A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  STUDENTS’ PERCEPTION ON PROJECT-BASED LEARNING IN SOCIOLINGUISTICS CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Margareta Mia Wijayanti

  Student Number: 081214141

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

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  STUDENTS’ PERCEPTION ON PROJECT-BASED LEARNING IN SOCIOLINGUISTICS CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Margareta Mia Wijayanti

  Student Number: 081214141

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

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ABSTRACT

  Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based

  

Learning in Sociolinguistic Class. Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

  Student-centered learning is a model of learning in which students play more roles in determining their success in learning. The students are demanded to be the active learners who seek knowledge by themselves with lecturer’s assistance. This model of learning is implemented in English Language Education (ELESP) Study Program Sanata Dharma University Yogyakarta. One of the student-centered learning models found in ELESP is project-based learning (PBL). PBL is an approach allowing the students to work autonomously, individually or in group, in certain projects over extended period of time and resulted in tangible products in the form of written papers and oral presentations.

  The researcher found that PBL was implemented in sociolinguistic class. After reviewing some theories, the researcher found that these two things have a similarity. They both have something to do with social life. PBL deals with working with other people, whereas sociolinguistics deals with social life and language. Thus, this research was intended to find out whether PBL is beneficial for the sociolinguistic class students. There are two problems to be solved in this research. They are: How is PBL implemented in sociolinguistic class? and What is the students’ perception on PBL implemented in sociolinguistic class?

  The researcher conducted survey research to find out how PBL is implemented and the students’ perception on PBL implemented in sociolinguistic class. This research included 37 sociolinguistic class students in ELESP Sanata Dharma University 2009 academic year. The data were obtained through field notes, observation sheets, questionnaires, and interviews. The result of this research showed that PBL implemented in sociolinguistic class was conducted in group work. PBL contains complex task with challenging problems or questions which involve students in designing, problem solving, decision making, and investigating activities. It lasts over extended period of time, let the students work autonomously, and resulted in tangible products in the form of publishable papers and presentable presentation. Approximately 85% of sociolinguistic class students had positive perceptions on PBL in Sociolinguistic class. They considered that PBL is an interesting approach to be implemented in sociolinguistics class. It also develops the students’ soft skills and English skills. The rest 15% had negative perceptions because they prefer to work individually than group work. The researcher suggested the teachers or lecturers, who are about to use PBL in their class, to adjust PBL with the students’ needs to achieve the lessons’ objective. Therefore, PBL will be effectively used. Keywords: Perception, project-based learning, sociolinguistics

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ABSTRAK

  Wijayanti, Margareta Mia, 2012. The Students’ Perception on Project-Based

  

Learning in Sociolinguistic Class. Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

  Student-centered learning adalah model pembelajarran dimana siswa mempunyai peranan lebih besar dalam menentukan kesuksesan belajar mereka.

  Para siswa dituntut untuk menjadi siswa yang proaktif yang mencari pengetahuan dengan cara mereka sendiri dengan bimbingan pengajar.Model pembelajaran ini diimplementasikan di Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma Yogyakarta. Salah satu dari model embelajaran ini yang ditemukan di PBL adalah project-based learning (PBL). PBL adalah suatu pendekatan dimana siswa dapat bekerja mandiri dalam suatu projek, baik secara individual atau berkelompok, yang berlangsung dalam periode waktu tertentu dan menghasilkan hasil yang nyata seperti tulisan ilmiah dan presentasi. Peneliti menemukan PBL di kelas Sociolinguistic. Setelah meninjau beberapa teori, peneliti menemukan bahwa dua hal ini mempunyai suatu kesamaan pada hal-hal yang berhubugan dengan kehidupan sosial. PBL berhubungan dengan orang lain sedangkan

  

sociolinguistics berhubungan dengan bahasa dan kehidupan sosial. Dengan

  mengetahui persepsi siswa terhadap PBL yang diimplementasikan di kelas

  

sociolinguistic, kita dapat mengetahui sikap siswa terhadap PBL itu sendiri. Oleh

  karena itu, tujuan dari penelitian ini adalah untuk mengetahui apakah PBL adalah pendekatan yang tepat untuk diimplementasikan pada kelas sociolinguistic. Ada dua masalah untuk diselesaikan dalam penelitian ini, yang pertama bagaimana

  

PBL diimplementasikan di kelas sociolinguistic; yang kedua apa persepsi siswa

  kelas sociolinguistic terhadap PBL yang diimplementasikan dikelas mereka? Peneliti melaksanakan model penelitian survey untuk mengetahui bagaimana PBL diimplementasikan pada sociolinguistic class dan apa persepsi siswa terhadap hal tersebut. Penelitian ini melibatkan 37 siswa kelas

sociolinguistic PBI Universitas Sanata Dharma Yogyakarta tahun ajaran 2009.

