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REFLECTING ON PROJECT BASED LEARNING
ACTIVITIES IN PUBLIC RELATION CLASSES
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Atika Purwaningtyas
112012156

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2017

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any
course or accepted for fulfillment of any degree of diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in
the text.

Copyright@2017. Atika Purwaningtyas and Yustinus Calvin Gai Mali, M.Hum.

All right reserved. No part of this thesis may be reproduced by any means without
the permission or at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Arts, Universitas Kristen Satya
Wacana, Salatiga.

Atika Purwaningtyas

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TABLE OF CONTENTS

PERNYATAAN TIDAK PLAGIAT……………………………………….i
PERNYATAAN IJIN AKSES……………………………………………..ii
APPROVAL PAGE ……..............................................................................iii
COPYRIGHT STATEMENT……………………………………………… iv
PUBLICATION AGREEMENT DECLARATION………………………..v
TABLE OF CONTENTS…..………………………………………………. vi
ABSTRACT………………………………………………………………... 1
INTRODUCTION…………………………………………………………. 1
LITERATURE REVIEW………………………………………………….. 3
Advantages of PBL in English Language Learning……………….. 3
Challenges of Using PBL…………………………………………...4
Previous Studies on PBL…………………………………………... 4
THE STUDY…………………………………………………………......... 6
Context of the Study……………………………………………….. 7
The Research Participants………………………………………...... 8
Data Collection Instruments……………………………………….. 9
Data Collection Procedures…………………………………………9

Data Analysis Procedures………………………………………….. 10
FINDINGS AND DISCUSSION…………………………………………... 10
Deepening Knowledge about PR…………………………………... 11
Improving Students‟ Collaborative Skills………………………….. 12
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Time Limitation……………………………………………………. 15
Improving Speaking Skills………………………………………….17
CONCLUSION…………………………………………………………….. 19
ACKNOWLEDGEMENT…………………………………………………. 21
REFERENCES…………………………………………………………….. 22
APPENDIX………………………………………………………………… 24

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REFLECTING ON PROJECT BASED LEARNING
ACTIVITIES IN PUBLIC RELATION CLASSES
Atika Purwaningtyas

ABSTRACT

Project-based learning (PBL) refers to an instructional approach that
involves simultaneous learning and empowers learners to develop their knowledge
and skills. This paper attempted to investigate the students‟ perspectives on the
use of material presentation project in Public Relation (PR) classes. This study
took place at Faculty Language and Arts Universitas Kristen Satya Wacana (FLAUKSW). A semi-structured interview was used to gain deeper data by the
interviewees. They believed that PBL improved their knowledge and collaborative
skills. Moreover, their speaking skill highly developed. Besides, time limitation
challenged them in finishing the project. This study is only limited to a particular
context that covers a small scope. Therefore for the next research, the researcher
suggests that the context of the study be enlarged, so the data gained will be more
varied.
Keywords: project-based learning (PBL), Public Relation (PR), students‟
perspectives

INTRODUCTION
Project-based learning (PBL) refers to a series of group activities that
involves the simultaneous learning of language, content, and skill that make
students socialize with others (Slater, Beckett, & Aufderhaar, 2006). Savery
(2006) stated that PBL also concerns with an instructional leaner-centered
approach. It helps learners to have an active learning and engage them in higher

order thinking. Also, it empowers learners to apply and develop their knowledge
and skills in finding a solution to a problem. Whereas, Bell (2010) believed that
PBL is related to instructional approach through a project, which is guided by
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inquiry questions. For example, students choose a particular topic, such as daily
life. Then, they designed a research independently and made a presentation based
on their knowledge. It pushes and allows students to apply their attained
knowledge. There are four criteria that a project must have, i.e. centrality, driving
questions, constructive investigations, and realistic challenges (Thomas, 2000).
First, centrality means that a project is the main focus of teaching strategy.
Second, driving questions are related to questions or problems that drive students
to struggle with. Third, constructive investigations show a goal-directed process
of students such as knowledge building, decision-making, or problem-solving.
Fourth, realistic challenges means that projects give students a feeling of
authenticity because it incorporates real-life challenges.
During my study in the Faculty Language and Arts, Universitas Kristen
Satya Wacana Salatiga (FLA-UKSW), I observed that almost all lecturers asked
their students to complete particular projects. In this study, I am specifically
interested in exploring students‟ perspectives on the use of material presentation

