REDEFINING PROJECT BASED LEARNING IN ENGLISH CLASS
DOI:
https://doi.org/10.31851/esteem.v2i2.2423Abstract
This study used the experimental method with quasi experimental design, specifically, non-equivalent control group design. There were two groups, namely, experimental group in which it was given treatment by using PBL and control group in which it was given no treatment. For collecting the data, both groups were given speaking test and self-confidence questionnaire. For speaking, the data were collected using speaking test which was evaluated by two raters using analytic rubric consisting of five elements, namely accent, grammar, vocabulary, fluency and comprehension. Meanwhile, students’ self-confidence was evaluated using a ready-made-self-confidence questionnaire which measured (1) language use anxiety, (2) causal attribution, (3) perceived L2 competence, and (4) self-efficacy. Both data were analyzed by using t-test to see the difference in means (1) between pre- and post-test of students’ speaking achievements and of their self-confidence, and (2) of post-test of speaking achievements and of their self-confidence between the first and the second group. Regression analysis was also given to see the contribution of PBL to the variables in questions. The results showed that (1) there was a significant difference both in speaking achievement (t=8.828, p<.000) and self-confidence (t=7.968,p<.000) of the experimental group after being taught using PBL, (2) there was also a significant difference between experimental and control groups both in speaking ability (t=2.307, p<.027) and self-confidence (t=3.595, p<.001) , (3) the contribution of PBL to the students’ speaking achievement was 99.7% and to self-confidence was 92.7%. In conclusion, PBL could be considered as an effective method in teaching speaking and in increasing students’ self-confidence.    Â
References
Awan, R., Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching & Leraning, 7(11), 33-40.
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ English speaking skill. British Journal of Arts and Social Science, 2(1), 34-50.
Brown, G., & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge, UK: Cambridge University Press.
Brown, H.D. (2003). Language assestment: Principles and classroom practices. San Fransisco: Longman
Brown, H.D. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents
Burnkart, G. S. (1998). Spoken language: What it is and how to teach it. Washington, DC: CAL.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, UK: Cambridge University Press.
Education First-English Proficiency Index (EF-EPI). (2016). EF English proficiency index trends. Technical Report. Retrieved from http://www.ef.com/epi.
Fleming, D. S. (2000) A teacher’s guide to project-based learning. Charleston, WV: AEL.
Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teacher, 41(2), 147-181. doi: 10.1017/S0261444807004867.
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge, UK: Cambridge University Press.
McMillan, J.H. (1992). Educational research: Fundamentals for customers. New York, NY: Harper Collins Publisher.
Mukminatien, N. (1999). The problem of developing speaking skills: Limitations of second language acquisition in an EFL classroom. English Language Education, 5(1), 1-10.
Nazara, S. (2011). Students’ perception on EFL speaking skill development. Journal of English Teaching, 1(1), 28-43.
Nga, N. T. (2008). Englis- A global language and its implication for students. VNU Journal of Science, 24, 260-266.
Poonpon, K. (2011). Enhancing English skills through project based learning. The English Teacher, 40, 1-10. Retrieved from http://www.melta.org.my/ET/2011/1-10-Kornwipa%202011.
Ravitz, J. (2008, March). Project based learning as a catalyst in reforming high schools. In the Annual Meeting of the American Educational Research Association, New York.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge, USA: Cambridge University Press.
Widiati, U., & Cahyono, B. Y. (2006). The teaching of EFL speaking in the Indonesian context: The state of the art. Bahasa dan Seni, 34(2), 269-292.
Downloads
Published
Issue
Section
License
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