  Data penelitian ini didapatkan melalui observasi lapangan, lembar observasi, kuesioner, dan sesi tanya jawab.

  Hasil dari penelitian ini menunjukan bahwa PBL yang diimplementasikan di kelas sociolinguistic dilaksanakan dalam kelompok. PBL mengndung perkerjaan yang kompleks dengan masalah yang menantang yang melibatkan siswa dalam mendesain, menyelesaikan masalah, membuat keputusan, dan aktivitas penelitian. Tugas ini berlangsung dalam jangka waktu tertentu dimana siswa bekerja secara otonomi dan menghasilkan hasil yang realistis berupa karya ilmiah dan presentasi grup. Rata-rata 85% siswa kelas sociolinguistic mempunyai persepsi yang positif terhadap PBL. 15% nya mempunyai persepsi yang negatif karena mereka cendeerung menyukai bekerja secara individu daripada berkelompok. Oleh karena itu, peneliti menyarankan untuk para pengajar yang akan mengimplementasikan PBL dikelas untuk menyesuaikan PBL dengan kebutuhan siswa untuk mencapai tujuan pelajaran, sehingga pengimplementasian

  PBL akan menjadi efektif.

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ACKNOWLEDGEMENTS

  First of all, I would like to express my deepest gratitude, honor, and love to my exalted Lord, Jesus Christ, for His holy spirit that remains in me. He is the one who always gives me spirit, great blessings, and priceless love in my good and bad time of my life especially when working on this thesis. I can make this thesis done because of Him.

  I would also express my gratitude to my major sponsor, Caecilia

  

Tutyandari, S.Pd.,M.Pd., for her valuable feedback, motivation, patience, and

  guidance during the accomplishment of this thesis. I would like to thank her for her precious time that she spent to guide me in doing this thesis.

  My special and sincere thanks go to Drs. Barli Bram, M.Ed., Ph.D., the lecturer of sociolinguistic class, for permitting my conducting research on his class. I would thank him for his suggestions and the time he spent to help me accomplishing this thesis.

  My special gratitude goes to my beloved parents, Drs. Fx. T. Widaryanto and CH. Sri Hartuti. Their sincere love and prayer make me able to finish this thesis. I would also thank my siblings, Mas Agung and Mas Petrus; my sisters,

  

Mbak Devin and Mbak Dian; my beloved cute niece, Nara; my grandmother,

Mbah Martasuwignya and Mbah Salatiga; and all my relatives who always

  support me and encourage me to finish this thesis. I’m very blessed to have the best family like them.

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  I would like to express my thanks to my lovely boyfriend, Berlin Adi Pranedya, for his care, love, understanding, the time we spent together, and support to me during four years we have been through. He fully supports me and encourages me to finish this thesis.

  Special thanks go to my beloved friend, all of SIESEN family, especially

  

Mas Asoy, Mas Banu, Vanny, Brodus, Mas Desi for giving me the meaning of

  family among friends. One of the biggest spirit to finish this thesis comes from them. Hugs and kisses for them all. My classmate, Wakul, Bela, Saka, Kojek and my best choir mate, Eka, Sisil, Putri, Ichan, thank them for being my lovely friends supporting me in doing this thesis. Geng Cantiks’ mate, Didi, Tiyen, Silly,

  

Nican, Sepsi, Marcel, thank you for giving me exciting and funny experience. I

  am glad to have friends like them. My Boarding house’s mates, Mutia, Olive,

  

and Didi, thanks for the jokes, laugh, and wonderful time that we spent together

  in our lovely boarding house. All Nuriadventuria crew, especially Mas Tatad

  

and Mas Ernest, thank you for giving me the chances to experience working in

  the real world with exciting, funny crew; We are the fun factory. All Rockstar

  

family, especially Mas Wowok and Galang, thank you for the sharing moment,

  the jamming moment, the time we spent singing together in Rockstar studio. I love that moment a lot.

