Project-based Learning (an Alternative Method of Tesol)

This paper is aimed at proposing the project-based learning as an alternative method of learning. This paper discussed why this method can be considered as an alternative method. Some discussions from some experts are presented.  


A. Introduction
What is project-based learning? What is the project that should be done by learners?
What is the aim of the project? There are the questions that may arise in our minds. Projectbased learning, as Nelson (1988) says is a Problem-Based Learning is an instructional methodology which is based on presenting the students an "ill-defined" problem for which they are to collaboratively research and propose potential solutions. Ill-defined problem means a problem with multiple possible solutions.
The key words in the above definition is problem solving. This implies that learners have a problem and they need to find the solution. However, there is no one single solution, they are some possible solution. This means that learners must find the most possible solution.
The word research implies that this method is also an inquiry-based learning.
Learners are learning collaboratively to solve the problem. By doing this they will find new information or new knowledge. In other words, this is alsolearning by doing activity in which learners learn new thing by doing it. This is also known as constructivis Students treated as the empty vessels are very passive. Because they are empty, the teacher must fill them with information. This implies that it is the teacher who is very active while the students must be passive. In project-based learning students are assumed to have prior knowledge and so they can do something when triggered by the teacher. Gaer's experience discussed previously showed that her students have the prior knowledge of their folktale and they want to express it in English. Our students, even who are at elementary school, have prior knowledge which can be triggered to the new knowledge by activating it in a project which will increase their knowledge and skills in English.
In short, the superiorities of project-based learning lies on the practice of learning by doing. Students will not forget the new things they have learned if they learn it and at the same time practice it.

Project-Based Learning in Our Class Activity
Perhaps, we have been practicing project-based learning in our class activities. We often assign our students to do some activities in order that they can learn new thing. For example, we assign them to write a simple essay about their opinion of current issue, let say national examination. They can write whatever they think about this topic.
Or, perhaps some of us show them a picture, or a series of pictures. Every student will write a simple story based on the pictures. Every student will have different story according to the perception of each student. We do not want them to have the same because the most important thing is that they are able to express their idea in English freely. Also, at the beginning we tolerate their language error because we want to motivate them to learn. And then will have them read their story in class. Finally we will publish the stories in class book, or put them in school tabloid managed by the students. This motivates them because everybody will be proud if his or her work is published and read by many people.
I am sure that some of us have been implementing this method. However, do not realize that it is a project-based learning. If we have been implementing it, we can go on on doing some improving based on the reflection we do after the activity.; In my class, at the English Department of Gorontalo State University, I have been practicing this method. In my class of poetry, I assign them to read poems and explain it in a short simple essay which consists of a brief analysis. Then I choose randomly some of them to present their analysis in class which leads them to a class discussion. This method makes every student be prepared and make his or her best. After analyzing poems, I assign every body to compose his or her own poem. In 2009 I took my students from two classes to the beach of Olele with a project, i.e. everybody will write a poem about sea. All the students' poems will be compiled in a book. The students seemed to be happy with the project. Everybody wanted to compose a good poem. My point here is that every student will be creative, that they are not only able to analyze poems but also be able to compose poems and so they can express ideas in aesthetic language.
My point is that perhaps we have been applying project-based learning in our class activities without realizing that it is project-based learning. However, perhaps something lacks, i.e. we do not assign our students to produce a product at the end of course. The product might be a film, poem, a short story, or a simple essay which will be published. What is the purpose of this producing product? It is aimed at enabling students to learn from their product.
We also have practiced the traditional method of teaching, such as explaining the topic all the time-the students were passive. We have been treated them as the empty vessel who must be passive and the teacher were loading them actively. Or perhaps we applied grammatical method in which students were taught the grammatical rule of English. At the end of course we tested ttheir mastery of grammar. However, we ignore the use of language as a mean of communication. If yes, now we need to change it. And then let us compare them. In traditional method, students are not facilitated to apply their knowledge in real life.
In English class they cannot practice their English. This in line with Moss who says that Project-based learning functions as a bridge between using English in class and using English in real life situations outside of class (Fried-Booth, 1997). It does this by placing learners in situations that require authentic use of language in order to communicate (e.g., being part of a team or interviewing others). When learners work in pairs or in teams, they find they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform, who will be responsible for each task, and how information will be researched and presented(1998).

D. Conclussion
As discussed previously, there are some superiorities of project-based learning.
Students are engaged actively in collaborative learning to solve a problem. This facilitates them to communicate actively in the language being learned. It facilitated students to apply