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REFLECTING ON PROJECT-BASED LEARNING

ACTIVITIES IN A COMPUTER ASSISTED LANGUAGE

LEARNING (CALL) CLASSROOM

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Vincentia Ika Sindi Prawesti

112013082

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2017

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TABLE OF CONTENTS

COVER PAGE i

APPROVAL PAGE ii

COPYRIGHT STATEMENT iii

PUBLICATION AGREEMENT DECLARATION iv

TABLE OF CONTENTS v

ABSTRACT 1

INTRODUCTION 1

LITERATURE REVIEW 3

Advantages of PBL in English Language Learning 4

Challenges of Using PBL 4

Previous Studies on PBL 5

THE STUDY 7

Context of the Study 8

The Research Participants 9

Data Collection Instruments 9

Data Collection Procedures 10

Data Analysis Procedures 11

FINDINGS AND DISCUSSION 11

Learning New Technology 11

Improving Students’ Speaking Skill 13

Experiencing in Collaboration 14

Designing a Lesson Plan 16

Experiencing the Internet Connection 17

CONCLUSION 19

ACKNOWLEDGEMENT 20

REFERENCES 21

APPENDIX 25

1

REFLECTING ON PROJECT-BASED LEARNING

ACTIVITIES IN A COMPUTER ASSISTED LANGUAGE

LEARNING (CALL) CLASSROOM

Vincentia Ika Sindi Prawesti

ABSTRACT

Global and national trends and encouragement enhances English language

teachers to facilitate their teaching practice. The implementation of project-based

learning (PBL) using technology application in the class need to be investigated to

know whether it can influence students in the learning language process or not.

The aim of this study is to explore students’ perspectives on the use of

technological group workshop in the CALL (Computer Assisted Language

Learning) class. This study takes place at Faculty Language and Arts Universitas

Kristen Satya Wacana (FLA-UKSW). The use of open-ended questionnaire is

used to get the individual point of view, where they free to answer and give

responses. Before distributes the questionnaire, the researcher conducts the

piloting in order to ensure that the questions were understandable. Moreover,

researcher elicits the data of questionnaire using semi-structure interview which is

conducted in participants’ L1 (Bahasa Indonesia). There were 10 participants of

ED-UKSW students in CALL classroom. The data showed that the project give

positive meaning for the participants. It encourages students to learn new

technology by utilizing the technology in the real life setting and requires them to

improve their speaking ability. Also, the project gives the opportunity to improve

their collaborative skills. Besides, there were challenges in designing the lesson

plan and experiencing the internet problem.

Keywords: PBL, CALL, speaking skill, collaboration skill, lesson plan, internet

connection.

INTRODUCTION

Today, English language teachers are encouraged to use technology to

facilitate their teaching practices. For example, Parvin and Salam (2015) told that

“The 2010 National Education Policy of Bangladesh suggested the use of audio

visual materials in the language classes” (p. 47). While in the state of Texas, the

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new standards require teachers to integrate technology in their classrooms

(Davidson, Richardo, & Jones, 2014). In the same way, Project tomorrow (2013)

as cited in Machado and Chung (2015) reported that the use of technology as

teachers’ technological tools in United States’ classrooms is rising. To maximize

the use of technology in the class, all the academic staffs in higher education

institutions throughout the Republic of Ireland are required to use technology

(Donnelly, 2005). In Turkey, where technology plays a major role in Educational

activities, teachers should be equipped with technological skill (Uredi, Akbasli, &

Ulum, 2016). In Indonesia, the Minister of Education and Culture Republic of

Indonesia has also encouraged English language teachers to use technology in

their practices as described in some national educational policies (Mali, 2016).

Responding creatively to those global and national trends and

encouragements for teachers to use technology, English Language Education

Program, Universitas Kristen Satya Wacana, Salatiga, Central Java (henceforth

called ED-UKSW) has a course named Computer Assisted Language Learning

(CALL). The general aim of this course is to provide students with opportunities

to utilize technology in learning English language (Mali, 2017) through some

projects that students have to complete. In this research, I am interested in

exploring students’ perspectives on the technological group workshop project,

which is one of the projects in the classroom. Specifically, I aim to answer the

research question:

What are the students’ perspectives on the technological group workshop

project in the CALL classroom?

