ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2017

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THE USE OF PROJECT-BASED LEARNING METHOD TO

IMPROVE WRITING SKILLS OF PROCEDURE TEXT

(Experimental Research of the Ninth Grade Students of MTs N Susukan in

the Academic Year of 2017/2018 )

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) English Educational Department of Teacher Training and Educational Faculty, State Institute for Islamic Studies (IAIN) of Salatiga

By:

KURNIA DEWI 113 13 017

ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING

AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC

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MOTTO

“ Do not approach someone w

hose words even destroy your

exp

ectations “

Mark Twin

“Hidup ini seperti sepeda.

Agar tetap seimbang, kau harus

terus bergerak”

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DEDICATION

 This graduating paper is especially dedicated : My beloved parents (Fadlilah and

Sumiar Budiastuti) thank you very much for everything.

 My sisters and may brothers (Eko Muhammad Widodo, Danang Kusuma Aji, Mely

Rosa Nila, and Mia Faradila) thank you for your support.

 My closest friends (Mas Naen, Tafikah, Mita, Afid, Nurina, and Mbk Inun) thank you

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TABLE OF CONTENTS

TITLE………. I

DECLARATION………... ii

ATTENTIVE COUNSELOR’S NOTES…….……….... iii

CERTIFICATION PAGE ... iv

MOTTO……….. v

DEDICATION………... vi

ACKNOWLEDGMENT………... vii

TABLE OF CONTENTS……….. ix

LIST OF TABLES………... xii

ABSTRACT……… xiii

CHAPTER I: INTRODUCTION………... 1 A. Background of the Research………...………... 1

B. Problem of Research……….………... 4

C. Purposes of Research...……… 4

D. Benefits of Research………... 5

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F. Review of Previous Researches………... 7

G. Paper Outline ………... 8

CHAPTER II: THEORIES....………... 9 A. Writing ...………... 9

1. Definition of Writing……….………... 9

2. Importance of Writing………... 10

3. The Stages of Writing Production ……….... 11

4. The Principle of Teaching Writing………... 13

5. Teaching Writing………... 15

6. Notion of Good Writing ... 17

B. Genres………... 19

1. Definition of Procedure Text……...………....………... 19

2. Communicative Purpose of Procedure Text... 19

3. Generic Structure of Procedure Text ... 20

4. Language Features ... 20

C. Project- Based Learning…………...…... 21

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E. School Benchmark (KKM)... 34

F. Theoritical Hypothesis (Ha)... 34

CHAPTER III: RESEARCH METHODOLOGY ....…………. 35

A. Research Setting …………...………... B. Population and sample... 35 42 C. Research Approach ... D. Research Method……...………...….. 44 44 E. Method of Collecting Data…………...………... 45

F. Evaluation Rubric and Passing Grade……….……….... 46

G. Data Analysis………... 47

H. Statistical hypothesis ... 49

CHAPTER IV: DISCUSSION………... 50 A. Data Presentation and Analysis ...…………..……... 50

B. Discussion... ………...……… 55

CHAPTER V: CONCLUSION AND SUGGESTION………... 57

A. CONCLUSION……….. 57

B. SUGGESTION………... 58

BIBLIOGRAPHY

CURRICULUM VITAE & DECLARATION AND PERMISSION PUBLICATION

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xii List of Tables

Table 2.1 Component of Scoring ... ...……...……. 29

Table 2.2 Criteria of Scoring ...………...……... 33

Table 3.1 The List of Facilities of MTs N Susukan………... 35

Table 3.2 Organization Structure of MTs N Susukan………... 38

Table 3.3 The List of Teacher of MTs N Susukan …………...………... 39

Table 3.4 The List of the Samples Name 9B ………... 42

Table 3.5 Passing Grade Writing skills ………... 46

Table 4.1 The Score of Pre test ...

Table 4.2 The Score of Post test ... 50

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xiii ABSTRACT

Dewi, Kurnia. 2017. “ THE USE OF PROJECT- BASED LEARNING METHOD TO IMPROVE WRITING SKILLS (Experimental research of the Ninth Grade Students of MTs N Susukan in the Academic Year of 2017/2018). Graduating Paper, English Education Department State Institut for Islamic Studies (IAIN) of Salatiga Counselor : Ruwandi, S.Pd, M.A.