  Further, I would like to give my gratitude to Sociolinguistic class

  

students who sincerely answer my questionnaires and spend their times to have

  the interview session with me. Without their participation, my thesis will not

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Dharma University, PBI Secretariat staff, Mbak Dhanniek and Mbak Tari, and

all librarians’ staffs in Sanata Dharma University for their support and best

  services.

  Special thanks to Mr. Yohannes Jatmiko Yuwono, S.Pd., and Mas

  

Somad for their willingness and time proofreading my thesis and giving useful

feedback for my thesis.

  Finally, my deepest gratitude goes to all of my friends and all people who support and help me accomplishing this thesis that I cannot mention one by one.

  May God bless them all.

  Sincerely, Margareta Mia Wijayanti

  

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TABLE OF CONTENTS

  TITLE PAGE ............................................................................................... i APPROVAL PAGE ...................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ............................................. iv PERNYATAAN PERSETUJUAN PUBLIKASI ......................................... v ABSTRACT .................................................................................................. vi

  

ABSTRAK ..................................................................................................... vii

  ACKNOWLEDGEMENTS .......................................................................... viii TABLE OF CONTENTS .............................................................................. xi LIST OF TABLES ........................................................................................ xiv LIST OF FIGURES ...................................................................................... xv LIST OF APPENDICES ............................................................................... xvi

  CHAPTER I. INTRODUCTION

  1 A. Research Background ................................................................... 1

  B. Research Problem ......................................................................... 4

  C. Problem Limitation ....................................................................... 5

  D. Research Objectives ..................................................................... 5

  E. Research Benefits ......................................................................... 6

  F. Definition of Terms ...................................................................... 7

  CHAPTER II. REVIEW OF RELATED LITERATURE

  9 A. Theoretical Description ................................................................ 9

  1. Perception ............................................................................. 9

  a. The Perceptual Process ................................................... 10

  c. Aspects in Perceptual Process Determining People’s Attitudes ........................................................... 14

  2. Project-Based Learning ......................................................... 15

  a. Characteristics of PBL .................................................... 18

  b. Goals of PBL ................................................................... 20

  3. Sociolinguistic ....................................................................... 22

  B. Theoretical Framework ............................................................... 24

  CHAPTER III. METHODOLOGY .............................................................. 26 A. Research Method ........................................................................ 26 B. Research Setting .......................................................................... 27 C. Research Participants .................................................................. 28 D. Research Instruments .................................................................. 28 E. Data Gathering Technique .......................................................... 30 F. Data Analysis Technique ............................................................ 31 G. Research Procedure ..................................................................... 35 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

  37 A. The Implementation of Project-Based Learning in Sociolinguistic class ................................................................ 37

  1. Data Presentation .................................................................. 37

  2. Analysis and Discussion on the Implementation of PBL in Sociolinguistic Class ....... 44 B. The Students’ Perception on Project-Based Learning

  Implemented in Sociolinguistic Class. ........................................ 47

  1. Data Presentation and Analyses from Close-Ended Questions ................................................ 48

  2. Data Analyses from Open-Ended Questions ........................ 70

  3. Discussion on the Students’ Perception

  

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  CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

  79 A. Conclusions ................................................................................. 79

  B. Recommendations ....................................................................... 81 REFERENCES ............................................................................................. 83 APPENDICES .............................................................................................. 86

  

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LIST OF TABLES

Table 3.1 : The Blueprint of the Questionnaire (Observation) ................... 32Table 3.2 : The Blueprint of the Questionnaire

  (Influence of PBL) ................................................................... 32

Table 3.3 : The Blueprint of the Questionnaire

  (Evaluation and Interpretation) ................................................ 33

Table 3.4 : The Blueprint of the Questionnaire (Response) ....................... 34Table 4.1 : The Students’ Groups’ Progress in Undergoing PBL ............... 39Table 4.2 : The Sociolinguistics Class Students’ Observation on PBL ..................................................................................... 48Table 4.3 : The Influences of PBL on the Sociolinguistics Class

  Students .................................................................................... 54

