. They like to have outside class activities rather than
lecturing activities. They wrote:
Yes, because it will make the class activities less monotonous. Besides, I can interact with my friends, making it more interesting. (Respondent 19) It is interesting since I don’t do it by myself. I can cooperate with my friends. In my opinion having friend’s presentation is more interesting than having lecturing all the time. (Respondent 21) Yes, it’s more interesting than learning from lecturer’s presentation. It also helps me to prepare myself in term of presentation. (Respondent 32)
The students’ statements above give sufficient proofs that PBL is an interesting
approach to be implemented in sociolinguistics class. Only one out of twenty
seven students consider that PBL is not an interesting approach to be implemented
in class. The student wrote:
To be honest I prefer to choose individual works because we can manage our time based on our own activity which we can’t get such independence in project-group work. (Respondent 25)
b. PBL helps the students to understand sociolinguistics deeply.
According to the result of the open-ended questions, the researcher found
that PBL helps the students to understand the material because they learn from the
social life that they investigate. Based on (Baron, 1998; Barrow & Milburn, 1990;
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Blumenfeld et al., 1991; Breault & Breault, 2005; Dewey, 1924), PBL promotes
in-depth learning of subject matter. PBL also lets the students learn something by
experiencing it. It means that PBL gives the students’ opportunities to learn
something naturally (Guo, 2006). They wrote:
Yes, because from project work I can have more chance to develop my knowledge about the sociolinguistics topics, moreover if we can find the samples from our surroundings. (Respondent 1) Yes, it does. It is because sociolinguistics is the study examining the society. As I am a part of the society, it means that I can understand more about it by exploring the case or problem surrounding me. (Respondent 3)
From the statements above, it can be clearly seen that society influences their
understanding in sociolinguistics. This fact fits the theory stated Radford, et al.
(1999). The theory says that sociolinguistics is the study of relationship between
language use and the structure of the society. Looking at the students’ statements
above, it can be seen that the theory is proven. The society on the students’
surrounding, in fact, influences the students’ understanding about sociolinguistics.
PBL improves the students’ language ability, as well. It can be seen from
the students answer below:
Yes, indirectly I have to master the topic deeply, so I can explain it to my friends. (Respondent 21)
The topics which the students choose are always dealing with society. In order to
master the topic deeply, they have experience being in the society at least until the
problem is solved. There, society will influence them, including their language.
When they have known all the aspects of their topics, they will have the language
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to convey their meaning to their friends in the presentation day. PBL lets the
students to have integrative learning as well. Guo (2006) on her research found
that the professors in China agree that PBL is an effective tool for the integration
of language, content, and skills. In making the project, the students have to search
for theories supporting their topics. It means that they have to search for anything
related to their topics and integrate all the information they get to solve the
problem they have made. The student wrote:
It gathers all the linguistic information I have, not only the one I obtained from sociolinguistics class but also other linguistic courses (morpho-syntax, etc). (Respondent 26)
Through experiencing PBL, the students are able to learn from their own
experience. It is the thing that creates natural learning; because the students gain
knowledge by what they see, what they hear, and what they experience. The
student wrote:
Learning by doing is more make sense than only listening. (Respondent 36)
Several students show negative responses toward this question. They consider that
they can only understand deeply about the topic they investigate not all aspects of
sociolinguistics. They wrote:
It only supports certain topics of sociolinguistics especially the topic that I’m working on. (Respondent 29)
c. The benefits of PBL according to the students
There are many benefits the students toward PBL which the students write.
The researcher tries to divide the benefits into three big scopes. There are three
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general things becoming the benefits of PBL according to the students; working in
group which lead to some benefits as well, help them to learn about
sociolinguistics deeply, and improve their English skills.
Working in group while making the projects lead the students learn how to
have a good team work, how to be cooperative and creative (Hedge, 2000), how to
share ideas, how to be confident in giving their opinion, and how to be critical and
active in discussion. It also develops the students’ problem solving skills (Baron,
1998; Barrow & Milburn, 1990; Blumenfeld et al., 1991; Breault & Breault, 2005;
Dewey, 1924), communication skill, and social skill (Becket, 2005; Mohan &
Beckett, 2003).
On the other hand, PBL let the learners learn deeper about sociolinguistics
by experiencing it. They are given outside-class assignment which allows them to
learn naturally because they are learning by doing it and the problem they have to
solve is a real life problem. They will absolutely gain new knowledge from what
they have done while making the projects and it makes them comprehend more
about the topics they investigate.
The products expected as the result of making this project are publishable
papers and presentable papers. Therefore, the students have to make scientific
papers. It becomes the students big opportunities to have practices on how to write
scientific papers which will be obviously important for making the further papers;
thesis, for instance. Besides PBL improves students writing, it improves students
reading and speaking skills as well. In the process of making the project, in order
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to make their papers scientific, the students have to read many articles, journals,
and theories related to their topic. It makes the students reading skills improved.
When it comes to present their work, they have to speak in front of the class
delivering the result of their project. It obviously improves the students’ speaking
skills.
2. Discussion on the students’ perception toward PBL implemented in
sociolinguistics class
According to the result of the questionnaires and interview, the students
have the positive and negative perceptions toward PBL which is implemented in
sociolinguistics class. The “SA” and “A” answers were considered as positive
perception. Meanwhile, the “D” and “SD” answers were considered as negative
perception. Based on the data gained from the questionnaires, the positive
perception on PBL are higher than the negative perceptions. As mentioned before,
there are four stages of perceptions namely observation stage, influence stage,
interpretation and evaluation stage, and response stage.
1. Observation stage
On the observation stage, 89% of the students observed that PBL is
interesting. Therefore they claim that it is a useful means to be implemented in
sociolinguistics. They feel comfortable and less pressure in undergoing
sociolinguistics through having project-work, so they can develop their ideas and
creativity better.
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2. The influence of PBL to the students
On the second stage, the students start to find the influence of PBL in them.
There are 91% of the students stated that PBL gains their understanding about
sociolinguistics especially on the topic that they investigate. PBL develops their
problem-solving skill, communication skill, decision-making skill, and develops
their critical thinking. The students also agree that PBL create a natural learning
environment, so that they can learn something by experiencing, moreover the
problem that they investigate in the phenomena happen in their surroundings. That
is why the students feel motivated to investigate the topics of sociolinguistics
deeper.
3. The interpretation and evaluation stage
On the third stage, the students evaluate and interpret the stimuli inside their
minds. As much as 86% of the students evaluate and interpret PBL in positive
ways. They evaluate that PBL lets them have the depth-exploration and
investigation toward the topic they investigate and it lets them learn from their
personal experience. It also makes them get more accustomed to deal with
technology. They interpret that PBL is able to make them doing self-learning. It
encourages their cooperative working skills as well. They consider that it is less
burdening than individual work. Hence, they prefer to work in group instead of
work individually.
