Generation Z Motivating Learning Approach and Activity in Oral

Performance Development: Professional-Work-Context Project

Kiky Soraya

and Venansia Ajeng Surya Ariyani Pedo

Language Center, Primary Teacher Education Department, Faculty of Humanities, Bina Nusantara University, Jakarta,

Indonesia 11480

Language Center, English Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia

11480

Keywords: Education, Information, Student

Abstract: In higher education, performing a presentation is a challenging task for students. Currently, university

students can be categorized as the Generation Z learners in which they have different characteristics in

learning compared with the previous generation especially in behaving and absorbing information. Those

issues challenge the educator especially lecturer to be more creative and innovative in finding a solution

based on the students’ needs, characteristics, and global demands. For that reasons, the study tried to seek

the most relevant learning approach to be applied and dig out the most exciting activity that can motivate

the students in learning. The finding shows that Project Based Learning approach in the form of

Professional-work-context project activities was the most suitable approach and activity in developing their

speaking skills collaboratively. The students’ communication skills and confidence were improved. The

students in Generation Z can explore and develop their real creativity outside of the class and utilize their

work with suitable technological tools happily.

1 INTRODUCTION

Since 2015, Indonesia faces a great challenge of the

new era that is ASEAN Economic Society (AEC).

To be able to internationally compete with others

especially in the ASEAN context, students should

master many 21st century skills. The subject content,

ICT literacy, reading literacy, working skills, life

skills, and language becomes the important keys to

be successful in this global world. Language is a

medium of every communication so that mastering

English skills in a real-life situation becomes a

crucial need.

Discussing the needs and reality, there is a big

problem that is faced by Indonesian students. At the

University level, performing a real-life presentation

is a challenging task for them. Many of them can do

a presentation in front of the class but they face

more challenges when they should perform outside

the class. Furthermore, students are easily got bored

with a conventional presentation in the classroom

since they need to listen to others after they have

finished presenting their materials.

Related to the new era, the university level

students can be categorized as the Generation Z

learners in which they have different characteristics

in learning compared with the previous generation

especially in behaving and absorbing information.

Students prefer to use technology, recording,

watching, listening, finding a new thing, and

experiencing meaningful tasks in their learning.

Therefore, there should be changes in the students

learning approach especially in giving a task and

stimulation based on their learning needs,

characteristics, and global demands. Therefore,

based on those discussions, this research mainly

focus on the following problem formulation: What

learning approach was suitable to be used for the

EWBC students in delivering a business

presentation?; Which of the learning activity was

more motivating to the students when the approach

is implemented?, and How was the implementation

of the chosen approach and activities based on the

students’ perceptions?

The significance of the research is to contribute

information and feedback for practitioners in the

field of English for Written Business

Communication or others including curriculum

designers and material developers, lecturers,

teachers, and instructors in delivering teaching,

534

Soraya, K. and Surya Ariyani Pedo, V.

Generation Z Motivating Learning Approach and Activity in Oral Performance Development: Professional-Work-Context Project.

DOI: 10.5220/0010023400002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 534-539

ISBN: 978-989-758-515-9

training, and guidance directly or indirectly to their

students. In addition, this research helps students to

gain a better understanding of speaking.

2 RELATED THEORIES

2.1 Generation Z

Generation Z is the generation that was born in 1995

– 2010. This generation who is known as the digital

natives is the generation that lives with the

technology connecting the world globally

(Dauksevicuite, 2016, Rothman, 2016). This

influences the differences in characteristics among

other generations. The open-minded generation has

the focus to make a difference in their lives. Besides,

they see the working place as the place to solve

problems (Elmore T., 2010). Gen Z also shows

much Fear of Missing Out (FOMO) anxiety (Strong

R., 2016). Similar and Grace also argue that the

preference to work alone and lack of creativity can

be the obstacles for them to achieve their goal of

being the agent of change.

Specifically, in the learning aspect, the response

of generation Z as the students is influenced by their

way of thinking. The brain structure of this

generation is different from the other previous

generations. This is caused by the external

environment spurring the brains for responding to

the certain type of situation. Generation Z is

accustomed to complex visual imagery causing the

rapid development of the visual part of the brain

(Rothman D., 2016). Based on the fact, it is more

effective to apply visual forms of learning for them.

Besides, in the learning process, they prefer

recording to take notes and they are encouraged with

instant communication and information

(Dauksevicuite, 2016, Rothman, 2016). Therefore,

joining classes was more attractive when challenges,

interactive games, advance organizers and

collaborative projects are constructed.

2.2 Students Centered Instruction

Researchers describe a student-centered instruction

as an instructional approach in which students

influence the content, activities, materials, and step

of learning (Huba M E., 2000; and Freed J E., 2000).

There are some active learning approaches that can

be adopted such as Cooperative Learning,

Metacognitive Learning, and Project-based

Learning. Implementing student-centered instruction

can lead to increased motivation to learn, the greater

gaining of knowledge, deeper understanding, and

more positive attitudes towards the subject matter

(Collins, (2003, Jarmon, 2008, Luke, 2016, Luke

2017).

