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Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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5.1.4 Negotiating the Criterion
Negotiating the Criterion was the fourth step of project-based learning Stix and Hrbek: 2006, in which the teacher-coach and students negotiated the criterion for
evaluating the projects. It was given to assist the students in managing their success. This phase was conducted in the second meeting.
The rubrics of PBL, presentation and collaborative writing were used as guidance by the students to achieve the best assessment result. They took those rubrics
during the program and tried to adjust their activity and works based on those standards. As the result, the students were able to guide, manage and monitor their
learning through self-direction and self-regulation, as well as collaboration and cooperation stated by Grant: 2011. This was observ
ed in the students’ efforts in accomplishing the project. The students planned the project, set the meetings for
discussion outside the English class, made their own target, including maintained a good working condition within their teams.
5.1.5 Accumulating the Needed Materials
Accumulating the Needed Materials was the fifth step of project-based learning Stix and Hrbek: 2006. In this phase, the students compiled all the project
material they needed. This step could be prepared in the tenth step, when the writing content was about to finish.
Though the students were still in the second semester and they have not learned these things, they looked very excited and interested in doing it. They were
challenged to solve the task that was usually done by those in the fourth semester. The students felt confident since the competent lecturers were available to guide
them and give counseling service. These phenomena emphasize Keller’s 2000
argument to maintain students’ motivation through personal control strategy by
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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providing corrective feedback. The students’ enthusiastic was reflected in this writing project.
Before the tenth meeting, each team had designed a book cover. With their creative elaboration, these teams made varied book covers; five of them used
digital tools, such as Photoshop and Flash application as what Poynter 2005 suggests. However, the chosen design was the one created by Group III.
According to the expert lecturer, this manual drawing a hand image was the most representative design since all the courses explained in the book content
were all about hand- drawing skill. As what has been reported before, it was manually drawn by Isyam see 5.1.2.
Taking Role of Project Designers. The researcher lecturer then announced and explained about the chosen book design to the whole class. In accordance with
Keller 2000 and Bas 2011, this announcement was a form of appreciation in a verbal praise that would provide reinforcement to the learner’s success, and
making his work as the book cover is a form of symbolic reward for his work The other students gave an appreciation to this student by congratulating him and
giving applause. From Isyam’s face expression; obviously it meant a lot to him and his team. It was inferred from their impression
“
We never expected
before…our work is chosen...considering our simple design compared to the
others
”. The team said that it was a surprise to know that it was their design which was chosen for the book cover and they felt proud. In this case, relevant with
Keller 2000, the students felt Fairness or Equity in which they have positive felling about their accomplishment.
Being compared to the other designs, theirs was simply using manual-drawing skill. This team also mentioned the reason
“The courses in thi
s semester are still focusing on hand skills instead of digital tools to design
”. They explained that the concept of their book cover design was taken from the nature of courses in the
first year Appendix XIV. This process involved students’ critical thinking
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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because the students directly investigate and observe the problem as what have been implied by Martin Baker et al. Railsback: 2002.
Meanwhile, to accommodate the other groups’ designs, the teacher suggested to use them as the inside cover and the lay-out. However, the students thought to
design the new ones based on the fixed book cover, in order to maintain its design concept. Lead by Pasha, the students negotiated and discussed how the book was
supposed to be. Eventually, based on the chosen book cover design, they figured out the most representative typography, lay-out and also colors. Each group had
their own opinion about those components. Yet, they finally decided to design a new font in order to maintain the design concept.
After class, these students had discussion as the previous weeks. They also came to the lecturers to consult the final book design including the preface. In this phase,
the students totally used their creativity to innovate something new, including accepting the suggestion and feedback from the experts.
These students’ decision and attitude in the chronology above indicated they were able to accept feedback from others especially the experts as the positive effect of
collaboration and cooperation explained by Grant 2011. This phase reflected the students’ constructive investigation. It involves the
learners’ efforts
in implementing
their project
by making
observationinvestigation, interview session, and problem-solving, in which the students used their prior and new knowledge to construct new skills. Hence, the
learners could strengthen their prior knowledge, and gain a new experience in the thematic central activity.
Keller 2000 claims that a new experience is able to attract the learners’ Attention, and it can enhance their learning motivation. Yousuf 2010 describes how
different disciplines were integrated to create a Virtual Thermometer, Light Tracker, and Strain Gauge in Lab View environment. In this PBL, these projects
were carried out in groups. Lamer and Mergendoller 2014 gives another sample
Yelly Andriani Barlian, 2014
Investigating Students’ Learning Motivation In Project-Based Learing Universitas Pendidikan Indonesia
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of PBL implementation in a class whose teacher gave a driving question dealing with the water pollution in a beach and how they could combat it. The students
started to discuss about the solution and created more detailed questions about diseases, bacteria, the effect, and contaminated water. These questions led them to
the interdisciplinary subjects.
5.1.6 Creating the Projects