4. The response stage
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On this stage, 71% of the students have the positive response toward PBL.
They are active in developing their ideas, creativity, and critical thinking after
they undergo PBL. Some of them also find theories that are related to the things
that they are curious about. From that, they conduct their own in-depth learning
toward something.
Generally, 85% of Sociolinguistics class VI B have positive perception on
PBL and 15% others have negative perception. There are more than half of
Sociolinguistics class students have positive perception. Hence, it can be said that
overall the students enjoy Sociolinguistics class through having PBL.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter contains two major parts. The first is the conclusions of the
research analyses and discussion presented in chapter IV. The second is the
suggestions on the use of project-based learning in sociolinguistic class.
A. Conclusions
There are two problems formulated in this research. They are how project-
based learning (PBL) is implemented in the sociolinguistic class and the students’
perceptions on PBL which is implemented in their class.
1. How PBL is implemented in Sociolinguistics class.
This problem is answered through conducting class observation and
interviewing the lecturer. The researcher finds that the implementation of PBL in
Sociolinguistic class is conducted through four stages. They are preparation
stage (Grouping, determining topic, finding related literature, constructing
research instrument), investigation stage (conducting the research: interviewing,
distributing questionnaires, observation), analysis and discussion stage,
reporting the result of the project stage (the results of the project are in the
form of publishable paper and presentable presentation), and reflection stage (in
written form as the answer of one of the questions in the final test).
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PBL implemented in sociolinguistic class have fulfilled the characteristics
of PBL as discussed in chapter II. PBL contains complex tasks and challenging
problems 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 culminate in realistic or tangible products. PBL also
engages students’ cooperative learning and it requires the students to have a good
communication and planning skill. The lecturer’s role is to guide and assist the
students’ process on making the project.
2. The students’ perception on PBL implemented in Sociolinguistics class.
This problem formulation was answered by distributing questionnaires and
interviewing the students. According to the result of the questionnaires and
interviews, approximately 85% students have positive perceptions toward PBL
which is implemented in sociolinguistic class. Their positive perceptions can be
divided into three parts. The first part is that PBL is an interesting method to be
implemented in Sociolinguistics class. It makes them feel comfortable, less-
burdening, less monotonous, and less-pressure. It makes them feel motivated
because it creates a natural learning environment. Hence, it can make the students
understand sociolinguistic better. Secondly, PBL develops the students’ soft
skills. It develops the students’ creativity, problem-solving skill, cooperative-
working skill, communication skill, critical thinking skill, decision-making skill
and self-learning skill. The third part is that PBL improves the students’ English
skills especially reading, writing, and speaking skills.
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The rest 15% of the students have negative perceptions toward PBL which
is implemented in Sociolinguistics class. There are several factors becoming the
matters of the negative perceptions. The characteristics of the students that prefer
to work individually than work in group is one of the matters. The second matter
is the students’ dislikes of the material. It makes them unable to do the project
optimally. Another matter is the group dynamics. If the people with whom they
work is not cooperative, it makes the negative perceptions.
B. Recommendations
After conducting this research, the researcher points out several things to be
concerned and propose some suggestions.
1. Recommendations for the lecturers who implement project-based learning
(PBL)
The lecturers who implement PBL needs to put more attention to the
students’ process of making the project. Because each group is having different
progress, the lecturer should notice each group’s progress. Hence, the lecturer
knows kind of suggestion or advice the lecturer should give to the students. May
be it is a simple thing to do for those who have already been accustomed to do
project-work. However, it is a quite complex thing to do according to those who
have not been accustomed to do project-work. Hence, it needs extra attention from
the lecturer, not to give the knowledge but to lead the students in the right way to
gain the knowledge by their selves. Besides, it is also important to create a good
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ambience of learning in the class, because it can make the students motivated to
do the project-work without having the feeling that they are neglected.
2. Recommendations for the students of English Language Education Study
Program (ELESP) who undergo PBL
ELESP students are expected to be teachers. Since they have experienced
PBL in sociolinguistic class and they have the positive perceptions toward it, they
could consider PBL as one of the approaches that they could use later on when
they become teachers. However, they have to remember that they have to adapt
PBL they would use with the students’ need. Therefore, the goals of the lesson
would be well achieved.
3. Recommendations for further researcher
This research proves that the students have positive perceptions toward
PBL which is implemented in sociolinguistic class. The further researcher is
suggested to have the deeper investigations about PBL in sociolinguistic class,
such as investigating the effectiveness of PBL in improving students’
understanding of sociolinguistic class. The further researcher could also
investigate the students’ perceptions toward PBL which is implemented in the
other courses.
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REFERENCES Altman, S., Valenzi, E., & Hodgetts, R. M. (1985). Organizational behavior.
Theory and Practice. Orlando, FL: Academic Press, Inc.
Ary, D., Jacobs, L.C., & Razavieh, A. (1979). Introduction to research in education (2nd ed.). New York: Holt, Rinehart and Winston.
Beckett, G. H. (2006). Beyond second language acquisition: Secondary school ESL teachers goals and actions for project-based instruction. In G.H. Beckett and Paul, C. M (Ed), Project-based second and foreign language education: past, present, and future (pp. 55-70). Greenwich: Information Age Publishing.
Beckett, G. H. (2006). Project-based second and foreign language education: Theory, research, and practice. In G. H. Beckett and Paul, C.M (Ed), Project-based second and foreign language education: Past, present, and future (pp. 3-16). Greenwich: Information Age Publishing.
Cohen, L., Manion, l., & Morrison, K. (2000). Research methods in education. London: Routledge.
Felder. R. M. (2009). Student-centered teaching and learning. Retrieved October2, 2011 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
Fyord, J., Simpson, N. (n.d.). Student-centered learning addressing faculty questions about student-centered learning (Electronic Version). Austin, TX: A&M University.
Gibson, J. L., Ivancevich, J. M., Donnely, J. H. (1985). Organizations-behavior-
structure-processes (5th ed.). Plano, TX: Business Publications, Inc.
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Guo, Y. (2006). Project-based English as a foreign language education in China: Perspectives and issues. In G. H. Beckett and Paul, C. M (Ed), Project-based second and foreign language education: Past, present, and future (pp. 3-16). Greenwich: Information Age Publishing.
Jones, B. F., Rasmussen, C, M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. Washington DC: American Psychological Association.
Kobayashi, M. (2006). Second language socialization through an oral project presentation. In G. H. Beckett and Paul, C. M (Ed), Project-based second and foreign language education: Past, present, and future (pp. 3-16). Greenwich: Information Age Publishing.
Kreitner, R., & Kinicki, A. (1992). Organizational behavior (2nd ed.). Burr Ridge, IL: Richard. D. Irwin, Inc.