project in Public Relation (PR) classes at FLA-UKSW. Specifically, I tried to
answer the research question: what are the students’ perspectives on the use of
material presentation project in Public Relation (PR) classes at FLA-UKSW? This

study is expected to provide information to what extent the project can promote
English language learning and help students in the class to achieve classroom
objectives. This study is also hoped to help the teacher to find how PBL
influences students in the learning process, specifically in Public Relation (PR)

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classes. Besides, it hopes to suggest the teacher of the class about some practical
ideas to enhance the implementation of the existing project.

LITERATURE REVIEW
Advantages of PBL in English Language Learning
PBL has some benefits in teaching and learning process. First, PBL is a
highly interactive and integrated activity where students can practice and develop
their language and interpersonal skills (Dooly & Masats, 2008). Active learning in
PBL helps the students to have various learning styles and preferences (Bell,

2010). Second, PBL makes every student have an effort to reach a learning goal
(Bilgin, Karakuyu, & Ay, 2014). Third, PBL can increase the students‟ knowledge
and skills (Tamim & Grant, 2013). Fourth, PBL is an approach that engages
learners to become cooperative (Akhand, 2015). He also added that PBL makes
the students learn something through experiences. Fifth, PBL requires the students
to have a higher order of thinking and affords social learning to them (Dooly &
Masats, 2008). It means that PBL requires students to think critically of and find a
way to solve the problem. Sixth, “PBL provides students with opportunities to
work together with their classmates in solving real world problems, inspires them
to obtain a deeper knowledge of a particular subject” (Edutopian, 2008, as cited in
Mali, 2016, p.236). Bilgin, Karakuyu, and Ay (2015) stated that a good method
for students learning is PBL. It can improve their ability to think critically.
Moreover, Genc (2015) also suggested that PBL helps teachers to gain
information about students‟ skills and attitude.
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Challenges of Using PBL
However, there are some challenges of using PBL. Firstly, PBL requires
students to take responsibility (English & Kitsantas, 2013). Besides taking the
responsibility, students should be highly motivated in doing the project because

they should finish it by themselves since the teachers‟ role is only to facilitate the
learning process by giving feedback or guidance to students. Secondly, PBL also
requires students to plan the project (Havenga, 2015). In planning the project,
students should learn by themselves to increase their knowledge. It challenged
them because not all students have the same experience in finishing the project.
Thirdly, PBL should be done with a time limitation (Havenga, 2015). Therefore,
time management also becomes one challenge that should be faced by the
students.

Previous Studies on PBL
In 2015, Marwan implemented PBL with technology in an English class.
He interviewed twenty-five students from a vocational higher institution after they
made three projects activities during six weeks. The first project was making an
email to a university and asking for information that they wanted to know. In the
second project, students were required to make a role play or drama based on the
topic. Meanwhile, in the third project, there were two activities: presenting a
profile of a reputable university and presenting a brochure about a Master‟s
program in the chosen university. The result of the study found that the students
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were highly motivated in using English. Finally, the researcher concluded that
PBL and technology would bring positive changes to either the teachers or the
students.
In the same year, Wurdinger and Qureshi (2015) observed whether a PBL
course could develop the students‟ life skills or not. The students who enrolled in
a graduate level of PBL course were given 35 same questions at the beginning and
the end of the course. Three students were randomly chosen to be interviewed to
get some students‟ perceptions about the use of PBL. They found that PBL had
influenced their life skill development and allowed them to have more practices.
Besides, it also developed the students‟ life skills in responsibility, problemsolving, self-direction, communication, and creativity.
Another study by Tamim and Grant (2013) was conducted to explore six
teachers from public and private schools. They were four to twelve grader
teachers who were chosen randomly. This study explored the teachers‟ opinions
about PBL and its implementation. There were some findings showed in this
study. First, PBL supported and facilitated the learning process in increasing
students‟ creative abilities, motivation, and collaboration. Second, PBL were
reinforcer, extender, initiator, and navigator. Third, PBL revealed student-centered
approaches such as; scaffolding, managing teamwork, assessment and reflection,
collaboration and integration.
A study by Guo and Yang (2012) also showed that project-based

