Developing RELT Materials Based on PjBL for Teaching the English

Department Students of Z-Generation

Eka Sustri Harida

, Fitri Rayani Siregar

, Sri Rahmadhani Siregar

, Arini

and Bulan Ritonga

Department of English Education, Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Indonesia

Department of English, Mangalore University, Karnataka, India

arini@gmail.com, and bulanrtg@gmail.com

Keywords: Research in ELT Materials, PjBL, Z-Generation.

Abstract: This study is to explore the use of PjBL (Project-based Learning) in teaching Research in English Language

Teaching (RELT) to English students as a Z-generation. It is studied by the R n D method using the ADDIE

model. The instruments are validation sheets, questionnaires, interviews, and tests. Data have been analyzed

by reading, coding, and interpreting the data; then descriptive statistical analysis. It is found that the students

and lecturer need the materials of RELT taught by PjBL and had a positive perspective on it. There are two

products produced; students’ and lecturer’s books; and the materials developed are effective to be used by

English students because of the difference in the mean score between the pre-test and post-test (59.85 and

68.30). It is also found that more than 60% of students in the RELT classroom felt good in comprehending

the material. The hypothesis is accepted because the result of the t-test (5.878) is counted higher than the t-

table (2.093); or in 0.001 which is lower than 0.05. It is indicated that the RELT materials developed by PjBL

are valid, practiced, and effective for teaching Z-Generation of English students. So, it can be concluded that

RELT materials based on PjBL are appropriate for teaching students in the university level.

1 INTRODUCTION

A research method is one of the learning subjects for

university students, and it is also submitted to the

English students of the State Islamic University of

Syekh Ali Hasan Ahmad Addary Padangsidimpuan

(UIN Syahada Padangsidimpuan). This subject is

given to the students in 2 (two) semesters with

different names of the subjects; they are research

method and research in English Language Teaching

(Hilda et al., 2019). The research method is a subject

of learning to give the students information,

knowledge, and comprehension about how to do

research. It is known as steps or procedures or

techniques that are done specifically for the collection

and analyzing the data (King et al., 2017;

ScribbrTeam, 2022).

https://orcid.org/0000-0001-6439-3841

https://orcid.org/0009-0009-4212-9156

https://orcid.org/0000-0002-5787-7140

https://orcid.org/0009-0005-3679-0926

https://orcid.org/0009-0005-8005-562X

Project-based Learning (PjBL) is not a new

teaching model; however, it is still useful to improve

student’s learning ability in the current time. As it has

been stated by Ketut & Cahyani (2021) and Sari &

Prasetyo (2021). Based on their findings, PjBL is a

good model for making the students are being able to

comprehend and increase students' creativity and

critical thinking. By using PjBL, they found that the

student’s learning of creative and critical thinking

increase; it is proved that this model is still suitable to

the current era of the teaching learning process.

Sari & Prasetyo (Sari & Prasetyo, 2021)

conducted research and had proven that

implementation of PjBL has given good improvement

to students’ critical reading; the students had high

motivation in finishing the reading tasks by using

Sustri Harida, E., Rayani Siregar, F., Rahmadhani Siregar, S., Arini, A. and Ritonga, B.

Developing RELT Materials Based on PjBL for Teaching the English Department Students of Z-Generation.

DOI: 10.5220/0012201500003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 381-389

ISBN: 978-989-758-669-9; ISSN: 2975-9676

381

PjBL. It is also seen that PjBL can be good for

improving speaking ability

(Bakar et al., 2019; Qisthi & Arifani, 2018; Yang

& Puakpong, 2016). Beside, PjBL also had good

result when it is used to develop learning materials

(Hasanah et al., 2018; Ismail et al., 2021). Both of the

result of the research showed that the students have

positive perception about developing learning

materials or students’ worksheet using PjBL. The

validation result is also showed in very good validity;

it means that developing materials for learning based

on Project-based Learning have proved to make good

result for learning. Based on the result, it is known

that PjBL is respectable to learning process or even to

develop materials for learning. Students’ learning

activities, language learning, and many aspects of

learning after giving the PjBL learning model

improved.