Mergendoller, J. R., & Thomas, J. W. (n.d). Managing project based learning: Principles from the field (Electronic Version). Novato, Mill Valley.
Radford, A., M. Atkinson, D. Britain, H. Clahsen, & A. Spencer. (1999) Linguistics: An introduction. Cambridge: Cambridge University Press.
Robbins, S. P. (2001). Organizational behavior. Upper Saddle River, NJ: Prentice-Hall Inc.
Stoller, F. (2006). Establishing a theoretical Foundation for project-based learning in second and foreign language contexts. In G. H. Beckett and Paul, C. M (Ed), Project-based second and foreign language education: Past, present, and future (pp. 3-16). Greenwich: Information Age Publishing.
Thomas, J. W. (2000). A review of research on project-Based learning (Electronic Version). San Rafael: The Autodesk Foundation
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Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle high school teachers. Novato, CA: The Buck Institute for Education.
Trudgill, P. (1983). Sociolinguistics: An introduction to language and society. Harmondsworth, Middlesex: Penguin books.
Wardaugh, R. 2010. An introduction to sociolinguistic (6th ed.). Malden, MA: Wiley-Blackwell.
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APPENDIX 1
Letter of Permission
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Appendix 2
Observation Sheet
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BLUEPRINT OF OBSERVATION SHEET
No. Experts Statements Yes No Notes 1. Stoller (2006) PBL contains process
orientation
2. PBL contains product orientation
3. PBL is conducted over extended periods of time
4. Students work in group 5. Students work individually 6. Students’ experience a process
of gathering
7. Students’ experience a process of analyzing
8. Students’ experience a process of reporting
9. Students make the concrete final products
10. Mergendoller (1999)
PBL contains the process of planning
11. PBL contains the process of communicating
12. PBL contains the process of problem solving
13. Jones, Rasmussen & Moffit (1997)
PBL involves students in designing
14. PBL involves students in decision making
15. PBL is a complex task 16.
PBL contains challenging problems or questions involve students in designing, problem solving, decision making, and investigating activities
17. Henry (1994), Stoller (2006),
Jones, Rasmussen, & Moffitt (1997);
Thomas, Mergendoller, &
Michaelson (1999)
Students’ work autonomously
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18. Brandsford and Stein’s (1993)
PBL engages students’ cooperative learning
19. Dewey (1938) The lecturer’s role is to guide and assist the students’ process on making the project.
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OBSERVATION SHEET
No. Statements Yes No Notes 1. PBL contains process
orientation √
Students are expected to do some steps, such as choosing topic, conducting research, discussing, and reporting
2. PBL contains product orientation √
Students are asked to write publishable papers and presentable presentation
3. PBL is conducted over extended periods of time
√ Students are given two weeks time
4. Students work in group √ 5 students each group 5. Students work individually √ 6. Students’ experience a process
of gathering √
Gathering data from their research
7. Students’ experience a process of analyzing
√ Analyzing and discussing data they obtained from research
8. Students’ experience a process of reporting
√ Written and oral form
9. Students make the concrete final products
√ Scientific publishable papers and presentable presentation
10. PBL contains the process of planning √
Planning their subjects of research, time to conduct research, etc.
11. PBL contains the process of communicating
√ Discussing material, dealing schedule
12. PBL contains the process of problem solving √
The students have to formulate problems and then solve it scientifically.
13. PBL involves students in designing
√ Design the research instruments
14. PBL involves students in decision making
√ The students decide the topic by themselves
15. PBL is a complex task √ Many steps to do 16.
PBL contains challenging problems
√
The students have to choose the topic based on their real experience or based on the phenomena happen in their surroundings. It means that they have to go outside the class and challenge themselves to solve the problem they formulate in real situation.
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17. Students’ work autonomously √
Students conduct everything alone
18. PBL engages students’ cooperative learning √
Students need to be cooperative one each other to make the group work well
19. The lecturer’s role is to guide and assist the students’ process on making the project.
√
The lecturer gives the directions only at the beginning of the project. The rest of the process is taken by the students. The lecturer only assists and guides the students.
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APPENDIX 3
Research Instruments Field Notes
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Field Note 1
Tuesday, April 24, 2012
Today is my first day doing class observation in sociolinguistic class. The
class is located in room K.13, Sanata Dharma University. The class started on
9.00 a.m.
The lecturer began the class by greeting his students. Since this meeting
was the fourth last meeting, the lecturer started to explain something related to the
final project right after greeting his students. He explained that the final project
would be Field Project in which they had to conduct a research outside the class.
The lecturer said, the students would be working in group and they could freely
choose the topics as long as related to sociolinguistics and being consulted to him.
After explaining everything related to the final project, the lecturer asked
the students to choose their own groups and sit with their groups. He asked one
representative of each group to come in front and did the lottery to determine the
groups’ turn on the presentation day. There were eight groups and there were two
meetings provided to be the presentation day. Thus, in each day there would be
four groups performing.
Right after doing the lottery, the lecturer gave them time to discuss the
topics they were about to investigate. The class was a bit noisy because it seemed
that everyone in the class was talking. I went around and observed the students
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activities in group. Most of them were talking about the topics, but there were
several students did not focus on the discussion. Several other students were
talking about other things. The lecturer sat in his desk in front of the class. The
students who had selected the topics consulted theirs to the lecturer. If the topics
had already been approved, the lecturer would write their topics to his computer
which was projected to the LCD projector. This activity lasted until the end of the
class.
Before the lesson ended, the lecturer told the students about next week’s
activities. He told the students that in the next meeting, for those who had not got
the topics yet, they would still have time to discuss the topics. For those who had
had the topics in this meeting, they could start finding the references, making the
questionnaire or even doing the research. The lecturer also asked me to go in front
and introduced me to the class. I, as the researcher, introduced myself to the class.
I told them that I would be staying with them for the next three meetings to do my
research about the students’ perception on Project-Based Learning implemented in
this class. After introducing myself, I went back to my chair and the lecturer
closed the class.
I think today’s class activities was good. There was good cooperation built
between lecturer and students. However, I’d like to review some things. When the
lecturer asked the students to stay in their groups and discuss topics to be
investigated, I noticed that not all of the students doing the lecturer’s instruction.
Some of them were busy talking about other things. I guess this thing happened
because of the lack of lecturer’s attention. The students were working in groups
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and I think it’s quite hard to monitor all f the students’ activities intensively.
Moreover, the lecturer had already given the students freedom to have discussion,
so I think it’s hard for the lecturer to pay intention on what the students were
talking about. That thing, I guess affected the students’ progress. Those who really
did the lecturer’s instruction to discuss what topic to be investigated would have
more progress than those who did not. Therefore, in the end of the class, each of
the group did not have the same progress.