2.3 Project-Based Learning

In the current era, the learning process is focused

more on the enhancing the cognitive skills and

delivering values rather than merely transferring the

content of knowledge (Lam S F., 2009; Cheng R

W., 2009; Ma W Y K., 2009). Therefore, in

constructing a learning process, the activity should

be varied and emphasize more on the student-

centered. One of the methods that can be applied in

the class is project-based learning. This method

allows the students to find the solutionto a problem,

create questions, obtain data, analyze data, draw a

conclusion and deliver the findings (Hmelo, 2004,

Zimmerman D C., 2000). Project-based learning can

facilitate students with portfolios, written reports and

performance assessments, which increase their

knowledge, cognitive skills and life value (Andres Y

M., 2006). Project-based learning is defined as

complex tasks, based on challenging questions or

problems, that involve students in design, problem-

solving, decision making, or investigative activities;

give students the opportunity to work relatively

autonomously over extended periods of time, and

culminate in realistic products or presentations

(Thomas J., 2000)

It is believed that PBL can enhance the students’

critical thought and problem-solving skills

(Shepherd, 1998, Tretten, 1995). In applying this

method, the students can be brought into real-life

phenomena in which the students are provided with

the technology usage, content relevancy, student

engagement, career exploration and community

connection [Shepherd, 1998, Spronken-Smith R.,

2009; Kingham S., 2009). In this method, the

teacher does not need to provide any direction

because the student just needs to be facilitated

(Copon N., 2004; Kuhn J., 2004).

There are three types of project-based learning,

namely Research project, in which the students are

asked to find problems, review literature, collect

data and analyze data (Kilinc, 2010, Beringer J.,

2007, Spronken-Smith R., 2009; Kingham S., 2009);

Construction project, in which the students are

instructed to design and create a product based on

the module given by the teacher (Frank, 2004,

Botha, 2010); and Professional- work-context

project, in which the students have to use their

knowledge to work with certain communities to

Generation Z Motivating Learning Approach and Activity in Oral Performance Development: Professional-Work-Context Project

535

solve problem in real-world life (Hanney, 2013,

Jarmon, 2008). In addition, there are four goals in

applying Project-based Learning namely conceptual

knowledge and problem-solving, collaboration, self-

directed and lifelong learning, and intrinsic

motivation (Hmelo S C E., 2004).

2.4 Speaking Skills

There are five stages in acquiring speaking skills,

namely: Pre-production, the stage in which the

learner can barely understand the words used; Early

production, the stage in which the learners start

responding to the structured and predictable

conversation; Speech emergence, the level in which

the learner can produce conversation with wider

context; Intermediate fluency, the level in which the

learner is able to convey ideas by producing

complex sentences; and Advanced fluency, the last

stage in which the learner can communicate well

without having proper preparation (Botha M., 2010).

3 METHODOLOGY

This study is a descriptive study that concerned with

the application of Project Based Learning approach

in the form of Professional-work-context project

activities. The research population in this study was

103 students of English for Written Business

Communication (EWBC) class at Bina Nusantara

University, Anggrek Campus. In this study, the

researchers applied cluster random sampling. It

means that the samples or subjects in this study were

randomly chosen from some classes. There were

three EWBC classes, in which each of the class

consists of around 30-35 students, in the academic

year of 2017/ 2018.

Based on the nature of the research, the authors

applied quantitative and qualitative research,

concerning on the reliable data through statistic

result and developing explanations of social

phenomena. The authors applied percentage and

mean scores counting to collect the quantitative

information and the researchers organized,

summarized, and described the surveys to get the

qualitative information.

The data used was particularly obtained from

primary data based on the performance result to find

the most suitable approach that is appropriate for the

EWBC Class and surveys by using questionnaires.

Firstly, related to the three different approaches

(Collins, 2003, Jarmon, 2008, Luke, 2016, Luke,

2017), a questioner containing the polling of those

three approaches (Cooperative Learning,

Metacognitive Strategy and Project Based Learning)

was used. Then, to see the most preferred motivating

activity there were 3 items. The first research project

involved the students to find problems, review

literature, collect data and analyze data (Kilinc,

2010, Beringer J., 2007, Spronken-Smith R., 2009;

Kingham S., 2009). The second is the construction

project, in which the students are instructed to

design and create a product based on the module

given by the teacher (Frank, 2004, Botha, 2010).

The last is a professional-work-context project, in

which the students have to use their knowledge to

work with certain communities to solve the problem

in real-world life (Hanney, 2013, Jarmon, 2008).

Those questionnaires used a Likert scale from less

motivated, motivated, and most motivated. Further

details about the application of the chosen approach

and activities then gained from the student’s

performances and an open-ended question. The

author was analyzed the score of the presentation

performance from the whole participants, organized

the data by arranging the respondents’ statements

into a frequency distribution and described them.