collaborative inquiry activity provided the greatest support for teachers and
students. It could develop their comprehensive capacity. They found that PBL
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caused some effects on teachers‟ professional development. Teachers‟ knowledge
and beliefs had been updated. It changed teachers‟ daily teaching behaviors. Also,
teachers‟ comprehensive capacity had improved significantly. It also caused some
effects on students‟ achievements. It affected students‟ attitudes, knowledge, and
comprehensive capacity.
To sum up, the following may be related to studies as mentioned earlier on
PBL. First, they help me to understand that the use of PBL brings positive
changes (Marwan, 2015). It developed students‟ creativity, influenced life-skills,
and affected achievements (Wurdinger & Qureshi, 2015; Guo & Yang, 2012).
Second, the related literature stated that PBL supported and facilitated learning
process (Tamim & Grant, 2015). Therefore, the main purpose of this study was
also to find out if the use of PBL in the Public Relation classes continues the
positive trends of PBL. It can be achieved by exploring students‟ perspectives on
the use of material presentation project in Public Relation classes at FLA-UKSW.

THE STUDY

The aim of this study is to explore students‟ perspectives on to what extent
the project can promote language learning and help them to achieve their
classroom objectives. To achieve the research objectives, a qualitative approach is
used. Creswell (2007) stated some characteristics of this approach. First, it is
conducted in a natural setting. It means that the data were collected at the site
where participants‟ experienced the issue. Second, the researcher is the key
instrument. The researcher is the one who gets the information by using an
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instrument for collecting data. Third, the result included some aspects such as
participants‟ voice and researchers‟ interpretation to the voices. Fourth, Zacharias
(2013) added that the participants in a qualitative research tend to be small in
number. Also, the data in a qualitative research will be in the form of words or
stories.
The characteristics of the qualitative research as mentioned above were in
line with this study. This study was conducted in a natural setting. The researcher
collected the data in two Public Relation classes at FLA UKSW. Also, the
research did not have any attempt to modify students‟ behavior in completing the
project. Then, the result of this study included participants‟ voice from limited
numbers of interviewees about their experiences in doing the presentation project.

Context of the Study
This study was conducted in Public Relation (PR) classes in Semester 2 of
the 2016/2017 academic year at FLA-UKSW. PR is one of the elective courses
offered to FLA-UKSW students. It is a three-credit course. The objectives of this
course are to help the students to [1] be able to understand the basic principles and
theories on public relation, [2] develop agility in the principles and the application
of effective two-way communications in a wide variety of situations in their
career when they work. Other objectives are to help students to be able to [3] give
the solutions to the problems in their career later, and [4] use this class as a career
preparation. In this semester, there were two PR classes. In the first class, there
were 19 students. In the second class, there were 16 students.
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One of the classroom projects was a pair material presentation, which was
started on Feb 28th, 2017. Every pair was given a particular theme. The students
should find some materials related to the themes. The theme as stated in the
syllabus were [a] PR Ethics, [b] ethics of advertising, [c] PR campaigns, [d]
internal PR and Cyber PR, [e] marketing PR vs corporate PR, [f] media relations,
[g] internal relations, [h] integrated marketing communication and AIDA concept,
and [h] management crisis. After that, the students had to prepare a 45-minute
presentation about the theme. The presentation covered a question and answer
session. They should ensure that all students understood what they were
explaining. After the presentation, there was a test to review materials in the
presentation.