Nevertheless, I enjoyed conducting observation in this class because the
members of this class were all supportive to my research. They did mind to
answer whenever I asked about their project.
Margareta Mia W
(Researcher)
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Field Note 2
Tuesday, May 1, 2012
This day is a shiny day. This day is my second class observation in
sociolinguistic class. The class is still located in room K.13, Sanata Dharma
University. The class started on 9.00 a.m. The lecturer of this class is The lecturer
Bram, M. Ed., Ph. D. When I entered the class, the lesson had not started yet. I
greeted the lecturer who had already in the class and then I sited in the back row
in the corner of the class, the chair where I sited last week. In five minutes, the
class had already fulfilled with the students. The lecturer who seemed ready to
start the class then moved from his desk, which was located in front of the class
on the right side, to the centre of the class to greet the students. Without having a
long speech the lecturer directly asked the students to stay in their groups then
continued their work last week.
The class became noisy suddenly. Almost all of the students moved from
their chair to stay in their own groups. I started to go around the class, observing
the students’ activities during the lesson. The first group that I observed had
already had the topic to be investigated. They were investigating PBI students’
consistency in using American and British English. In one week time, from last
week’s meeting up to today’s meeting they had made a lot of progress, starting
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from finding the related theories, constructing the questionnaires, and conducting
research. In today’s meeting they planned to analyze the data they gathered
throughout one week time. This group showed a big effort in doing their project.
The theories and methodologies of their research were clear and it made their
project scientific.
The second group was working on a topic about women gossip. The
activity that they did in this meeting was sorting and analyzing the data they
gained from the research they conducted during one week time. The third group’s
activities were finding the references, conducting their research, analyzing the
data, and designing the power point presentation. The other groups had pretty
similar progress. They used this meeting to develop their topic, construct
instruments of their research, and analyze their data. The lecturer’s activities were
going around the class, checking if any of the students need his assistance.
The second class observation went smoothly. I saw that although the
students were working autonomously, they could be responsible with their work.
Several students were not focus in the lesson, indeed, but most of the students put
their attention on the project, and that was good. It means that they are
independence and responsible.
Margareta Mia W
(Researcher)
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Field note 3
Tuesday, May 22, 2012
Today was the third class observation. As I usually did for two weeks, I
entered the class at 9.00 a.m. The lecturer had already in the class. My feet lead
me to the back row of the class. I sat down and prepare everything which means
that I was ready to observe the class for today’s meeting.
Today’s meeting was the groups’ presentations. Today, the students who
had known their turn to present should be ready for the presentation. There were
four groups who would present their project in front of the class. The presentation
was started with the group discussing sexist language. Their presentation went
well. They presented their project chronologically. Their presentation began with
the definition of their topic, the background of their project, the methodologies of
their research, the data analyses and discussion, and the conclusion. After
presenting their project, they opened a discussion if there were any of their friends
wanted to ask about their project. The lecturer added some more things in the end
of the discussion session. He evaluated the group’s performance, as well.
The similar process happened for the other groups. They had the same
flow with the first group. The things that differentiate a group’s presentation with
the others were the chronological order, and the time used for presentation.
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However, it was not a big matter. Overall, the students experienced the same
process.
I felt good because today I could pass the third observation class well. The
presentation day also went well. I think, by doing presentation, the students could
develop their communication, problem-solving and critical thinking. When they
were presenting, they should communicate or convey their project in front of the
class. On the discussion session, they had to answer the questions coming from
their friend and it means they have the problems to solve. In answering those
questions, they have to be critical, as well, because the questions they get from
their friends might not there on their paper.
Margareta Mia W
(Researcher)
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Field note 4
Tuesday, May 29, 2012
Today was the second day of groups’ presentations. The sun was shining,
the students had already in the class at 9.00 a.m. After greeting the students, the
lecturer directly asked the students start the presentation. The group who had the
first turn to present should have been preparing the stuffs for presentation. They
should be ready before the class began.
I thought, the groups having the turns to present their project today were
luckier because they could have more preparation one more week, and they had
already learn from the previous meeting about what need to be concerned during
the presentation. Without wasting much time, the first group started to present
their project. They presented their work with the same steps as the other groups
did. Today’s meeting was pretty much the same with the previous meeting.
After all of the groups presented their works, the lecturer asked the
students to submit the papers they had already written. The papers would be used
as the written assessment for the final assignment in this class. The lecturer
dismissed the class after the students had submitted their papers and he reminded
the students to be prepared on the examination week.
This day was the end of the project work. I guess the students were
relieved that they have finished their assignments. Besides, they must get many
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experiences through conducting project work whether it is good experience or
bad. However, I believe they have learnt something new in their live. That is life.
It never stops learning.
Margareta Mia W
(Researcher)
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APPENDIX 4
Research Instruments Questionnaires
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Questionnaire Name : Name of the course : Gender : This questionnaire is made to discover the students’ perception on project-based
learning in Sociolinguistic class in English Language Education Study Program Sanata
Dharma University
I. Put the check mark (√) in the columns below according to your personal experience in undergoing project-based learning in Sociolinguistic class.
Keterangan:
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
No. Questions SA A D SD 1.
PROJECT WORK is a suitable method to be implemented in Sociolinguistic class
2.
PROJECT WORK is a useful means to be used in Sociolinguistic class
3. You feel comfortable in undergoing Sociolinguistic class with PROJECT WORK method
4. You feel less pressure in undergoing Sociolinguistic class with PROJECT WORK method
5. PROJECT WORK can develop your ideas and creativity in finding and discussing linguistic topics as the project
6.
You feel motivated when you are asked to make a project in sociolinguistic task
7.
PROJECT WORK gains your understanding about Sociolinguistic
8.
PROJECT WORK develops your problem-solving skill
9. PROJECT WORK develops your communication skill
10. PROJECT WORK develops your critical thinking (cara berpikir kritis)
11. PROJECT WORK makes you feel motivated in investigating the topics in Sociolinguistics deeper
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12. PROJECT WORK develops your decision-making skill
13. PROJECT WORK creates a natural learning environment/comfortable learning environment to produce the product of your project (presentation and paper)
14. The product of your project (presentation and paper) is the outcome of your personal experience
15. PROJECT WORK lets you have a depth-exploration and investigation toward an issue of sociolinguistic
16. PROJECT WORK makes you accustomed to use technology (computer, laptop, internet, etc)
17. PROJECT WORK makes you able to do self-learning
18. PROJECT WORK makes you accustomed to manage a project
19. PROJECT WORK allows you to learn from your personal experience
20. PROJECT WORK encourages your cooperative-working skill through working in group
21. You consider that PROJECT WORK is less-burdening than the individual homework given by the lecturer
22. You like to deal with PROJECT WORK more than individual homework
23. You are active in developing your ideas through having a depth-investigation toward certain issues in sociolinguistic
24. You are active in developing your creativity through having a depth-investigation toward certain issues in sociolinguistic
25. You are active in developing your critical thinking through having a depth-investigation toward certain issues in sociolinguistic
26. Outside the class assignments, you conduct your own in-depth learning of certain issues of sociolinguistic by yourself
27. You find related books or sources of sociolinguistic even if you are not asked to do so. You do it to broaden your knowledge of sociolinguistic
28. Because of PROJECT WORK you feel motivated to join Sociolinguistic class
29. You enjoy the process of making projects in Sociolinguistic class
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II. Answer the questions below with the appropriate answer!