Moreover, teaching students in G-generation

demand the inspired teachers. G-generation is the

students who born in the periods year between 1995

and 2012; and they are stated as the internet

generation (Gabrielova & Buchko, 2021). As the G-

generation, almost several hours in a day used

internets, used their gadgets that is used not only to

communicate but also for having exist in social life.

As the internet generation, it is the chance of the

teachers to utilize their habit to support their learning

process.

Students in English department are required to

have research projects at the end of their study, and

they are prepared to do it with two subjects of learning

(Hilda et al., 2019). To make the students gain the

aims of the lessons, they must do such kinds of

research project, such as writing mini proposal or

even writing mini research related to their interested.

PjBL model is one of the appropriate models of

learning for preparing the students to make their mini

project. Because of that the writers are interested to

develop materials for learning Research Method with

PjBL. This model is focused on tasking the students

to do activity to produce something beneficial for

their learning process (Iskandar & Mulyati, 2019).

This model has main activity with a series of group

activities based on the projects to make the students

engage in learning

(Ratuanik & Nay, 2017). The

writers believed that developing the material based on

PjBL is appropriate to help the students arranging the

research projects. So, this research was done based on

this reason.

The students in Z-Generation which is very

familiar with internet have the ability to make many

contents and sources for their learning. They will

search many examples from the internet, they

analyse, then create their own project related to their

interested.

Based on this condition, it is very interested in

doing research by developing the learning materials

for research methods in English Language Teaching

(ELT) based on Project-based Learning (PjBL) for

the English students of Z-Generation in UIN Syahada

Padangsidimpuan. The objectives of this study are to

develop the learning materials for research in ELT, to

the effectiveness of the materials developed, and to

explore the students’ attitudes to the materials.

2 LITERATURE REVIEWS

2.1 Instructional Materials

Instructional material or learning material is known

as Teaching and Learning Materials (TLM) as

anything that can be used as tools for facilitating

learning in delivering the materials in the teaching-

learning process. TLM is the group of learning

resources and materials of the lessons that are used by

educators to train their students to support learning

aims for all subjects (Tomlinson, 2014). It is also

understood as a diversity of educational materials that

the teachers or lecturers use in their classroom to back

specific learning objectives, as displayed in lesson

plans. Lack of necessary materials and lack of

competence of the teachers in teaching effectively

will affect the learning process and the result of

learning (Chidi-Onwuta et al., 2022). So, it can be

stated that instructional material is important; and it

is a set of teaching materials to be delivered to the

students to reach the learning objectives.

The textbook is a kind of instructional material

have an important position in learning for both

lecturer and students. All the material in teaching is

contained in a textbook. Learner who does not have a

textbook with them during the teaching-learning

activities will not be able to follow the lesson well. In

the other word, a lack of textbooks in teaching and

activities can create less success in teaching

(Prasetyo, 2022). Therefore, the use of appropriate

textbooks in teaching English attracted students’

interest in reading and understanding the course.

In this study, we developed TLM about research

methods in English Language Teaching. The

materials developed provide the English students to

create their results, such as how to make correlational

research, how to create a research proposal, and so

on.

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2.2 Project-Based Learning (PjBL)

This section is a brief description of PjBL around the

definition and advantages, and disadvantages of

Project-based Learning.

2.2.1 Concepts of Project-Based Learning

Project-based Learning or PjBL is a model of learning

that is posed to the students to learn by doing a

project. It is a kind model of teaching which

emphasized the students to create or produce the

product during the process of learning (Sharma,

2021). The project-based learning model is authentic

in a constructive investigation by giving direct

experience to students through project-making

activities so that the teacher is only a facilitator.

Projects contain complex, challenging, and

demanding tasks for students to design, solve, decide,

investigate, and provide opportunities for students to

work independently (Suherman et al., 2020). Project-

based learning creates students’ creative thinking to

produce the learning outcomes.

Project Based Learning model provides

opportunities to students to be involved in learning

and can construct their knowledge (Safaruddin et al.,

2020). It is an active student-centered form of

instruction that is characterized by a student’s

autonomy, constructive investigation, goal setting,

collaboration, communication, and reflection within

real-world practices by presenting learners with

problems or a certain situation and motivating

learners to identify and carry out the solutions

(Puangpunsi, 2021). It means that Project Based

Learning model is student-centered learning with the

principle of contextual, active involvement of

students in teaching and learning to achieve learning

goals and competence. Besides, the Project Based

Learning model emphasizes students to solve

problems in learning.

