Communicatively teaching science in english through collaborative project-based learning in grade 5 primary level: a case study

Tjandradjaja, Sinta (2017) Communicatively teaching science in english through collaborative project-based learning in grade 5 primary level: a case study. Masters thesis, Universitas Pelita Harapan.

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Abstract

Di tengah perubahan pesat di abad dua puluh satu ini, pendidikan sains seharusnya membantu siswa tidak hanya untuk mengembangkan pengetahuan serta pengertian tentang konsep-konsep sains, melainkan juga untuk memperlengkapi mereka dengan ketrampilan inkuiri ilmiah serta cara berpikir para ilmuwan. Siswa seharusnya juga mampu mengkomunikasikan ide-ide mereka dan berkolaborasi. Ketika sains diajarkan dalam Bahasa Inggris, masalah yang dihadapi siswa menjadi berlipat-ganda, terutama bagi siswa yang lebih muda seperti siswa sekolah dasar. Untuk mengatasi masalah ini, diperlukan strategi yang tepat untuk mengajar sains. Sebuah kerangka kerja diusulkan berdasarkan landasan teori Scientific Inquiry, Communicative Language Teaching (CLT) dan Collaborative Project-Based Learning (CPBL). Penelitian ini adalah studi kasus tentang Collaborative Project-Based Learning (CPBL) yang dilaksanakan di sebuah sekolah dasar di BSD, Tangerang. Peserta penelitian terdiri dari duapuluh dua siswa Kelas 5 SD di sebuah kelas, tujuh guru Kelas 5 dan seorang supervisor guru. Teknik klasifikasi tema digunakan untuk menganalisa data. Tipe penelitian studi kasus dipilih untuk menggali informasi mendalam tentang kasus CPBL ini. Hasil penelitian menunjukkan bahwa kasus CPBL ini adalah strategi tepat yang mampu mengakomodasi kerangka kerja yang diusulkan. Terlebih lagi, baik guru maupun siswa memiliki persepsi positif tentang kasus CPBL ini. / In a fast-changing world in this twenty-first century, science education should help learners not only in developing knowledge and understanding of scientific ideas, but also in equipping them with scientific inquiry skills and scientists’ mind-set. They should also be able to communicate their ideas and collaborate. When science is taught in English, it creates a twofold problem, especially for younger learners like primary students. In order to overcome this problem, teaching science requires a suitable strategy. A framework for this strategy is proposed on the foundation of Scientific Inquiry, Communicative Language Teaching (CLT) and Collaborative Project-Based Learning (CPBL) theories. This research is a case study of Collaborative Project-Based Learning (CPBL) implemented at a primary school in BSD, Tangerang. The participants consisted of twenty-two Grade 5 students in one class, seven Grade 5 teachers and one teacher supervisor. The theme classification method was used to analyse the data. The case study was chosen in order to gain in depth information about the CPBL case. The results have indicated that the CPBL case is a suitable strategy that can accommodate the proposed framework. Moreover, both teachers and students have positive perceptions about the CPBL case.

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