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