The aims of this research are (1) To find out profile before the students’ use project

-based learning method to improve students’ witing skills of procedure text to the Ninth

grade students’ of MTs N Susukan in the academic year of 2017/2018. (2) To find out

the profile after the students’ use project-based learning method to improve students’ witing skills of procedure text to the Ninthgrade students’ of MTs N Susukan in the academic year of 2017/2018 (3) To find out of the effectiveness of the use project-based learning method to improve students’ writing skills of procedure text in the ninth

grade students’ of MTs N Susukan in the academic year of 2017/2018.The methodology

of research is Experimental Research. To improve writing skills in procedure text, the researcher take one group pre-test and post test or one sample. The number of students’ in this research was 28 students. In completing the research, the researcher used documentation and written text as the instrument of collecting the data. The findings of the research say that: (1)The profile of class IX B of MTs N Susukan before the students using project-based learning method in writing skills of procedure text has average 62.96 (pre-test). (2)The profile of class IX B of MTs N Susukan after the students using project-based learning method in writing skills of procedure text has 78 (post-test). (3)There is the effectiveness of the use project-based learning method to improve

students’ writing skills of procedure text in the ninthgrade students’ of MTs N susukan in the academic year of 2017/2018. The researcher conclud that project-based learning

method can improve the students’ writing skills of procedure text. It proved by the score

of pre-test and post-test calculation. The average of post-test is higher than the pre-test. The average score of pre-test is 62.96 and the average of post-test is 78. After using

project based learning method of the students’ writing skills of procedure text becomes

better.The result of the calculation on the significant level 5% (8.01) is higher than t-table (2.05).

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CHAPTER I INTRODUCTION

This chapter presents the background of the research, problems of the

research, opurposes of the research, benefit of the research, definition of key

terms, review of previous researches, and paper outline.

A. Background of Research

Writing is part of important skills in English beside listening,

reading, and speaking. Writing is the skill that students creat from their

mind in real life feeling. It is one of the important of everyday for

students to access, evaluation, and to develop their opinion to each

other. The student must be honest about how much ownership he or

she can claim over the ideas formed, find the answer, and to opinion

expressed (Bristol Business School, 2006, p.3). From the statement, we

know that writing is required in many context throughtout life.

Therefore, writing is a process of expressing ideas by adding word into

good arrangement from the written form. Writing is how to produce

the language naturally when anyone speak (Meyers, 2005) .

According to Caroline (2006:98) states that writing is not a simple

process, it is not the act of picking up a pencil and forming letters. We

know if the mastery of writing skills of elementary school until senior

high school graduates is commonly not enough good. Although the

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to express their ideas, opinions, feelings and organize in the simple

sentences or in short paragraphs well.

Writing is part of the productive skill for learners to achieve in

order in their communicative competence. It is part of the four

language skill besides listening, speaking, and reading. It is an activity

in arranging words, phrase, and sentences that is grammatically correct

and appropriate with the purposes. According to Oxford University

Press ( 2003: 502) writing can be defined as the activity to make letters

or number on a surface, especially pen or pencil. This is part of

difficult skill because some reason. First, using strategies in teaching

unsatisfactory and make student bored. Second, the facilities in

teaching learning writing is not interest for student. Third, sometime

the method in the process of learning is not relevant.

Students skills in writing is still not reach yet the school enchmark

(KKM) . In the research field, in MTs N Susukan the average of the

score is only 50-70. This must be improved to get the satisfactory

result. There many ways to make good in the writing skill. Teacher

must given attention in spelling, mechanics of the sentences,

mechanics of the paragraph, written communication and symbolic

systems, giving project work for students. This is several of teacher job

for students understanding in the process of learning.

According to Ruswinarsih (2015) there are some reasons that

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communication ways to communicate with other people in the world.

Second, writing is required in almost in part jobs. The last, writing can

be assumed, as one of the characteristics of educated people. For the

reason we know that writing is part important skills, and to make

understanding for students in the process of learning, teacher has to

make good conditions such as using a method in the process of

learning in relevant.

Based on the phenomena above, the researcher tries to find the

effective teaching to improve writing skill through project based

learning. MTs N Susukan is a school for the researcher to conduct an

experimental teaching procedure text by project based learning.

Anderson and Kathy (1998:2) explain that procedure is a piece of text

which explain to the reader about how doing something.