1. Have you experienced PROJECT WORK before?
Yes / No
2. Do you think that PROJECT WORK is an interesting method to be implemented in
the class? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Does PROJECT WORK support you to understand the sociolinguistic topics
deeply? How?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Do you think that PROJECT WORK is beneficial for you? If yes, what are the
benefits? If no, why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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APPENDIX 5
Research Instruments Interview
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List of the Interview Questions for the Lecturer
1. Why did you implement PBL approach in your class?
2. Did you ask the students to make challenging problems/questions?
3. How do you define challenging problems/questions?
4. How long did you give the students time to work on their projects?
5. What did you expect the students will get throughout the process of
making their projects?
6. What product of the project that you expect?
7. Did you expect the students to do cooperative learning in your class? What
were your objectives?
8. How did you assess the students work?
9. How did you evaluate the students’ work?
10. In implementing PBL, what were your roles in the class?
11. What were your goals in implementing PBL?
12. What are your comments on the students’ process? Did the students’
process fit to your expectation?
13. How is your assessment to the students’ works?
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Transcript of the Interview Session with the Lecturer of Sociolinguistic class
R : Ok Mr. X, why did you implement project based learning approach in
your class?
I : Sociolinguistic, I think, if you study individually may be less effective.. if
you study it in a group of 3 or 4 or 5 friends and there is a project may be
more effective.. more meaningful. This not just memorization, so doing a
project, a paper is more useful, more relevant in sociolinguistic class.
R : So you define effective as what?
I : Many things can be there but one or two things is the students involve
more instead of come, sit, and listening to a lecture.
R : So they learn by themselves?
I : Yes, to some extend we can empower students. If we can empower I
think the learning process becomes more effective
R : Do you think if sociolinguistic is learnt theoretically is less effective than
working in a group?
I : To some extent, yes that’s right. Socio � human beings are socio. So
working in group encourage them to socialize
R : Did you ask the students to make challenging problem or questions as
their problem formulation?
R: Researcher
I: Interviewee (Lecturer)
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I : Yes, certainly
R : So how do you define challenging?
I : Challenging can be something difficult, complex, interesting, creative.
They should challenge themselves to do the projects and how to come up
with research questions, how to collect the data. This must be field
projects. So they have to go outside, interview someone.
R : How long did you give the students time to work on their project?
I : Effectively 4 meetings
R : what did you expect they students will get throughout the process of
making their project?
I : They can see the challenges or the problems more clearly and they can
solve them.
R : It is to develop their problem solving skill, isn’t it?
I : Yes, to write scientific papers. I think they are required to write final
version ready to be published or to be presented in a seminar.
R : So it’s like training them to write scientific paper too?
I : Yes and in this case focusing to sociolinguistic. In addition, encouraging
working together.
R : What products of the project that you expect them to make?
I : Publishable papers, presentable presentation, ready to be presented in a
seminar
R : Did you expect the students to do cooperative learning in your class?
I : Sure
R : What are your objectives?
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I : To enrich one another, to help one another because I think in one group
not all of them are very diligent. May be one is not good at grammar. So,
they can share and encourage one another.
R : How did you assess the students work?
I : Rubric. The paper is assessed by the completeness like abstract,
introduction � written version
R : So you assess the students’ works from their written products?
I : Both. Written and oral
R : So how do you assess the students’ oral presentations?
I : From fluency, pronunciation, grammar..
R : Those technical things? How about the content?
I : content are written.
R : So you assess the content in the written product and the technical thing
from their oral presentation?
I : Yes, whether they have good data, reliable sources, the format, etc.
R : Did you give the format of the paper in the beginning of the project?
I : Yes, surely.
R : In implementing PBL in your class, what were your roles?
I : A helper, an assistance or another word a facilitator. They should learn
by themselves. But that’s not easy though. I think some students do not
like that (To be independent) they want to come and sit quietly and listen.
R : Like teacher-centered, right?
I : Ya.
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R : What were your goals in implementing PBL?
I : I think to encourage the students to be autonomous, to be independent
learners. Anyway, they themselves are learners. They should learn. In
project if it is individual may be too much for the students and to some
extent for the lecturers too. How can you check 40 presentations? Too
much, right? Or 40 papers to read? Although the focus is the students
R : After seeing the process, what are your comments on the students’
process? Did the students’ process fit to your expectation?
I : As a whole, yes.. The students were cooperative. They knew what they
should do.
R : They work in group, right? Then how did you score them individually?
I : That’s the challenge. Rather difficult or very rarely. If a group gets an A
it tended to be all of them.
R : Did you ask them to make peer assessment?
I : They did that
R : Except this, one student failed to show up in the oral presentation. So in
group work they have complete 5 students but in the oral presentation. So
from that you could see clearly and you can score that particular student
lower.
I : What do you think the advantages and the disadvantages of PBL?
R : Advantage �to help one another. If one is a bit slow then move a bit
faster. If one is rather reluctant and one is enthusiastic then they can move
forward together. Yes, it can help one another a lot. Besides, it is to make
them socialize
I : The disadvantages?
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R : Very difficult to make sure 100% that every students work equally hard.
Not to mention if one group had a pair of students who went dating or
going outside.
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List of the Interview Questions for the Students
1. What makes you feel uncomfortable in undergoing sociolinguistic with PBL?
2. What makes you feel PBL gave you more pressure in undergoing
sociolinguistic?
3. What makes you feel unmotivated when you were asked to make a project?
4. What makes you think that your problem-solving skill was not developed well?
5. What makes you think that your communication skill was not developed well?
6. What makes you think that your critical thinking was not developed well?
7. What makes you feel unmotivated in investigating the topics of sociolinguistic
deeper?
8. What makes you think that your decision-making skill was not developed well?
9. What atmosphere did you feel when you were experiencing PBL in your class?
10. You decided your topic of the project based on what?
11. You thought that PBL did not let you to have a depth exploration and
investigation toward a n issue of sociolinguistic. Why?
12. Did you use technology, such as computer, internet, and media when making
your project? If yes, what makes you think that PBL did not make you
accustom to technology?
