Identifying Basic Aircraft Structures Using Project-Based Learning in ESP Context: Is It Effective?

Accepted: 20-07-2022 Approved: 25-08-2022 Abstract: English for specific purposes (ESP) is a branch of English instruction prepared to facilitate the students master English used in a particular field. In aerospace field, one of the objectives of ESP is mastering basic aircraft structures as the fundamental knowledge for further development such as aircraft maintenance and management. Mastering a number of technical terms in aerospace is challenging since they are not commonly used in daily life. Thus, a strategy is needed. Project-based learning (PBL) is proposed as an appropriate technique for engineering students due to its advantages; facilitating communication, creativity, collaboration, and critical thinking. Nevertheless, identifying whether it really gives any impact and how much it gives impact are important. Therefore, an experimental study was carried out with one experimental group in mechanical engineering class and one controlled group in industrial engineering class. To investigate the effects, the achievement from the pre-test and post-test of employing the PBL in the experimental group and employing the conventional technique in the controlled group were investigated using t-test of SPSS. Based on the data analysis, the score in each group depicted the achievement increases however in comparing both groups the significant value of the experimental group was higher than in the controlled group. In conclusion, PBL is more effective in increasing the students’ achievement in identifying basic aircraft structures.

either it will be developed using audio, graph, or video. In addition, PBL is potential to develop 4C skills; communication, critical thinking, collaboration, and creativity. Project-based Learning (PBL) is considered an extended task in connection to task-based language teaching (TBLT), which strives to create the circumstances for effective language acquisition by providing learners with the chance to execute real-world tasks in the target language. PBL has been promoted in ELT for various reasons; learners negotiate plans, analyze data, and discuss ideas determined by genuine communicative needs through an extending task that typically integrates language skills work through a variety of activities such as information gathering problem-solving, or written reporting. Through the use of a variety of extended activities, projects may help learners improve their creativity (the capacity to utilize their imagination to create new results) and their ability to organize and cooperate in the target language (Thomas & Reinders, 2010).
The emerges of PBL brings the classroom activities closer to the students' experiences to foster change and innovation based on their natural growth. Heyworth (2002) describes a project as an endeavour to assess current practice, propose improvements, and monitor progress. Apel and Knoll in Andersen & Kjeldsen (2015) add the features of a project as it will transmit the desires and knowledge of the students and signify something meaningful. The strategy is centred on applying knowledge to real-world settings and encouraging the study by cooperation of students, pedagogical content knowledge, creativity, critical thinking and inventiveness (Bastola, 2021;Ngadiso et al., 2021;Potter & Louati, 2016;Tan & Chapman, 2016). Additionally, PBL helps the Freedom of Learning-Independent University initiative advocated by the Ministry of Education and Culture, which holds several activities under the projects (Dikti, 2020).
The PBL in this study involved ICT since it is critical for improving English teaching and learning. ICT integration aims to satisfy students' requirements and language levels, boost instructors' creativity, facilitate access to teaching resources, promote collaborative work, instill a good attitude toward learning in students, and assist them in the learning-teaching process. They must, however, consider some obstacles, such as time management, technical support, technical knowledge, and teachers' selfconfidence, because the purpose of utilizing technology devices in education is not simply to provide media but to empower students to have better learning experiences and skills (Sari et al., 2018;Hadijah & Shalawati, 2020). However, there are primarily four challenges of using ICT on PBL. The first, providing a framework is firstly required to convince and monitor the PBL goes on the track. The second, selecting an accessible application is required to direct the students. Even if the students cannot access the application, a brief intensive training is required so that all students are able to use the selected application. The third is supervising and conducting PBL online. Progress work feedback to meet the best quality is often addressed in a PBL with a particular revision deadline too. The last challenge is exploiting ICT to present the report project as the final step of PBL assessment. To prepare the best achievement, a rubric is necessarily discussed and agreed at the beginning either by creating, adapting, or adopting (Heilesen, 2015).
Research studies on the effectiveness of PBL were carried out in various levels, starting from junior high school until university level. Natalia (2016) analysed the effectiveness of PBL to the junior high school students' descriptive text writing ability that indicated significant effect. In the senior high school level, PBL was implemented for the experimental group and problem-based learning was implemented in the control group. Both showed effective to teach highly and lowly motivated students in writing biography texts (Wachyu & Rukmini, 2015). Furthermore, students in accounting department were taught 'making complaint' in English with experimental treatment. Even though PBL was effective, there was a slight increase occurred due to short period of study, short preparation, and unfamiliarity project procedures (Hudiananingsih et al., 2019). Similarly, (Yamada, 2021) investigated the teachers' and students' perception towards the application of PBL with the results as contributive technique in English instruction. Nevertheless, he suggested for further research to explore the experimental design to see clear effects of PBL. Considering the prior studies, it seems that the effect of PBL in ESP for engineering context was least scrutinized. Thus, this study aims to find: (1) whether the PBL affects the students' mastery in identifying basic aircraft structures and (2) how much the PBL affected the students' mastery in identifying basic aircraft structures.