Based on the explanation, it can be concluded that

PjBL is a model of teaching and learning which

provided the students to be active in creating products

related to the subjects of their lessons.

2.2.2 Advantages and Disadvantages of PjBL

Project-based Learning (PjBL) has some advantages

and disadvantages. Karyawati (2018) served the

advantage of PjBL is making the students active in

the classroom, making fun of learning, and

reinforcing students’ knowledge. She also adds that

PjBL activities are successful in the classroom in

minimizing the stiff and formal relationship between

the teacher and students. The students can improve

their creativity and problem-solving skill, and the

students can learn by doing.

Besides, project-based learning can also make

students actively engages in project learning (Astuti,

2020). Project-based learning is a method in which

the students are learning through a project that is

decided by themselves with the help of teachers so

that they can be actively engaged in the learning

process. Having active students makes them good

comprehend materials. Project-based learning

facilitates the teaching and learning process, involves

students in the learning process, motivates and

encourages the creativity of students (Hidayah et al.,

2021; Ketut & Cahyani, 2021). The students focus on

finishing their projects to improve their language

skills.

Besides having advantages, PjBL also has

disadvantages. Some of the disadvantages are time-

consuming and uncomfortable for students who do

have not similar abilities. (Guido, 2016; Hidayah et

al., 2021; Sharma, 2021). The advantages of the PjBL

happen when it is applied because it needs time to

prepare and to do the PjBL, needs time to understand

the model. In addition, the students must in the same

abilities, however, not all students in a class have the

same ability.

PjBL will give a good effect on the students

because of the advantages. However, the

disadvantages that occur can be minimized by making

various kinds of learning models or combining PjBL

to another model of learning.

2.3 Research in English Language

Teaching

Research in English Language Teaching (RELT is a

kind of lesson or subject of learning in the English

Department of UIN Syahada Padangsidimpuan. It is

the second subject of the research method that is

distributed to the students in two semester (Hilda et

al., 2019). It is aimed to give the students research

knowledge and to train the students to be able in doing

research related to English language teaching.

2.4 Z-Generation

Z-Generation is the generation with the age of about

20 this year. It is the generation born between 1995 –

2010 who are very familiar with the use and the

function of the internet; they live and are usual with

digitalization (Dewi et al., 2021; Gabrielova &

Buchko, 2021; Soraya & Surya Ariyani Pedo, 2021).

Developing RELT Materials Based on PjBL for Teaching the English Department Students of Z-Generation

383

So, Z-generation is the generation that very close to

internet life.

However, the students in Z-generation need to be

served with the internet because the internet or the

digital world is very useful in supporting educational

life (Amalia & Halim, 2022; Martin et al., 2022).

Many proves shown that the use of the internet or

digitalization has given not only a positive side but

also a negative side. It can be seen that the English

students as Z-Generation agreed that learning using

digital learning such as the online learning system is

challenging for the students (Harida et al., 2020). It

can be said that the students are ready to face digital

learning. Furthermore, the Z-generation students

need to get the benefit of the internet or digital system

of learning to help them in learning. The development

of the materials for learning in RELT is also related

to the use of the internet or digitalization because

some of the materials and tasks in the materials are

stated with links only. So, the learning process and

tools must support the study of Z-Generation in the

English department of UIN Syahada

Padangsidimpuan.

3 METHODOLOGY

This study is a Research and Development that is to

develop materials for learning Research in English

Language Teaching (RELT) by using Project-based

Learning (PjBL). There are several participants in this

research: validators, students, and lecturers. There are

3 (three) validators, 60 (sixty) students as participants

in gaining the data of students’ needs, 5 (five)

students as the participants in small try out, 30 (thirty)

students as participants in the experimental step, and

1 lecturer that has participated in this study. The

validator is important to evaluate the instruments and

the projects valid, and the students to get the data

about students’ needs on the materials of learning, the

effectiveness, and the implementation, while the

lecturer is to take the data about the lecturer’s needs

on the materials and methods used in developing the

materials. ADDIE is the model used in developing the

materials. As stated by (Branch, 2009) that ADDIE is

appropriate to build a learning environment for

performing authentic tasks, and complex knowledge.

