UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :PL Languages and literatures of Eastern Asia, Africa, Oceania
Main Author :Eng, Li Yin
Title :Keberkesanan Pembelajaran Berasaskan Projek terhadap kemahiran bertutur dan motivasi pembelajaran bahasa Mandarin di kolej vokasional
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan mengkaji keberkesanan Pendekatan Pembelajaran Berasaskan Projek (PBP) terhadap kemahiran bertutur dan motivasi dalam pembelajaran bahasa Mandarin sebagai bahasa asing pelajar bukan penutur jati di kolej vokasional. Objektif kajian ini adalah untuk mengesan perbezaan kemahiran bertutur dan motivasi pembelajaran bahasa Mandarin pelajar di antara kelas yang menerima pendekatan pengajaran PBP dan pendekatan pengajaran konvensional (Kaedah Tatabahasa Terjemah, GTM). Kajian ini merupakan kajian kuantitatif dengan reka bentuk kuasi eksperimen. Teknik persampelan mudah melibatkan 43 orang pelajar diploma tahun 2 yang mengambil subjek bahasa Mandarin di sebuah kolej vokasional rintis negeri Kedah dengan 23 orang pelajar dalam kumpulan eksperimen (PBP) dan 20 orang pelajar dalam kumpulan kawalan (GTM). Ujian bertutur pra-pasca dan soal selidik motivasi pembelajaran telah digunakan. Ujian-t sampel berpasangan digunakan untuk mengenal pasti perbezaan antara ujian bertutur pra dan ujian bertutur pasca bagi kedua-dua kumpulan, manakala ujian-t sampel bebas digunakan untuk mengenal pasti perbezaan di antara kedua-dua kumpulan. Dapatan kajian menunjukkan kumpulan eksperimen mencapai peningkatan statistik yang lebih banyak berbanding dengan kumpulan kawalan dan terdapat perbezaan signifikan antara kedua-dua kumpulan. Analisis diskriptif dijalankan untuk membandingkan perubahan motivasi pembelajaran yang berlaku sebelum dan selepas intervensi bagi kedua-dua kumpulan, manakala ujian-t sampel bebas digunakan untuk mengenal pasti perbezaan di antara kedua-dua kumpulan. Dapatan kajian menunjukkan peningkatan jumlah pelajar bagi tahap tinggi motivasi pembelajaran dalam kumpulan eksperimen lebih banyak daripada kumpulan kawalan. Dapatan kajian juga menunjukkan terdapat perbezaan signifikan antara kedua-dua kumpulan. Kesimpulannya, kajian ini menunjukkan bahawa pendekatan pengajaran PBP memberi kesan positif dalam pembelajaran bahasa Mandarin dan membantu meningkatkan motivasi pembelajaran bahasa Mandarin. Implikasi kajian menunjukkan PBP menyediakan peluang bertutur dalam bahasa Mandarin yang banyak berbanding dengan pendekatan konvensional dan pelajar bukan penutur jati dapat mengaplikasikan bahasa yang dipelajari dalam suasana pembelajaran yang autentik.

References

Abbaspour, F. (2016). Speaking competence and its components: A review of

literature. International Journal of Research in Linguistics, Language Teaching

and Testing, 1(4), 144-152.

 

Ady, M. V. T., Luis, F. G. & Rodriguez. (2017). Increasing EFL learners’ oral production

at a public school through project-based learning. Profile Issues in Teachers’

Professional Development, 19(2), 57-71.

 

Ahmed, R. Z. (2018). The effect of task-based language teaching on improving the

writing and speaking skills of Pakistan ESL learners (PhD Thesis). Universiti

Utara Malaysia.

 

Alan, B. & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign

language classrooms. English Teaching Forum, 43(4), 10-21.

 

Almusharraf, N. (2018). English as a foreign language learner autonomy in vocabulary

development. Journal of Research in Innovative Teaching & Learning, 11(2),

159-177.

 

Alobaid, M. (2017). Revising comprehensible input, output hypothesis and the use

of the L1 in the L2 classroom. International Journal of Linguistic, 9, 115-131.

 

Alsulami, S. Q. (2016). Testing the noticing function of the output hypothesis. English

Language Teaching, 9, 136-141.

 

Ardiana, A., Saedah, S., Ghazali, D. & Che, A. L. (2019). Aplikasi pemikiran kritis

semasa pembelajaran berasaskan projek pendidikan seni visual dalam

kalangan guru pelatih. JMS, 2(1), 352-379.

 

Azizi, Y., Voo, P., Ismail, M. & Mohd Dahlan, A. M. (2017). Kaedah penyelidikan

dalam pendidikan. Universiti Pendidikan Sultan Idris.

 

Azura, O., Farizah, T. & Ida, S. B. (2012). Project-based learning: English carnival in

Universiti Kuala Lumpur-Malaysia France Institute. The English Teacher, XLI

(8), 27-41.

 

Bahagian Teknologi Pendidikan Kementerian Pendidikan Malaysia. (2006). Projectbased

learning handbook. Communication and Training Sector, Kuala Lumpur.

 

Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content,

and skills integration. ELT Journal, 59(2), 108-116.

 

Beckett, G. H. (1999). Project-based instruction in a Canadian secondary school's ESL

classes: Goals and evaluations (PhD Thesis). University of British Columbia

British Columbia, Canada.

 

Beckett, G. H. (2002). Teacher and student evaluation of project based instruction.

TESL Canada Journal, 19(2), 52-66.

 

Beckett, G. H. (2006). Project-based second and foreign language education: Theory,

research, and practice. In G. H. Beckett & P. C. Miller (Eds.), Project-based

second and foreign language education: Past, present, and future. Connecticut,

USA: Information Age Publishing Inc.

 

Berita Harian. (9 Julai 2019), Malaysia, China setuju tingkat kerjasama dalam bidang

TVET. Diperoleh dari

https://www.bharian.com.my/berita/nasional/2019/07/583089/malaysia-chinasetuju-

tingkat-kerjasama-dalam-bidang-tvet

 

Bernama. (2018 Jun 21). TVET empowerment committee formed. Diperoleh dari

http://www.bernama.com/en/news.php?id=1473646

 

Bolandifar, S. (2017). Effects of blended learning on reading comprehension and

critical thinking skills of undergraduate ESL students. Universiti Putra Malaysia.

