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25 education Fang Warschauer, 2004, community-based language socialization Eyring, 2001, and teaching the critical and higher order thinking and problem- solving skills Beckett, 2005. Furthermore, PBL also brings successful incorporation into classrooms with general, vocational, academic, and specific language aims Allen, 2004; Gu, 2004; Lee, 2002; Levine, 2004; Moulton Holmes, 2000; Wicks, 2000. As the kind of English in this research is English for specific purposes, therefore, appointing PBL to be the learning approach is seen as appropriate. PBL is a learning approach that deals with accomplishment of projects, starting from planning up to performing the projects. According to Doyle 1986, “PBL is a teaching and learning model that uses projects to engage students and focus their learning” p. 404. Furthermore, Weinsten 1999 as quoted in Beckett Miller 2006 state that “project-based learning is an approach in which learners investigate a question, solve a problem, plan an event, or develop a product” p. 161. Projects are big tasks that are complex which demand the students through decision-making, problem-solving, and investigative activities. A group of learners, who learn and is responsible to the same job in this research, requires a project-based learning. Since a project-based learning can support communicative language teaching and most ESP types of ESP class, furthermore, this kind of learning also can enhance students’ English proficiency through the processes within, particularly on the scaffolding activities to finish the project. As Kennedy and Bolitho 1984 state that “an EOP project could involve interviewing, the rewriting and carrying out of questionnaires, and report writing. This would be the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 26 case, for instance, in a market research project”. Beneficial projects to support their professions can be set out using communicative English. Adopted from Project-Based Learning Handbook published by Ministry of Education Malaysia, the following figure represents some components in PBL. Figure 2.3. Project-Based Learning at a Glance Ministry of Education Malaysia, 2006: p. 5 From the figure above, PBL deals with product and task orientation, authentic assessment, skills-based learning, engaged learning, and systematic teaching and learning method. The explanation of each point includes the alternative planning that can be used. In product and task orientation, the researcher can use planning products, construction products, training products, media products, technology products, presentation products, and written reports. In authentic assessments, the research can use the following assessments such as using rubrics, process oriented, end product, conform to standards, and also both formative and summative evaluation. Furthermore, alternative skills that can be trained through PBL are resources skill, interpersonal skill, information skill, system skill, technology skill, basic skill, listening, reading, speaking, writing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI