Building Essay Outline Through Discourse Illustration: Project-Based Learning in Higher Vocational Education
Abstract
Abstract—Project-based learning is an innovative learning model which emphasizes contextual learning through complex activities. Project-based learning focused on learning the core concepts, involving learners in problem-solving investigations and other meaningful tasks, giving students the opportunity to work autonomously construct their own knowledge and ultimately produce a real product. Project-based learning can be used to achieve a certain competency through a project within a specified period through the steps of planning, execution, reporting, communicating the results and evaluation activities. This research was aimed to analyze the use of discourse illustration in writing essay outlines in order to help students in the stage of constructing ideas. This study focused on the use of discourse illustration in the context of teaching English for vocational students with a framework of project-based learning as a basic model. The goal of this method was to improve students’ engagement in writing and ease the obstacles faced when developing ideas. Participants were 28 third semester students enrolled in a three-year undergraduate program in Informatics Management whose English proficiency was lower intermediate. The outlines produced by students were evaluated and discussed in peer review until the drafts were final. The study revealed that students were able to construct a more coherent and cohesive essay and engaged in the completion of the project in a more positive attitude as they could develop their competence in writing and enhance their collaborative skill to work as a team. Keywords:Constructing outline; discourse illustration; essay writing; project-based learningReferences
REFERENCE
Bernal, R. (2015). The impact of a vocational education program for childcare providers on children’s well-being. Economics of Education Review, 48, 165–183.
Blaak, M., Openjuru, G. L., & Zeelen, J. (2013). Non-formal vocational education in Uganda: Practical empowerment through a workable alternative. International Journal of Educational Development, 33(1), 88–97.
Coleman, J. A. (1992). Project-based Learning, Transferable Skills, Information Technology and Video. Language Learning Journal, 5.
Dave, D. M., Reichman, N. E., Corman, H., & Das, D. (2011). Effects of welfare reform on vocational education and training. Economics of Education Review, 30(6), 1399–1415.
De Bruijn, E., & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27(4), 694–702.
Edwards, A., & Talbot, R. (1999). The Hard-Pressed Researcher: A Research Handbook for the Caring Professions. London: Longman.
Guarini, G., Laureti, T., & Garofalo, G. (2018). Territorial and individual educational inequality: A Capability Approach analysis for Italy. Economic Modelling, 71(August), 247–262.
Hasanefendic, S., Heitor, M., & Horta, H. (2016). Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal. Technological Forecasting and Social Change, 113, 328–340.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26(October), 140–153.
Hoekstra, A., & Crocker, J. R. (2015). Design, implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education. Studies in Educational Evaluation, 46, 61–73.
Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and Individual Differences, 67(August), 132–142.
Jordá, V., & Alonso, J. M. (2017). New Estimates on Educational Attainment Using a Continuous Approach (1970–2010). World Development, 90, 281–293.
Katz, L.G., & Chard, S. C. (2000). Engaging Children’s Minds: The project Approach (second edi). Stamford, Connecticut, The United States of America: Ablex Publishing Corporation.
Kettanun, C. (2015). Project-based Learning and Its Validity in a Thai EFL Classroom. Procedia-Social and Behavioral Sciences, 192.
Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59.
Lupinacci, D. M., & Bonilla, S. H. (2018). Exploring approaches and dimensions of human transformity through an educational case. Ecological Modelling, 368, 336–343.
Lushin, V., Jaccard, J., Ivaniushina, V., & Alexandrov, D. (2017). Vocational education paths, youth activities, and underage drinking in Russia: How early does the trouble start? International Journal of Drug Policy, 45, 48–55.
Markham, T., Larmer, J., & Ravitiz, J. (2003). Project-based learning handbook. Novato, CA: Buck Institute for Education. Novato, CA: Buck Institute for Education.
O’Leary, Z. (2004). The Essential Guide to Doing Research. London: Sage.
Pereira, N. S., & Marques-Pinto, A. (2018). Development of a social and emotional learning program using educational dance: A participatory approach aimed at middle school students. Studies in Educational Evaluation, 59(October 2016), 52–57.
Rochmawati, E., Rahayu, G. R., & Kumara, A. (2014). Educational environment and approaches to learning of undergraduate nursing students in an indonesian school of nursing. Nurse Education in Practice, 14(6), 729–733.
Stoller, F. (2006). Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts. (& P. C. M. Gulbahar H. Beckett., Ed.). Greenwich, Connecticut: Informationage Publishing Inc.
Sukerti, G.N.A., & Yuliantini, N. (2018). Learning Autonomy in Writing Class: Implementation of Project-based. In Learning in English for Spesific Purposes.
Thitivesa, D., & Essien, A. M. (2013). The Use of Project to Enhance Writing Skill. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 7(6).
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Retrieved from www.bobpearlman.org/BestPractices/PBL_Research.pdf
Willis, D. (1996). Accuracy, fluency and conformity in Willis, J. and D. Willis (eds) Challenge and change in language teaching. Heinemann: Oxford University Press.
Copyright (c) 2018 RETORIKA: Jurnal Ilmu Bahasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons-Non Ceomercial-Attribution-ShareAlike (CC BY-NC-SA)
Abstract viewed = 414 times
PDF downloaded = 275 times
2.png)