 

Borg, S. & Alshumaimeri, Y. (2017). Language learner autonomy in a tertiary context:

Teachers’ beliefs and practices. Language Teaching Research, 1-30.

 

Brander, S. A. (2013). Developing language learners with dörnyei: A study of learning

environments and motivation at a swedish upper-secondary school.

Högskolani Halmstad (Sweden), 0-70.

 

Brown, H. (2000). Principle of language learning and teaching. Addison Wesley

Longman, Inc.

 

Brown, H. (2001). Teaching by principles: An interactive approach to language

pedagogy. Second Edition. White Plains, NY: Addison-Wesley.

 

Brown, H. D. (1994). Teaching by principle: An interactive approach to language

pedagogy. New York: Addison Wesley Longman.

 

Brown, H. D. (2004). Language assessment: Principles and classroom practices. New

York: Pearson Education.

 

Buck Institute for Education. (2019). Project work report. Diperoleh dari

https://my.pblworks.org

 

Buck Institute for Education. (2019). What is PBL? Diperoleh dari

https://www.pblworks.org/what-is-pbl

 

Cakici, D. (2017). An investigation of learner autonomy in Turkish EFL context.

International Journal of Higher Education, 6(2), 89-99.

 

Caroline, T. (2005). Practical english language teaching young learners. New York:

Mc. Graw-Hill.

 

Chai, C. S., Wong, L. H. & King, R. B. (2016). Surveying and modelling students’

motivation and learning strategies for mobile-assisted seamless chinese

language learning. Journal of Educational Technology & Society, 19(3), 1176-

3647.

 

Chang, S. H. (2011). Contrastive study of grammar translation method and

communicative approach in teaching english grammar. English Language

Teaching, 4(2), 13-24.

 

Cheong, K. M., Jano, Z., Salam, S., Bareed, N., Ithnin, F. & Suraidi, N. (2019).

Motivational factors among undergraduates learning Mandarin: A qualitative

perspective. International Journal of Academic Research in Progressive

Education and Development, 8(2), 187-199.

 

Cheun, H. H. (2006). Masalah pengajaran bahasa Mandarin sebagai bahasa kedua di

Malaysia (华语文作为第二语文在马来西亚的教学问题). Malaysia: Kolej New

Era.

 

Cheun, H. H., Hoe, F. T. & Ho, W. C. (2005). Strategi pengajaran aspek sebutan

bahasa mandarin di kalangan pelajar universiti teknologi mara Shah Alam.

BBC Projek Paper UiTM.

 

Chiong, H. A. & Fan, P. S. (2019). Kajian situasi semasa dan masalah dalam

pengajaran bahasa Mandarin kolej vokasional (马来西亚技职学院华语教学现

状、问题与建议研究). Jurnal Han Jiang, (1), 223-246.

 

Chua, H. W. & Lin, C. Y. (2020). The effect of task-based language teaching in learning

motivation. International Journal on Social and Education Sciences, 2(1), 41-

48.

 

Chua, H. W. & Mohammad Affiq Kamarul Azlan. (2019). Factors influencing foreign

language learners’ motivation in continuing to learn mandarin. Journal of Social

Science, (5), 1-6.

 

Chua, H. W. (2019). The effect of task-based language teaching and audio-lingual

teaching approach in mandarin oral skills (Master Thesis). Faculty of Language

and Communication, Sultan Idris Education University.

 

Chua, H. W., Lin, C. Y. & Mohammad Affiq Kamarul Azlan. (2018). The influence of

task-based language teaching and audio-lingual teaching approach on

mandarin language learning outcomes. PEOPLE: International Journal of

Social Sciences, 4(3), 123-141.

 

Chua, Y. P. (2014). Kaedah dan statistik penyelidikan Buku 1 Kaedah Penyelidikan

(Edisi 3). Malaysia: Mc Graw Hill Education.

 

Clark, V. L. P & Creswell, J. W. (2010). Understanding research: A consumer’s guide.

Pearson.

 

Collier, L. D. (2017). Using a project-based language learning approach in the high

school spanish classroom: Perceived challenges and benefits (Master Thesis).

Brigham Young University.

 

Condliffe, B. (2017). Project-based learning: A literature review. Working Paper.

MDRC. Diperoleh dari

https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED578933

 

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research (3rd ed.). New Jersey: Pearson Merril

Prentice Hall.

 

Creswell, J. W. (2008). Research design: Qualitative, quantitative & mixed methods

approaches (3rd ed). SAGE Publications.

 

Creswell, J. W. (2009). Research design: Qualitative, quantitative & mixed methods

approaches (3rd ed). SAGE Publications.

 

Creswell, J. W. (2010). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research (4th Ed.). New Jersey: Pearson Merril

Prentice Hall.

 

Creswell, J. W. (2018). Research design: Qualitative, quantitative & mixed methods

approaches (5th ed). SAGE Publications.

 

Di, Y. (2016). Effects of project-based learning on speaking abilities of non-english

major chinese students (Master Thesis). Suranaree University of Technology.

 

Dörnyei, Z. (1988). Motivation and motivating in the foreign language classroom. The

Modern Language Journal, 78(3), 273-284.

 

Dörnyei, Z. (2009). Motivation in second and foreign language learning. Language

Teaching, 31,117-135.

 

Du. X. M. & Han, J. (2016). A literature review on the definition and process of projectbased

learning and other relative studies. Creative Education, 7, 1079-1083.

 

Ellis, R. (2003). Second language acquisition. Hongkong: Oxford University Press.

 

Ellis, R. (2009). The differential effects of three types of task planning on the

fluency, complexity and accuracy in L2 oral production. Applied Linguistics,

30(4), 474-509.

 

Elmayantie, C. (2015). The use of grammar translation method in teaching english.

Journal on English as a Foreign Language, 5(2), 125-131.

 

Eng, L. Y. & Khor, T. H. (2021). Project based learning in teaching mandarin as foreign

language: Theory to practice. International Journal of Academic Research in

Business and Social Sciences, 11(4), 542-551.

 

Eng, L.Y. (2020). A concept paper: The effectiveness of project based learning on

speaking skill among non-native mandarin learners in vocational college

Malaysia. International Journal of Academic Research in Business and Social

Sciences, 10(7), 638-646.

 

Ertürk, N. O. (2016). Language learner autonomy: Is it really possible? Procedia-

Social and Behavioral Sciences, 232, 650-654.

