Research and Innovation in Language Learning 4(2) May 2021, pp. 187-190 P- ISSN: 2614-5960 e-ISSN: 2615-4137 http://jurnal.ugj.ac.id/index.php/RILL Copyright 2021@ Husna Imro’athush Sholihah, Vivi Astuti Nurlaily 187 Short report TOWARD SITUATED MEDIA: ENGAGING ELEMENTARY SCHOOL TEACHER-CANDIDATES IN LEARNING ENGLISH VOCABULARY WITH CRAFT PROJECT-BASED LEARNING Husna Imro’athush Sholihah husna.azka@gmail.com Prodi Pendidikan Guru Sekolah Dasar, STKIP Muhammadiyah Blora-Indonesia Vivi Astuti Nurlaily viviastutinurlaily@gmail.com Prodi Pendidikan Guru Sekolah Dasar, STKIP Muhammadiyah Blora-Indonesia Abstract This research, a part of a larger study, is aimed at investigating the enactment of handy craft project-based learning to the elementary teacher candidates to promote English vocabulary mastery and shared information. Grounded in DBR design, a classroom of elementary teacher candidates in a private teacher educator of private university in Indonesia were recruited in the study. All collected data were from questionnaire and interview. The results show the participants enjoyed and felt fun in designing and employing the designed crafts in classroom instruction during the learning cycles. In spite of the limitation, the project was successful and received positive responses from the participants. Keywords: DBR, handy craft, media, motivation vocabulary Sari Penelitian ini yang merupakan sempalan dari penelitian yang lebih besar, menginvestigasi implementasi kegiatan mendesain dan mengimplementasikan kegiatan pengembangan media belajar berupa kerajnan tangan untuk meningkatkan motivasi belajar dan penguasaan kosa kata bahasa Inggris. Dengan menggunakan desain penelitian DBR (Reeves, 2006), semua data penelitian dikumpulkan melalui wawancara dan angket selama pelaksanaan kegiatan. Hasil penelitian menunjukkan para partisipan merasa termotivasi pada kegiatan yang menyenangkan melalui kerajinan tangan dari kertas ini. Kemampuan penguasaan kosa kata berbahasa Inggris juga meningkat. Secara keseluruhan, para partisipan memberkan penilaian positif atas implementasi kegiatan ini. Kata kunci: DBR, kerajinan tangan, kertas, kosa kata, motivasi Received 2021-01-06 accepted 2021-06-27 published 2021-06-27 mailto:husna.azka@gmail.com mailto:viviastutinurlaily@gmail.com Research and Innovation in Language Learning 4(2) May 2021 p-ISSN 2614-5960, e-ISSN 2615-4137 188 APA Citation: Sholihah, H.I., & Nurlaily, V.A. (2021). Toward Situated Media: Engaging Elementary School Teacher-Candidates in Learning English Vocabularies with Craft Project-Based Learning. Research and Innovation in Language Learning 4(2), 206-209 http://dx.doi.org/10.33603/rill.v%vi%i4570 This study For last decade, project-based learning (PBL) has been shown as an effective instruction to provide meaningful learning experiences (Lattimer & Riordan, 2011). Since PBL invites students to engage in real world interaction, discussion and collaboration is more emphasized in a designed project. Comparing to a traditional instruction which teacher is still dominating interaction, PBL is more on students (Edutopia, 2008; Lattimer & Riordan, 2011). Eventhough many studies have been conducted in this area, however, scarce found in demonstrating how PBL positively promotes elementary teacher candidate sense of motivation in improving students’ English vocabularies. As pointed by Pierandrei & Marengoni (2017) troughout they workshop with children in designing instructional media, PBL can help potential students to think critical thinking and collaborative works. A better and more responsible attitude were also detected. Thus, as a part of a larger study, in this current study, PBL aimed at promoting students’ motivation to learn and thus, develp their English vocabulary mastery during learning cycles. Following design-based research (Reeves, 2006) elementary teacher candidate were recruited to voluntarily participate in design-based workshop and enacted paper crafted media in the classroom in a private teacher education in Indonesia. , Findings The results revealed the classroom were active. The elementary teacher-candidates enthusiastically engaged in designing and enacting their hand-made crafts in the collaborative classroom. Students were fun enjoying the project from constructing, deconstructing, and reconstructing. During the implementation, it revealed participants found interesting as they not only demonstrated, but also developed their English vocabularies as English vocabularies were introduced in describing the products. As for evaluation, students’ responses were presented in the following figure 1. 42 40 37 39 34 35 36 37 38 39 40 41 42 43 A m o u n t o f d a ta Figure 1. Students' evaluation during paper craft -medium instruction http://dx.doi.org/10.33603/rill.v%25vi%25i4570 Sholihah, H.I., & Nurlaily, V.A. 189 p-ISSN 2614-5960, e-ISSN 2615-4137 Discussion and conclusion This study reports DBR (Reeves, 2006) in developing and enacting paper craft-designed instruction to teach English for elementary school teacher candidate situated in a private teacher educator in Indonesia context. As reported in findings (figure 1), students perceived enactment of this instruction as easier to be constructed. The ease of the instruction model tend to empower the students as they active in exploration and presentation during deconstruction, deconstruction, and reconstruction cycles as fostering activities (Pierandrei & Marengoni, 2017). This is interesting as the participants improved their skills in employing their prior knowledge in real situation (Pho, Nguyen, Nguyen & Nguyen, 2021). In spite of all limitation during the implementation, it concludes the project is successful but more investigation needs to conduct in terms of project effectiveness. Acknowledgement This research was financed by Kemenristekdikti grant 2020. References Pierandrei,F., & Marengoni, E. (2017). Design Culture in school. Experiences of design workshops with children, The Design Journal, 20:sup1, S915-S926, DOI: 10.1080/14606925.2017.1353036 Edutopia. (2008). Why teach with project-based learning?: Providing students with a well-rounded classroom experience. Retrieved from http://www.edutopia.org/project-learningintroduction Lattimer, H., & Robert Riordan (2011). Project-Based Learning Engages Students in Meaningful Work, Middle School Journal, 43:2, 18-23, DOI: 10.1080/00940771.2011.11461797. Pierandrei, F., & Marengoni, E. (2017). Design Culture in school. Experiences of design workshops with children, The Design Journal, 20:sup1, S915-S926, DOI: 10.1080/14606925.2017.1353036 Pho, D.H., Nguyen, H.T., Nguyen, H.M., Nguyen, T.T. (2021) The use of learning station method according to competency development for elementary students in Vietnam, Cogent Education, 8:1, 1870799, DOI: 10.1080/2331186X.2020.1870799 Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research (pp. 52-66): Routledge, UK. Conflict of Interest No conflict of interest was reported. About author Husna Imro'athush Sholihah, S.Pd., M.Li. currently works as a lecturer at Teacher Education Program of STKIP Muhammadiyah Blora. Her interest is elementary education and English for young learners. She is available at husna.azka@gmail.com. mailto:husna.azka@gmail.com Research and Innovation in Language Learning 4(2) May 2021 p-ISSN 2614-5960, e-ISSN 2615-4137 190 Vivi Astuti Nurlaily, M.Pd. works at Teacher Education Program of STKIP Muhammadiyah Blora Elementary School. Her research is about pre-service teacher and language education. She can be reached at viviastutinurlaily@gmail.com.