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The results of this research are expected to provide practical benefits for the

teachers of the CALL classroom, EFL teachers, and students. For the CALL

teachers, this study may suggest them in maximizing the use of CALL potential

for teaching and learning language (English), implementing certain technology

applications as a project, and preparing the students to face a changing world. For

EFL teachers, it might give them insights how the project which implemented

technology can influences students in learning a language. Furthermore, it may

give the students information about kinds of technology that can help to promote

English language learning and to achieve the classroom objectives.

LITERATURE REVIEW

Definitions of Project-Based Learning

Project-Based Learning (PBL) is an organized learning model using projects

(Thomas, 2000), which should be central to the curriculum (Tamim and Grant,

2013) and emphasize learning through student-centered collaborative learning,

student’ creative critical thinking (Poonpon, 2017; Tamim & Grant, 2013; Savery,

2006). Firstly, student-centered activate the students to be more active in the class.

It gives students the opportunity to demonstrate their content knowledge through

the project (e.g., an oral presentation or a poster session) in the class (Poonpon,

2017). Secondly, collaborative learning allows students to work as teamwork, to

motivate and increase social interaction (Elam and Nesbit, 2012). Thirdly,

students’ creative thinking encourages students in project planning. It challenges

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the students in selecting topic and designing project (Tamim and Grant, 2013).

Fourthly, students’ critical thinking skill is a students’ ability to think critically in

finding both problems and its solution (Savery, 2006).

Advantages of PBL

PBL has some benefits in teaching and learning process. First, it helps

teachers in their practices in motivating their students to learn, foster problem-

solving, and develop independent and cooperative working skills (Beckett, 2002).

Second, PBL is also helped the teacher to make the classroom experience

meaningful and enganging for students, where they can maximize their learning

(Swanson, 2014). Third, PBL creates students’ opportunities for collaboration,

through coordination, discussions, and assessments (Elam & Nesbit, 2012).

Fourth, PBL also gives the opportunity for students to learn how to build, manage

and share their project (Wong, Quek, Divaharan, Liu, Peer, & Williams, 2006)

which intended to help students become proficient (Thomas, 2000). Fifth, through

PBL, students gain knowledge and skills from different activities (Tamim &

Grant, 2013). Sixth, PBL incorporates real-life challenges. The projects are

realistic which allow students to feel the authenticity (Thomas, 2000).

Challenges of Using PBL

Besides the advantages, there are also some challenges in using PBL.

First, it is a challenge to organize a group of several students in which they would

be able to work together (Abruquah, Dosa, & Duda, 2016). As a team, they have

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different schedule to meet and discuss together and different ideas, to solve

particular problems. For some students, work as a team and deal with the

difference with several students is very involved. Second, it was difficult for some

students to manage the deadline for submission of their work (Simpson, 2011). It

clarifies the previous challenges that they have different schedule. To find the best

time when all of the team can discuss the project is a challenge. This situation

makes them have limited time to submit their work. Third, in PBL, students are

challenged to solve a real-world problem (Amaral, Gonçalves, & Hess, 2015). For

those who are good in a problem solving, it is easy to find the solution when

facing a real problem. However, some other students still need more time to solve

the real problem.

Previous Studies on PBL

Highlighting the importance of PBL in language teaching learning, a

plethora of international studies had been carried out in different contexts. For

example, in South Korea, Elam and Nesbit (2012) conducted a study to address

whether the combination of PBL and a technology is an effective methodology for

promoting and motivating learners. The participants were twenty-two

undergraduate Tourism course students at PaiChai University in South Korea. The

data showed that PBL played a significant part in increasing their overall

collaborative skills and interest in technology.