The Research Participants
The participants were 10 PR students (three males and seven females with
the average age of 21-22 years old). The participants were five students from the
first PR class, and the other five students were from the second PR class. Each
student was a representative from ten different pair groups. The selection of the
participants was based on these considerations. First, the researcher considered
accessibility to meet the interviewees. Second, the researcher also considered their
interest in PBL and willingness to participate in this research (Mali, 2016). In
essence, to keep the confidentiality of the participants, the researcher kept their
names in initials (e.g., Student 1).

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Data Collection Instruments
In this study, the researcher used a semi-structured interview (see
Appendix) as the instrument to collect data. McLeod (2014) stated that interview
involved social interaction. In this research, the researcher specifically employed a
semi-structured interview because of its ability to collect rich data from the
research participants. Cohen and Crabtree (2006) stated that a semi-structured
interview provides a set of clear instructions and allows flexibility for the
interviewer to change the order of the questions. It also provides opportunities for
follow-up questions. Zacharias (2013) added that semi-structured interview
provides richer data because the interviewee can express their mind.
The interview questions (developed from Tamim & Grant, 2013; Akhand,
2015; Havenga, 2015) dealt with the students‟ perspectives toward material
presentation project. There are three questions to ask in the interview:
1. What are the advantages that you have experienced in doing the project to
achieve the classroom objectives?
2. What are the challenges in doing the project to achieve the classroom
objectives?
3. To what extent can the project promote English language learning?

Data Collection Procedures
The researcher did the following steps to collect the research data. First,
the researcher met the lecturers and asked for permissions to conduct my research
in their classes. Second, before the real interview with the participants, the
researcher piloted the interview questions with one participant who had already
taken the PR class in the first semester of 2016/2017. The piloting was done to
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ensure that the interview questions were clear and understandable. Third, the
researcher distributed a consent form to get information about the distributions of
the group and their willingness to participate in the interview. After that, the
researcher made an appointment with participants to arrange the interview time.
The interview was conducted in the participants‟ first language (L1),
Bahasa Indonesia, to make them provide clear responses to all interview

questions. The interview took 10-15 minutes for each participant. The researcher
used a voice recorder to record the interview. Then, the data gained was
transcribed.

Data Analysis Procedures
After doing the interview with the participants, the researcher analyzed the
data through these following steps. First, the researcher transcribed the interview
result. The transcription model used was a clean transcription, which only focused
on the content of the interview (Zacharias, 2013). Second, the researcher
translated the excerpts of the transcripts that are related to the issues into English.
Third, the researcher did coding based on the data gained to determine the themes.
The researcher made an interpretation or meaning based on each theme to answer
the research questions.

FINDINGS AND DISCUSSIONS
Based on the result of interview data, there are four themes from students‟
perspectives of material presentation project. The themes are [1] deepening
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knowledge about PR, [2] improving students‟ collaboration skills, [3]
experiencing time limitation, and [4] improving speaking and reading skills.

Deepening Knowledge about PR
This project pushed the students to find and collect all of the materials that
are related to their topic. They should find it by themselves through reading an ebook(s) or a web(s). The students should have their efforts to find the materials,
but it gave some benefits for the students such as gain knowledge or deepening
their knowledge.
Excerpt 1
[…] I knew some new knowledge that I never know before about PR when
finding the materials. It becomes clearer because I read more than one web
and e-books. (Student 1/ Interviewed on March 15, 2017)
Excerpt 2
“By reading some sources (web, e-book, and book) as my references to
find materials, I knew about my topic, what‟s in my topic, and of course
some new information about my topic and PR.” (Student 2/ Interviewed on
March 15, 2017/ translated by the researcher)
Based on the findings, the students have new knowledge through reading
some references. It confirmed Guo and Yang‟s (2012) research that PBL effected
on students‟ knowledge. Here, the students gained some new knowledge that
related to PR by reading some references.
All of the participants agreed with this statement. Whereas, they thought
that they have richer knowledge.
Excerpt 3
[…] By reading those e-books I can find the materials. Also my
knowledge becomes richer about my topics and PR itself. (Student 3/
Interviewed on March 21, 2017/ translated by the researcher)
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PBL empowers learners to develop their knowledge (Savery, 2006).
Without any realization, it helps the students to be familiar with their topic.
Further, the students also get some new knowledge about PR by reading some
references while finding the materials. Furthermore, the students also learn how to
push their effort to finish this project (Bilgin et al., 2014). Which was started with
finding the suitable materials through reading some references and the goal that
the students should understanding it.
Excerpt 4
“Finding the right materials for this project is not as easy as finding
materials in other courses. Since the lecturer only give the topic without
any explanation what should be included and how this project is should be.
Reading some webs and e-books is boring for me. But I realize that I
should finish it because I think I have the responsibility of this part. Later,
I should explain it to my group member, so I need to make sure that I
understand my topic, especially my part.” (Student 4/ Interviewed on
March 21, 2017/ translated by the researcher)