4 FINDINGS

The study has three main focuses to be solved. The

first finding related to the most chosen approach of

learning in developing the speaking skills especially

doing a presentation. The second finding was the

most motivated learning activities found among the

students and the implementation result also

perceptions of the students. The findings of the study

are described as follows:

4.1 Project-based Learning Approach

The result of the first questionnaire gathered from

103 participants shows that there were three chosen

approaches such as Project Based Learning,

Cooperative Learning, Metacognitive Learning. The

lowest percentage with 12% is Metacognitive

Learning. Then, the highest percentage of the chosen

learning approach is Project Based Learning (PBL)

in which organized task and challenging activities

were applied in such a period of time. The second

percentage was Cooperative Learning (CL) in which

this approach also quite familiar and interested to be

applied. The result of these two learning

approacheswas not having a big rivalry with only

4% different but still, the most chosen learning

approach was taken as the highest consideration in

BINUS-JIC 2018 - BINUS Joint International Conference

536

the next questionnaire. The most suitable learning

approach to be used by the EWBC students in

delivering a business presentation is Project Based

Learning with 46%.

4.2 Professional-Work-Context Project

Activities

The most preferred activity was based on the

Professional-work-context project that is almost

achieved 300 points. This result was far away from

the two others project-based activities that are

almost in the same scores under 250 points. The

result shows that the research project in the second

position and construction project in the third

position. This means that the most motivating

activity for the students in learning English

especially during the oral development in the form

of presentation was based on the project-based

learning in the form of Professional-Work-Context

Project Activities. The main steps of implementing

these activities were:

Table 1. Professional-Work-Context Project Activities.

No Ste

s Exam

les

1 Preparing real

context and Task

Visit a real

business related

to the students’

field of stud

2 Finding and

Formulating

Problem

Interview and

observe the real

condition of the

business

(strength and

weakness or

obstacle

)

3 Finding Solution

and Language

Building

Discuss in the

class with the

friends and

lecturer orally

about the faced

problem in the

real situation

and share about

a possible

proposed

solution to the

usiness

4 Propose Solution

and Action

Come back to

the business

and offer some

help

5 Evaluating After helping to

solve the

problem,

evaluate how

was the

proposes

solution run

(success and

failure

)

6 Data Sharing and

Language

Building

Bring the

portfolios of the

investigation,

share in the

class about the

valuable

experiences

orall

7 Technological

Building

Introduce some

tools of

presenting

using blog,

web,

application, etc.

8 Drafting Create the draft

of the product

(Written Form)

9 Production Create a Blog/

Similar

Business/ Web/

etc. about the

things that have

been done

using

appropriate

tools of

technolog

10 Reporting Present in front

of the class

about the final

product that

they have made

based on their

real

erienced.

4.3 Students’ Performances and

Perceptions

The implementation of Professional-Work-Context

Project Activities under Project Based Learning

approach in this research was successful. Based on

the data gathered from the Presentation performance

the mean scores of 103 students was achieved at

83.47. The students speaking skills and confidence

were improved as supported by the students’

feedback “My speaking skills improve a lot due to

the projects. Doing a presentation is really good for

us to improve speaking but not only that we also

become more confident about giving presentations.”

This statement proves that Language Building,

sharing (practicing), and drafting can be the

important elements of this project.

Generation Z Motivating Learning Approach and Activity in Oral Performance Development: Professional-Work-Context Project

537

Furthermore, communicating skills in the real

situation help the students to express their passion

and creativity. This result based on the students’

statement that “Especially, I, myself as a student of

Visual Communication Design, communication is

important, we can really make a real communication

through our artwork to send our message for

people.” The condition shows that real life

communication teaches the students not only the

ability to speak up but also the ability to have a

social interaction and show who they are.

In addition, Professional-Work-Context Project

Activities also help the students to gain useful

experiences, inspire them to be successful, and

motivate them to learn more in a fun situation.

Those have been strengthened by two other students’

comments “All of the experience that I gain from

this class can be very useful and applied into daily

life, precisely in the future job or when I want to

start my own business.” and “Many lessons in this

class are also taught in a very fun and interesting

way. Because of that, it helps me to understand

better and make me interested and wants to try other

things at home.”

5 CONCLUSION

The finding shows that Project Based Learning

approach in the form of Professional-work-context

project activities was the most suitable approach and

activity in developing their speaking skills

collaboratively. The mean scored of the students’

presentation performances was 83.47 and positive

feedback toward the activities proved that real-world

life investigation in a certain community suited the

students’ characteristics since the students did not

only learn from the classroom and teacher but also

the real related field and environment. The students’

communication skills and confidence were

improved. The students in Generation Z can explore

and develop their real creativity outside of the class

and utilize their work with suitable technological

tools happily.

ACKNOWLEDGMENTS

This research was supported by Bina Nusantara

University.

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