Table 4.4 : The Evaluation and Interpretation of the Sociolinguistics Class Students on PBL ............................ 59Table 4.5 : The Sociolinguistics Class Students’ Responses on PBL ......... 65

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  LIST OF FIGURES

Figure 2.1 : The Perceptual Process ............................................................. 11Figure 4.1 : The Implementation of PBL in Sociolinguistics Class ............. 43

  LIST OF APPENDICES

  Appendix 1 : Letter of Permission ............................................................ 86 Appendix 2 : Research Instrument: Observation ...................................... 88 Appendix 3 : Research Instrument: Field Notes ....................................... 93 Appendix 2 : Research Instrument: Questionnaires ................................. 103 Appendix 2 : Research Instrument: Interview .......................................... 107

  

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CHAPTER I INTRODUCTION In this chapter, the researcher provides the background information and the

  rationale of the research. This chapter is divided into six parts including the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms.

A. Research Background

  The English Language Education Study Program (ELESP) is a study program in which the students are trained to be teachers. In training them, there are several courses designed to train the students to become professional teachers. There are also various teaching methods and approaches to help the students mastering all of the courses that have been designed.

  After doing an observation to the teaching-learning activities conducting in ELESP, the researcher found that the teaching-learning activities tend to be student-centered learning. According to Collins and O’brien (2003), student- centered learning is a model of learning in which the students become the students or learners in the center of learning process. The teacher or the lecturer let the students learn autonomously. It is an instructional approach where students are in charge of their learning content, activities, materials, and pace of learning (as cited in Froyd and Simpson, 2010).

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  The examples of student-centered learning the researcher found in ELESP are group work and group presentation. The researcher met many students in the campus students’ area who were working in group, discussing something, writing papers, and working on their power point presentation. Semester four and semester six students in ELESP dominated most of them. The researcher interviewed some students about what they were working on and the researcher obtained the answers that they were working on field projects. They explained that they had to choose certain topics, have a research on those topics, and as the result, they had to report their field project research in the form of scientific papers and group presentations.

  After observing the education phenomena done in ELESP, group work and group presentation, the researcher found out that those phenomena fitted to the characteristics of Project Based Learning (PBL). Hedge (1993) defined PBL as “an approach to implement student-centered learning principles (as cited in Beckett, 2006, p.55). Henry (1994) claimed that many educators agree that “project” requires an extended period of time, gives the students freedom to choose their topics, and creates a situation in which they can conduct their independent work in group with the assistance of the lecturer and to come up with products in the form of written reports and oral presentations. (as cited in Kobayashi, 2006, p.71). Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999 defined project-based learning as complex tasks which typically based on challenging problems or questions, involving

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  students in designing, problem-solving, decision making, or investigating activities.

  There are several experts who have conducted the research on PBL. The results of their researches portray a bit about PBL. Guo (2006) mentions that Fang and Warshauer (2004) who conduct a 5-year study in Suzhou University in China find that Chinese EFL students have more interaction in PBL. They have more autonomy in learning and they professed that the learning process was more relevant to their lives. However, they find that there are several students showing their discomfort to learn autonomously. They are not comfortable to have their own responsibility on their learning process.

  Tomei, Glick, and Holst (1999) conduct research about PBL in an English course in Japanese University and the result of their research shows that the Japanese students improve their motivation and were accustomed to communicative presentations (as cited in Guo, 2006, p. 146). Another research conducted by Guo (2006), who conducts the research on the Chinese professors perspective of PBL which is implemented in China, shows that the professors agree that PBL is an effective tool for the integration of language, content, and skills. The professors also believe that PBL may “enhance students’ motivation” and “develop students’ activity to learn more independently and autonomously”. Nevertheless, due to the consideration of the professors that teacher-centered learning is still commonly used, whereas PBL requires an independent-learning of the students, the professors concern that the students might not value PBL as an

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  interesting approach to be implemented on their environmental learning. They were also afraid that the students might not consider projects as a serious learning because they have set their mind that teachers are their knowledge provider and textbook is their knowledge source.

  The results of the researches conducted by several experts above inspire the researcher to conduct the research on PBL. The researcher found PBL in Sociolinguistics course in ELESP Sanata Dharma University Yogyakarta. The researcher is eager to know how PBL is implemented in Sociolinguistics class and the students’ perception on PBL which is implemented in their learning environment. The researcher is eager to find out whether the positive and negative perceptions that the researcher reviewed on the experts’ researches can also be found in this research.