Student 4 showed her efforts in finding the materials. Besides deepening
knowledge about PR, PBL needs students‟ responsibility. This finding confirmed
the previous study (English & Kitsantas, 2013) of students take the responsibility
in completing the tasks. The students‟ responsibility here showed when she bored
in reading, but she finished it well because she realized her responsibility.

Improving Students’ Collaborative Skills
Besides deepening knowledge about PR, this project improves students‟
collaboration skills. It makes them work together with his/her pair by thinking,
solving a problem, dividing tasks, and sharing ideas with each other. Every group

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should have a good team management since they should plan, make, and present
their project.
Excerpt 5
[…] there will be some ideas that come up, and we can share our ideas.
When we get stuck on something, we will think about it together until we
get the way out. Also, we divide what part that each of us should do. After
that, we will meet to share what we got and explain it to the other group
mate, then compile it to become a good presentation slide. (Student 5/
Interviewed on March 15, 2017/ translated by the researcher)
Excerpt 6
“We can divide some tasks that we should do. Also, we can share our
ideas and help each other. When I have difficulties, and I cannot reach that
idea, my friend helps me and explains it to me. Or, when my friend cannot
do well at a certain part, I can help her because I know. (Student 6/
Interviewed on March 15, 2017/ translated by the researcher)
The collaborative skill is showed by dividing some parts that they should
discuss. The students can learn from each other by sharing ideas with and helping
each other. The students not only share their ideas but also share their knowledge
with every group mate. It implemented one of 21st-century skills in modern
education. Kampa and Vilina (2016) stated working in pairs or small groups is the
most effective way to build students‟ social language skills. It can be implemented
by working with group mates, to share ideas, to discuss options, and to
compromise (Tamim & Grant, 2013).

Excerpt 7
[…] divide a job where one of us try to find the materials from the web
and the other reading from books. After we found the materials, we share
it and try to understand it together. When we think it already suits our
topic, we compile it and divide what part that each of us should present.
So, every member gives an input and takes part in making this project
from the start until the end. (Student 7/ Interviewed on March 21, 2017/
translated by the researcher)

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Almost all groups completed this project by dividing tasks for each
member. They discussed what part they should find and write. The students used
their ability to understand, analyze, and create the materials as the order of critical
thinking (Kampa & Vilina, 2016). After that, they shared what they had prepared
and explained to their mates. It pushed and allowed students to apply by sharing
and explaining their attained knowledge (Bell, 2010). Then, they compiled their
prepared materials to become a good presentation. Every group member has to
give an input so that all of the group members take part.
Excerpt 8
“Even though I have a good partner, sometimes we have some different
perspectives like in interpreting theory or meaning, also when making the
presentation…what items that we will include. But, in the end, we can find
the way out of that simple problem.” (Student 9/ Interviewed on March 21,
2017/ translated by the researcher)
Student 5‟s opinion showed that they learned how to find the best solution
when they had different perspectives during the completion of the project. They
worked together to find the solution when got stuck. Also, student 9‟s opinion
showed that they found solution when they had different perspectives. It is related
to Edutopian (2008) that PBL provided an opportunity for the students to work
with their mates in solving problems which is in line with Edutopian (2008).
Meanwhile, excerpt 6 showed social practice where the students help each other in
finishing the project. It confirmed that the process of negotiating their different
perspectives illustrates students‟ social practice (Slater et al., 2006). Also, excerpt
7 showed their collaborative learning where every member took part in finishing

