Project-based learning model in online learning: Storyboard with local content in learning French

(Code : ABS-ICOLLITE-21148)

Hilda Dian Nova Novitasari,

Yuliarti Mutiarsih

Universitas Pendidikan Indonesia

August 12, 2021

IntroductionFPBS UPI

• The effectiveness of online learning that takes place today is still in doubt, without exception in foreign language learning.

• one of the biggest challenges in online learning is how to create an collaborative environment while providing an experience for student to built, organize and apply the acquired knowledge in real time.

• Writing (PE) is considered as the most difficult French skill to master.

• The application of project-based learning model with the flipped classroom method in online learning

• Storyboard as a creative narrative project

Literature ReviewFPBS UPI

1. “Not only providing learning content, the presence of teachers in the study room is also needed in online learning”

- Essential elements in the effectiveness of online learning (Anderson, 2004)

2. “The advantages of applying the project based learning model with flipped classroom method in online learning process”

- Design and application of hybrid project-based learning–flipped classroom for engineering students (Chua and t Islam, 2020)

3. “ how to write narrative text in French? : learning French as a foreign language (FLE)”

- CECRL

- Narrative text scheme (Bekouche, 2017) ; (Dekhissi &Valetopoulous,2019) ;

4. “ The development of project based learning model using the flipped classroom method through a storyboard project : ”

- Storyboard project concept (Wiesendanger, 2001)

- Integration of local cultural elements (Leylavergne et Parra, 2010) ; (Sunendar and al., 2014)

MethodFPBS UPI

The methodology adopted in this paper is a literature review with four stages :

Choose a topic to be reviwed

Tracking and selecting suitable/

relevant articles

Carry out analysis and synthesis of

litterature

Organize review writing

Ramdhani, Amin& Ramdhani, 2018, Ulhaq, Biomed &Rahmayanti, 2020.

FindingsFPBS UPI

• The project based learning allows the learner to realize a concreteproject by developing his creativity and respecting his style of learning.

• By integrating a project-based learning model with the flippedclassroom method, the learning time is more efficient and studentsare more actif in learning process.

• Realizing a project-based learning model with FC method means thatthe learning process takes asynchrounously and synchronously.

• Storyboard project can help students to practice developping writingideas through a systematic storyline

• By involving cultural elements in learning, students are more motivated

DiscussionFPBS UPI

• To be able to really help students improve their narrative writtingskills in online learning, teachers need to insert material related to grammar or a good narrative text wriring scheme. Because, in general, storyboard projects place more emphasis on improvingstudents’ abilites in developping writing ideas.

• Student can learn about grammar material, procedures for writingnarratives and procedures for making storyboards through videocontent created by teacher and watched before class time.

ConclusionFPBS UPI

• Project based learning model with flipped classroom method has a great number of benefit and should be considered to be one of the learning models applied in online French writing classes.

• Storyboard helps students to improve their narratives writing skills.

References

• Anderson, T. (2004). Teaching in an online learning context. Theory and practice of online learning, 273.

• Bekhouche, M., & Nezzar, S. (2017). Le rôle du texte narratif dans le développement de la compétence scripturale

• Chua, K. J., & Islam, M. R. (2020). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 0306419019838335.

• Conseil de l'Europe. (2001). Cadre Européen Commun de Référence pour les Langues : Apprendre, Enseigner, Évaluer. Strasbourg : Didier.

• Dekhissi, L., & Valetopoulos, F. (2019). La cohésion dans les textes narratifs: analyse d’un corpus d’apprenants. Studia RomanicaPosnaniensia, 46(2), 7-24.

• Levie, W. H., and R. Lentz. (1982). Effects of text illustrations: A review of research. Educational Communications and TechnologyJournal 30 (4): 195–232.

• Leylavergne, J., & Parra, A. (2010). La culture dans l'enseignement apprentissage d'une langue etrangere. Zona proxima, (13), 116-129.

• Sunendar, D., Dwi C., & Yadi M. (2014)."Implementasi Metode Ecriture Créative Berbasis Budaya Lokal Untuk MeningkatkanKeterampilan Menulis Bahasa Perancis Level B1 Delf." Jurnal Pendidikan Bahasa dan Sastra 14.2: 229-240. Disponible à https://ejournal.upi.edu/index.php/BS_JPBSP/article/view/721

• Wiesendanger, Katherine D. 2001. Strategies for Literacy Education. New Jersey Columbus: Merrill Prentice Hall.

FPBS UPI