METHOD
An experimental research study was employed where it investigated to identify a particular treatment influencing an outcome in a study. The effect was measured and excluded from another group in a particular treatment to one group and then calculated if all groups score on an outcome (Creswell, 2014). Specifically speaking, by taking advantage of natural environments or groups, a quasi-experimental design was involved, and participants were also randomly allocated (Leavy, 2017). There were two variables controlled this study; Independent variable: project-based learning and Dependent variables: basic aircraft structure mastery.

Pertiwi, Purnami, Identifying Basic Aircraft… 332
The study was conducted in mechanical and industrial engineering study program, Institut Teknologi Dirgantara Adisutjipto (ITDA), Yogyakarta. It involved two classes of students taking English 2 (2020 academic year) which consisted of 87 students. The mechanical engineering class was the experimental group and the industrial was the controlled group. Based on the curriculum, basic aircraft structures in the mechanical engineering are taught at the 9 th and 10 th meeting. Meanwhile, in the industrial engineering is at the 2 nd and 3 rd meeting. In this emergency remote teaching, every instruction was held online. In the experimental group, the PBL was held online as well so a digital project was assigned. The procedures of the experimental research were described as follows.

Figure 1. Experimental Research Procedures
The primary instruments are pre-test and post-test. All students were given a pre-test that was firstly validated by an expert. To follow up, the experimental group was given a treatment in the form of PBL whereas the controlled group was taught conventionally without PBL. After accomplishing the whole meetings, a post-test was given to all students. The mark of the two groups was tested in normality distribution using histogram or Kolmogorov-Smirnov formula. If the data were normally distributed, it would be continued by analysing using t-test. If the Sig.(2-tailed) is lower than 0.05, the mark between pre and posttest is significant. Meanwhile, if the data were not normal, Wilcoxon would be used. On the contrary, in Wilcoxon, if the Sig.(2tailed) is higher than 0.05, the mark between pre and post-test is significant.
In maintaining the tests instrument appropriately, an expert from the department of aerospace ITDA was involved to give judgement. He has been in the field of aviation for 28 years as a lecturer, engineer, flight trainer, and flight operation officer. Based on the consultation, close ended questions were recommended to get objective score, quick result and easy scoring analysis. First of all, the researcher selected the questions bank from the three basic aircraft components; cockpit, body, and tail. Then, close-ended questions as a summative evaluation in the form of multiple choice and matching were selected due to the rapid and easy scoring (Rachmat & Arfiandhani, 2019;Sabila et al., 2020).
There were two revisions before the final established tests. While the first revision focused on the composition between multiple choice and matching questions, the second revision was about some inappropriate choices. After the final revision, the researcher input the questions into the campus Learning Management System (LMS) called Elena. The LMS was employed since it has become a critical component of the teaching-learning process which encompasses a wide range of applications, procedures, and learning approaches (Azimi, 2014;Gurmak Singh, John O'Donoghue, Harvey Worton, 2005;Rossi, 2009). Then, three times trials were conducted to convince the test run smoothly.

FINDING AND DISCUSSION
To elaborate the results systematically, this part is divided into the description of the controlled group followed by the experimental group and finally comparing the quantitative data from both groups in statistical data analysis.

Controlled Group
The controlled group in this research was the Industrial Engineering (IE) class of ITDA. Controlled group means the class in natural setting without any intervention or manipulation (Cohen et al., 2018;Johnson & Christensen, 2014;Leavy, 2017). All of the tests and materials delivery were conducted online. The online classroom activity was divided into asynchronous and synchronous. Asynchronous online learning is a sort of methodology that gives learners a lot of flexibility over when, how, and what they learn by making information available as soon as they need it. Students can work whenever and wherever they want, at their own pace, allowing them to spend more time reflecting on their ideas and encouraging critical thinking (Dada et al., 2019;Diaz and Entonado, 2009.). On the other hand, synchronous employs a variety of digital tools and materials, such as phone calls and video conferencing, as well as voice over internet protocol (VoIP) and internet video broadcasting. In voice or text chat rooms, teachers and students can communicate with one another (Simonsom, Smaldino, Albright, Zvacek, 2012).
Before conducting the teaching and learning process on the basic aircraft structures, the students were pre-tested. In the material delivery, the class was taught using a conventional technique. In the asynchronous mode, the lecturer used the LMS to provide shared e-book, article, and related URL which might support the understanding on basic aircraft structures before the synchronous mode. In the synchronous mode, a video conference was conducted to discuss basic aircraft structures. Following the discussion, the post-test was conducted with the same instruments. Overall, the result of the pre-test (IE PRE) and post-test (IE POST) was presented on Table 1.