Teaching by project based learning students can more active in the

class in writing, teacher only as the fasilitator, and students will try

step by step how to write by using project based learning. It will help

students effective to communication with their friends or other people.

According to Sylvia Chard (2000: 18), Project-Based Learning

approach is an in-depth investigation of a real-world topic worthy of

children’s attention and effort.

By doing research, the researcher will find the result of pre test as

an example of the problem. Since the researcher will be teaching in the

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to writes in English well, then the researcher will be knowing their

progress in learning. Make sure that every students can participates.

The researcher thinks that students are need to their mastery writing

skill to apply in their learning. For that the researcher will conduct an

experimental teaching with the title ” THE USE OF PROJECT BASED LEARNING METHOD TO IMPROVE WRITING SKILLS OF PROCEDURE TEXT“ (Experimental Research of the Ninth Grade Students of MTs N Susukan in the academic year of

2017/2018)

B. Problems of Research

In this research, the researcher would like to focus on :

1. How is the profile before the students’ use project-based

learning method to improve students’ witing skills of

procedure text to the Ninthgrade students’ of MTs N Susukan

in the academic year of 2017/2018?

2. How is the profile after the students’ use project-based learning method to improve students’ witing skills of procedure text to

the Ninthgrade students’ of MTs N Susukan in the academic

year of 2017/2018?

3. How far is the effectiveness of the use of project-based learning

method to improve students’ writing skills of procedure text in

the ninth grade students’ of MTs N Susukan in the academic

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5 C. Purposes of Research

related from problems of the research above, the specific purposes

of this research are :

1. To find out the profile before the students’ use project-based learning method to improve students’ witing skills of procedure

text to the Ninth grade students’ of MTs N Susukan in the

academic year of 2017/2018.

2. To find out the profile after the students’ use project-based learning method to improve students’ witing skills of procedure text to the

Ninthgrade students’ of MTs N Susukan in the academic year of

2017/2018

3. To find out the effectiveness of the use project-based learning

method to improve students’ writing skills of procedure text in the

ninth grade students’ of MTs N Susukan in the academic year of

2017/2018.

D. Benefits of Research

There are some benefits of the research some of them as follow :

1. Theoretically

The English language teaching method especially Project Based

Learning method will inspire to other reseacher to conduct further

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6 2. Practically

a. For the Researcher

The research finding will improve to teaching ability in

teachung English using project based learning method and

develop this.

b. For the students

The research finding will improve students to improve writing

skills in procedure text.

c. For the English Teacher

Give the real description to use Project based Learning method

to improve writing skills the students in writing procedure text.

E. Definition of Key Terms a. Project Based Learning

Project Based Learning (PjBL) is an instructional approach

that contextualizes learning by presenting learners with problems

to solve or products to develop. Project Based Learning aims to

engaged students in the investigation of real life phenomena and

develop students’ creativity (Beckett & Miller, 2006).

b. Improve

Improve is develop or increase in mental capacity by

education or experience. Improve is to become or make somebody

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7 c. Writing Skills

Writing skill is an important part of communication. Good

writing skill allow us to communicate our message with clarity and

easier to a far larger audience than through face to face or

telephone or telephone conversation.

d. Procedure Text

Procedure text is a kind of which aims to give guidance

about steps to do something. Basically, this consists of tips or

squence of steps in making something or in doing such as activity

(Djuharie, 2007:38).

F. Review of Previous Researches

There was a previous research from Bayu Pratomo with title The

Use of Project-Based Learning to improve The Students’ Writing Skill

at Class VII F of SMP Negeri 7 Magelang In The Acadmic Year of

2013/2014. The research from Bayu Pratomo focused on the students’

writing skill by using Project-Based Learning. .

The second review from Aprilia Dewi with title Improving The

Writing Skill of Narrative Text Through Project-Based Learning for

Grade VIII Students of SMPN II Magelang In The Academic Year of

2014/2015. The research focused on Writing and Project

Based-Learning to develop students writing ability.

The both of researches above inspired the researcher to conduct

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Master Writing Skill (An Experimental Study in the eleventh Grade of

MAN Tengaran in the Academic Year 2017/2018). The focus of this

research is writing. However it has same, the research has purpose to

master the students writing skill in writing procedure text after

applying Project-Based Learning.

G. Paper Outline

This part of the study consists of five chapters,

Chapter I, consists of background of the research, problems of the

research, purposes of the research, benefit of the research,

definitions of key term, reviev of previous research, and

paper outline.