 

Esmail, Z. B. & Tayebe, S. (2017). The effect of project based learning (pbl) on the

components of speaking ability of iranian efl beginner learners. Journal of

Applied Linguistics and Language Research, 4, 119-130.

 

Faridah Salam, Ramlah Mailok & Norhasbiah Ubaidullah. (2015). Perubahan

pencapaian mata pelajaran teknologi maklumat dan komunikasi melalui

pembelajaran berasaskan projek dengan scaffolding. Jurnal Pendidikan

Malaysia, 40(1), 29-41.

 

Fleming, D. S. (2000). A teacher's guide to project-based learning. Scarecrow

Education, Attn: Sales Department.

 

Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspectives, and practice. New

York: Teachers' College Press, Columbia University.

 

Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate

research in eduation (Eight Edition). McGraw-Hill.

 

Freeman, L. D. (2000). Technique and principles in language teaching (2nd ed.).

Oxford: Oxford University Press.

 

Freeman, L. D. (2004). CA for SLA? it all depends... The Modern Language Journal,

88 (4), 603-607.

 

Fried-Booth, D. L. (2002). Project work. Oxford: Oxford University Press.

Gardner, R. C. & MacIntyre, P. D. (1993). On the measurement of affective variables

 

in second language learning. Language Learning, 43(2), 157-194.

 

Gardner, R. C. (1985). Social psychology and second language learning: The role of

attitudes and motivations. London: Edward Arnold.

 

Garson, G. D. (2013). Validity and reliability. USA: Statistical Publishing Associates.

 

Ghasemi, A. & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for

non-statisticians. International Jurnal of Endocrinology and Metabolism, 10(2),

486-489.

 

Ghazali Darusalam & Sufean Hussin. (2018). Metodologi penyelidikan dalam

pendidikan (Edisi Kedua). Kuala Lumpur: Universiti Malaya.

 

Gibbons, P. (2002). Scaffolding language, scaffolding learning: portsmouth. NH:

Heinemann.

 

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian

Journal of Teacher Education, 41(3), 38-53.

 

Gopalan, V., Aida, J., Bakar, A., Nasir, A., Alwi, A., & Mat, R. C. (2017). A review of

the motivation theories in learning, 020043(October). The 2nd International

Conference on Applied Science and Technology 2017. Diperoleh dari

https://doi.org/10.1063/1.5005376

 

Gower, R., Phillips, D. & Walters, S. (1995). Teaching practice handbook. UK:

Macmillan Heinemann.

 

Grant, S. (2017). Implementing project-based language teaching in an Asian context:

A university EAP writing course case study from Macau. Asian-Pacific Journal

of Second and Foreign Language Education, 2(4), 1-13.

 

Guy Cook. (2010). Translation in language teaching. New York: Oxford University

Press.

 

Hamidah, S. & Palupi, S. (2016). Integrated problem based learning for improvement

soft skill and high order thingking of vocational students. International

Conference on Innovation in Engineering and Vocational Education, 192-197.

 

Handrianto, C. & Rahman, M. A. (2018). Project based learning: A review of literature

on its outcomes and implementation issues. LET: Linguistics, Literature and

English Teaching Journal, 8(2), 110-129.

 

Harmer, J. (2003). The practice of english language teaching (3rd Ed.). Malaysia:

Longman.

 

Harmer, J. (2007). The practice of english language teaching (4th Ed.). Harlow:

Longman.

 

Harun Baharudin. (2014). Strategi pembelajaran kosa kata bahasa arab pelajar

sekolah menengah agama di Malaysia (Tesis PhD). Universiti Melaya.

 

Hedge, T. (1993). Key concepts in EFL: Project work. ELT Journal, 47(3), 275-277.

 

Henry, J. (1994). Teaching through projects. London: Kogan Page.

 

Herrington, A. J. & Herrington, J. A. (2007). What is an authentic learning environment?

In L. A. Tomei (Ed.), Online and distance learning: Concepts, methodologies,

tools and applications. Hershey, PA: Information Science Reference.

 

Herrington, J. & Oliver, R. (2000). An instructional design framework for authentic

learning environments. Educational Technology Research and Development,

48(3), 23-48.

 

Herrington, J., Oliver, R. & Reeves, T. C. (2003). Patterns of engagement in authentic

online learning environments. Australasian Journal of Educational Technology,

19(1), 59-71.

 

Hoe, F. T. & Lim, T. H. (2013). Chinese / Mandarin as a second language course: A

comparison between a malaysian and chinese and beijing language and

culture university. Diperoleh dari

https://www.researchgate.net/publication/237091805_CHINESE_MANDARIN

_AS_A_SECOND_LANGUAGE_COURSE_A_COMPARISON_BETWEEN_A

_MALAYSIAN_AND_CHINESE_UNIVERSITY_UNIVERSITI_TEKNOLOGI_M

ARA_AND_BEIJING_LANGUAGE_AND_CULTURE_UNIVERSITY_AS_AN_

EXAMPLE.

 

Hoe, F. T. (2014). A study of teachers’ competency standards and teaching mandarin

as a second language in malaysian public universities (PhD Thesis). Universiti

Tunku Abdul Rahman.

 

Hou, L. (2017). Reka bentuk pengajaran pertuturan asas bahasa Mandarin terhadap

pelajar Korea – Topik saya suka minum teh (对韩汉语初级口语课教学设计以

《我喜欢喝茶》为例) [Tesis Master]. Universiti Utara Barat China.

 

Iiker Etika, Sulaiman Abubakar Musa, R. S. A. (2016). Comparison of convenience

sampling and purposive sampling. American Journal of Theoretical and Applied

Statistics, 5(1), 1-4.

 

Iriani, A. P., Abidin, S. F. F. & Safitri, S. R. (2019). Project-based learning in chinese

classroom: A way to stimulate students. International Seminar on Language,

Education, and Culture, KnE Social Sciences, 77-84.

 

Izumi, S. (2003). Comprehension and production processes in second language

learning: In search of the psycholinguistic rationale of the output hypothesis.

Applied Linguistics, 24(2), 168-196.

 

Izumi, S., Bigelow, M., Fujiwara. M. & Fearnow, S. (1999). Testing the output

hypothesis. SSLA, 21, 421-452.

Jacobs, G. M. (2016). Ten strengths of how teachers do cooperative learning. Beyond

Words, 4(1), 10-17.