Experimental Group
The experimental group in this research was the Mechanical Engineering (ME) class of ITDA. An experimental group means the class in the setting with a treatment of intervention or manipulation (Cohen et al., 2018;Johnson & Christensen, 2014;Leavy, 2017). Similar to the controlled group, all of the tests and materials delivery were conducted online and the online classroom activity was divided into asynchronous and synchronous. After the first step of getting the pre-test score on the basic aircraft structures mastery, the class was taught using treatment, project-based learning (PBL). The assigned project was describing basic aircraft components in the form of flip book.
There were three stages occupied in this treatment. The first one was creating infographic about airplane components. In this stage, the students designed the infographic using Canva application and then submitted the infographics to Padlet application. After the teacher assessed the project, the students were allowed to revise based on the teacher's feedback in a scheduled deadline. The stages of the PBL were illustrated as follows. The second step was creating flip book. After the students finished revising the infographic, they continued to put the works into the next application, online Flip Book Maker and sent the flip book link to Padlet again. After the teacher did the second assessment to the project, the students were allowed to revise based on the teacher's feedback in the second scheduled deadline. Eventually, the last process was submitting the link of the final project to the Padlet and the teacher would assess the final mark.
In the asynchronous mode, the lecturer used the LMS to provide shared e-book, article, and related URL which might support the understanding on basic aircraft structures before the synchronous mode. Additionally, the lecturer provided a submission platform, Padlet, since this application is easier to access than the LMS. In the synchronous mode, a video conference was conducted to discuss basic aircraft structures. Following the discussion, a project was assigned within three weeks completion. The first week was allocated for reporting the infographic progress, the second week was for the flip book, and the third week was for the final project as well as the post-test with the same instruments as the pre-test. Overall, the result of the pre-test (ME PRE) and post-test (ME POST) was presented as follows.

Statistical Data Analysis Controlled group data analysis
The data analysis presented the comparison between the pre-test and post-test score of the controlled group in industrial engineering class (IE). The first step in analysing the data was testing the normality with the hypothesis as follows:  Based on the test of normality above, it indicated that the − = 0,064 for Kolmogorov-Smirnov and the − = 0,09 for Shapiro-Wilk normality tests. Both − > the = 0,05 therefore the 0 was accepted. In conclusion, the data were from normally distributed population. It was supported by the dots gathered around the lines in the Plot diagram. Due to the condition that the data were normal and derived from the same population, t-test was conducted (Bain & Engelhardt, 1992).
The second step was analysing the comparing the pre-test and post-test score with the Hypothesis as follows: 1 : Mean Post-Test (IE POST) 2 : Mean Pre-Test (IE PRE) Hypothesis: 0 : 1 ≥ 2 (Post-Test score is higher than Pre-Test score, meaning that the conventional teaching affects the students' achievement in identifying basic aircraft structures) The paired samples statistics investigates the average score (mean) of certain population. From the paired samples statistics above, it indicated that the mean of pre-test score is 60,55 while the mean of post-test score is a slightly higher with 61,84. It means, there is a small increase as 1,29 at the mean score in the industrial engineering class after the conventional technique delivery. The following step of checking the correlation between two parameters using Paired Samples Correlations. The hypotheses are 0 = 0 (there is no correlation) and 1 ≠ 0 (there is a correlation). The above data indicated that the r = 0,712 and the p Sig. = 0,000. Since the p = 0 < = 0,05, therefore, 0 was rejected. In conclusion, there is a correlation between students' achievement in identifying basic aircraft structures and the conventional teaching. The next step is weighing the Sig value of paired differences using Paired Samples Test. From the Paired Samples Statistics, it showed that the mean of the post-test in the industrial engineering ( 1) = 61,84 and the mean of pre-test in the industrial engineering ( 2) = 60,55, so the range is = 1 − 2 = 61,84 − 60,55 = 1,29 ≥ 0.
Meanwhile, the value of . (2 − ) in the Paired Samples Test= 0,549, so that value of In this case, = 0,05. Since the = 0,2745 ≥ = 0,05, so 0 was accepted (Post-Test score is higher than Pre-Test score, meaning that the conventional teaching affects the students' achievement in identifying basic aircraft structures). In conclusion, the post-test score was higher than the pre-test and the conventional teaching affected the students' achievement in identifying basic aircraft structures. The finding is on the other way of the data from the study about PBL in Indonesian EFL learning (Ngadiso et al., 2021). The students preferred PBL to traditional methods of learning and the teachers stated that implementing PBL will allow them to gain more expertise with diverse teaching approaches while also allowing them to be more creative when producing teaching and learning resources.