In the step of Analysis, the authors have analyzed

the students’ and the lecturers’ need for the materials.

The next step is Design in which the authors have

designed two products as materials for teaching and

learning RELT based on PjBL; they are students’ and

lecturers’ books. In Develop step, the authors came to

the suggestion, critics, and input from validators,

students, and participants of the Focus Group

Discussion. The fourth step is the Implementation

step by doing two kinds of trials; small try out and

pre-test and post-test control design of experimental

types. The result of a small tryout was used as the

consideration to make a further try at the participants

(15 students as an experimental group).

Some instruments have been used to gather the

data; such as questionnaires, observation, and

interview guidelines, and also tests of knowledge

about the materials. The data that have been collected

were analyzed qualitatively and quantitatively. In

qualitative analysis, reading, coding, grouping, and

describing were used; while in quantitative analysis

(to get the value of mean-score, normality,

homogeneity, and t-test), SPSS 23 was used. The data

was also well-arranged into a distribution of

frequency and figured out through histogram.

4 RESEARCH RESULTS AND

DISCUSSION

4.1 The Result of Need Analysis

There were two kinds of data namely quantitative

data and qualitative data (Karnedi, Zaim, 2021). Data

about need analysis were gained from the

questionnaires from the students, lecturers, and

experts. The data showed that all of the instruments

and products in the level of valid. All the instruments

have been validated; and the result is shown that

valid, so it can be used to collect all the data. The data

are about the students’ and lecturers’ needs, the

student’s attitude to the materials developed, and the

students’ results on understanding the concepts of the

research in ELT.

Table 1: The Result of Students' Need for Method or Model

of Teaching

No.

Needs of Method/ Strategy/

Techniques/Model of Teaching

Quantity Percentage

Project Based learning

25 41%

Problem Solving Based Learning

5 8%

Discussion

12 20%

Drill

2 3%

Presentation

5 8%

Direct Method

2 3%

PjBL, Presentation, and FGD

1 2%

PjBL, DM, Drill

1 2%

Nihil

4 7%

All

4 7%

Total

61 100%

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Based on the table, it is seen that various methods are

proposed to the students in their learning of RELT.

The result of the interview can be concluded that all

the students need a method of learning, and project-

based learning is the highest need of the students in

learning; that is the result of PjBL as a model for

developing the materials for learning RELT. Project-

based learning is stated suitable for studying RELT

courses because it makes the students easy to

understand the materials and makes them active in

learning, and in creating their ideas.

In addition, on the result of the lecturer’s need

for the materials of RELT, it is seen that the materials

are needed for teaching RELT materials. The lecturer

said that the developed materials are needed for

research in ELT. This is under what was conveyed by

Al-busaidi &Alseyabi (2021) and Mahasneh &

Alwan (2018) that was projects are attractive to

students and teachers because of their flexibility.

Based on the result, it is known that the development

of materials for RELT is necessary.develop the

learning materials for research in ELT, to examine the

effectiveness of the materials developed, and to

explore the students’ attitudes to the materials.

4.2 The Result of Research

Based on the result of the research done through the

ADDIE model; it was in the steps of designing and

developing, the result showed that the materials for

RELT used PjBL in four steps (planning, practice,

project, and evaluation). The steps of PjBL in

developing two products are as seen in the following

figure:

Figure 1: The PjBL procedures for developing RELT

materials.

The RELT materials developed by using the steps of

PjBL above. The materials developed are in two

products; they are students’ book and lecturer’s book.

Both of the products have been implemented to the

students in the process of teaching and learning

RELT.

The materials developed for learning research in

English Language Teaching are:

1) Introduction to Research in English

Language Teaching and Project-based

Learning.