13. What makes you think that PBL did not make you able to do self-learning?
14. What makes you think that PBL did not make you able to manage a project?
15. What makes you think that PBL did not allow you to learn from your personal
experience?
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16. What makes PBL more burdening than individual work?
17. What are the reasons why you like to deal with individual work instead of
project work?
18. If you did not experience those 3 things (developing ideas, developing
creativity, developing critical thinking), what did you get after experiencing
PBL, then?
19. Why did you disagree?
20. Why did you disagree?
21. Which one that made you unmotivated, the PBL or the sociolinguistic? If the
PBL � what made you feel unmotivated? If the sociolinguistic � did PBL
help to motivate you? If not what is your suggestion?
22. What made you not enjoy the process of making projects in sociolinguistic
class?
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Transcript of Interview Session with the Students of Sociolinguistics class
Interviewee 1 (R: Researcher; C: Interviewee 1)
R: What makes you feel uncomfortable in undergoing sociolinguistic with PBL?
C: Because it was project work and it means that we have to create a project and it
is not short thing, it’s a thick thing and we have to do lot of work to make it.
That’s why I feel uncomfortable. Actually, the subject or the sociolinguistic
itself is good but the project is not. I mean because the work is too much
R: So you prefer to work alone or what makes you uncomfortable? The group, or
the complex job?
C: yea, the complex job. 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.
R: What makes you feel PBL gave you more pressure in undergoing
sociolinguistic?
C: The same answer, the complex job. What we’re going to make is in the form of
paper, and you know paper is not just a small research. We really do research
on it. That’s why we should analyze, find the sources, complex..
R: Does number 4 and number six have the same answer?
C: Yea low motivation because I have to not I want to. If I have to then I will, but
it is not what I want.
R: What atmosphere?
C: a bit burden may be. Yea it is not natural because I have to. So it’s a kind of
challenging burden.
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R: What makes you think that PBL did not makes you able to do self learning?
C: What I meant by self-learning for myself is that I have the time to learn
something that I want to learn outside the class. Because there is project work
I do not able to do self learning. (misunderstanding)
R: Why PBL did not allow you to learn from your personal experience?
C: May be we have misunderstanding again in this statement. Because the topic
that we chose was not based on personal experience it was based on the
phenomena that we see. That’s why it’s not derived from my personal
experience. (misunderstanding)
R: why did you disagree?
C: I don’t think that what I did, the paper of sociolinguistic is in-depth learning
because here we’re limited by time so what we do is that we analyze those
phenomena but it’s not in-depth learning. So it’s only like we’re exploring the
things but not in-depth, because in-depth means that you really go deeper on
the topic itself. It is not in-depth learning because we only interview like six
people, so I think it’s not enough to be said that it is in-depth investigation
toward certain phenomena.
R: Why did you disagree?
C: because I’m not that pro active learner. Whenever the lecturer did not ask me
to find the book, then I will not find any related book. It didn’t mean that I
didn’t care but I have lots of things and assignments to do, so to find another
related book may be a bit wasting time. (she chuckes)
What makes you not enjoy?
C: Because it’s a complex job and a bit burden.
R: But do you think that PBL is a suitable method to be implemented in
sociolinguistic class
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C: yes, because I think sociolinguistic means that we did not deal with only the
book but we deal with the real respondents, the real thing that happen in our
real world. So, it’s like dragging the students to the course to the real field so
that they feel motivated to join.
R: do you think that your English skill such as reading listening speaking writing
are improved?
C: In PBL we searched for many theories and we read a lot so here I feel the
different. I mean, I knew something, new information, but it was not
particularly improve my English skills. It indeed helped me, but it was not that
significant.
R: do you think that your self-confident was also improved?
C: because I need to work in group, of course it was.
R: How about your responsibility?
C: yes, because everyone working in the group had the part to do something and
we had to be responsible for it. There was deadline to, so I have to be
responsible
R: what do you think the advantage and disadvantage of PBL?
C: Advantages: we’re not working alone, means to say that we shared our
knowledge and we learned new information because we had to explore
theories and explore so many things related to the topic. Disadvatages: the
time and the kind of project. Because this one is in the form of paper and
presentation, so if we do not have much time then we will present it precisely.
R: Do you mean the deadline or the time that you used?
C: Both. The other disadvantage is maybe it’s not personally our group but may
be other groups, they said that some of their members did not want to work, so
it made burden.
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Interviewee 2 (R: Researcher; L: Interviewee 2)
R: what makes u think that u problem solving skill was not developed well?
L: I think that the project that I experience did not significantly improve my
problem-solving skill. I did a simple project, and that was it. There was a
question and it needed to be answered, and we answered that. It was merely
like that. We did not go too deep.
R: What was your role in your group?
L: Well, our group did everything together, from choosing the topic, observing the
respondents, and doing the project work together. However, the project work
that we conducted had not yet improved my decision-making skill, I think.
R: What makes you think that your communication skill was not developed well?
L: I had a simple project, and I did my interview session in a relax atmosphere
because the respondents were also my friends. I did not really need advanced
communication skill, because I could do it in an informal way. That was why I
thought that my communication skill was not developed well.
R: What makes you think that your critical thinking was not developed well?
L: The answer is the same with the answer number 8. Because of doing a simple
project, I did it in a simple way. Hence, I thought that PBL did not really
improve my critical thinking.
R: What makes you think that your decision making was not developed well?
L: The same answer with number 8 and 10. Simple problem = simple solving
R: Did you use technology such as computer, internet, and media?
L: Yes, I did, because I have already accustomed to use technology even before I
experienced this project.
R: What makes you think that PBL did not make you able to do self-learning?
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L: When making his project, I searched for theories and read articles just for the
sake of this project; I did not do it for the sake of my own knowledge.
Moreover, I had a simple topic, and I already got the knowledge previously
from my lecturer, so I think that I did not need to find another thing to enrich
my knowledge, particularly about my topic.
R: What makes you think that PBL did not make you able to manage a project?
L: Go back to the previous answer, because I had a simple project, so I did not
experience managing project.
R: What remains in yourself after experiencing PBL
L: I don’t really feel PBL gave me a significant skill. What remains in me up to
now is the experience of conducting research and doing interview with people.
I think only that.
R: Why did you disagree?
L: Because, I have other things to do. I did not really curious about sociolinguistic
actually.
R: Why did you disagree?
L: Because I think sociolinguistic have the tight relation with our daily life.
Hence, I guess, I didn’t need to find any books or resources. What we have to
do was only observe the phenomena happen in our surrounding.
R: What makes you not enjoy the process of making project?
L: Because it took time and to be honest I don’t really like to do a project. I often
mind to safe my time to do a project. It’s different from class exam. It only
took several hours and it is done. If we make a project, I had a difficulty in
adapting my schedule with others’.
