SOPIAH, SITI (2025) STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING ON DEVELOPING CRITICAL THINKING AND SPEAKING SKILLS (A Qualitative Case Study at X-11 Grade in SMAN 5 Kota Serang). S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
The aim of the research is to explore the students’ perception of project-based learning (PBL) in overcoming their difficulties in thinking critically and speaking English. A qualitative case study was conducted with Class X-11 students at SMAN 5 Kota Serang. The research was grounded by Lev Vygotsky’s Social Constructivism theory. Data were collected using observation, interview, and document analysis techniques, then analysed using Miles and Huberman’s technique. The findings revealed that students’ difficulties in thinking critically include managing information, limited information, emotional and psychological factors, and obstacles in the collaboration process. Similarly, problems in speaking English included pronunciation errors, limited vocabulary and grammar, psychological factors, and an unsupportive environment. The research also identifies several benefits and contributing factors of PBL in developing critical thinking and English-speaking skills. The learning model effectively trains students to analyse and evaluate information, solve problems, make decisions, accept diverse opinions, and encourages students to collaborate well through the learning activities such as discussion, teamwork, and Q&A sessions. Furthermore, the learning model enhances their English-speaking skills through presentation, discussion and interactions, final project requirements, and feedback and Q&A sessions. These activities can increase self-confidence, familiarize students with English speaking and interactions, build vocabulary, provide direct input and guidance from the teacher, and foster learning motivation in speaking English. In conclusion, students hold positive perceptions toward project-based learning in developing their critical thinking and English-speaking skills, thereby overcoming their difficulties.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Tujuan penelitian ini adalah untuk mengeksplorasi persepsi siswa terhadap pembelajaran berbasis proyek (PBL) dalam mengatasi kesulitan mereka dalam berpikir kritis dan berbicara bahasa Inggris. Studi kasus kualitatif dilakukan dengan siswa Kelas X-11 di SMAN 5 Kota Serang. Penelitian ini didasarkan pada teori Konstruktivisme Sosial Lev Vygotsky. Data dikumpulkan menggunakan teknik observasi, wawancara, dan analisis dokumen, kemudian dianalisis menggunakan teknik Miles dan Huberman. Temuan menunjukkan bahwa kesulitan siswa dalam berpikir kritis meliputi pengelolaan informasi, keterbatasan informasi, faktor emosional dan psikologis, serta hambatan dalam proses kolaborasi. Demikian pula, masalah dalam berbicara bahasa Inggris meliputi kesalahan pengucapan, keterbatasan kosakata dan tata bahasa, faktor psikologis, dan lingkungan yang tidak mendukung. Penelitian ini juga mengidentifikasi beberapa manfaat dan faktor pendukung PBL dalam mengembangkan kemampuan berpikir kritis dan berbicara bahasa Inggris. Model pembelajaran ini secara efektif melatih siswa untuk menganalisis dan mengevaluasi informasi, memecahkan masalah, membuat keputusan, menerima pendapat yang beragam, dan mendorong siswa untuk berkolaborasi dengan baik melalui kegiatan pembelajaran seperti diskusi, kerja tim, dan sesi tanya jawab. Lebih lanjut, model pembelajaran ini meningkatkan keterampilan berbicara bahasa Inggris mereka melalui presentasi, diskusi dan interaksi, persyaratan proyek akhir, serta sesi umpan balik dan tanya jawab. Kegiatan-kegiatan ini dapat meningkatkan rasa percaya diri, membiasakan siswa dengan percakapan dan interaksi bahasa Inggris, membangun kosakata, memberikan masukan dan bimbingan langsung dari guru, dan menumbuhkan motivasi belajar berbicara bahasa Inggris. Simpulannya, siswa memiliki persepsi positif terhadap pembelajaran berbasis proyek dalam mengembangkan pemikiran kritis dan keterampilan berbicara bahasa Inggris mereka, sehingga mengatasi kesulitan mereka. | |||||||||
| Subjects: | L Education > L Education (General) L Education > LA History of education L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris |
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| Depositing User: | Siti Sopiah | |||||||||
| Date Deposited: | 20 Aug 2025 06:22 | |||||||||
| Last Modified: | 20 Aug 2025 06:22 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/54069 |
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