Tamim and Grant (2013) held a study involving six language teachers who

taught grades 4 through 12 using projects in their practices. This study aimed to

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explore teachers’ definition of PBL and their account on the meaning of PBL. The

result showed teachers positively defined PBL as a teaching method that supports,

facilitates, and improves the learning process.

In a more recent year, a study was conducted by Mali (2016) who

attempted to look into the meaning of PBL in learning Second Language

Acquisition (SLA). This study involved three students in his SLA class. The

findings highlighted that PBL, as implemented in the classroom projects, gives

positive meanings to the students.

In the same year, Petersen and Nassaji (2016) examined and compared

ESL teachers' and learners' beliefs and attitudes toward PBL. The data were

collected from 118 participants (88 students and 30 teachers) in three ESL schools

that offered intensive English programs for adult second language learners in

Victoria, Canada. The data showed that students had positive opinions about PBL,

and almost all the teachers indicated that project work is an effective strategy for

learning a language.

In a more recent year, Poonpon (2017) conducted a study to investigate

learners’ opinions about the implementation of PBL in an English course at a Thai

university. The researcher involved 47 undergraduate students. The findings

revealed that students believed the implementation of project was appropriate and

could help them aware of their own English ability and improve English skills in

real life contexts.

To sum up, the following may be stated dealing with the related previous

studies and the above-mentioned studies on PBL. First, they help me to

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understand that PBL gives positive meanings and perspectives to the students in

increasing their overall collaborative skills and interest in technology, and can

help them aware of their own English ability and improve English skills (Mali,

2016; Elam & Nesbit, 2012; Poonpon, 2017; Petersen &Nassaji, 2016). Second,

the literature review show that teachers had a positive perspective of PBL as a

teaching method that supports, facilitates, and improves the learning process, and as

an effective strategy for learning language (Tamim & Grant, 2013; Petersen &

Nassaji, 2016).

Therefore, this study was also to find out whether the implementations of

PBL in CALL class continue the positive impacts that PBL has on English

language teaching and learning practices with technology.

THE STUDY

The aimed of this study was to explore students’ perspectives on the use of

technological group workshop in the CALL class. This study used a qualitative

approach to achieve the research objectives. The approach has some

characteristics (Creswell, 2007). First, it is conducted in a natural setting. Second,

the research data are also collected from the participants’ experience related

particular issues. Then, the researcher focuses on learning participants’

perspectives related the problem or issue. Third, Zacharias (2013) added that in a

qualitative study the participants tend to be a small number. Also, the data will

display participants’ word and story. This study was in line with the

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characteristics of qualitative research which have been mentioned above. This

study was conducted in a natural setting, focused on participants’ perspectives,

included a limited number of participants, and displayed stories of their

experiences in doing the technological workshop project.

The context of the study

The setting of this study was in a CALL classroom at ED-UKSW in the

2016/2017 academic year. This course is an elective class that expects the

students to be able to [1] explain related ideas of CALL, [2] be familiar with some

forms of technology which are potential for teaching and learning, [3] create

lesson plan that incorporate technology application, [4] utilize the technology

application in real-life settings (Mali, 2017).

To achieve the classroom objectives, the students need to do a

technological workshop project which was done in a group. A group was

consisted of 3-4 students. Each group should deliver a presentation in 15-20

minutes, which based on principles of CALL evaluation: [a] how the tasks can be

appropriate for learners in a particular setting, [b] how interactive the technology

is, [c]how the technology can provide feedback for students, [d] potentials that the

technology can offer for language learning. The presentation would be followed

up by a technological workshop in 75 minutes based on a lesson plan that each

group had created. In the workshop, the other students could experience utilizing

the technology application.

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The research participants

This study involved 10 ELT-UKSW students in the CALL classroom. The

participants were selected from different group projects. Two students in the same

group were selected to know whether there was different perspective in doing the

same project. The participants were chosen based on the following considerations.

First, the researcher considered accessibility to meet the participants. Second, the

selected participants were those who provided answers on the questionnaire

stating that they were interested in PBL. To keep the confidentiality of the

participants, the researcher kept their names in initials (e.g., Student 1).