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the project. It is in line with Akhand (2015) that PBL engaged the students to
become cooperative.
Experiencing Time Limitation
Every project has its challenges. Finding the materials challenged the
students since they should find relevant materials by themselves. The students
need longer time to find the suitable materials. Moreover, each group member had
a different schedule and different tasks from different courses with their deadlines.
Excerpt 9
“It‟s hard to meet my partner because we have some different and other
activities and tasks. Besides, we have not such a long deadline. Meanwhile
each of us has another task, another group work, and another activity. So
we only meet through email, which makes us unable to explore more about
our friends‟ thoughts. Sometimes it feels like unnatural and unconnected
thinking that become one. Because of the deadline, we only collected what
we have and then submit it.” (Student 5/ Interviewed on March 15, 2017/
translated by the researcher)

Excerpt 10
“The time limitation is given not as long as in individual tasks, so we
cannot do this project as best as we can. The time is wasted to read and
find the materials. Moreover, we are busy inside and outside college life,
and we have another deadlined-tasks. So, when my friend and I had some
time to discuss this project, we tried to use it as best as we can.” (Student
1/ Interviewed on March 15, 2017/ translated by the researcher)
The students could not do this project maximally due to time limitation.
Students 1 and 5 feel that they needed longer time to arrange and finish this
project. The time was wasted to read the materials and it was hard for them to
arrange the discussion time.
Excerpt 11
“We have another different class, it makes us difficult to arrange our time
for the discussion. Sometimes, the time that we have cannot match our
condition. It is added with the time limitation given by the lecturer.
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Sometimes it stresses me because finding the materials is not easy, we
should think by ourselves which are the suitable materials that we should
deliver.” (Student 8/ Interviewed on March 17, 2017/ translated by the
researcher)
The data clearly shows that deadline offended the students in finishing the
project. They could not give their best as they should do. It is in line with
Havenga (2015) that the time limitation given challenged the students in finishing
the project. The students seemed to have not enough time to prepare because
finding the materials has consumed much time. Furthermore, they found it
difficult to arrange the time to meet and discuss since they had another things to
do and different free time.
Almost all of the participants agreed that deadline offended them in
finishing the project. On the contrary, Student 9 and 10 tried to disclaim that
deadline was not challenged them.
Excerpt 12
“There is no challenge in doing this project because I have a partner who
has the same schedule as mine. So, we have so much time spent together
to discuss and finish this project before the deadline” (Student 9/
Interviewed on March 21, 2017/ translated by the researcher)
Excerpt 13
“Deadline is just to push our spirit in finishing this project, but I think it
does not become a problem or an obstacle. My partner and I have some
same classes, so it makes it easier for us to determine when and where we
would do this project.” (Student 10/ Interviewed on March 17, 2017/
translated by the researcher)

Excerpt 12 and 13 show us that finishing a group project will be easier if
we have a partner who has the same schedule as ours. So, we have so much time
together to discuss and finish that project. Besides, deadline was just like a target

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that pushed their spirit. Every student had their perspective about the deadline, be
it necessary, offending, or not having any influence.
Reflecting on the research findings, I would like to propose some possible
solutions to deal with the time limitation problems. First, the students can use
technology that can build communication whenever and wherever they are, such
as email, WhatsApp or Facebook. By online discussion, the students do not need
to meet and arrange a time. They can have discussion whenever and wherever
they are without waiting. Second, every member should be responsible for
finding, understanding, writing, and sharing certain parts of the project. By then,
the time will not be too much wasted since they only have limited time. It is in
line with Marwan‟s ideas (2015) that PBL and technology will bring positive
changes to the students.