 

Jafary, M. (2014). Effect of model essays on the improvement of iranian IELTS

candidates’ writing ability. Universiti Putra Malaysia.

 

Johnson, D. W. & Johnson, R. T. (2017). Cooperative learning. Inovation Education.

 

Kaharuddin. (2018). The communicative grammar translation method: A practical

method to teach communication skills of english. 4(2), 233-254.

 

Kamisah, Mukhaiyar & Desmawati Radjab. (2013). Improving students’ speaking skill

through project based learning technique at Class III-B of third semester

students. Journal of English Language Teaching, 1(3).

 

Kavlu, A. (2016). Enhancement of english as a foreign language (EFL) university

students’ reading skills through project-based learning implementation (Thesis

of Doctor Philosophy). International Black Sea University.

 

Kementerian Pendidikan Malaysia (KPM). (2013). Pelan Pembangunan Pendidikan

Malaysia 2013-2025 (PPPM). Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia (KPM). (2015). Pelan Pembangunan Pendidikan

Malaysia 2015-2025 (Pendidikan Tinggi). Putrajaya: Kementerian Pendidikan

Malaysia.

 

Kementerian Pendidikan Malaysia. (2018). Kurikulum Standard Kolej Vokasional

Bahasa Mandarin Diploma Kolej Vokasional Malaysia.

 

Kementerian Pendidikan Malaysia. (2018). Perancangan Kursus Bahasa Mandarin

Kolej Vokasional.

 

Kementerian Pendidikan Malaysia. (2019). Penerangan Bidang. Diperoleh dari

https://www.moe.gov.my/pendidikan/tvet/kolej-vokasional/penerangan-bidang

 

Kementerian Pendidikan Malaysia. (2019). Syarat Umum dan Khusus Program Kolej

Vokasional Ambilan 2019. Bahagian Pendidkan Teknik dan Vokasional.

Diperoleh dari https://sptv.moe.gov.my/

 

Kizkapan, O. & Bektas, O. (2017). The effect of project based learning on seventh

grade students' academic achievement. International Journal of Instruction,

10(1), 37-54.

 

Kokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of

the literature. Improving Schools, 19 (3), 267-277.

 

Korkmaz, H. & Kaptan, F. (2000). Fen ogretiminde proje tabanli ogrenme yaklasimi.

Hacettepe Universitesi Egitim Fakultesi Dergisi, 20, 193-200.

 

Krashen, S. D. (1998). Comprehensible output?. System, 26, 175-182.

 

Kwietniewski, K. (2017). Literature review of project-based learning (Master Thesis).

State University of New York College.

 

Lantolf, J. P. & Appel, G. (1996). Vygotskian approaches to second language research.

Norwood, NJ: Ablex Publishing Corporation.

 

Larmer, J. & Mergendoller, J. (2015). Why we changed our model of the 8 essential

elements of PBL. Diperoleh dari

https://my.pblworks.org/resource/blog/why_we_changed_our_model_of_the_

8_essential_elements_of_pbl.

 

Larmer, J. & Mergendoller, J. (2019). Gold standard PBL: Essential project design

elements. Buck Institute for Education.

 

Leong, H. Y. (2019). Pendidikan teknik dan vokasional: Latihan diutamakan, teori

sebagai sokongan ( 技职教育: 实践为主, 理论为辅). Diperoleh dari

https://www.sinchew.com.my/content/content_2076988.html?fbclid=IwAR3xi4

XcUuCu53A-oe_RswS-nfaQt04WSNl3EPxR6O6OOAfgILKNTErPUMk

 

Li, X. (2014). Kajian meneroka pembelajaran berasaskan projek dalam bahasa

Mandarin sebagai bahasa asing (对外汉语教学中的项目教学法探索) [Tesis

Master]. Universiti Perguruan Nanjing.

 

Li, Y. (2001). Communicative language teaching in China: Progress and resistance.

TESOL Quarterly, 35(1), 194-198.

 

Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427-

435.

 

Liu, H. & Qi, W. (2017). Establishing learner autonomy in China’s universities through

achievement presentation. Journal of Language Teaching and Research, 8(3),

588-593.

 

Liu, X. (1997). Pengenalan pengajaran bahasa Mandarin sebagai bahasa asing (对外

汉语教学概论). China: Penerbitan Universiti Bahasa & Kebudayaan Beijing.

 

Liu, X. (2006). Pengenalan pengajaran bahasa Mandarin sebagai bahasa asing (对外

汉语教学引论). Beijing: Penerbitan Universiti Bahasa Beijing.

 

Liu, Y. (2016). Project-based learning: An effective Way to stimulate college students’

english learning motivation. International Conference on Arts, Design and

Contemporary Education, 967-970.

 

Lu, B. (1993). Kajian pengajaran bahasa Mandarin sebagai bahasa asing (对外汉语教

学研究). China: Penerbitan Universiti Bahasa & Kebudayaan Beijing.

 

Lui, X. X. (2013). Reka bentuk pendekatan pengajaran berasaskan projek untuk kelas

bertutur bahasa Mandarin tahap pertengahan (项目教学法下的中级汉语口语课

程设计) [Tesis Master]. Universiti Jilin China.

 

Lv, T. T. (2007). Aplikasi reka bentuk tugasan pembelajaran berasaskan tugasan

dalam pertuturan bahasa Mandarin sebagai bahasa asing tahap permulaan (任

务型教学法任务设计在对外汉语初级口语教学中的运用) [Tesis Master].

Universiti Bahasa Beijing, China.

 

Lwin, S. & Lynch, R. (2015). A comparative study of matriculation students’ motivation

for learning mathematics according to gender in five burmese migrant learning

centers in Mae Sot, Thailand. Scholar: Human Sciences, 7(2), 57-71.

 

Malkova, I. Y. & Kiselyova, P. V. (2014). Development of personal competences in

project-based learning in the EFL classroom. Procedia-Social and Behavioral

Sciences, 154, 254-258.

 

Markham, T., Larmer, J. & Ravitz, J. (2003). Project based learning handbook. Buck

Institute for Education.

 

McCarthy, N. (11 Disember 2020). Languages: The world’s most spoken languages.