Data collection instrument

Before interviewing, the researcher explained the research purposes and

gave them an open-ended questionnaire. The purpose of open-ended questionnaire

was to give the participants an opportunity to voice their individual points of

views (Zacharias, 2013). In the questionnaire, the participants were free to answer

and write their responses (Zacharias, 2013). Then, the researcher asked their

permission to conduct an interview.

In the interview, the researcher used semi-structured interview. Semi

structured interview allows for greater flexibility, includes changing the order of

the questions to provide an opportunity for me to follow-up questions (Zacharias,

2013). The interview questions (developed from Ponpoon, 2017; Elam & Nesbit,

2012; Tamim & Grant, 2013; Savery, 2006) dealt with students’ perspectives in

doing the technological workshop project in CALL class. Four questions to ask in

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the interview were: [1] please tell about your experiences in doing the

technological workshop project in your CALL classroom!; [2] what are the

advantages that you experience in the process of completing the technological

workshop project as an attempt to achieve the classroom objectives?; [3] What are

the challenges that you experience in the process of completing the technological

workshop project as an attempt to achieve the classroom objectives?; and [4] Does

the workshop help you to learn English? In what ways? Please explain!

Data collection procedure

To collect the data, the researcher did some following steps. First, the

researcher met the lecturer and asked for permission to conduct the research in the

class. Second, before the researcher did the interview, the researcher piloted the

interview questions with one student who took CALL class last semester to ensure

that the questions were understandable. After that, the researcher distributed the

questionnaire to get the information about the participants’ project group and their

willingness to participate in this research. This questionnaire was also helping the

researcher to ask more detail in the interview. Last, the researcher made an

appointment with the participants to do the interview.

This interview was conducted in the participants’ L1 (Bahasa Indonesia)

to help them provide deep and clear responses. Before interviewing, the researcher

let the participants saw the interview questions. This was to give them time to

think and prepare their answers in the interview session. Each interview lasted

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around 5-10 minutes. It was recorded using a voice recorder. Then, the recorded

information of the interview was transcribed and analyzed.

Data analysis procedure

After the researcher had collected the data from the questionnaire and the

interview, the researcher analyzed the data with these following steps. First, the

researcher read the participants’ answer in the questionnaire and compared with

their answer in the interview. Second, the researcher developed significant

statement lists. These lists were based on the participants’ response in the

questionnaire and the note from their answer in the interview.

Third, the researcher grouped the statements into the large information. The

statements were categorized to determine the themes. After that, based on the

themes, the researcher made an interpretation to answer the research question.

FINDINGS AND DISCUSSIONS

Based on the result of interview data, there are five themes from students’

perspectives of the technological workshop project. The themes are [1] Learning

new technology, [2] Improving students’ speaking skill, [3] Improving students’

collaborative skill, [4] Designing the lesson plan, and [5] Experiencing the

Internet Problem.

Learning New Technology

This project encouraged the students to find learning materials and the

technologies applications, which related to the topic which was presented and

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utilized in the class. Before presenting the technology applications, the students

should try and related the application with the CALL principles. They had to find

the technology application by themselves, it was quite challenging but it gave the

students the opportunities to learn new technology as what some students

mentioned in the interview.

Excerpt 1

“I know what technology was, the advantages of technology, and the

purpose of technology. Through this project I could learn new technology

applications and gained some knowledge related the technology,

especially for learning English”. (Student 3/ Interviewed on June 20, 2017/

translated by the researcher)

Based on the findings, student 4 and 5 believed that the project in the

CALL class helped them in learning new technology. It also could be used for

improving their English competence (Yunus, Salehi & Amini, 2015). In line with

student 4 and 5, student 2 clarified further in the interview that technology gave

her the benefit in learning language.

Excerpt 2

“So, through this project, I could learn new technology application which

very useful to help me in learning language. I tried to utilize the

technology in order to help me learning English. It made my learning

process more interesting, motivated me to learn vocabulary and grammar,

and gave me the chance to know my mistakes through the feedback”.