Improving Speaking Skills
This project required the students to be able to speak English well since
they should deliver their materials in front of the class. Besides, the students had
to make sure that their classmates understood what they explained/shared. It
developed the students‟ speaking skill because they used oral English every time
they did the presentation.
Excerpt 14
[…] I have confidence when speaking in front of the class. Moreover, we
have the responsibility to make our friends understand our materials. So, I
keep practicing before the presentation. (Student 10/ Interviewed on
March 17, 2017/ translated by the researcher)
Excerpt 15
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[…] my speaking skill becomes better than before, and I can speak more
calmly. Furthermore, I am happy because my friends understand what I‟ve
delivered.” (Student 2/ Interviewed on March 15, 2017/ translated by the
researcher)

PBL requires highly interactive and integrated activity (Dooly & Masats,
2008), as well as a good interaction with group mates to finish the project, or
share some ideas so that they can learn something from each other. Giving a
comment when practicing the presentation will make the students‟ performance
better. As in the excerpt 14 that he kept practicing before the presentation.
Interaction in group work gives students opportunities to improve their language
by giving and getting feedback from group members. Meanwhile, feedback may
help the students to improve their L2 (Taous, 2013).
Practicing before the real presentation and giving/gaining feedback from
group members helps the students to develop their language and interpersonal
skills (Dooly & Masats, 2008). Based on Student 11, the most developed language
skill was speaking skill. His speaking skill became better than before and also he
spoke more calmly so that the other students understand what he delivered.
In this class, especially in this project the students were required to speak
English. The lecturer gave the grades based on how the students delivered the
materials through the presentation. The fluency, words choices, the content, and
the students‟ performance became the lecturer‟s considerations in giving the
grades. Therefore, all of the requirements to have the grades were useful for the
students to develop their speaking skill.

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CONCLUSION
The purpose of this study is to explore students‟ perspectives on the use of
material presentation project in Public Relation classes. As the classroom projects‟
implementation, PBL gives positive meanings to the students. As I found in the
findings, PBL is appropriate to be applied in PR, but it should be modified based
on the situation and necessity that teacher is dealing with, i.e. what should be
presented or what the materials/aspects that should be found. PBL improves
students‟ knowledge and some new vocabularies especially that are used in PR.
Understanding and explaining the materials unconsciously develop the students‟
knowledge. PBL encourages the students to hold the responsibility for the things
that they should finish. Also, it improves students‟ collaborative skills through
managing the teamwork.
Further, the research would seem to indicate that PBL enables students to
practice their English speaking skills. The use of oral English was mostly needed
in this class. Students used oral English through the presentation for asking
questions, answering questions, and giving opinions. Also, the students are
motivated in speaking.
Based on the result, there is a need for teachers to think again about time
limitation. The teacher might give the tasks earlier so that the students have a
longer time to do the project. Besides, the teacher should explain more details
about the project, such as what aspects should be included. Also, the teacher may
need to provide some consultation time for the students and encourage them to
keep on doing the project as best as they can.
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Before the presentation, the teacher should explain some aspects that will
be assessed so that the students have the same perception. There should be peer
review for each group member, where each group member assesses the other
group member. So, the teacher knows who does/not participate in the group.
This study is only limited to a particular context that covers a small scope.
Therefore, for the next research, the researcher suggests that the context of the
study be enlarged, so the data gained will be more varied. The researcher also
suggests the use of more various research instruments to investigate how PBL
influences students learning process in other EFL settings. cAlso, a further study
involving qualitative and quantitative data will give a better understanding to the
use of PBL in learning contexts.

20

ACKNOWLEDGEMENT
First of all, I would like to express my greatest gratitude to God Almighty
who always blesses me so I can complete this thesis well. Second, I would like to
give my special gratitude to my thesis supervisor, Mr. Yustinus Calvin Gai Mali,
M.Hum, and the examiner, Mrs. Gita Hastuti, M.A., for the guidance and the
knowledge. Without their help, this thesis might never be completed. I also give a
bunch of thanks to all my participants and Public Relation teachers in the second
semester of 2016/2017 in FLA-UKSW, for being so cooperative in collecting
data. Many thanks are also dedicated to my beloved parents (Ruwiyanto, S.H.,
M.H. and Saparwati, S.E.), my sister (Norma Yustisia Widya Dewi), and my
favorite “go-jek go-food” (Windy Dwi Aditya) who always support and pray for
me. Special thanks are also addressed to Cici, Ika, Ira, Eca, Lusi, Sari, Mikha,
Sulis, and Arya who become wonderful and precious friends during my days. Last
but not least, I would like to thank to ED „Twelvers‟ for the memories, Mr. Calvin
thesis squad for our togetherness passing the sweet and bitter moments, and all
people who always support me.

