Group 2:

1. Ruly Joan Farwati (18033015)

2. Muhammad Ghozali (18033018)
Research On ELT Assignment
The summary of phenomenology article

Title : A Phenomenological Study Of Three University Students’

Experiences In Project Based Learning
Writer : Yustinus Calvin Gai Mali
Publishing House : Universitas Kristen Satya Wacana Salatiga, Indonesia

Abstract
In the abstract the author says that research that examines project-based learning in the
context of English as a Foreign Language (EFL) is still limited, especially for Indonesian
students. This study aims to examine the meaning of PBL in Second Language Acquisition
(SLA) learning at the English Education Program, Universitas Dunia Indonesia.

The results of this study are experiences in the form of narratives and the author's
interpretation of the themes that appear in the narrative as the meaning of PBL in SLA
learning. This study seems to continue the positive trend of PBL practice in teaching and
learning English especially in content-based instruction.

Introduction
In introduction, the writer says this study is interested in investigating the meaning of PBL in
SLA learning at ED-DU as perceived by students. More specifically, this study aims to
answer the following research questions: what does PBL mean for students in SLA learning?
This goal can be achieved by asking students to reflect and explain [1] how they feel about
PBL as applied in their classroom projects, [2] how they experienced doing it, and [3] how
they gave meaning to SLA learning. In essence, as a process of critical examination of
experience, reflection significantly helps teachers to gain a better understanding of their
teaching practice

LITERATURE REVIEW

Project Based Learning

Project Based Learning is an approach that has the principles of student-centered teaching,
student autonomy, collaborative learning and learning through assignments. In this approach,
students are active in solving problems by working together in groups and the teacher will
provide support and guidance. In PBL students are socialized through several group activities
which include language learning, content, and skills stimulants

Benefits of Project Based Learning

According to the author, PBL is beneficial for student learning to help them achieve greater
understanding and enable students to acquire skills and knowledge through various activities
carried out. This approach encourages students to understand how to plan, build and
collaborate with their partner or small group.

METHOD
In this study, the author conducted a qualitative study that aims to help him understand the
social phenomena felt by the students involved in the research. In this study, social
phenomena are related to student activities inside and outside the classroom with their group
mates in completing projects in SLA class.

In particular, the authors approach the research using the phenomenological inquiry method.
Inquiry is based on a constructivist theoretical stance in which meaning is said to be
constructed from the interaction between subject and object.

Context of the Study

The SLA is a fourteen-meeting elective course at ED-DU and is set in an EFL setting, a
situation where people learn English in a formal classroom with limited opportunities to use
the language outside of their classroom. This course discusses how people and students as
learners of English learn and acquire a second language (L2) other than their mother tongue.

Research Participants
The authors considered several criteria for recruiting participants in phenomenological
studies. A study participant has experienced the desired phenomenon, is very interested in
understanding the nature and meaning of the phenomenon, and is willing to engage in lengthy
interviews. The authors limited the number of participants to be involved in this study and
recruited a targeted sample of 3 students in the SLA class who met the criteria

Data Collection
The authors conducted both topical and informal guided interviews asking the interviewees
open-ended questions. The author met the participants and explained the purpose of the study
and asked them to sign a consent form before starting the interview session. The author
conducted interviews with the participants' first language, Indonesian (L1). Each interview
lasted 30-5 minutes and was recorded. Then the recordings were transcribed and analyzed.
One month after the interview, the writer met with the participants to show the interview
transcripts and let them read and add information about their responses.

Research Bias
In phenomenological research, a researcher must refrain from expressing his personal views
except those expressed by participants. More specifically, the concept "involves researchers
deliberately setting aside their experiences and suspending their beliefs in order to take new
perspectives based on data collected from people who have experienced the phenomenon"

Data Analysis
After collecting the participants' life experience material, the writer followed the data analysis
guidelines to analyze the data. First, the writer describes personal experience with the
phenomenon studied. Second, the author develops a list of important statements. Third, the
writer takes the statements and group them into larger units of information. Then the writer
describes what and how the students experience this phenomenon and includes a verbatim
transcription taken from the interview data.

FINDINGS AND DISCUSSION

Constructive Communication
Themes Sub-themes Cited Responses
To share learning resources
To discuss what group members have to do
With group mates To discuss time to meet
To negotiate different perspectives
Construktive
To clarify ideas
Communication
To obtain feedback
To know what to do in finishing the project
With the lecturer
To join a conference
To discuss concepts
To understand SLA theories
Helping Others To share workloads
To check contents of PowerPoint slides
To read previous related studies
To read learning materials before group
Learning Strategy
discussions
To find more sources
Sense of Responsibility To finish assigned tasks

PBL reflects the essence of constructive communication among students to complete their
projects. Participants communicate with their group mates to share their learning resources
and discuss what each group member must do to complete the project. As a means of
communication, students take advantage of technologies that can help them such as Facebook
and whatsapp. Obtaining permission from Lian, the author exemplifies the communication
carried out by his group (i.e., it was the one initiated by Gris (anonymous)). For research
purposes, I translated his first language communication (L1) into English. Students also
communicate to discuss the different views they have during the project completion process.
Communication is also carried out with student lecturers to provide feedback about the
project.

Helping others
The participants help each other to complete their projects.

Pbl allows students to share tasks in completing their projects. In addition, students'
experiences tend to prove that pbl provides students with the strategies they need such as
encouraging them to understand how to plan, build and collaborate with their groups.

Learning Strategies
Second language learning strategies are described as specific actions or techniques that
students use to improve their learning and as behaviors and techniques that students adopt in
their efforts when they learn a second language. Students have a variety of strategies to
complete their projects.

A sense of responsibility
Participants' sense of responsibility arises from a strong motivation to help their classmates
and lecturers understand group presentations.

CONCLUSION
The authors conclude that PBL has a positive impact on the participants. The authors
encourage future studies to explore other potentials of PBL practice especially from more
diverse perspectives and settings to justify PBL work to enhance language learning of EFL
students.

REFERENCES
There are 53 references used by the author
Most are references from abroad
there are several references (more than two) that the author took from Brown and Richards