(Student 4/ Interviewed on June 19, 2017/ translated by the researcher)

Student 2 told that not only to learn new technology but she also could

utilize it in her real life. It is line with Baz (2016) that learning technology gives

the students the opportunities to experience the technology in real-life context. It

also had the impact in her language learning process. It motivated her in learning

English by making the learning process more interesting. This finding confirmed

the previous study (Tamim & Grant, 2013) of technology as a method tha

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supports, facilitates, and improves the learning process. Donelly (2015) adds that

through new technology, students could learn by doing, got feedbacks and built

new knowledge. They could learn vocabulary and grammar (excerpt 2) by doing

the task in the application. They also could develop new knowledge related the

technology (excerpt 1).

Improving Students’ Speaking Skill

This project allowed the students to improve their skills. From the

interview, the researcher found that through the project, students could enhance

their speaking ability in a way that the project required the students to present

their material related the topic and the technology application which they choose

to be implemented in the class. Besides, the students should ensure that their

classmate understood their explanation. They had to use English to give the

explanation, answered the question and handled the class orally most of the time.

It increased their speaking ability.

Excerpt 3

“This workshop helped me in learning English especially in increasing my

speaking skill. Whether I like or not, I had to be fluent in English while

explaining the material and doing the workshop”. (Student 2/ Interviewed

on June 19, 2017/ translated by the researcher)

In line with student 2, student 4 clarified in the interview that she needed practices

before doing the presentation and had to be fluent and clear in presenting and

leading the workshop. While practicing, students were developing their language

skill (Dooly & Masats, 2008).

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Excerpt 4

“I learned a lot from the workshop. Here, I could practice my speaking

skill and my pronunciation, also my listening and grammar skill. There

were many difficult words to pronounce, so I had to prepare before the

presentation”. (Student 4/ Interviewed on June 20, 2017/ translated by the

researcher)

The finding above confirmed an idea by Poonpon (2017) that their

speaking is enhanced when they performed their presentation. While Coleman

(1992) as cited in Beckett (2002) added that through the project students could

improve their reading, writing, speaking and listening skills. It showed that project

gives the students opportunity for the students to increase not only their speaking

ability but also their other skills. It was confirmed (excerpt 4) that besides

improving her speaking skills, the student also can improve her listening and

grammar skills.

Experiencing a Collaboration

In this project, students should work in a group and they are given a topic

related to technology. Here, the students should not only present their material and

the application, but also applied the application in the workshop. The cooperation

was much needed here. They should work as team to solve some problems that

they face before and while doing the workshop.

Excerpt 5

“This project helped me to work cooperative, I need to work with the

others to explaining the material, doing the workshop and creating an

enjoyable situation in learning the new technology”. (Student 2/

Interviewed on June 19, 2017/ translated by the researcher)

Excerpt 6

“We designed the lesson plan and found the applications together. Even, it

was hard to come together, but we could discuss everything which was

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needed together. Some problems we shared and found the solutions

together”. (Student 4/ Interviewed on June 20, 2017/ translated by the

researcher)

Collaborative skill showed from how the students worked together to give

and ask some suggestion or comment, shared some knowledge and discus the

material. It is line with Abruquah, Dosan and Duda (2016) that the purpose of the

collaboration was to establish an interaction between the and to share information

about their differences. Through this project, learners might develop

communication and collaboration skills (Savery, 2006) by the way they divide the

parts and present the material, and utilize the technology application in the class.

Mostly all students agreed that they could do the project well if the

communication in the group was going. Student 5 clarified further in the interview

that collaboration was crucial in doing this project.

