PROMOTING CREATIVITY USING PROJECT BASED LEARNING IN TEYL SUBJECT AT NUSANTARA PGRI KEDIRI UNIVERSITY
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Institusion
Universitas Nusantara PGRI Kediri
Author
Auraningrum, Zakia
NURHAJATI, DIANI
SULISTYANI, SULISTYANI
NURHAJATI, DIANI
SULISTYANI, SULISTYANI
Subject
742 English language and literature education
Datestamp
2022-08-18 12:39:12
Abstract :
COVID-19 Pandemic influenced the education world, especially the teaching and learning process. In fact, university students must be equipped with four skills to survive in the global competition of the 21st century, namely Collaboration, Critical Thinking, Creativity, and Communication (4C). One of the essential skills is creativity. Lecturers have to provide learning activities for the students to develop their skills. As a result, lecturers must adapt to the condition by selecting the appropriate strategies. One of the strategies which can be applied during the pandemic is Project Based Learning. This research aimed to describe the process of developing creativity in the students using the Project Based Learning in Teaching English to Young Learners (TEYL) subject and the student's responses to the strategy applied by the lecturer on the TEYL subject. This is qualitative research, and the subjects were the lecturer and three students as the representatives of sixth-semester students at the Nusantara PGRI Kediri University who took the TEYL subject in the academic year 2020/2021. The instruments used to gain the data were documentation, observation checklist, and interview. The observation was conducted twice during the TEYL subject. Moreover, the interview with the students and documentation of lesson plan and book chapter were used to collect more data. The results of this research indicate that the stages of PBL used by the lecturer were class preparation and implementation, which contained the stages of material selection, planning, development, and presentation. This research also found that the lecturer employed blended learning to implement the teaching and learning process. She assigned the students a project: learning activities for young learners in the form of a book chapter. Through creating the project in TEYL subjects and the PBL stages applied by lecturers, the students could develop their creativity, especially in fluency, flexibility, originality, and elaboration. From the results of this study, there are several suggestions. Teachers of related subjects can collaborate to create projects for students so that they can train students? skills for different subjects at once. They can also use the PBL stages in this study for classroom learning. Finally, for the future researchers are suggested to use more subjects in their research, explore the use of PBL for other soft and hard skills, and conduct research focusing on students? perspectives.
COVID-19 Pandemic influenced the education world, especially the teaching and learning process. In fact, university students must be equipped with four skills to survive in the global competition of the 21st century, namely Collaboration, Critical Thinking, Creativity, and Communication (4C). One of the essential skills is creativity. Lecturers have to provide learning activities for the students to develop their skills. As a result, lecturers must adapt to the condition by selecting the appropriate strategies. One of the strategies which can be applied during the pandemic is Project Based Learning. This research aimed to describe the process of developing creativity in the students using the Project Based Learning in Teaching English to Young Learners (TEYL) subject and the student's responses to the strategy applied by the lecturer on the TEYL subject. This is qualitative research, and the subjects were the lecturer and three students as the representatives of sixth-semester students at the Nusantara PGRI Kediri University who took the TEYL subject in the academic year 2020/2021. The instruments used to gain the data were documentation, observation checklist, and interview. The observation was conducted twice during the TEYL subject. Moreover, the interview with the students and documentation of lesson plan and book chapter were used to collect more data. The results of this research indicate that the stages of PBL used by the lecturer were class preparation and implementation, which contained the stages of material selection, planning, development, and presentation. This research also found that the lecturer employed blended learning to implement the teaching and learning process. She assigned the students a project: learning activities for young learners in the form of a book chapter. Through creating the project in TEYL subjects and the PBL stages applied by lecturers, the students could develop their creativity, especially in fluency, flexibility, originality, and elaboration. From the results of this study, there are several suggestions. Teachers of related subjects can collaborate to create projects for students so that they can train students? skills for different subjects at once. They can also use the PBL stages in this study for classroom learning. Finally, for the future researchers are suggested to use more subjects in their research, explore the use of PBL for other soft and hard skills, and conduct research focusing on students? perspectives.
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RAMA_88203_18101080007.pdf
RAMA_88203_18101080007_SIMILARITY.pdf
RAMA_88203_18101080007_0711126302_0701056803_01_front_ref.pdf
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RAMA_88203_18101080007_0711126302_0701056803_05.pdf
RAMA_88203_18101080007_0711126302_0701056803_06_ref.pdf
RAMA_88203_18101080007_0711126302_0701056803_07_lamp.pdf
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