Chapter II, consists of describes about theories which discuss about

definition of writing, the definition and some theories of

project based learning, and procedure text.

Chapter III, consists of research methodology such as research setting,

population and sampple, research approach, research

method, method of data collection, research instrument,

evaluation rubric and passing grade, data analysis and

statistical hypothesis.

Chapter IV, consists of discuss about data presentation and analysis,

discussion.

Chapter V, consists of conclusion and suggestions. The last part is

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9 CHAPTER II

THEORIES

This chapter consists of theories about writing, procedure text, and project-based learning.

A. Writing

1. Definition of Writing

There are some definitions of writing presented by the expert. The

first definition is given by Meyers (2005). According to Meyers writing is

the process of expressing ideas by taking words into good sentences in the

writing form. It’s mean that writing is must attention the pattern and

arrangement words.

According to Harmer ( 2004:31) writing is a way to produce

language and express idea, feeling and opinion. Furthmore he states that

writing is a process that what is the people write is often heavily influnced

by the constrait of genres, and then these elements have to be presented in

learning activities. Byme (2002:1) expalain that writing can be said act of

forming symbolsthat have to be arranged, need, agreement to use a words

form sentences. It means that writing is capability to produce the sequence

of sentences arranges in a particular order of linking them in certain ways.

Writing is seen not only as a standardized system of

communication, however also as an essential tool for learning (Weigle

2002:5). It means that students must know about how they write in

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thei grammatical to arranged in a good sentence. The other side, they have

to give attention for instrument. According to (Brummer and Clark,

2008:5) writing is an instrument of thinking that allows students to

express about their toughts. It means that students also have to good idea

to share or express what they want to write.

From the conclusion of the definitions above, it conclude that writing

is part of four skill that should be learned by students. In fact, writing

skill on text is sometimes difficult to train by the writer. The writer need

more for their critical thinking to share their idea by writing. Especially

to write in a text.

2. Importance of writing

Writing is part important for the people or students in daily life.

When the students get examination in their foreign language or other

skills, the students always writing proficiency in order to know their

knowledge. In the all aspects of life, writing is need to attention the

form, it can make efective way to communication. Writing is one of

the skill that very important for the people in their work. There are

many activities we can read every day, then we can conclude by

writing by our think. There some importance of writing activities

which in our society ae follows.

a. Recently, in addition writing skill that very important for college grade

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b. The most of examinations the students always using writing skill for

the educational. Students can doing success at examination by their

writing skill.

3. The Stages of Writing Production

Writing was tradiionally viewed as a linier and somewhat simplistic

activity, contemporary models now recognize it as cognitive, linguistic,

affective, behavioral, physical in nature, and set within a lager

socio-cultural context. According to William James (2003: 107) writing process

is recursive in nature eight stages can be distinguished, thats as follow :

a. Prewriting

Generating ideas, strategies, and information for a given writing

task. Prewriting activities take place before starting on the first draft of

a paper. They include discussion, outlining, freewriting, journals,

tlak-write, and metaphor.

b. Planning

Reflecting on the material produced during prewriting to develop a

plan to achieve the aim of the paper. Planning involves considering the

rhetorical stance, rhetorical purpose, the aim of the text, how these

factors are interralated, and how they are connected to the information

generated during prewriting. Planning also involves selecting support

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12 c. Drafting

Producing words on a computer or on paper that match (more or

less) the initial plan for the work. Writing occurs over time. Good

writers seldom try to produce an entire text in one sitting or even in

one day.

d. Pausing

Moments when writing does not occur. Instead, writers are

reflecting on what they have produced and how well it matches their

plans. Usually include reading. Pausing occurs among good and poor

writers, but they use it in different ways. Good writers consider global

factors-how well the text matches the plan, how well it is meeting

audience need, and overall organization.

e. Reading

Moments during pausing when writers read what they have writing

and compare it to their plans. Reading and writing are interrelated

activities. Good readers are good writers and vise versa. The reading

that takes place during writing is crucial to the reflectin process during

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Literally “re-seeing” the text with the goal of making large-scale

canges so that text and plan match. Revising occurs after the first draft

in finished. It involves making changes taht enhance the match

between plan and text. Factors to consider usually are the same as

those considered during planning: rhetorical stance, rhetorical purpose,

and so on. Serious revising almost always includes getting suggestions

from friends or colleagues on how to improve the writing.

g. Editing

Focusing on sentence-level concerns, such as punctuation, sentence

lenght, spelling, agreement between subjects and verb and style.