R: Do you think that your English skill, such as: writing reading speaking
listening were improved?
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L: Not really. Maybe PBL improved a bit on my communication skill because I
had to conduct interview and present my project.
R: How about you confidence, was it improved?
L: Not really. It did not merely improve my confidence.
R: Your responsibility?
L: Yes, because I had to be responsible to my group. I had to do my part in doing
the project.
R: What do you think the advantages and disadvantages of PBL?
L: Advantages � more independent, disadvantages � takes much time.
Interviewee 3 (R: Researcher; S: Interviewee 3)
R: What makes you feel unmotivated?
S: Because the topic was limited. We’re, indeed, given the freedom to choose our
topic but unfortunately, the topics were limited in the scope of PBI only. It
made me not able to explore the other interesting topics more. That’s why I felt
unmotivated.
R: What makes you think that PBL did not make you able to do self learning?
S: because from my experience, my project work, indeed, add my knowledge.
However, I still could not relate the lesson I got in the class with the knowledge
I got from doing the project. It was like two different things. I learned
something in my project work, but sometimes it couldn’t help me to improve
my understanding in class.
R: Why don’t you find related books?
S: because I felt unmotivated, sometimes I just follow my group mates. I did not
criticize something. I did not find any related books or sources. Moreover,
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there was my friend who had already had the theories of our group’s topic.
Hence, I did not have to find other related theories about my topic.
R: Why did you disagree?
S: Studying in class and conducting the project work are two different things.
When I did my project, yea, I got something there, but when I learned in class,
I just felt unmotivated. The atmosphere of the class, somehow did not make me
motivated.
R: So the things that made you unmotivated in the project work or the
sociolinguistic itself?
S: Both of them. When I felt unmotivated in class, I won’t be motivated in doing
the task.
R: Do you think that your English skills are improved?
S: Yea, of course. .
R: How about your self confidence?
S: Yes, because I did presentation. It’s like a practice for me to improve my
confidence.
R: Your responsibility?
S: Yes, because I did my project work in group, so I did not want to make my
group upset. I think, if one of the group members could not be responsible to
his or her job, the group would not work well.
R: What are the advantages and disadvantages of PBL?
S: advantages � improve our responsibility, improve our knowledge by sharing
it. Disadvantages � each member had the possibility to not work equally the
same portion.
R: Do you think that PBL is suitable to be implemented in sociolinguistic class?
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S: Yes, of course. I think it could make the students experience sociolinguistic in
the real situation of living.
Interviewee 4 (R: Researcher; T: Interviewee 4)
R: What makes you feel unmotivated when you were asked to make a project?
T: Because actually project is kind of heavy task for me. There is still other task
and I still have to do a research and it’s kind of complicated and complex. I feel
like this task is burdening
R: What makes you think that your problem-solving skill was not developed well?
T: Because in my opinion this project is not to develop my problem solving, it
teaches me how to do a research so it’s not about problem solving in my
opinion (misunderstanding).
R: What makes you think that your communication skill was not developed well?
T: Because we are doing this project in a written form, so communication skill is
not developed a lot.
R: How about when you were doing the research
T: Since I did the research by distributing the questionnaire, not interviewing
them, so I think I didn’t developed my communication skill a lot.
R: What makes you feel unmotivated in investigating the topic of sociolinguistic
deeper?
T: Actually, since the material is a bit difficult to understand so I feel that if I
don’t understand the material and I have to do something to deal with that, I
feel unmotivated, then. I didn’t really put my interest in sociolinguistic.
R: What makes your decision-making was not developed well?
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T: Because I think that making a project doesn’t have any relation with decision-
making skill. In my group, I shared my ideas, but I was not the one who
decided. Hence, I think that I did not develop my decision-making skill.
R: What atmosphere did you feel?
T: Making a project is a new thing for me. I have to begin with problem
formulation, deal with research question, and it’s something new, so it’s kind
of challenging and it taught me the fundamental things about doing a research,
so I can use it later on when I write my thesis. However, since I feel that this
project was too complex so I didn’t really enjoy the process but still I can get
some benefits from it.
R: Why?
T: Because honestly I didn’t put all of my effort in doing the project. If I was
asked to search a theory, or what, I would search it for the sake of this project.
To say that this made me learn deeper about sociolinguistic, I don’t think so.
R: What makes you think that PBL did not make you able to do self-learning?
T: I did this project in group, so it’s kind of sharing and not for self-learning. In
group discussion, my friend mostly told me about this and that and I just
follow. I got some knowledge from my friends, then. It was not me who
learned by myself.
R: What makes you think that project work did not make you able to manage a
project?
T: This project did not merely make me accustom to manage a project.
R: What makes you think that PBL did not allow you to learn from your personal
experience?
T: Because I chose my topic based on our surrounding and I think it didn’t have
any relation with my personal life (misunderstanding)
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R: What did you get after experiencing PBL?
T: I knew the theory about gender and so on. But because I felt unmotivated, I felt
that it didn’t develop my abilities, then.
R: Why not being critical?
T: Because I conducted everything based on my friend’s instructions which were
stated as a group’s instruction. I did not think it developed my critical thinking,
then.
R: Why did you disagree?
T: Because I was unmotivated. My friends told me bla bla bla and I just did it.
R: Why did you disagree?
T: The same answer with the previous question.
R: Which one that makes you unmotivated? PBL or sociolinguistic?
T: I think because of the sociolinguistic. Since I’m not interested in
sociolinguistic, so I think PBL could not make me motivated to learn
sociolinguistic.
R: So do you think PBL is suitable to be implemented in sociolinguistic?
T: To be honest, it is logical if PBL is applied, because if we do the project work,
I have to force myself to learn about the material, so I can get something from
it.
R: What made you not enjoying the process of making the project?
T: because I don’t like the material
R: Do you think that your English skills were improved?
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T: Yea, moreover in writing since I have to wrote scientific paper and I had to
report it, so it’s kind of improving my writing. It improved a bit of my speaking
skill to when I did the presentation.
R: do you think that your self-confidence was improved too?
T: Yes.
R: Responsibity?
T: Yes. Because I did my project in a group so I have to put my effort on that and
I have to be responsible for that.
R: What do you think the advantages and disadvantages of PBL?
T: advantages � force me to learn about something, I can learn how to write a
scientific paper, how to analyze data. Disadvantages � I cannot develop my
own ability significantly because it is done in group.
Interviewee 5 (R: Researcher; T: Interviewee 5)
R: What makes you feel that project work gave you more pressure?
T: Because in project work we have to deal with other tasks to, so we have to be
able to share and not to be selfish and we have to fulfill some agreements when
we are in the group. Moreover if the group is not so conducive, we have to
lower down our ego to make the group conducive and I consider it as a
pressure.