  Robin (2001) states that perception is important to be investigated because it determines people’s behavior toward something. According to Gibson (1985), people tend to have good responses if they have positive perceptions and vice versa. Thus, knowing the students’ perception on PBL in Sociolinguistics class will make us able to analyze whether PBL is good or beneficial for educational environment.

B. Research Problems

  This research is about the students perception on project-based learning method implemented in Sociolinguistics Class in ELESP Sanata Dharma

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  University. There are two research problems that the researcher wants to reveal in this research. They are:

  1. How is Project-Based Learning (PBL) implemented in the Sociolinguistics Class?

  2. What is the students’ perception on PBL implemented in Sociolinguistics class?

  C. Problem Limitation

  In this research, the researcher limits the scope of perception based on Gibson (1985) theories which defines perception as a process of observing, influencing, evaluating, interpreting, and responding. Here, the researcher is going to do a research on how the students of Sociolinguistics class observe, is influenced, evaluate, interpret, and respond to PBL implemented in their class.

  The PBL method is used for the final project for the final examination of Sociolinguistics class. The lecturer allows the students of this class to find their own topic, define their own problems of the project, solve their problems and make the products of their project in the form of presentation and paper. The topic that the students have to choose must be related to the Sociolinguistics topics they have got before they are asked to make a group project.

  D. Research Objectives

  The objectives of this study are to know how the PBL is implemented

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  of PBL and to know what perception the students have toward PBL implemented in their class.

E. Research Benefits

  This research is beneficial for:

  1. Educational Worlds By conducting this research, the writer attempts to give contribution in education world. This research is going to find out the students’ perception of project-based learning method implemented in the Sociolinguistics class. If the students have a positive perception on PBL they experienced, it means that PBL is one of the learning methods that is suitable for teaching a linguistic class. However, if the perception shows negative result, it can be drawn up that PBL is a teaching method that is not really suitable for teaching linguistic class.

  2. Lecturers or Educators Lecturer can analyze if this method is suitable with the characteristics of the students they teach. If they think it is suitable then this research may inspire them to have the same method of teaching. If they think it is not really suitable then they can modify this method of teaching based on the students’ characteristics and needs.

  3. Future Researches Future researchers can investigate the same teaching method but with different subject of research. If this research investigated the Sociolinguistics

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  public speaking class, extensive reading class, and the other subjects that use PBL as one of the teaching method.

F. Definition of Terms

  1. Perception Gibson (1985) defines perception as the acquisition of specific knowledge about object or events at any particular moment. It occurs whenever stimuli activate the senses. Thus perception involves receiving stimuli, organizing the stimuli, and interpreting the organized stimuli so as to influence behavior and form attitudes. (p.60). Meanwhile, Kreitner and Kinicki (1992) define perception as a mental and cognitive process which makes us able to interpret and understand our environment

  2. Project-Based Learning Project-based learning is an approach which organizes learning around projects (Thomas, 2000). It was introduced in the field of education as an approach to implement student-centered teaching (Hedge, 1993 as cited in Beckett, 2006, p.55). It is a possible means to promote language and content learning in EFL (English as a foreign language) classroom (Kobayashi 2006).

  Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999 define project-based learning as complex tasks which typically based on challenging problems or questions, involving students in designing, problem-

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  periods of time to work autonomously and expected to produce realistic products or presentation (as cited in Thomas, 2000, p.1).

  3. Sociolinguistics Class Sociolinguistics class is one of the courses in English Language Education

  Study Program Sanata Dharma University Yogyakarta. This course implements PBL as the final remark of the course.

  As Trudgill (1983) says, Sociolinguistics is a part of linguistics dealing with language as a social and cultural phenomenon (p.32). This theory is supported by Radford et al. (1999) defining that Sociolinguistics is “The study of the relationship between language use and the structure of the society” (p.1).

  4. ELESP Sanata Dharma University ELESP stands for English Language Education Study Program. It is a study program majoring English Education. The students of this study program are expected to be a teacher.

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CHAPTHER II

REVIEW OF RELATED LITERATURE

Chapter two presents the discussion of the theories underlining this study.