Excerpt 7

[…] Firstly we have made the presentation material and found 2

technology applications which appropriate with our material, but when

we consult our preparation, the lecturer said to change and found another

application. It made us frustrate because we only have limited time before

doing the workshop, but we tried to discuss and find another

application. Finally, our workshop was going very well, we could utilize

the technology applications and all of the classmates were very

enthusiast”. (Student 5/ Interviewed on June 20, 2017/ translated by

the researcher)

From the excerpt 7, student 5 tried to explain that communication and

discussion in a group is much needed. Unconsciously, this project developed their

collaborative skill by active interactions through their discussion and

communication to solve the problems. This finding confirmed the previous study

(Elam & Nesbit, 2012) that a project work played a large part in increasing

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students’ overall collaborative skills and interest in technology. It will affect the

students’ language learning process.

Designing the lesson plan

This research also revealed the fact that some students found difficulties

especially in designing the lesson plan because the lesson plan that they made was

a little bit different with the one that they had known in teaching practicum

course.

Excerpt 8

“Lesson plan that we made was different with the one that we use in

teaching practicum course. The focus of the lesson plan was students

centred where the students should utilize the technology that we have been

explained before”. (Student 6/ Interviewed on June 21, 2017/

translated by the researcher)

Most of the participants were in line with student 6. Student 5 clarified

further in the interview the difficulties that they faced in designing the lesson plan.

Excerpt 9

[…] There were some difficulties that we face in designing the lesson

plan. First, it was different with the one that we know. Second, it was

difficult to design the lesson plan where the activity is student centred.

Last, we were confuse to find the activity which appropriate with our

material using the applications”. (Student 5/ Interviewed on June 20, 2017/

translated by the researcher)

The finding confirmed an idea that designing the course material and

activities could impose difficulties (Gourova, Asenova & Dulev, 2013). Through

the lesson plan, the teacher tried to imagine the sequence of the activity in the real

situation. It was quite challenging, most of the students had different imagination

about workshop and teaching learning situation.

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Reflecting on the finding, I would like to propose some solutions to deal

with the difficulty in designing the lesson plan. First, teachers need to give a clear

illustration of the activity that the students do in the workshop. It helps the

students in designing a good lesson plan. Second, teachers need to give the

example of the lesson plan and the activity. Those examples may open their mind

in designing an illustration of the activities through the lesson plan. Last, the

teachers have to give the instruction more detail about the lesson plan. It helps

students to prepare the lesson plan more efficient. This idea is in line with Ersoy

and Bozkurt’s (2015) argumentation that the instructional process provides the

opportunity to prepare for the lesson actually.

Experiencing the Internet Problem

This workshop required the students to share and utilize the technology

applications. Each group had to find 2 applications which they used in the

workshop. Most of them used 1 free application and 1 application which needed

the internet connection.

Excerpt 10

[…] our second application was quite difficult to use. We need the

internet, but the connection there was very limited. We have to wait for a

moment. It made some students were bored.” (Student 7/ Interviewed on

June 22, 2017/ translated by the researcher)

In line with student 7, student 10 clarified more in the interview that when

using the technology, internet is one of the important things.

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Excerpt 11

“We used application which needs the internet connection, but there the

connectivity was very insufficient. It was wasting time and making the

students bored. For me, when we use technology, internet connection is

the important thing when we want to use technology, especially in

teaching learning activity, because most of the technology applications

need it. (Student 10/ Interviewed on June 22, 2017/ translated by the

researcher)

In workshop, students needed the internet connection to connect and

provide their technology application in the class. It is in line with Gourova,

Asenova, and Dulev (2013) that using wireless connectivity is to provide access,

[…] and to allow students capturing material that can be sent. Furthermore,

Prastya (2017) stated that almost people use internet as a tool in communicating

and sharing the information. It was a reason which makes the internet users are

growing (Edy, 2016) which rise the need of internet access in Indonesia (Yulee,

2017). It showed that everyone needs internet connection to connecting them with

the world. However, the policy of the internet access is not consistent (Wahyudi,

2013). It was one of the reasons which make the internet access in Indonesia as a

third lowest in ASEAN (Movementi, 2014). It is a challenge if there is no or less

internet connection while students were doing their project.