21

REFFERENCES
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Bell, S. (2010). Project-based learning for the 21st century: Skills for the future.
The Clearing House, 83, 39-43.

Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effect of project based learning on
undergraduate students‟ achievement and self-efficacy beliefs towards
science teaching. Eurasia Journal of Mathematics, 11(3), 469-477.
Cohen, D. & Crabtree, B. (2006). Qualitative research guidelines project.
Retrieved January 13, 2017 from http://www.qualres.org/HomeSemi3629.
Creswell, J. W. (2007). Qualitative inquiry & research design choosing among
five approaches (2nd ed). Thousand Oaks. California: SAGE Publications.

Dooly, M., & Masats, D. (2008). Russian dolls: Using projects to learn about
projects. GRETA Journal, 16 (1/2), 27-35.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning
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Problem-based Learning, 7(2), 128-150.

Genc, M. (2015). The project-based learning approach in environmental
education. International Research in Geographical and Environmental
Education, 24(2), 105- 117.

Guo, S. & Yang, Y. (2012). Project-based learning: an effective approach to link
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Havenga, H., M. (2015). Project-based learning in higher education: Exploring
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African Journal of Higher Education, 29(3), 135-157.

Kampa, K., & Vilina, C. (2016). 21st Century Skills and the Path to Fluency.
Retrieved 8, April 2017 from https://oupeltglobalblog.com/tag/21stcentury-skills.
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Mali, Y.C.G. (2016). Project based learning activities in a CALL classroom: Let‟s
see and try!. IJOLTL, 1(3), 233-244.
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28-37.
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Learning, 1(1), 9-20.

Slater, T., Beckett, G.H., & Aufderhaar, C. (2006). Assessing projects as second
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Taous, B. (2013). The Role of Classroom Interaction in Improving the Students’
Speaking Skill: Case Study of Third Year LMD Students of English at
Biskra University. Unpublished master‟s thesis, Mohammed Kheider

University of Biskra, Biskra, Algeria.
Thomas, J.W. (2000). A review of research on project-based learning executive
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Wurdinger, S. & Qureshi, M. (2015). Enhancing college students‟ life skills
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Satya Wacana.

23

APPENDIX
Dear friends,
I am Atika Purwaningtyas. I am now doing research for my thesis. This research
is conducted to explore students‟ perspectives towards material presentation
project in your Public Relation class. I would be very grateful if you would kindly
participate in an interview as I think it should be very useful in improving the
teaching and learning especially in Public Relation class. You can see the
interview questions in Part I of this form. Fill in the demographic information and
sign if you agree to participate in the interview. Your decision will not affect your
grade. I thank you very much for your help and participation in this research.
I. Questions
1.

Please explain some advantages that you have experienced in doing the
project to achieve the classroom objectives (students will be able to understand
the basic principles and theories on public relation, students will be able to
develop agility in the principles and the application of effective two-way
communications in a wide variety of situations in their carrier when they really
work, students will be able to give the solutions to the problmes in thier career
later, and students will be able to use this class as a career preparation).

2.

Please explain some challenges in doing the project to achieve the
classroom objectives (students will be able to understand the basic principles
and theories on public relation, students will be able to develop agility in the
principles and the application of effective two-way communications in a wide
variety of situations in their carrier when they really work, students will be able
to give the solutions to the problmes in thier career later, and students will be
able to use this class as a career preparation).

3.

Please explain to what extent the project can promote English language
learning

II. Demographic information
Name
NIM
Age
Gender
Phone Number
Email
Presentation topic

: ………………………..
: ………………………..
:........................................
: Male/Female (circle accordingly)
:
:
:

Are you willing to participate in an interview? (Yes/ No)
Signature
:

24