  It contains theoretical description and theoretical framework. The theoretical description is to describe the theoretical review of the issues, while theoretical framework presents the theories to formulate the orientation of this study.

A. Theoretical Description

  The researcher provides some theories underlining the terms used in this research. In this part, the researcher is going to discuss the theories of perception, project-based learning, and sociolinguistics.

  1. Perception As Gibson (1985) says, perception is “the cognitive process by which an individual gives meaning to the environment” (p.60). Gibson’s (1985) statement is supported by Robin (2001), saying that perception is a process when somebody gives meaning to the environment by organizing and interpreting their sensory impression (p.121). Kreitner and Kinicki (1992) define perception quite differently. To them, perception is a mental and cognitive process which makes us able to interpret and understand our environment. If the theories of Gibson (1985), Robins (2001), and Kreitner and Kinicki (1992) can be simplified, the meaning of

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  meaning to their environment by selecting, organizing and interpreting their sensory impression. People must have different mental and cognitive process. The way they interpret their sensory impression must be different one each other as well. Thus, the meaning each individual gives to their environment must be different and that what makes different perception of each individual (Gibson, 1985, p.60).

  “Perception refers to the acquisition of specific knowledge about objects or events at any particular moment. It occurs whenever stimuli activate the senses” Gibson (1985). It means that an individual receives a stimulus; their senses start to be active in selecting, organizing, and interpreting the stimuli.

  When they experience selecting, organizing, and interpreting the stimuli, they acquire specific knowledge of a certain object. That is why perception involves cognition aspect, because it has to do with knowledge. The process of selecting, organizing, and interpreting the stimuli affects an individual’s behavior in the forming of an individual’s attitudes (ibid, p.61).

a. The Perceptual Process Gibson’s theory is used to explain how the perception is formed.

  According to Gibson (1985), perception is the cognitive process by which an individual gives meaning to the environment. In seeing the same thing, each individual will have different interpretation. It is because each individual gives his or her own understanding to the stimuli. (p.60)

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  The perceptual process according to Gibson (1985) is divided into four stages. The first stage is when an individual receives stimuli, their senses will observe it. They will see if the stimuli they receive fulfill their needs. If they consider that the stimuli can fulfill their needs, they will continue to the next stage of the perceptual process. The next stage is how several factors, such as stereotype, selectivity, self-concept, situation, needs, and emotions, influence an individual’s perception. The stimuli that they received are processed by an individual’s stereotype, selectivity, self-concept, situation, needs, and emotions.

  After passing through this process, the brain produces the evaluation and interpretation of reality which influences an individual’s behavior and form the attitude toward the stimuli.

  Factors influencing A response perception behavior The evaluation

  Observation

• Stereotyping Stimuli

  and of the stimuli - Selectivity interpretation

• Self-concept Attitudes of reality
• Situation formed
• Needs - Emotions

Figure 2.1 The Perceptual Process

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b. Factors influencing Perception

  There are several factors influencing people’s perception. Gibson (1985) mentions that there are six factors which influence perceptions (p.64). They are explained as follows. 1) Stereotype

  Most people are often stereotyping each other. Students are stereotyping their math teacher, Men are stereotyping women, women are stereotyping men, and many others. Stereotype is judgments about the characteristics of people. As an instance, in a math class, several students consider that their math teacher is fierce. This group of students could possibly do the task given by the teacher more seriously. Meanwhile, when the other group of students consider that their science teacher is clumsy, they could behave in improper ways and do not do the task given by the teacher seriously. Thus, stereotyping could result in improper result (ibid, p.64). 2) Selectivity

  People tend to select information supporting their point of view. They tend to ignore the stimuli which make them uneasy or uncomfortable. Supposed that a student is working in a group; she find out that her group mate is annoying. On the peer assessment, this student may give her group mate lower score than the others, even though her group mate is smart and diligent. That is selectivity. People tend to select the stimuli which interest them (ibid, p.66).

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  3) Self-Concept or self-characteristics People usually make themselves as measurement in perceiving others. The way an individual perceives others’ behaviors and differences depends on the personal characteristics. A cheerful talkative student may look for her characteristics in the other friend. Thus, when she is asked to choose her group mates, she tends to look for those who have similar characters with her. Gibson (1985) states that “knowing oneself makes it easier to see others accurately; one’s own characteristics affects the characteristics identified in others; and persons who accept themselves are more likely to see favorable aspects of other people” (p.67).

