THE COLLABORATION OF INTERCULTURAL EDUPRENEURS’ PROJECT-BASED LEARNING OF TEACHING ENGLISH FOR YOUNG LEARNERS IN BENGKULU PROVINCE
DOI:
https://doi.org/10.26618/exposure.v14i1.16455Keywords:
Collaboration, Intercultural Edupreneurs, Project-Based Learning (PjBL), English for Young LearnersAbstract
This study aimed to describe the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province. This descriptive qualitative study used observation, interview, and documentation to collect the primary data. The research samples involved five private English courses for young learners as a collaboration of intercultural edupreneurs’ project-based learning (PjBL) that was created by students of the student exchange (PMM) program and English students of Universitas Muhammadiyah Bengkulu. They were B 3nglish, Artery_ECourse, BVJE_Course, OBFiG’s_E Course, and BC.Equal Courses. The research results revealed that the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province was realized in four dimensions: planning and group decision-making; communicating about thinking; contributing resources, ideas, and efforts; and monitoring processes. In concluding the research, the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners is highly facilitated through the project-based learning method, making it an effective approach.
References
Andriyani, S., & Anam, S. (2022). Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices.
Al-Lisan, 7(1), 51–63. https://doi.org/10.30603/al.v7i1.2413
Arifin, M. H., & Herlambang, Y. T. (2023). Strategi Edupreneur Bagi Calon Guru Sekolah Dasar Dalam Meningkatkan Motivasi Berwirausaha. Community …, 4(1), 213–216. http://journal.universitaspahlawan.ac.id/index.php/cdj/article/view/10352
Astuti, M., & Ismail, F. (2021). Edupreneurship. Noerfikri.
Barfield, A. (2016). Collaboration. ELT Journal, 70(2), 222–224. https://doi.org/10.1093/elt/ccv074
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Cintang, N., Setyowati, D. L., & Handayani, S. S. D. (2018). The Obstacles and Strategy of Project Based Learning Implementation in Elementary School. Journal of Education and Learning (EduLearn), 12(1), 7–15. https://doi.org/10.11591/edulearn.v12i1.7045
Darmuki, A., Nugrahani, F., Fathurohman, I., Kanzunnudin, M., &
Hidayati, N. A. (2023). The Impact of Inquiry Collaboration Project Based Learning Model of Indonesian Language Course Achievement. International Journal of Instruction, 16(2), 247–266. https://doi.org/10.29333/iji.2023.16215a
Dewi, M. R., & Arifin, Z. (2024). Analysis of 21st Century Skills in the Implementation of Project Based Learning in Biology Learning Merdeka Curriculum. Jurnal Penelitian Pendidikan IPA, 10(4), 2118–2128. https://doi.org/10.29303/jppipa.v10i4.5941
Hamidah, H., Rabbani, T. A. S., Fauziah, S., Puspita, R. A., Gasalba, R. A., & Nirwansyah. (2020). HOTS-Oriented Module: Project-Based Learning (1st ed.). SEAMEO QITEP in Language.
Hartono, D. P., & Asiyah, S. (2018). PJBL to Improve Student Creativity: A Descriptive Study of the Role of the Pjbl Learning Model in Improving Student Creativity. Journal of PGRI University Lecturers Palembang, 2(1), 1–11. https://jurnal.univpgri-palembang.ac.id/index.php/prosiding/index
Kurniadi, D., & Cahyaningrum, I. O. (2023). EXPLORING PROJECT-BASED LEARNING FOR YOUNG LEARNERS IN ENGLISH EDUCATION. NextGen Education Review Journal, 1(2), 10–21. https://doi.org/10.58660/nextgen.v1i2.35
Martinez-Moyano, I. (2006). Creating a culture of collaboration: The International Association of Facilitators handbook (S. Schuman (ed.)). Jossey-Bass.
Mohd Hawari, A. D., & Mohd Noor, A. I. (2020). Project Based Learning Pedagogical Design in STEAM Art Education. Asian Journal of University Education, 16(3), 102. https://doi.org/10.24191/ajue.v16i3.11072
Pan, G., Seow, P.-S., Shankararaman, V., & Koh, K. (2020). An Exploration Into Key Roles in Making Project-Based Learning Happen: Insights From a Case Study of a University. SSRN Electronic Journal, 109–129. https://doi.org/10.2139/ssrn.3603881
Patton, A. (2012). Work that Matters: The Teacher’s Guide to Project-Based Learning. In Creative Education (Vol. 1, Issue 1).
Puskás, A. (2017). ASSESSING YOUNG LEARNERS IN THE ENGLISH LANGUAGE CLASSROOM. In The Routledge Handbook of Teaching English to Young Learners. https://doi.org/10.4324/9781315623672-15
Qizi, E. M. A. (2024). EFFECTIVE TEACHING METHODS IN ENGLISH TO YOUNG LEARNERS.
Sagala, Y. D. A., Simajuntak, M. P., Bukit, N., & Motlan. (2020). Implementation of Project-Based Learning (PjBL) in Collaboration Skills and Communication Skills of Students. 384(Aisteel), 608–612. https://doi.org/10.2991/aisteel-19.2019.138
Shagirbasha, S. (2024). Journey of an Edupreneur—Design- Thinking Approach. Vikalpa, 49(2), 121–128. https://doi.org/10.1177/02560909241254147
Sirait, J. V., & Amnie, E. (2023). Analysis of Students’ Collaboration Skills through Project-Based Learning Model. Gagasan Pendidikan Indonesia, 4(1), 43. https://doi.org/10.30870/gpi.v4i1.19836
Stix, A., & Hrbek, F. (2006). Teachers as Classroom Coaches: How to Motivate Students.
Stoller, F. (2006). Project-Based Second and Foreign Language Education: Past, Present, and Future (G. H. Beckett & P. C. Miller (eds.)). Information Age Publishing.
Sulong, W. N., Sermsook, K., Sooknit, O., & Worapun, W. (2023). Project-Based Learning in General Psychology Class for Undergraduate Students. Journal of Education and Learning, 12(6), 82. https://doi.org/10.5539/jel.v12n6p82
Taxirovna, A. S. (2024). COLLABORATIVE LEARNING: FOCUSING ON TECHNIQUES THAT PROMOTE TEAMWORK AND SHARED KNOWLEDGE AMONG STUDENTS. 118–123.
Wang, X.-M., Yu, X.-H., Hwang, G.-J., & Hu, Q.-N. (2023). An online progressive peer assessment approach to project-based learning: a constructivist perspective. Educational Technology Research and Development, 71(5), 2073–2101. https://doi.org/10.1007/s11423-023-10257-6
Wanglang, C., & Chatwattana, P. (2023). The Project-Based Learning Model Using Gamification to Enhance 21st Century Learners in Thailand. Journal of Education and Learning, 12(2), 99. https://doi.org/10.5539/jel.v12n2p99
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
