Challenges in implementing PBL

42 a tool for the students in which that they can actualize themselves, control their project, expose their knowledge and ability, as well as learn in more authentic situation. Moreover, through the implementation of PBL, students can also find challenges and benefits which they experience during the learning process. In this study, I put my interest in trying to look for the shared lived experience from the ELS students who have ever experienced the project based learning. Here, I define the term lived-experience as digging out the meaning of certain phenomenon. Contextually, meaning in this study refers to the lived- experience of the students towards project-based learning which is the phenomenon. Hence, ELS students’ lived-experience of project-based learning in this study is defined as what project-based learning means to the ELS students. The ELS students’ intentionality, historicity, ideology, and awareness shape their lived experience of project-based learning which is then reflected in their understanding, belief, intention, action, and feeling. Depicting from the framework above, my preunderstanding of ELS students’ lived experience of project-based learning is then described as the set of pre-figured meanings which are derived from the theories that I have discussed in this chapter. I provide four pre-figured meanings as the tentative answers for my research question namely, a authentic learning; b learner autonomy; c cooperative learning; and d multiple intelligences. I come up with authentic learning since the concept of project based learning is finding solutions for the problems which are close to the real life situation or authentic. Learner autonomy becomes the next pre-figured theme since in project based learning the students take control of their project or in other words they manage their project from the 43 beginning until the end. Cooperative Learning appears since in project based learning, the students work cooperatively with their students in accomplishing the project. Multiple intelligences emerges since every student in the group, absolutely possesses different intelligence from one and another. In bracketing the themes, I put my judgements about the factual within brackets in order to reveal the essential meaning of the experience. At last, the emerging meanings will appear during the data processing and will be presented in the chapter four. Figure 2.1. Figure of Framework of Pre-Understanding ELS Vision Mission Graduates’ Competence Core Supporting Other PROJECT-BASED ELS STUDENTS’ LIVED-EXPERIENCE Understanding Belief Intention Action Feeling THEMES 44

CHAPTER III RESEARCH METHODOLOGY

In this chapter, I attempt to give a further explanation on how to conduct the study. There are seven points to be discussed. The first, research method, it discusses the method used in this study. The second is research design which includes the explanation of the research design in this study. The third, instrument, it explains the data gathering instrument for this research. The fourth is text gathering which includes the discussion of how to gather the data. The fifth, text processing, it explains how to describe and interpret the data used in this study. The last is trustworthiness which discusses the trustworthiness of the instruments and findings.

A. Research Method

Referring to the aim of this study – describing and interpreting the lived experience, this study belongs to one of the types of phenomenological study that is hermeneutic phenomenology. In this study, I aimed at describing and interpreting the ELS students’ lived experience of project-based learning. It focuses on the students’ lived experience on the implementation of project-based learning. Van Manen 1990, p.180 stated that hermeneutic phenomenology is trying to be attentive to both terms of its methodology: it is a descriptive phenomenological methodology since it attempts to be attentive to how the things appear, it also attempts to let things speak for themselves; it is interpretive hermeneutic methodology since it validates that there are no such things as uninterpreted phenomena. Furthermore, the lived experience is inevitably an interpretive process.