R: What makes you think that your decision-making skill was not developed well?
T: because in my group I was just the one who followed the others. Sometimes
when I gave some opinions, my way of thinking was not acceptable to my
friends’ opinion.
R: What makes you think that your problem-solving was not developed well?
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T: In the group, I did not really understand about the topic. Since, I was just the
follower, so sometimes I did not have any idea about the topic.
R: Why did not you understand deeply about the topic?
T: Basically, in sociolinguistic I did not really have a broad knowledge about it,
and since I was just listening to others’ opinions. So, I think if it was quite
acceptable in my logic and I would agree.
R: What atmosphere did you feel?
T: I did not really enjoy working in my group. Since, I was the only man in my
group. So it’s like they have their own topic to be discussed and I felt like I was
alienated from the group. Moreover, each of the group members did not have
the same portion of working, some really focused on the project, and some
were just follow, so I did not really feel comfortable.
R: What are the reasons why you like to deal with individual work instead of
project work?
T: Since my group was not cooperative to me, so I prefer to do the work
individually, not because I think I can do the project by myself, but if the group
condition is not conducive, I rather chose individual work.
R: What did you get after experiencing PBL?
T: I think I can be more eager to share my opinion even though I rarely do that.
R: Why did you disagree?
T: Because I don’t like to investigate topic which is booming. I like to investigate
something that people usually ignore.
R: Why did you disagree?
T: Sometimes I think if I am not interested in the topic, why should I find the
resourses or the book. I will do that if I am interested to the topic.
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R: Which one that made you feel unmotivated? PBL or sociolinguistic?
T: The project work, because I am like the leftover when there is the time for
grouping, moreover, there are people who always being in the same group from
time to time, course to course, and I don’t like that. If I do that, I won’t be able
to socialize.
R: Do you think that your English skills are improved?
T: Yes, on the speaking skill, because I had to present and it made me conscious
and unconsciously more aware of the mistakes I used to make.
R: Do you think that your self-confidence was improved?
T: It’s hard to say, but it yes, a bit. I’m typically a person who is shy to speak in
front of people in formal way, and presentation helped me to improve my self-
confidence.
R: Did PBL improve your responsibility?
T: Yes, because we deal with other people, with different thoughts and characters,
and we had to make something together, and that improved my responsibility a
lot.
R: What are the advantages and disadvantages of PBL?
T: Advantages � we are able to work in group, improve our responsibility
because it deals with other people. Disadvantages � if the group is not
conducive, the result of the work won’t be good, and the knowledge we gained
won’t be optimal.
Interviewee 6 (R: Researcher; W: Interviewee 6)
R: What makes you feel that PBL gave you more pressure in undergoing
sociolinguistic?
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W: 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 really
happy to work with myself. What makes project work giving more pressure is
first, the deadline, you 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.
R: What makes project work more burdening than individual work?
W: the responsibility is higher and also dealing with other people itself is quite
hard.
R: what are the reasons why you like to deal with individual work?
W: Because I’m typically an individual person. Emm.. the word individual
probably for Indonesian people sounds negative although actually the individual
person doesn’t mean that they do not want to cooperate with others, but I feel
more comfortable if I have my own responsibility, my own pace of working. So,
I’m not depending on other people, I’m depending on myself. Work because I
want to work, not because other people force me to work, so I work with my
heart.
R: Which one that makes you unmotivated? The project work or the
sociolinguistic?
W: I love sociolinguistic. I love all the field of sociolinguistic in fact. Actually the
project is not that bad, I mean the things that will decrease the interest of me to
learn linguistic. Basically because I feel good when I learn something by myself,
you know, so I really want to gain the knowledge by myself, not depending on
other people, because working with people is hard.
R: Does it mean that you don’t like to share?
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W: No, it doesn’t mean like that. Usually, the things that differentiate working
with Indonesian people and working with other people are if we’re working with
Indonesian people especially students, they will spend a lot of time doing nothing,
most of them are just talking and it won’t be working well. So, it’s really hard,
you know, to be with them to work seriously, we have the deadline and hard to
have the same schedule.
R: Do you think throughout the project your English skills are improved?
W: Yes, it increases my skills. Especially, because the project is usually dealing
with the contemporary living, the real life, so it’s no longer summarizing. Usually,
project is dealing with the society’s life and it’s really good project in fact and it
improves my understanding about sociolinguistic too. It improves my reading skill
a lot, because I gain the knowledge and ideas from the script and theories and it
also improves my writing skill, because we have to synthesizing something.
R: Doesn’t it improve your speaking?
W: I think project has nothing to do with speaking. In doing the project, we read
many articles and sources. When we are speaking, mostly, it’s based on our idea
that we have already written. So, when we have already been good in writing,
we’ll be good in speaking, usually.
R: Do you think that your self-confidence was improved too?
W: Yes, because that’s a project and it’s usually deal with big project; being able
to accomplish the big project means being able to manage ourselves. It’s really
hard, you know, to manage our own selves; to manage money, time, and also the
commitment. So, if we had been able to conduct the research, and get the result
from the research means that we’re able to manage ourselves. Then, the relation
with self-confidence is I’m really confident that I would be able to finish another
project. It’s like the place to practice.
R: does it develop your responsibility?
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W: Of course, working with deadline and with other people need responsibility
R: What do you think the advantages and disadvantages of PBL?
W: Advantages � dealing with big project means dealing with many information.
For example when we choose a certain issue, to synthesis or solve the problem or
to describe the issue itself, we need all the information, right? For example I
choose code switching. So, I’m not going to learn merely about the code
switching itself but I also gain information about community, speakers, anything.
When we’re having big project, we’ll try to integrate all the information that we
have already got, may be from the previous meeting or maybe from other
branches of sociolinguistics, so it’s like the integrative learning, so we learn
certain field with a compact strategies, that’s the big advantage. Secondly, it’s
dealing with the skill of reporting. When we’re having the big project, we have to
be able to how actually we can report that result, so it’s dealing with writing also,
and the speaking skill, because when we’re speaking we have to manage our
thoughts, manage our speech so that people will understand what we’re saying
about.
Disadvantages � only working with other people. Basically the problem is not
the project, but the system and the people around. Project is a really good.
R: so do you think that project is a suitable approach to be implemented in
sociolinguistic class?
W: really suitable, the problem is only the partner whom we work with. I prefer to
work alone. And also it has something to do with the lecturer itself. How the
lecturer can create the ambience of good learning while doing the project.
Interviewee 7 (R: Researcher; E: Interviewee 7)
R: What makes you feel uncomfortable in undergoing sociolinguistic with PBL?
E: actually it’s not the matter of the task itself, but more on the process on making
it. We have to work in group and we have to mach our schedule, so it’s difficult
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