Reflecting on the research finding, the researcher intended to substantiate

Mali’s (2016) voice that Indonesia Government need to ensure and give the easy

access to the internet connection in all schools in Indonesia. It will help the

students in some cases. First, it helps the students to be more familiar with the

Internet access. Second, it helps the students to find the reference for their

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learning easily. Third, it helps the students learn how to communicate and share

their knowledge through media social.

CONCLUSION

The purpose of this study is to explore students’ perspectives on the use of

group workshop in the CALL class. As a classroom projects’ implementation,

PBL gives the positive meaning for the students. Based on the findings, the

researcher concluded that, PBL would seem to encourage students to learn new

technology by utilizing the technology in the real life setting. Technology can

motivate students in learning English. Yet, PBL implemented in the classroom

also requires students to speak English most of the time. It helps the student to

improve their speaking ability. Furthermore, PBL gives the opportunity for

students to discuss, share their knowledge and work together as a group. It

improves their collaborative skills.

Based on the results, there is a need for the teacher to give the further

explanation in how to design a lesson plan. The teacher needs to give the real

example of the lesson plan, so the students make it as their reference. Besides, the

teacher should explain the detail of the activity that should be written in the lesson

plan. Also, there is a suggestion for the Indonesian Government to pay more

attention to improve the access of the internet which is needed in all schools in

Indonesia. Yet, students have to prepare well. They need to practice their fluency

in speaking English, so they can give the explanation clearly and understandably.

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Further, this paper may encourage the future research to investigate how PBL

influences students’ learning process in other EFL contexts with the best and wisest

use of technology. For the next research, the researcher suggests enlarging the context

of the study, so the data will be more varied. The researcher also suggests using more

various research instruments to investigate how PBL, especially which is held outside

the classroom influences students’ learning process.

ACKNOWLEDGEMENT

First of all, I would like to express my greatest gratitude to Jesus Christ who

always blesses me in every time and everywhere I am, so I can complete this thesis

well. Second, I would like to give my special gratitude to my thesis supervisor, Mr.

Yustinus Calvin Gai Mali, M.Hum, and the examiner, Prof. Dr. Gusti Astika, M.A.,

for the guidance and the knowledge. Without their help, this thesis might never be

completed. I also give my many thanks for all the participants in CALL class in third

semester 2016/2017, for your participation in this research. Many thanks and loves

also dedicated for my beloved parents (Ibu dan Babe), my sisters and brother, my

dearest Argi and Arka, who always support and pray for me. Thank you for my thesis

supporter mbak Atika, Aya, Kezia,and Gara, also for my “lidah ambigu” Siwi

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APPENDIX

Dear participants,

I am Vincentia Ika Sindi Prawesti. I am doing the research to explore your

perspectives on the technological workshop project in your CALL classroom. I

would be very grateful if you would kindly participate in this research by

answering all questions in this questionnaire. Your answer will not affect your

grade in your CALL classroom. I thank you very much for your participation in

this research.

I. Questions

1. Please tell about your experiences in doing a technological workshop

project!

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2. What are the advantages that you got in the process of doing the

technological workshop project as an attempt to achieve the classroom

objectives? (Students will be able to: [1] explain related idea of CALL

and principle of CALL evaluation, [2] be familiar with some of

technology that are potential for teaching and learning, [3] create a

lesson plan that incorporates technology application, [4] utilize the

technology application in real-life setting.)

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3. What are the challenges that you got in the process of doing the

technological workshop project as an attempt to achieve the classroom

objectives? (Students will be able to: [1] explain related idea of CALL

and principle of CALL evaluation, [2] be familiar with some of

technology that are potential for teaching and learning, [3] create a

lesson plan that incorporates technology application, [4] utilize the

technology application in real-life setting.)

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4. Does the workshop help you to learn English? Please explain!

II. Demographic information

Name / NIM : ………………………..

Gender : Male/Female (circle accordingly)

Phone Number :

Email :

Presentation topic :

Are you willing to participate in an interview? (Yes/ No)