30
to gain as much information as possible. By providing open-ended questions the researcher allowed the participants to answer the questions more openly.
4. Questionnaire
According to Ary et al. 2002: 566, “a questionnaire is an instrument in which respondents provide written responses to questions or mark items that
indicate their responses.” There were two types of questions provided on the questionnaire. They were close-ended and open-ended questions. The close-ended
questions were used in order to ease the researcher collected the numeric data from the participants. The open-ended questions were used in order to know the
participants’ perception on PBL deeper. By providing open-ended questions the participants would feel free to answer the questions. The questionnaires were
given to all of the sociolinguistic class members in order to find out their understandings and their perception about the PBL implemented in their class.
E. Data Gathering Technique
The data of this research were gathered by distributing the questionnaire and conducting the interview. Both of the research instruments were conducted
after the researcher had the permission from the Chairperson of English Language Education Sanata Dharma University.
The observation and interview session with the lecturer was conducted to answer the first problem formulation about how the project based learning was
implemented in Sociolinguistics class. The questionnaire and personal interview to the students of Sociolinguistics class was conducted to answer the second
31
problem formulation about the students’ perceptions on the project based learning implemented in their class.
F. Data Analysis Technique
In order to answer the problems the researcher analyzed the data gathered using quantitative and qualitative methods. First, the researcher classified the
same answer of each research statement. The following step was calculating the percentage of each research statement. The result of the calculation was put into
the table and discussed based on four categories in the blueprint of the questionnaires.
The questions provided on the questionnaires were based on some experts’ theories. Gibson 1985 states there are 4 stages of building perception which are
observation, influence, evaluation and interpretation and response. Therefore, I construct this questionnaire according to Gibson’s theory. However, in
constructing this questionnaire there are also the supporting theories that make this questionnaire more scientific. This questionnaire is supported by the theories
of Altman, Valenzi, Hodgetts 1985 about aspects in human perceptual process which determine people’s attitudes p.95. They are affection aspect emotion,
cognition aspect belief, knowledge, observation, and thought, and conation aspect attitude, behavior, activity, and motivation. Gibson 1985:64 about the
factors affecting person in forming perception which are stereotype, selectivity, self-concept, situation, needs, and emotion are also used as supporting theories of
this questionnaires. The following is the blueprint of the questionnaires.
32
1. Observation
Observation is how the students observe the stimuli. It is the stage when the students consider whether the stimuli, in this case is PBL, fits their selectivity,
need, self-concept, expectation, and way of thinking. Table 3.1. The Blueprint of the Questionnaire Observation
No. Observation
Expert Theories
1. Gibson 1985
To find out whether their selectivity 2.
To find out whether the students need PROJECT WORK
3. To find out the students’ self concept and what the
students feel in undergoing PROJECT WORK 4
5. To find out the students’ expectation, way of
thinking and the situation they face 6.
Altman, Valenzi, Hodgetts 1985
To find out the student’ motivation
2. Influence
This stage marks in what extend the stimuli PBL influence the students’ skills and abilities.
Table 3.2. The Blueprint of the Questionnaire Influence of PBL Influence
No. Expert
Theories 7.
Gibson 1985; Baron 1998; Barrow
Milburn 1990; Blumfeld et al. 1991;
Breault Breault 2005; Dewey 1924
To find out whether PROJECT WORK promote in-depth learning of subject matter
8. To find out whether PROJECT WORK develop
the students’ problem solving skill
33
Influence No.
Expert Theories
9. Mergendoller 1999
To find out whether PROJECT WORK develop the students’ communication skill
10. Beckett 2005;
Kobayashi 2004 To find out whether PROJECT WORK develop
the students’ critical thinking skill 11. Mergendoller 1999
To find out whether PROJECT WORK improves student’s learning styles which trigger the
unmotivated students to be more active in learning
12. Gibson 1985; Baron 1998; Barrow
Milburn 1990; Blumfeld et al. 1991;
Breault Breault 2005; Dewey 1924
To find out whether PROJECT WORK develop the students’ decision-making skill
13. Guo 2006 To find out if PROJECT WORK makes a natural
learning for the students based on their daily life context
3. Evaluation and Interpretation
This is the stage where he students evaluate and interpret the stimuli they have processed on the previous two stages.
Table 3.3. The Blueprint of the Questionnaire Evaluation and Interpretation
Evaluation and Interpretation No.
Expert Theories
14. Guo Y 2006 To find out if the products of PROJECT WORK
is the outcome of their personal experience 15. Mergendoller
Michaelson 1999 To find out if PROJECT WORK lets the students
having a dept –exploration investigation toward an issue or authentic topic
16. To find out if PROJECT WORK accustom the
students to technology
34
Evaluation and Interpretation No.
Expert Theories
17. Mergendoller Michaelson 1999
To find out if PROJECT WORK accustom the students to self –learning and self-management
18. To find out if PROJECT WORK accustom the
students to a project-management 19. Mergendoller
Michaelson 1999 To find out whether PROJECT WORK allows the
students learn from their experience 20.
To find out whether PROJECT WORK encourage the students’ cooperative working skill
21. To find out whether PBL is less-burdening than
individual work 22.
To find out whether the students prefer to deal with PBL or individual work
4. Response
Response is the stage in which the students take actions toward the stimuli PBL.
Table 3.4. The Blueprint of the Questionnaire Response
Response No.
Expert Theories
23. Gibson 1985 and Altman, Valenzi,
Hodgetts 1985 To find out the students’ activeness toward
sociolinguistic class 24.
25. 26.
To find out the students’ behavior toward sociolinguistic class
27. 28.
To find out the students’ motivation in sociolinguistic class
29.
35
G. Research procedure
