Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

Karyawati, Alif; Ashadi, Ashadi

doi:10.21831/lt.v5i1.17067

Cited by 17 publications

(27 citation statements)

References 2 publications

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“…The table above showed that the relationship between project based-learning (as (Musa et al, 2011). In addition, using PBL can give a new atmosphere to increase critical thinking, communication, collaboration, and creativity or 4Cs skills (Karyawati & Ashadi, 2018).…”

Section: Table 3 Correlation Analysismentioning

confidence: 99%

Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices

Andriyani

Anam

2022

Al-Lisan

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This research aims to measure EFL learners' perceived project-based learning and examine whether there is a correlation between project-based learning and EFL learners' collaborative skills. This research used a correlational study using Spearman Product Moment based on non-parametric data. The data were gathered using a closed-ended questionnaire. The sample consisted of 100 (17 male and 83 female) Indonesian University EFL learners recruited using convenience sampling. The findings indicated that more than 70% of learners' perceptions of project-based learning positively impact their collaborative skills. The benefits of project-based learning include enhancing learners' motivation, teamwork, communication, creativity, and problem-solving abilities. The next finding is a strong correlation between project-based learning, which significantly generated Sig. (p-value) = 0.000 < α = 0.05. Some previous studies reported that project-based learning positively correlates with collaborative skills.

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Section: Table 3 Correlation Analysismentioning

confidence: 99%

Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices

Andriyani

Anam

2022

Al-Lisan

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“…That is to say, 68% of the participants showed positive attitudes concerning CPBL as a powerful constructional approach that improves cooperation, critical thinking, creativity, and communication skills (Wijayati, Sumarni & Supanti, 2019). These skills are considered crucial for students to be able to compete in the future and effectively analyse, evaluate, and communicate their thoughts or ideas using oral and written communication skills (Karyawati & Ashadi, 2018). CPBL improves students' abilities while also increasing their participation and creative imagination to develop their sense of innovation, which leads to the creation of a bright and smart future (Almulla, 2020).…”

Section: Teachers' Overall Experience In Teaching and Cpbl Implementa...mentioning

confidence: 99%

Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions

Zaafour

Ramiro²

2022

WJEL

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Cooperative Project-Based Learning (CPBL) is a task-based approach to teaching and learning that enhances students’ motivation to learn cooperatively in groups, investigate and respond to engaging tasks to produce a final product when learning English as a Foreign Language (EFL). However, motivating teachers to implement CPBL in their classrooms is challenging. The present study explored challenges and difficulties teachers of English encounter in their attempt to implement CPBL and provided practical solutions to enhance teachers’ motivation to adopt it. The participating teachers’ perceptions regarding the influence of CPBL on students’ English learning were also considered. Significantly, this study applied quantitative and qualitative techniques, which provide the means to determine whether there are connections among the study’s variables and, if so, how each one may influence the other. As part of the research process, and to identify the perceptions, attitudes, and opinions of 84 educators, survey instruments were distributed, structured interviews were conducted, and classrooms were observed. The results of the study revealed that only 26% of teachers used this methodology. However, 68% demonstrated positive attitudes towards CPBL as a powerful constructional approach. Considerably, the findings indicate some important implications for course designers and teachers of English.

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“…They were creating their drama trailer on social media platforms. Modern digital technology is a major enabler for students to comfortably engage with the process of designing and developing their project as they can document the whole process and easily share their creations in a digital format [17]. The participants from other Department to be interviewed became the source of the data who watched drama performance.…”

Section: B Project Based Learningmentioning

confidence: 99%

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

Khasyar¹,

Haryono²,

Ratnasari³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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The primary goal of this research is intended to report how the implementation of Drama Performance as a project based in learning English foreign language and whether the lessons, the learning activity can motivate students interest also encouraging students to use their English language skills. Further, the discussion also takes into the issues of the problem that may exist during drama performance such as some students believe they cannot perform in English and they may choose to withdraw from the activity. The researcher is employing qualitative methodology to investigate the research questions. Observation and interview use as the instrument of this present study. The participants are the students who take Drama in Language Education course at the fifth semester of English Education Department at School of Teacher Training and Education (STKIP) Muhammadiyah Bogor. The students have performed drama, and have experience in preparing the session. The students are under the researcher supervision. The participants from other Department to be interviewed became the source of the data who watched drama performance. The students are under the researcher supervision. Activities are designed in accordance with the course objectives to share information about the students, the learning process and the phenomenon. The implementation of drama performance as a project based learning has myriad benefits for students and drama activities are a unique way of enhancing students' motivation and participation. Language skills can be exposed to students not only through conventional technique but also through drama performance. Project based learning provides students with the opportunity to explore the contents of Drama in Language Education. To get into the outcome, the core activities focus on the elements of drama, creative writing (composing a play script), characterization, make-up character, providing students with the information about drama in language education, and also hope to give students the opportunity to perform a drama in English. The lecturer's role in the teaching learning process is crucial. It can influence the students' response towards project based learning.

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Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

Cited by 17 publications

References 2 publications

Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices

Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices

Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

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