2) Quantitative, Qualitative, and Mixed-

Method

3) Descriptive Research

4) Experimental Research

5) Correlational Research

6) Comparative Research

7) Classroom Action Research

8) Language Research

9) Ethnography

10) Phenomenology

The differences between students’ and lecturer’s

books are that the students’ book consists of learning

objectives, materials, and the exercise at the end of

the book chapter as the projects. However, the

lecturer’s book beside consists of such information

similar to the students’ book, it also consists of

syllabus and the complete evaluation but in the

materials, not all the materials stated in the students’

books available in it. The 9

and 10

materials are not

served all to the students who learn RELT; they are

as supplementary topics, if necessary, in learning

English teaching research.

Further, we also see for the practicalities of the

products as seen in the table below:

Table 2: Practicalities of the products.

No. Categories

Mean

-score

Inter-

retation

1. Usability of

learnin

materials.

0.70 70% Practice

2. Easiness of

procedures of

learning RELT by

PjBL

0.70 70% Practice

3. efficient to be use

0.80 80% Practice

The result showed that the books developed are

practice; it means that the books can be used for

teaching the students to learn research in English

Language Teaching. It is realised that the usability of

the books and the easiness of the procedures of using

the books are 70%, while the efficient of the books to

be used in 80%. Based on the result, the researchers

believed that the books can be useful for many

students who learning research, especially for English

Language Teaching.

In addition, the existence of books has helped the

students in learning research in English Language

Teaching. The result of the small try-out showed that

Developing RELT Materials Based on PjBL for Teaching the English Department Students of Z-Generation

385

5 (five) students who used as the students who get the

small treatment had good results in making a research

proposal on experimental research.

Table 3: The Result of Small try-out.

No. Students Pre-Test Post-Test

1 DW 64 68

2 SD 68 72

3 INR 64 74

4 FYS 54 58

5 DEL 78 80

Total 328 352

Average 65.6 70.4

By looking at the table, it can be grasped that the

students’ pre-test result was in mean-score 65.6; it is

in enough comprehension of the materials. Then, the

result of the post-test showed a mean of 70.4; it is on

the level of good. Although the range of scores is not

so different, it has shown the different results between

pre and post-test of the students after trying out to

study RELT materials of experimental research by

using PjBL

Based on the result of the small try-out, we

decided to implement the products to the students into

two research kinds; they are experimental research

and correlational research. The experimental research

with pre-test and post-test control group design has

been chosen as the design of the research. It has been

done in two groups which consist of 15 (fifteen)

students in each group (experimental and control

group). The result proved that the student’s

understanding of the kinds of research methods is

good because the students achieved an average of

68.30 (good category) while before learning with the

materials given, they only got 59.85 (in enough

category). The range of achievement was 8.45.

Meanwhile, the result of the test in the control class

presented that the score in the pre-test was 59.10 and

in the post-test was 62.95 with a range of

improvement of only 3.85. It means that there is a

significant difference between the students who

taught by using learning materials by PjBL with the

materials available.

In addition, when it is compared, to the result of

the post-test for the experimental and control class, it

is seen that there is a difference between them, and

the students who learn the RELT materials developed

are getting better than those who did not. Know

whether the products, the materials, are effective or

not to the student’s learning, it can be seen from the

result of the t-test. Before, it is needed to check the

result of paired samples statistics as in the table

below:

Table 4: The result of paired sample statistics.

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 PreTest 59.85 20 16.135 3.608

PostTest 68.30 20 16.445 3.677

Based on the result it is shown that the pre-test

score was smaller than the post-test (59.35<68.30); it

can be concluded that RELT materials developed by

PjBL are effective in the students’ result of learning.

Next, to see the hypothesis of whether it is

significant the effectiveness of RELT materials on the

students’ learning results let's see the result of paired

sample t-test. When the result of Sign. < 0.05, the

result of students’ learning is effective by using the

materials developed; however, it is the result of Sign.

>0.05, it means there is no significant result of the

products to the student’s learning.

Based on the result of the t-test (to test the

hypothesis), it is counted that the Sign. The value of

the t-test was 0.001 and it is smaller than 0.05 (0.001

< 0.05) or the t-test (5.878) is counted higher than the

t-table (2.093), and it can be concluded that there is

the significant effect of learning RELT by using

materials developed by PjBL through ADDIE model.

The result can be seen in the following table.

Table 5: The result of t-test.

