Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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CHAPTER V RESEARCH FINDINGS AND DISCUSSION
This chapter explains the data presentation and analysis. It uncovers the three research questions given in this research, such as how the project-based writing
activity and the motivational strategies based on t he Keller’s ARCS theory was
conducted, in what aspects this program motivated the students to learn, and what factors that challenged students to accomplish project-based writing activity.
5.1 Implementing Project-based Writing Activity
The students’ activity was producing a book about basic knowledge of art and design, which was made from the compilation of the six texts composed by the
students collaboratively. To answer the first research question, the researcher had collected the data through observation of the project-based writing activity
compiled by the teacher and the students, and supported by the interview.
5.1.1 Getting the Stage
The first step of project-based learning was getting the stage Stix and Hrbek: 2006, in which the teacher gave real-life samples of the project the students
would be doing. This stage was conducted in the first meeting. After the teacher explained about the project-based writing activity the students
would have in that semester, the whole class made a discussion to decide the theme and the topics. It was one of the strategies of PBL designed for Inquiry
context by Han 2014. The discussion was mostly delivered in Bahasa and led by two of voluntary students Azmil and Arri.
The students made several themes for the options, such as culture, lifestyle, and art and design courses. In fact, after the whole class voted, most of the students
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
preferred to make an article compilation about all materials of design courses they had got in the first semester. They also decided the purposes of the text and its
reader target. Written down by Arri on the whiteboard, the text purpose was to give information, while the reader targets that need to be concerned Poynter:
2005 were public and foreign students. It was expected to provide authentic needs for the campus community, particularly the foreign students and solve their
problems in understanding the lectures. In this process, the students directly involved in the project as they directly design and implement the project later on.
This hands-on experience is relevant with what Railsback 2002 has suggested.
When the teacher informed the pupils the foreign students would attend their presentation session, the students were a bit shocked which was reflected from the
sudden- noisy classroom situation. However, it made the students seriously prepared the content, and it was reflected from the recorded discussion. It
indicated they were responsible for completing the project SRI: 2000, Railsback: 2002.
To ‘drive’ the 38 visual communication design students in struggling all the central concept and principles of the knowledge, the teacher gave a related
driven question
. Concerning this, they proposed several options for the media to publish the writing works. The options were wall- magazines, websites, and books. The
students looked excited in this debate especially when their friends accepted their opinions, it was described in a Pasha’s smile when he says “
I prefer a book;
because it can be accessed by anyone…a website is only fo
r those who owns internet facility
”. His words were agreed by most of his classmates. Finally, they stated that a book was the best choice because it could be read by anyone, in
contrast to websites which needed on-line service internet to access the information. This thinking process indicated the students used their critical
thinking ability in analyzing certain phenomena in the real –world problems
Railsback: 2002, Thomas: 2000.
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
The same phenomenon was seen when Azmil led the discussion. He was enthusiastically involved in the discussion, and encouraged the other students to
accomplish the project well by saying “…please cooperate, if this book is done,
it is ours. In finishing it,
don’t mind the tiredness and how much we get
from selling
it…what mat
ter are
the precious experiences we will gain from this project”. His statement was applauded by the whole class. It was because this leading student
encouraged the others to cooperate well in accomplishing this writing project. He said they should focus on the beneficial experience in doing the project, instead of
its difficulties. Azmil’s statement reflected his development in learning attitude as what Thomas 2000 says. This case also supported the research findings stating
that PBL gives many positive aspects such as increasing students’ interest,
motivation and attention Beneke Ostrosky: 2009.
Then, the students planned the book content. Arri wrote down a mind mapping as a pre-writing strategy which is relevant to Shields 2010 Gebhard 2000, with
‘first year TCIS’ in the center of the bubble and made some branches as the topics that would be composed by each team. Yet, concerning the theme, Kevin gave
comment “If the reader target is public, TCIS shouldn’t write in the title, because
it will li
mit the readers”. The student thought the TCIS acronym should not be in the title since it would bind the readers. Then, the main idea title in the bubble
becomes ‘The first year course materials of art and design students’. After the theme was agreed, the topics decided were Nirmana 2D, Nirmana 3D, Basic
Drawing, Constructive Drawing, and the Introductory of Art Study. Yet, they still needed one more topic to complete the book.
The discussion continued with ‘the life in dorms’ proposed by the students as the
other topic in the book content, yet it was criticized by the Azmil “
If we will sell it,
and our reader target is public…it’s a nonsense for a 30
-year old man reading about our life in dormitory
”. The student disagreed with the topic; as the students
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
planned to sell the book, he argued it did not suit the reader target. A 30- year old man would not like to read it because it was not relevant to his needs. Based on
his argument, the topic was not included in the book content. Eventually, they made Visual Communication Design as the other topic that would uncover some
subject concentrations such as Multi Media, Graphic Design, and Advertising.
In discussing the book contents, the students involved his critical thinking Railsback: 2000. They gave opinion, made agreements and disagreements, in
order to design a qualified and good product. The students also thought its business opportunity by selling the final project the book. As what has been
stated by Grant 2011, this project-based learning prepares the students with life and work skills.
Before the class ended, the students learned and discussed the sample of expository text that the teacher gave. They analyzed the language features and
learned it as one of writing models. They also learned more about the other samples after the class. It is to increase students’ responsibility in their own
learning SRI: 2000, Railsback: 2002.
5.1.2 Taking Role of Project Designers
