PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIrepository.usd.ac.id/5478/2/081214141_Full.pdfFACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012 ... ilmiah

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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


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,



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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).


14

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.


15

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


16

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


17

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.


18

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


19

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.


20

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


21

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


23

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


24

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


25

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.


26

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


27

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.


28

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


29

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


30

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


31

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.


32

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


33

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


34

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.


35

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


36

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.


37

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.


38

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


39

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.


40

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


41

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,


42

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.


43

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


44

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


45

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.


46

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


47

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


48

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%

-


49

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%

-


50

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


51

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)


52

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


53

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)


54

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


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%

-


55

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


56

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


57

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.


58

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


59

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


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


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


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


69

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)


71

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;


73

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


74

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


75

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


76

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


87


88

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


98

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


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


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


102

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


104

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:


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?


111

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.


112

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.


L: Because, I have other things to do. I did not really curious about sociolinguistic

actually.


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.


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.


T: Because I was unmotivated. My friends told me bla bla bla and I just did it.


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.


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.


T: Because I don’t like to investigate topic which is booming. I like to investigate

something that people usually ignore.


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


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


132

for me myself. When working with others, I have to mach our ideas and lower my

ego. Those are things that make me less comfortable.


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIrepository.usd.ac.id/5478/2/081214141_Full.pdfFACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012 ... ilmiah