Editing occurs after revising. The goal is to give the apper a

profesional appeareance.

h. Publishing

Sharing the finished text with its intended audience. Publishing is

not limited to getting a text printed in a journal. It included turning a

paper in to a teacher, a boss, or an agency.

4. The Principle of Teaching Writing

There is nothing inherently wrong with attention to any of the above

criteria. They are still concern of writing teachers. But in due course of

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they were seen as creators of language, when they were allowed to focus

on content and ,message, and when their own individual intrinsic motives

were put at the center of learning. We began to develop what is now

termed the process approach to writing instruction. Process approaches do

most of the following (H. Douglas Brown, 1994:335-336)

a. Focus on the process f writing that leads to the final written product.

b. Help students writers to understand their own composing process.

c. Help them to build reportoires of strategies for prewriting, drafting,

and rewriting.

d. Give students time to write and rewrite.

e. Place central importance on the process of revision.

f. Lets students discover what they want to say as they write.

g. Give students feedback throughtout the composing process (not just on

the final product) as they attemp to bring their expression closer and

choser to intention.

h. Encourage feedback from both the instructor and peers.

i. Include indiviual conferences between teacher and student during the

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15 5. Teaching Writing

There four skills for students in learning english language, they are

listening, writing, reading and speaking. Writing is the most complicated

for the learning english language. Richard and Renandya (2002) said that

the difficulty is due not only to the need to generate and organize ideas

using an appropriate choice of vocabulary, sentence, and paragraph

organization but also to turn such ideas into redeable text.

To solve this problems, the researcher can apply and choose some

approaches which are suitable with the purpose of writing it self.

According to Thanatkun Tangpermpoon (2008:2) says that there are three

characteristics of writing approach as follows :

a. Product –Based Approach

Product –Based Approach have been called by several

names: the controlled-to-free approach, the text based approach,

and the guided composition (Raimes, 1983; Silva, 1990). Writing

in product-based-approaches has to attention in grammatical and

syntactical forms.

b. Process-based Approach

Process-based approach writing is actually do on their tests

from the beginning stage until the end of written product.

According to O’Brien (2004) defines the concept of this approach

as an activity in which teachers encourage learners to see writing

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ideas. In the process of learning, teachers can explore student

toughts and develop their idea writing by using 5 step writing

process model of Herwins:

1) Pre-writing.

2) First draft composing.

3) Feedback.

4) Secomd draft writing.

5) Proofreading.

6) Genre-based approach

Genre-based approach as the way to language and literacy

education that combines an understanding of genre and genre teaching

together in the writing class (Hammond and Derewianka, 2001). It means

that students is need to more understanding in genres, especially for junior

high school. According to Badger and White (2000), witing in the

Genre-Based approach is regarded as an extention of the product-oriented

approach since learers have an opportunity to study a wide variety of

writing patterns.

From the theories above, the researcher can conclude that teachers

can apply to teach or students to do in group. Through working in groups,

learners will improve their writing with their partners and instructors

comment and develop their critical tkinking skills. The eacher can help

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attention to help students writing development, start beginning until the

end.

6. Notion of Good Writing

According to Boardman and Frydenberg (2008:31-47) explains there

are four characteristics of a good writing are follows :

a. Coherence

Pargraph has coherence when supporting sentences are

based on the principle. The sentences are put in order to the reader

can understand what the writers’ ideas easily (Boardman and

Fryndenberg, 2008:31).

b. Cohesion

Paragraph cohesion is when all supporting sentences

connect with other in their supporting sentnce (Boardman and

Frydenberg, 2008:36).

c. Unity

Paragraph unity is all the supporting sentences is relate to

the topic sentence. Unity in writing only focus in one single idea.

(Boardman and Frydenberg, 2008:44). According to Oshima and

Hogue (2006:18) state that every good has unity, it means each

paragraph only has one idea to discuss. If the researcher statrs to

discuss new idea, he or she must start a new paragraph. In short,

each supporting sentence in paragraph must related to the main

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d. Completness

Paragraph completness is when all the major supporting

sentences is full explain the topic sentence and all the minor

supporting sentences it needs to explain each major supporting

sentence (Boardman and Frydenberg, 2008:47).