Diperoleh dari https://www.statista.com/chart/12868/the-worlds-most-spokenlanguages/

 

McLeod, S. (2018). Jean piaget's theory of cognitive development. Diperoleh dari

http://www.simplypsychology.org/piaget.html

 

McMillan, J. H. & Schumacher, S. 2010. Research in education: Evidence based

inquiry (7th ed). New Jersey: Pearson Education Incorporated.

 

Michael, R. S. (2006). Threats to internal and external validity.

 

Middleton, F. (2019). Types of reliability and how to measure them. Diperoleh dari

https://www.scribbr.com/methodology/types-of-reliability/

 

Miller, A. (2017). Process for discovery: Project-based learning builds teachers'

collaboration skills. Learning Professional, 38(5), 35-39.

 

Miller, B. A. (2016). The potential of project based learning and English language

learners. Curriculum in Context.

 

Mispuah Hassan, Lilia Halim, Norbaizura Haris, Farihah Mohd Jamel & Nor Mazliana

Abdul Hashim. t.th. Pembelajaran berasaskan projek pertandingan untuk

memupuk minat pelajar terhadap sains. Diperoleh dari

https://www.academia.edu/8720254/Pembelajaran_Berasaskan_Projek_Pert

andingan_untuk_Memupuk_Minat_Pelajar_Terhadap_Sains.

 

Mohamad Sattar Rasul, Zool Hilmi Mohamed Ashari, Norzaini Azman & Rose Amnah

Abdul Rauf. (2015). Transforming TVET in Malaysia: Harmonizing the

governace structure in a multiple stakeholder setting. TVET-Online Asia, (4),

1-13.

 

Mohammed Kamal Ahmed Ibrahim. (2016). Teaching speaking through

communicative approach: A case study of secondary schools, 2nd year,

hartoum Locality, Khartoum State, Sudan (Master Thesis). University of

Gezira.

 

Mohd Aderi Che Noh, Normurni Mohamad, Adibah Hasanah Abd Halim & Absha Atiah

Abu Bakar. (2018). Perlaksanaan kaedah pembelajaran berasaskan projek

dalam pengajaran dan pembelajaran kaedah fiqh. JQSS – Journal of Quran

Sunnah Education and Special Needs, 2(2), 2590-3799.

 

Mohd Majid Konting. (2005). Kaedah penyelidikan pendidikan. Dewan Bahasa dan

Pustaka: Kuala Lumpur.

 

Mohd Najib Abdul Ghafar (2003). Reka bentuk tinjauan soal selidik pendidikan. Skudai,

Johor: UTM.

 

Mohd Noramdzan Mohd Yusof, Musta’amal, A. H., Audu, R. & Nor Salwa Ismail. (2015).

Implementation of project-based learning (PjBL) at a Malaysian polytechnic: A

preliminary study. In Proceedings of INTCESS15-2nd International Conference

on Education and Social Sciences, 548-554.

 

Moritoshi, T. P. (2017). The perceived english language learning outcomes associated

with project-based language learning: A case study at a Japanese junior

college (PhD Thesis). Aston University.

 

Moss, D. & Van Duzer, C. (1998). Project-based learning for adult english language

learners. ERIC Digest, 1-7. Diperoleh dari http://www.cal.org

 

Munawaroh, S. (2019). Effectiveness project based learning in teaching speaking with

learner motivation. Journal of English Teaching and Learning, 8(2). Diperoleh

dari http://www.riset.unisma.ac.id/index.php/LANG/article/view/2886.

 

Murad, T. M. (2009). The effect of task-based language teaching on developing

speaking skills among the palestinian secondary efl students in Israel and their

attitudes towards english (PhD Thesis). Yarmouk University.

 

Myeong, H. S. (2018). Effects of project-based learning on students’ motivation and

self-efficacy. English Teaching, (73), 95-114.

 

Nadler, J. T., Weston, R. & Voyles, E. C. (2015). Stuck in the middle: The use and

interpretation of mid-points in items on questionnaires. The Journal of General

Psychology, 142(2), 71-89.

 

Natsir, M. & Sanjaya, D. (2014). Grammar translation method (GTM) versus

communicative language teaching (CLT): A review of literature. International

Journal of Education and Literacy Studies, 2(1), 58-62.

 

Neff, L. (2016). Lev Vygotsky and social learning theories. Learning Theories Website.

Diperoleh dari

http://jan.ucc.nau.edu/lsn/educator/edtech/learningtheorieswebsite/vygotsky.h

tm.

 

Newell, R. J. (2003). Passion for learning: How project-based learning meets the needs

of 21st-century students. Washington D.C: Scarecrow Press.

 

Nitce Isa Medina Machmudi Isa & Mai Shihah Hj Abdullah. (2013). Pembelajaran

berasaskan projek: Takrifan, teori dan perbandingannya dengan pembelajaran

berasaskan masalah. CREAM-Current Research in Malaysia, 2(1), 181-194.

 

Niu, H. Y. (2019). Reka bentuk pengajaran bahasa Mandarin tahap permulaan

terhadap pelajar Thailand berdasarkan pendekatan pembelajaran berasaskan

projek-Topik haiwan (基于PBL 教学法的对泰初级汉语综合课教学设计) [Tesis

Master]. Universiti Perguruan Anyang.

 

Noor Idayu Abu Bakar, Nooreen Noordin & Abu Bakar Razali. (2019). Improving oral

communicative competence in english using project-based learning activities.

English Language Teaching, 12, 73-84.

 

Noor Idayu Abu Bakar, Nooreen Noordin & Abu Bakar Razali. (2019). Effectiveness of

project-based learning in improving listening competency among ESL learners

at a Malaysian TVET college. The English Teacher, 48 (1), 11- 28.

 

Noor Idayu Abu Bakar. (2019). Improving oral communicative competence in english

using project-based learning activities (Unpublished PhD Thesis). Putra

University Malaysia.

 

Nor Izzati. (2019). Kaedah berasaskan projek dalam pengajaran dan pembelajaran

pendidikan Islam. Jurnal Refleksi Kepemimpinan, 2, 26-40.

 

Noraini Idris. (2010). Penyelidikan dalam pendidikan. Petaling Jaya: McGraw Hill (M).

 

Nunan, D. (1991). Research methods in language learning. Cambridge: Cambridge

University Press.

 

Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle.

 

Nur Shafiekah Sapan, Siti Katijah, Nurul Ain Zulhaimi, Siti Nurul Aishah Abdul Hamid

& Siti Aishah Ramli. (2019). Project-based learning and its effect on students’

English skills. International Journal of Education and Pedagogy, 1(2), 73-85.