Paired Sam

les Test

Paired Differences t df

Sig. (2-

tailed

)

Mean

Std.

Deviati

Std.

Error

Mean

95%

Confidence

Interval of

the

Difference

Lower

Upp

Pair 1

PreTest -

PostTest

-8.950 6.809 1.523 -12.137

5.763 -5.878 19 .001

Based on Based on the value of the t-test above, it

can be said that there was a significant effect of

materials developed using PjBL on the students’

results on learning RELT of the English students UIN

Syahada Padangsidimpuan.

Further, the students’ attitudes to the materials are

also needed to be known. It is known that more than

60% of English students had good responses to the

materials developed. It is found that about 73% of

students felt comfortable with the materials based on

PjBL given, and about 68% were motivated and

interested to learn. The last, about 75% of students

said that through this material they understand the

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method of research. As a result of the student’s

perception, the researchers inverted that the students

had a positive perception of the projects, on the

materials developed, that is the RELT materials

developed by PjBL.

Finally, besides the students’ perception, based on

the result of practicalities and effectiveness, it can be

concluded that the products or the materials

developed are valid, practical, and effective to be

used for learning Research in English Language

Teaching.

It is implied that the materials developed can be

used for the University students, not only for UIN

Syahada students but also for every student who

learns research methodology related to the kinds of

research developed for the materials learning.

By understanding the result of this study, it is

known that this result is supported by what the

previous researchers found As found by Hidayah, et

al, (Hidayah et al., 2021) PjBL has the advantage to

make the students’ competencies improve. What has

been done by some experts before, such as Putra, et

al (2020) and Zuhrita, et al (2016), and Wahyuni

(2014), have also proved by this research. However,

Putra did it for entrepreneur materials while this

research is for research materials. In addition, when

this research has done about research materials and

Zuhrita developed the materials for ASSURE model.

The last is Wahyuni who stated that PjBL is really

beneficial for teaching educational research in

Linguistics, howver, this finding is to the research in

English Language Teaching. What have been stated

before have been as evidence that developing

materials can be done by using the PjBL method, and

PjBL model is very helpful in giving practical

experiences to the students; however, the research

methods in ELT are a kind of subject to prepare the

students in building their real projects, their thesis.

Finally, it is necessary to see the novelty of this

research. As stated before that there are no materials

developed for research method in English language

teaching subject, so it becomes an interesting

materials when the students asked to study by using

PjBL. Another novelty that can be show up is that this

research has 4 steps (planning, practice, performance,

and evaluation) in learning by using PjBL, while the

process of learning PjBL by Wahyuni is only 3,

planning, practice and performance. The findings is

still needed to be enlarged to make the students

become better and to build more references in

research in English language Teaching for Indonesia

students who learn English as their major.

5 CONCLUSION

The result of validation from the instruments is stated

as valid and reliable. It is seen from the result of the

validation score that every instrument and the

products are valid. Two products have been

developed in this study; they are students’ books and

lecturers’ guidance in teaching Research in English

Language Teaching (RELT) by using Project-based

Learning (PjBL). Besides valid, the products, and the

materials for teaching and learning RELT based on

PjBL was also valid.

The students’ responses to the materials are really

good and they were also enhanced in learning the

material of RELT by using PjBL, which is proved by

the result of implementation. It is seen that the

students’ result in understanding the materials and in

making the final project that learn by using PjBL is

better than the students who did not. Finally, it is

stated that the learning materials of RELT by using

PjBL are valid, practiced, and effective; so, it can be

used for teaching the students in IAIN

Padangsidimpuan the learning subjects of research,

and other colleges which have the same topic related

to research methodologies. Z-Generation needs

materials for learning that is not only by reading

books but also by practicing through a project and

integrating with digitalization. Unfortunately, this

study was not developed for learning English

subjects; however, further researchers need to explore

more about developing materials based on PjBL to

study many aspects of English learning.

ACKNOWLEDGEMENTS

This study has been subsidized with research and

community services (LPPM) of UIN Syahada

Padangsidimpuan from the BOPTN funds in 2022.

Thanks to the Rector and the Chief of LPPM, and also

great thanks to the lecturer and students for joining

actively in helping the researchers complete the study

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