38 that PBL enables students to use English in real situations with confidence.
Similarly, Foss, Carney, McDonald, and Rooks 2007 also share the same result in their study. They find out that PBL also enables students to experience the use of
English in real situations. Yun 2000 strengthens that PBL clearly represents meaningful experience for students compared to typical school activities which are
separated from everyday life. Students are able to improve and strengthen their target language learning for the rest of their lives.
3 Developing motivation, self-confidence and the cognitive domain in second
or foreign language learning.
Among the advantages of PBL, an increase in motivation of students has been invented in various research reports. Motivation is one of the important
elements in second language acquisition theory arnold Brown, 1999. Moreover, positive motivation is important for the success of language education Ellis, 1994
and PBL is a helpful equipment to create the good motivation. Features of PBL enable the students to enrich their motivation. Stanley
2002 states that when students are given various topics that make them attracted, they will set their own goals, control their learning, and they will be motivated to
learn the target language. Likewise, Welsh 2006 and Finch 2003 illustrate that the students become motivated as PBL gives them a chance to interact and
communicate with their partners in the target language.
j. Challenges in implementing PBL
Although many studies have shown that PBL allows students to comprehend and reflect on particular learning areas, taking responsibility for their
39 own learning with increased achievement in their learning processes, performance
skills and valuable outcomes, there are challenges related to PBL such as time- management, crafting questions, and keeping focus.
1 Time-management
A study of project-based learning conducted by Gulbahar and Tinmaz 2006, students stated that it was difficult for them to organize the deadlines for
submission of their assignments as they were full of any other assignments during the semester and spent extensive time and effort on their own assignments or
projects. They also state that they were not able to manage their motivation level throughout the project.
2 Crafting Questions
According to a study on integrating PBL into science classrooms Marx, Blumenfeld, Krajcik Soloway, as cited in Thomas, 2000, students found
difficulties creating scientific questions for their experience in and concept of crafting questions was limited. Additionally, analyzing and assessing data and
developing reasons to support the data and the conclusions were mentioned as problems.
3 Keeping Focus
In a study of ESL students and their use of PBL Beckett, Moulton Holmes, as cited in Beckett Slater, 2005, it was revealed that 57 of students
felt that the project work took their attention away from their learning. As the students had enrolled in an English language course, they expected English
40 grammar and vocabulary which they believed could improve their language
learning. They felt unhappy to produce non-linguistic assignments. In an EFL class in a Japanese university, students used their native language instead of the target
language while creating magazine projects. This hindered their engagement in real communication in English Eguchi Eguchi, 2006.
3. English Language Studies ELS
Sanata Dharma University has long been recognized for its excellent teaching and research in English Language Studies. The graduate program ELS,
also known as S2 KBI Kajian Bahasa Inggris offers unique programs that allow students to specialise in English Linguistics, English literature, English Language
Education, or Technology of English Language Education. The vision of graduate program in ELS becomes a discoverer of truth and
meaning by way of English Language Studies to promote human dignity, personal and social alike. In order to achieve the vision, ELS administer a holistic education
to facilitate the stakeholders to integrate academic excellence and humanistic value for the promotion of human dignity, personal, and social alike. In doing so, ELS
strives to help a human person, personally and socially become self-actualizing, i.e. excellent in one’s own right by engaging in education, research and commnuity
outreach through English Language Studies. The graduate program of ELS aims at creating graduates who possess core
and supporting competence. Core competence covers conducting research in English Literature, English Linguistics, and English Education accordingly. It also
covers the educational program, community service program, and current issues in