 

Omar, Y. Z. (2019). Influence of grammar translation method (GTM) on Libyan

students’ English performance in communicative situations. PEOPLE:

International Journal of Social Sciences, 5(2), 511–530.

 

Othman, Y & Osman, D. S. P. (2014). Keupayaan menguasai kemahiran menulis

melalui pembelajaran berasaskan projek dalam penulisan berbentuk risalah

di sekolah rendah. Jurnal Pendidikan Bahasa Melayu: Malay Language

Education (MyLEJ), 4 (1), 19-29.

 

Panitz, T. (1997). Collaborative versus cooperative learning: A comparison of the two

concepts which will help us understand the underlying nature of interactive

learning. Diperoleh dari

http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm

 

Pannell, J., Partsch, F. & Fuller, N. (2017). The output hypothesis: From theory to

practice. TESOL Working Paper Series, 15, 126-159.

 

Parker, I. (2014). Discourse dynamics (psychology revivals): Critical analysis for social

and individual psychology. Routledge.

 

Pereira, S., Santana Capelli, J. C., Abrahão, A. L. & Anastacio, A. (2017). The

experience of using project-based learning as an active methodology in the

educational program through work for health in professional practice training.

Demetra: Food, Nutrition & Health/Alimentação, Nutrição & Saúde, 12(4). 881-

898.

 

Pham, D. T. (2018). Project based learning: From theory to EFL classroom practice.

Proceedings of the 6th International OpenTESOL Conference, 327-339.

 

Philen, J. (2016). Implementing meaningful and sustainable project based learning

pedagogy (PhD Thesis). University of New England.

 

Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning

components of classroom academic performance. Journal of Educational

Psychology, 82(1), 33-40.

 

Pintrich, P. R. (2003). A Motivational science perspective on the role of student

motivation in learning and teaching contexts. Journal of Educational

Psychology, 95, 667-686.

 

Pintrich, P. R. (2004). A Conceptual framework for assessing motivation and selfregulated

learning in college students. Educational Psychology Review, 16,

385-407.

 

Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research and

applications. Upper Saddle River, NJ: Prentice Hall.

 

Pintrich, P. R., Smith, D. A. F., Garcia, T. & Mckeachie, W. J. (1993). Reliability and

predictive validity of the motivated strategies for learning questionnaire (MSLQ).

Educational and Psychological Measurement, 53(3), 801-813.

 

Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1991). Motivated

strategies for learning questionnaire (MSLQ). The Regents of The University

of Michigan.

 

Poonpon, K. (2017). Enhancing English skills through project-based learning. The

English Teacher, 10.

 

Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the

classroom. London: Routledge.

 

Putri, A., Putu, A. & NItiasih. (2017). Project-based learning activities and EFL students’

productive skills in English. Journal of Language Teaching and Research, 8,

1147-1155.

 

Putri, S. W. (2018). The effect of project based learning implementation on students’

participation and achievement in English speaking course (Master Thesis).

University Darussalam-Banda Aceh.

 

Qamar, M. B. (2016). The impact of learner’s autonomy on teaching oral skills

(speaking skills) in an EFL classroom. Journal of Language Teaching and

Research, 7(2), 293-298.

 

Qin, Y. (2019). Aplikasi pendekatan pembelajaran berasaskan tugasan dalam kelas

bertutur bahasa Mandarin sebagai bahasa asing (任务型教学模式在对外汉语

口语课中的应用初探). Diperoleh dari

http://www.scicat.cn/8/wenxuelunwen/20191011/2982432.html?fbclid=IwAR0

HxIXESKJQoCzfcfzl5HBvz1CDo_Xn9NcxD5S56E2NVqspX8qnUFRema4.

 

Reagan, T. (1999). Constructivistepistemology and second/foreign language

pedagogy. Foreign Language Annals, 32(4), 413-425.

 

Rebekah, S. T. & Marina, M. B. (2001). Constructivist inspiration: A project-based

model for L2 learning in virtual worlds. Texas Papers in Foreign Language

Education, 6(1), 63-82.

 

Richards, J. C. (2008). Teaching listening and speaking from theory to practice.

Cambridge: Cambridge University Press.

 

Riham, I. (2017). The effectiveness of project-based learning on students’

achievement and motivation towards English in an EFL environment (Master

Thesis). Hebron University, Palestine.

 

Rochmahwati, P. (2016). Project-based learning to raise students’ speaking ability: Its’

effect and implementation (A mix method research in speaking ii subject at

Stain Ponorogo). Kodifikasia, 9(1), 199-222.

 

Rule, A. C. (2006). The components of authentic learning. Journal of Authentic

Learning, 3(1), 1-10.

 

Sadeghi, H., Biniaz, M. & Soleimani, H. (2016). The impact of project-based language

learning on iranian EFL learners’ comparison/contrast paragraph writing skills.

International Journal of Asian Social Science, 6(9), 510-524.

 

Sadrina & Ramlee Mustapha. (2017). The evaluation of project-based learning at the

mechanical engineering department, polytechnic Malaysia: A product

dimension assessment. Jurnal Ilmiah Pendidikan Teknik Elektro, 1(1), 51-62.

 

Sadrina. (2015). The evaluation of project-based learning: A case study at mechanical

engineering department at a polytechnic in Malaysia (Master Thesis). Universiti

Pendidikan Sultan Idris.

 

Sarah Yusoff, Rohana Yusoff & Nur Hidayah Md Noh. (2017). Blended learning

approach for less proficient student. SAGE Open, 7(3), 1-8.

 

Schcolnik, M., Kol, S. & Abarbanel, J. (2006). Constructivism in theory and in practice.

English Teaching Forum, 4, 12-20.

 

Sekaran, U. (2003). Research methods for business: A skill building approach. New

Jersey: John Wiley & Sons.

 

Shabani, K. (2016). Applications of Vygotsky’s sociocultural approach for teachers’

professional development. Cogent Education, 3(1), 1-10.

 

Shi, W. & Han, L. (2019). Promoting learner autonomy through cooperative learning.

English Language Teaching, 12(8), 30-36.

 

Shin, M. H. (2018). Effects of project-based learning on students’ motivation and selfefficacy.

English Teaching, 73, 95-114.