  4) Situation People’s perception is also influenced by the situation or environment surrounding them. For colleague students, the deadline of the task, the atmosphere of the class activities, the group mates’ attitudes, the lecturer’s way of lecturing may influence their perception. The deadline, for instance. Students will do the task quickly when they don’t have enough time. The limitation of time makes them less careful. Thus, it will affect the result of their work. People who have sufficient amount of time and who don’t will surely have the different perception about the thing going around them (ibid, p.67).

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  5) Need Need and desires are two essential things influencing people’s perception.

  In responding stimuli, people tend to consider it based on their needs and desires. In other hand, people tend to “see what they want to see” (ibid, p.67). 6) Emotion An individual’s emotional condition has a big influence in perception.

  Good emotions, such as joyfulness, cheerfulness, and contentment may produce a good perception toward something as well. Meanwhile, for the people that have the bad emotions, such as anger, jealousy, disappointment, anxiety, guiltiness, regret, and envy can possibly make people see something negatively (ibid, p.68).

c. Aspects in the Perceptual Process Determining People’s Attitudes

  Attitudes, as Gibson (1985) says, is the “determinants of behavior, because they are linked with perception” (p.68). It means to say that attitudes are the result of perception. Therefore, the researcher finds any urge to give the information about several aspects in the perceptual process which determine people’s attitudes toward the stimuli. According to Altman, Valenzi, Hodgetts (1985) there are three aspects in human perceptual process which determine people’s attitudes (p.95).

  They are: 1) Affection aspect (Emotional component)

  It has relation with emotion. The way people like and dislike something can build people’s perception. “Like” can build a good perception whereas

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  2) Cognition aspect (Perceptual component) It deals with an individual’s belief toward a certain object. The belief itself is built from knowledge, observation, and thought. It’s how someone see something based on his or her self-willingness, expectation upon what he or she has heard, seen or studied in his or her daily life.

  3) Conation aspect (Action component) It has to do with someone’s tendency to act toward the stimuli. It includes attitude, behavior, activity, and motivation. Altman et al. (1985) state that “a certain attitude will lead to predictable behavior” (p.95). It means that when an individual has a positive attitude in a class, they would be likely do their assignments well, attend the class regularly, and catch up with every material given.

2. Project-Based Learning

  Project-based learning was introduced in the field of education as an approach to implement student-centered teaching (Hedge, 1993 as cited in Beckett, 2006, p.55). It is a possible means to promote language and content learning in EFL (English as a foreign language) classroom (Kobayashi 2006).

  Jones, Rasmussen & Moffitt, (1997); Thomas, Mergendoller, & Michaelson, 1999 define project-based learning as complex tasks which is typically based on challenging problems or questions, involving students in designing, problem- solving, decision making, or investigating activities. Students are given extended

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  periods of time to work autonomously and expected to produce realistic products or presentation (as cited in Thomas, 2000, p.1).

  There is no exact definition defining what project is. Henry (1994) claims that: A project lasts over an extended period, allows students to select their topics and locate their own source materials, and provides them with opportunities to conduct an independent piece of work either individually or in groups under the guidance of their teacher and to present and end product including written reports and oral presentations. Stoller (2006) defines project work as “elaborate sets of sequenced task during which students are actively engaged in information gathering, processing, and reporting, with the ultimate goal of increased content knowledge and language mastery”.

  The quotations above give us clear image that PBL requires students to involve more than teachers. Fisher, Berliner, Filby, Marliave, Cahen, Dishaw and Moore (1978) state that without involvement, little learning will occur (as cited in Mergendoller & Thomas, n.d.). Thus, it can be said that the implementation of PBL is to let students involve more so that they will learn more. Learning is viewed as the outcome of learners’ personal experience (Guo, 2006). It means that by doing such a project, the students will experience something new and what they get throughout the process of experiencing is called learning. Kilpatrick (1925) and Dewey (1931) believe that by giving the students “ownership” of their learning and opportunities to apply “theoretical knowledge in practice, the

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  choosing, conceptualizing, researching, and reflecting on their own projects (as cited in Beckett, 2006, p.58).