Applying Project Based learning (PBL) Model for Students of English for Young Learners Course
Keywords:
English for young learners Course, Project Based Learning Model, student active learningAbstract
This paper describes the digital storytelling task applied in speaking class of second year students of English Study Program, including advantages students achieve from storytelling and technology integration as well as suggestions for classroom implementation. The necessity for students to use effective written communication and to be technologically literate remains strong. Meanwhile, English teachers charged with developing these skills are searching for ways to engage students in the writing process and integrate technology into daily learning activities. Digital storytelling aligns with both of these objectives. This strategy invites students into the writing process on a personal level and integrates several technologies into the final project. With careful planning and preparation, digital storytelling present students with a deeply meaningful learning experience. Many students readers and writers, will be highly motivated by the personal nature of storytelling and the integration of technology. An interactive technology can keep the students engaged into the material. As they build their stories, students will be reading for depth and understanding, and gaining proficiency with the vocabulary, structure and pronunciation of language. Finally, students will gain greater competence with technology as they refine their problem-solving skills. Sharing personal stories and engaging in this variety of thinking skills will prove to be a rewarding experience for both teachers and students.
References
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43.
Cameron, L. (2001). Teaching languages to young learners. Cambridge university press.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264.
Curtis-Bey, L. (2009). Project-based learning: Inspiring middle school students to engage in deep and active learning. NYC Department of Education.
Fragoulis, I., & Tsiplakides, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice. English Language Teaching, 2(3), 113–119.
Gregar, J. (n.d.). Research design (qualitative, quantitative and mixed methods approaches).
Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21 st Century Age. Education Research International, 2022.
Inharjanto, A., & Lisnani, L. (2021). ELT LEARNING MEDIA FOR YOUNG LEARNERS: FAMILY-THEMED PICTURE STORIES. Indonesian EFL Journal, 7(1), 21–32.
Jalongo, M. R., Rieg, S. A., & Helterbran, V. R. (2007). Planning for learning: Collaborative approaches to lesson design and review. Teachers College Press, Columbia University.
Laila, A. N. H., Lestari, W. D., & Yuliasari, U. (2022). LEARNING STRATEGIES USED BY EFL STUDENTS IN LEARNING ENGLISH VOCABULARY AT MAMBAUL ULUM ISLAMIC SENIOR HIGH SCHOOL. Prosiding SNasPPM, 7(1), 857–862.
Moon, J. (2005). Children learning English: A guidebook for English language teachers. London: Macmillan, 2005.
Muthmainnah, M. (2023). Expanding on the use of YouMiMe as technology instructional design in learning. Pegem Journal of Education and Instruction, 13(1), 367–378.
Nurhajati, D. (2014). Widiarini (2014). Enhancing Students’ Self-Confidence through Teacher’s Behaviour Change on Lesson Study Program for TEYL 1. Proceedings Reflective Educators and Professionals of Learning, 540–545.
Nurhajati, D. (2018). Creating English Student Book Through Project Baased Learning in TEYL Subject. International Conference on English Language Teaching (ICONELT), 145, 66–69.
Patton, A. (2012). Work that matters The teacher’s guide to project-based learning. Paul Hamlyn Foundation.
Reftyawati, D. (2017). Providing instructional media for teaching language to young learners. LINGUA: Jurnal Bahasa Dan Sastra, 18(1), 21–28.
SAHRONI, W. (n.d.). IMPLEMENTASI PROJECT-BASED LEARNING DALAM KELAS TEYL PENDIDIKAN BAHASA INGGRIS UNIVERSITAS NUSANTARA PGRI KEDIRI.
Suharsih, S., & Hamidiyah, A. (2012). Realia: The effective media for teaching English for EYL. Proceedings of Teaching English for Young Learners in Indonesia (TEYLIN), 2, 6–14.
Triassanti, R., & Sampurno, T. P. (2018). BLENDED LEARNING USING AUTOPLAY MEDIA STUDIO 8 PROGRAM AND EDMODO IN TEACHING PRONUNCIATION PRACTICE. THE PROCEEDINGS OF NATIONAL SEMINAR THE 8 TH RONGGOLAWE ENGLISH TEACHING CONFERENCE (RETCO) 2018, 24, 9.