Experimental group data analysis
The data analysis presented the comparison between the pre-test and post-test score of the experimental group in mechanical engineering class (ME). The first step in analysing the data was testing the normality with the hypothesis as follows: Based on the test of normality above, it indicated that the − = 0,002 for Kolmogorov-Smirnov and the − = 0,000 for Shapiro-Wilk normality tests. Both − < the = 0,05 therefor the 0 was rejected. In conclusion, the data were not from normally distributed population. It was supported by the dots spread around the lines in the Plot diagram above. Due to the fact that the data were not normal and derived from the same population, Wilcoxon test was conducted. The second step was analysing the comparing the pre-test and post-test score with the Hypothesis as follows: a. ME Non-PBL < ME PBL b. ME Non-PBL > ME PBL c. ME Non-PBL = ME PBL After getting the value of pre-test and post-test score comparison, testing the statistics was carried out to find the significance value of the ranks test as follows. ,000 Asymp sig. (2tailed) = 0 so = .
(2 -) = 0. = 0,05 Since the = 0 < = 0,05, so 0 was rejected. In conclusion, there is difference between the mean of PBL and non-PBL class and the PBL affected the students' achievement in identifying basic aircraft structures. This seems to be in agreement 337 Jurnal Pendidikan, Vol. 7, No. 8, Bln Agustus, Thn 2022, Hal 330-339 with the findings that the PBL-educated students outscored students who received instruction from student textbooks. The data support the idea that PBL might help students improve their writing skills (Sadeghi et al., 2016).

Controlled and experimental group data analysis
Based on the data analysis in the controlled group (Industrial Engineering=IE) and the experimental group (Mechanical Engineering=ME), both groups indicated an increase score. In this part of discussion, further analysis investigated which group achieved higher score. The same as the two previous analyses, the first step to do was normality testing with the following hypothesis: 0 : Data were from normally distributed population 1 : Data were not from normally distributed population The normality testing showed − = 0,001 for Kolmogorov-Smirnov and − = 0 Shapiro-Wilk. Both − were lower than = 0,05, so 0 was rejected. In conclusion, the data were not from normally distributed population. It was supported by the dots spread around the lines in the Plot diagram.
The next step was testing the effectiveness. Due to the fact that the data were not normal and derived from the different population, Mann Whitney test was conducted (Uyanto & Stanislaus: 2006) followed by Test Statistics with the following hypothesis: 1 : Median PBL (ME) 2 : Median Non-PBL (IE) 0 : 1 ≤ 2 (Non-PBL is more effective than PBL, meaning that PBL does not affect the students' achievement in identifying basic aircraft structures) 1 : 1 > 2 (PBL is more effective than non-PBL, meaning that PBL affects the students' achievement in identifying basic aircraft structures) Asymp sig. (2tailed) = 0,000 so the = 0,05 Since = 0 < = 0,05, so 0 was rejected. In conclusion, PBL is more effective than Non-PBL in improving the students' achievement in identifying basic aircraft structures. The similar result was found at previous two studies; showing that PBL helps students improve their L2 oral performance (Wahyudin, 2017) and a beneficial relationship between the use of PBL and students' reading comprehension abilities (Kavlu, 2015).

CONCLUSION
The research concluded that the project-based learning was able to increase the students' achievement in identifying basic aircraft structures proved in the experimental research between the control group in the industrial engineering class and the experimental group in the mechanical engineering class. Additionally, the result of this study revealed some limitations that could have affected the findings. The different schedule of conducting the research between the group and experimental group might reveal different result compared to when both were conducted at the similar period. It was due to the allocated curriculum discussing basic aircraft structure in both departments were not in the same order. So, further research is expected to carry out a research study in the same schedule.