 

Sidek Mohd Noah. (2002). Reka bentuk penyelidikan: Falsafah, teori dan praktis.

Serdang: Universiti Putra Malaysia.

 

Simunich, B., Robins, D. B. & Kelly, V. (2015). The impact of findability on student

motivation, self-efficacy and perceptions of online course quality. American

Journal of Distance Education, 29(3), 174-185.

 

SinChew Daily. (2021 Februari 21). Persatuan Pelancongan Dunia Pertubuhan

Bangsa-bangsa Bersatu menyenaraikan bahasa Mandarin sebagai bahasa

rasmi ( 联国世界旅游组织讲中文列官方语言). Diperoleh dari

https://www.sinchew.com.my/content/content_2430830.html.

 

Siti Nur Kamariah Rubani. (2016). Pembangunan dan keberkesanan modul

perancahan berstruktur dalam pembelajaran berasaskan projek terhadap

pengetahuan dan kemahiran bagi projek mesin larik pelajar politeknik.

 

Slack, M. K. & Draugalis, J. D. (2001). Establishing the internal and external

validity of experimental studies. American Society of Health-System

Pharmacists, 58, 2173-2181.

 

Slavin, R. (2013). Cooperative learning and achievement: Theory and research. In

Reynolds, W., Miller, G. & Weiner, I. (Eds.). Handbook of psychology (2nd ed).

Hoboken, NJ: Wiley, 199-212.

 

Slavin, R. (2014). Cooperative learning and academic achievement: Why does

groupwork work?. Anales De Psicología, 30, 785-791.

 

Song, L. Y. (2011). Kajian mengenai kaedah pengajaran bahasa Mandarin sebagai

bahasa asing berdasarkan orientasi aksi (基于行动导向的对外汉语教学法研究)

[Tesis Master]. Universiti Perguruan Utara Timur, China.

 

Stoller, F. (2002). Project work: a means to promote language and content. In J.

Richards & W. Renandya (Eds.), Methodology in language teaching: An

anthology of current practice. Cambridge University Press.

 

Stoller, F. (2006). Establishing a theoretical foundation for project based learning in

second and foreign language context. In G. Beckett, & P. Miller (Eds.), Projectbased

second and foreign language education: Past, Present, and

FutureInformation. Age Publishing Inc.

 

Stoller, F. L. (1997). Project work: A means to promote language and content. English

Teaching Forum, 35 (4), 2.

 

Swain, M. & Lapkin, L. (1995). Problems in output and the cognitive processes they

generate: A step towards second language learning. Applied Linguistics, 16(3),

371-391.

 

Swain, M. (1985). Communicative competence: Some roles of comprehensible input

and comprehensible output in its development. In Susan M. Gass and Carolyn

G. Madden, eds. Input in second language acquisition. Rowley, MA: Newbury

House.

 

Swain, M. (1995). Three functions of output in second language learning. In Guy Cook

and Barbara Seidlhofer, eds. Principle and practice in applied llinguistics.

Oxford: Oxford University Press.

 

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through

collaborative dialogue. In J. P. Lantolf (Ed), Sociocultural theory and

secondlanguage learning. Oxford University Press.

 

Swain, M. (2005). The output hypothesis: Theory and research. In Eli Heinkel, ed.

Handbook of research in second language teaching and learning. Mahwah, NJ:

Lawrence Erlbaum Associates.

 

Takeuchi, K. (2017). Self-regulated Learning of Japanese University Students in

Second Language Acquisition (Master Thesis). Japanese University.

 

Talebi, K. (2015). John Dewey - Philosopher and educational reformer. European

Journal of Education Studies. 1(1), 1-13.

 

Tan, K. N. (2018). Understanding the effectiveness of teaching chinese characters

using wiimote interactive whiteboard on primary school students. Universiti

Pendidikan Sultan Idris.

 

Tan, T. G. (2010). Language learning motivation among malay students learning

mandarin as a foreign language (PhD Thesis). Universiti Sains Malaysia.

 

Tan, T. G., Hairul Nizam Ismail, Hoe, T. F. & Ho, C. C. (2016). The motivation of

undergraduates learning Mandarin as a foreign language. E-Academia Journal

UiTMT, 5(8), 1-11.

 

Tan, T. G., Lim, T. H. & Hoe, F. T. (2017). Analyzing the relationship between L2

motivational self system and achievement in mandarin. International Academic

Research Jounal of Social Science, 3(1), 104-108.

 

Tan, T. G., Ooi, A. K., Hairul Nizam Ismail. (2012). The orientation for learning

mandarin amongst malay undergraduate students. International Journal of

Humanities and Social Science, 2(12).

 

Tang, E. H. (2020). Penggunaan kaedah tatabahasa terjemah dalam pengajaran

bahasa Mandarin di sekolah menengah Thailand-Sekolah

Patongwittayamulnithi ( 语法翻译法在泰国中学汉语教学中的应用- 以

Patongwittayamulnithi School 为例) [Tesis Master]. Universiti Bahasa Asing

Guangdong, China.

 

Tania, K. S. M. (2020). The Effects of project-based tasks on international

baccalaureate diploma programme students’ writing skills (Master Thesis).

University of Cuenca, Ecuador.

 

Taylor, R. T. (2012). Review of the motivated strategy for learning questionnaire

(MSLQ) using reliability generalization techniques assess scale reliability (PhD

Thesis). Auburn University.

 

Teemant, B. & Moen, D. (2012). Problem-based learning in the family sciences: A good

fit in theory and practice. Family Science Review, 17, 102-117.

 

Thang, S. M., Mahmud, N. & Tng, C. K. C. (2015). Digital storytelling as an innovative

approach to enhance learning mandarin as a second language. Journal of ELearning

and Knowledge Society, 11(2). 161-175.

 

Tharp, R. G. G. (1988). Rousing minds to life: Teaching, learning, and schooling in

social context. New York Cambridge University Press.

 

Thomas, W. J. (2000). A review of research on project-based learning. Diperoleh dari

http://www.bie.org/research/study/review_of_project_based_learning_2000

 

Thornbury, S. 2005. How to teach speaking. London: Longman.

 

Unit Perancangan Ekonomi. (2018). Meningkatkan pembangunan modal insan untuk

negara maju. Rancangan Malaysia Kesebelas, 2016-2020 (Bab 4). Diperoleh

dari https://www.epu.gov.my/ms/pembangunan-ekonomi/rancanganpembangunan/

rmk/kajian-separuh-penggal-rancangan-malaysia-kesebelas

 

Ur, P. (2006). A course in language teaching: Practice and theory (13rd Ed.).

