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Article published In: Dutch Journal of Applied Linguistics
Vol. 7:1 (2018) ► pp.26–44

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Project based learning in EFL classes

Material development and impact of implementation

 | Universitas Pendidikan Ganesha
 | Universitas Pendidikan Ganesha
 | Universitas Pendidikan Ganesha
Published online: 10 August 2018
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https://doi.org/10.1075/dujal.17014.art
Abstract
In the contexts where English is taught as a foreign language, especially to beginners, project-based learning is often perceived as complicated to implement and difficult to assess. This Indonesian research was inspired by the need to address those misgivings. First, a project-based model for practical learning activities in EFL classes was created using a research and development design. In this stage, a careful reading to the English as a Foreign Language curriculum for junior high school students was conducted in an attempt to identify the topics, basic competencies, and indicators of success. Based on the results of the curriculum analysis, a careful development of project-based learning tasks was carried out. This article first of all described how the learning materials were developed with reference to the results of curriculum analysis and characteristics of learners. The developed materials were then sent to expert judges to check for relevance, readability and quality of the materials. In the next stage, the materials were tried out in three junior high schools in Bali, Indonesia, to further check the readability and practicability of the product as a teaching and learning innovation. Finally, after a revision to the materials, a quasi-experiment involving 36 students, was conducted in a school to examine the impact of project-based learning on students’ productive skills in English as well as on their attitudes towards learning the language. The data collection method used during the quasi experiment included: classroom observation, interviews with teachers and students, and a questionnaire. The overall impact of the implementation was evaluated using a t-test formula. It was found that project-based learning caused consistent improvement in the abilities to speak (monologue and dialogue) and to write (on a topic of students’ own choice). In addition, it was observable that project-based learning has an impact on students’ positive attitudes toward learning the foreign language. This was indicated by the motivation, enthusiasm, and excitement on the part of the students during the process of planning, working on a project, as well as on the assessment procedures.
Article outline
  • 1.Introduction
    • 1.1The implementation of Project-based Learning
    • 1.2Project-based Learning: Implementation step by step
  • 2.Research methods
  • 3.Findings and discussion
    • 3.1Procedures for developing project-based learning activities
    • 3.2The impacts of the project-based learning activities on student learning
    • 3.3Discussion
  • 4.Conclusion
  • References
References (41)
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