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2 Cognition aspect Perceptual component
It deals with an individual’s belief toward a certain object. The belief itself is built from knowledge, observation, and thought. It’s how someone see
something based on his or her self-willingness, expectation upon what he or she has heard, seen or studied in his or her daily life.
3 Conation aspect Action component
It has to do with someone’s tendency to act toward the stimuli. It includes attitude, behavior, activity, and motivation. Altman et al. 1985 state that “a
certain attitude will lead to predictable behavior” p.95. It means that when an individual has a positive attitude in a class, they would be likely do their
assignments well, attend the class regularly, and catch up with every material given.
2. Project-Based Learning
Project-based learning was introduced in the field of education as an approach to implement student-centered teaching Hedge, 1993 as cited in
Beckett, 2006, p.55. It is a possible means to promote language and content learning in EFL English as a foreign language classroom Kobayashi 2006.
Jones, Rasmussen Moffitt, 1997; Thomas, Mergendoller, Michaelson, 1999 define project-based learning as complex tasks which is typically based on
challenging problems or questions, involving students in designing, problem- solving, decision making, or investigating activities. Students are given extended
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periods of time to work autonomously and expected to produce realistic products or presentation as cited in Thomas, 2000, p.1.
There is no exact definition defining what project is. Henry 1994 claims that:
A project lasts over an extended period, allows students to select their topics and locate their own source materials, and provides them with
opportunities to conduct an independent piece of work either individually or in groups under the guidance of their teacher and to present and end
product including written reports and oral presentations.
Stoller 2006 defines project work as “elaborate sets of sequenced task during which students are actively engaged in information gathering, processing,
and reporting, with the ultimate goal of increased content knowledge and language mastery”.
The quotations above give us clear image that PBL requires students to involve more than teachers. Fisher, Berliner, Filby, Marliave, Cahen, Dishaw and
Moore 1978 state that without involvement, little learning will occur as cited in Mergendoller Thomas, n.d.. Thus, it can be said that the implementation of
PBL is to let students involve more so that they will learn more. Learning is viewed as the outcome of learners’ personal experience Guo, 2006. It means that
by doing such a project, the students will experience something new and what they get throughout the process of experiencing is called learning. Kilpatrick
1925 and Dewey 1931 believe that by giving the students “ownership” of their learning and opportunities to apply “theoretical knowledge in practice, the
students will have deeper understanding of a topic because they involve in
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choosing, conceptualizing, researching, and reflecting on their own projects as cited in Beckett, 2006, p.58.
Nevertheless, even though PBL gives the students big opportunities to work autonomously, it does not merely mean that they defined the orientation of
the projects by themselves. If it happens, the goal of the course may not be accomplished because students have different target in doing the projects. Hence,
teacher role is needed to limit the scope of the projects. Giving the scope of the project will ease both teacher and students’ work. Students will see the clear goal
of doing the projects so that they can accomplish the same level of accomplishment and teacher is able to assess students’ work based on the same
assessment. Dewey 1938 states that teacher’s roles are to guide, assist, direct, and evaluate the students throughout the process of undergoing PBL in the class
as cited in Guo, 2006, p.144. As Levy 1997 says, PBL is also integrated in teacher-training
curriculum. The objectives of integrating PBL into teacher-training curriculum are to give the teachers in training example of an approach that they can use later
in their career as a teacher and to reinforce the content of the teacher-training curriculum. Nonetheless, according to Haines 1989, PBL is not viewed as the
replacement of other teaching methods but rather as a complement.
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a. Characteristics of PBL