Cambridge: Cambridge University Press.

 

Utusan Borneo. (7 Desember 2020). Demi martabat TVET, Kolej Vokasional Matang

jalin MoU bersama 10 syarikat dan industry. Diperoleh dari https://www.utusanborneo.com.my/2020/12/07/demi-martabat-tvet-kolejvokasional-

matang-jalin-mou-bersama-10-syarikat-dan-industri

 

Van Lam, N. (2011). Project-based learning in teaching English as a foreign language.

VNU Journal of Science, Foreign Languages, 140-146.

 

Vanessa, L. (2019). Project-based learning to develop the speaking skill in English

(Master Thesis). Technical University of Ambato, Ecuador.

 

Velez, F. (2010). Meeting the needs of english learners in project-based learning

schools (PhD Thesis). University of California, Los Angeles.

 

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological

processess. Massachusetts: Harvard University Press.

 

Wan Hafiidzull Wan Rashid, Che Ghani Che Kob & Arman Shah abdullah. (2020).

Keberkesanan pembelajaran berasaskan projek terhadap motivasi intrinsik

dalam subjek projek tahun akhir 1 (PTA1) di Kolej Vokasional Slim River.

International Journal of Education, Psychology and Counselling (IJEPC), 5(34),

197-211.

 

Wang, W. (2018). Kajian reka bentuk pengajaran bahasa Cina pertuturan asas di

Thailand dalam perspektif kaedah pengajaran perancah konstruktivisme (建构

主义理论支架式教学法视野下的泰国汉语初级口语教学设计研究) [Tesis

Master]. Universiti Perguruan Pedalaman Mongolia, China.

 

Wu, S. J. & Meng, L. H. (2010). The integration of inter-culture education into intensive

reading teaching for English majors through project-based learning. Online

Submission, 8(9), 26-37.

 

Wurdinger, S. & Rudolph, J. (2009). A different type of success: Teaching important

life skills through project based learning. Improving Schools, 12(2), 115-129.

 

Xing, S. (2020). Kajian kes terhadap aplikasi pendekatan pembelajaran berasaskan

projek dalam pengajaran simpulan bahasa bahasa Mandarin sebagai bahasa

asing (项目教学法法应用于对外汉语成语教学的案例研究) [Tesis Master].

Universiti Hebei.

 

Xu, Z. & Shi, Y. (2018). Application of constructivist theory in flipped classroom - Take

college English teaching as a case study. Theory and Practice in Language

Studies, 8, 880-887.

 

Yap, T. T. (2011). Kajian mengenai perkembangan pengajaran bahasa Mandarin

sebagai bahasa kedua di universiti Malaysia (马来西亚高校汉语作为二语教学

发展研究) [Tesis PhD]. Universiti Minzu China.

 

Yen Dwee, C. & Anthony, E. M. (2017). Learner autonomy in university English

classrooms: Teachers’ perceptions and practices. International Journal of

Applied Linguistics and English Literature, 6(2), 19-25.

 

Youssif, Z. O. (2019). Influence of grammar translation method (GTM) on Libyan

students’ English performance in communicative situations. PEOPLE:

International Journal of Social Sciences, 5(2), 511-530.

 

Yuliani, Y. & Lengkanawati, N.S. (2017). Project-based learning in promoting learner

autonomy. Indonesian Journal of Applied Linguistics, 7(2), 285-293.

 

Zaccaron, R. (2018). Again and again: An immediate repetition oral task view in light

of Swain’s output hypothesis. Domínios de Lingu@gem, 12, 1401-1427.

 

Zaharah, C. I. & Nurulwahida. (2016). Pembinaan dan penilaian rancangan

pengajaran harian (RPH) berasaskan lapan prinsip pembelajaran berasaskan

projek (PBL) bagi mata pelajaran kemahiran hidup bersepadu: Kajian di

Malaysia. Proceeding of ICECRS, 1, 1011-1022.

 

Zare, P. (2016). Effects of classroom debate and socratic method on critical thinking

and speaking ability of Malaysian undergraduate ESL learners. Universiti Putra

Malaysia.

 

Zhang, L., Kalyuga, S., Lee, C. H., Lei, C., & Jiao, J. (2015, July). Effectiveness of

collaborative learning with complex tasks under different learning group

formations: A cognitive load perspective. International Conference on Hybrid

Learning and Continuing Education. 149-159.

 

Zhang, Y. Y. (2015). Project-based learning in chinese college english listening and

speaking course: From theory to practice. Canadian Social Science, 11(9), 40-

44.

 

Zhao, J. & Becket, G.H. (2014). Project based Chinese as a foreign language

instruction – A teacher research approach. Journal of the Chinese Language

Teachers Association, 49(2), 45-74.

 

Zheng, Y. (2020). Reka bentuk pengajaran bertutur bahasa Mandarin sekolah rendah

Indonesia-Sekolah Tribahasa Wenqiao Pulau Bali (印尼小学汉语口语课教学设

计-以巴厘岛文桥三语学校为例) [Tesis Master]. Universiti Bahasa Asing

Guangdong.

 

Zhou, X. B. (2009). Pengenalan pengajaran bahasa Mandarin sebagai bahasa asing

(对外汉语教学导论). Beijing: The Commercial Press.

 

Zhou, Y. (2013). Pendedahan pendekatan pembelajaran berasaskan projek dalam

pengajaran bahasa Mandarin sebagai bahasa asing (项目教学法给对外汉语

教学的启示). Modern Chinese, 84-87.

 

Zhou, Y. M. (2014). Kajian aplikasi pembelajaran berasaskan projek dalam kelas

bahasa Mandarin sebagai bahasa asing (项目式学习在对外汉语课堂教学中的

应用研究) [Tesis Master]. Universiti Perguruan Nanjing.

 

Zhu, Q. (2014). Motivation for a second or foreign language learning. SHS Web of

Conference 6: FSRAP 2013 – The First International Forum on Studies of Rural

Areas and Peasants. Diperoleh dari https://www.shsconferences.

org/articles/shsconf/pdf/2014/03/shsconf_ifsr2013_04004.pdf

 

 

 

 

 

 

 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)