B. Genres

Procedure text is part of genre, based on Standar Isi (BSNP, 2010)

there are thirteen genres they are narrative text, recount text, descriptive

text, procedure text, report text, analytical exposition, discussion, hortatory

exposition, explanation, anecdote text, spoof, news item, and review.

However there are five genres for teaching junior high school, they are

a. Narrative Text

Narrative text is a kind of text which tell past story or event which

shows complication and resolution. The purpose of narrative is to

amuse the reader or listeners.

b. Recount Text

According to (Pardiyono, 2007: 94) state that recount text is a text

which retell past event chronologically and has no conflict or

complication. The function of recount text is to inform or to give the

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According to (Depdiknas, 2004:39) tme main purposes of descriptive

text is to give information, mainly about person, place, or certain

thing.

d. Report Text

Report text has purpose to describe something in general, it can be

thing, place or person. Agustien state that report text has function to

give information about something or fact in reality as a result of

research or analysis.

e. Procedure Text.

Procedure text is the main of subject that will the researcher choose

to be experiment.

1) Definition of Procedure Text

Procedure text is a kind of text which aims to give guidance

about steps to do something. Basically, this text consists of tips or

sequence of steps in making something or in doing such activity

(Djuharie, 2007:38). Moreover, it is also a kind of text which we

can find in daily life, such as in manual and recipes (Emalia,

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Knapp and Watkins (2005) state that procedure isorder of doing

something through a sequence of action or steps. Pardiyono (2007)

states that procedure is a text that show a process in order contain

the sequence of action or step something. Pratama.F.Y (2013) states

that procedure text has the main function to explain how to do or to

make something in a sequence of actions.

For the theories above the researcher can conlude that Procedure

is part of genre text that in doing or making something by using

steps and it has a function .

a) Communicative Purpose

According to Siahaan and Shinoda (2008), the

communicative purpose of procedure text is to describe how

something is complished through a sequence of action or

steps.

b) Generic Structure

According to Knapp (2005:159), the stucture of procedural text is :

1) Goal which usually stated as heading.

2) A set of ingredient or the materials required.

3) A sequence of steps specifying how to goal is to be achieved.

c) Language Features

According to Knapp and Watkins (2005:156-157), the

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1) The addressee (subject) may be referred to either directly.

2) Action verbs are used in instructions to represent the

processes involved completing a task.

3) Verbs are in the simple present tense to create a sense of

timelessness. They are placed in the correct order of

time.

4) Adverbs are often used to qualify verbs and provide extra

information about how a task should be completed.

5) Temporal connective are used in procedural instructions

to ensure processes are placed in the correct order of

time.

6) Conditional connectives sometime used to provide upon

which a command or statement is based.

7) Modality is used in instructions to lesson or heighten the

degree of obligation in completing a task.

C. Project-Based Learning

1. Definition of Project-Based Learning

According to (Harris and Katz, 2001), project-based

learning is an instructional method centered on the learner. Instead

of using a rigid lesson plan that directs a learner down a specific

path of learning outcomes or objectvies, project-based learning

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Project-Based Learning is a model focus on students to

raise their critical thinking by bear question, to collaborate idea in a

small, and to find a solution on a subject then communicates what

have been figured out from the project that are applicable to real

aspect gaced in reality. Accross all the various implementations of

project based learning, there are common features. These inclu

(Grant, 2002:156-157). For the other definition, Project-Based

Learning is an instructional approach that contextualize by

presenting learners with problems to solve or products to develop.

Project-Based Learning aims to engage students in the

investigation of real life phenomena and develop students’

creativity (Beckett and Miller, 2006).

Project-based Learning is the instructional strategy of

empowering learners to persue content knowledge on own and

demonstrate their new understandings through a variety of

presentation modes ( Department in education, 2000:8). Project

based learning is a model for classroom activity that shifty that

shifts away from the usual classroom practices of short, isolated,

teacher-centred lessons (Alberta : 2006:3)

From the dome definition above, the researcher conclud

that Project Based Learning is the process of to critical thinking

and share their idea to make a something in writing skill, and to

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procedure text. Project based learning alson can do in a group work

in the teaching learning. It is make students creative for their

project.

2. The Function of Project-Based Learning

Each method has function, the function of project based learning

are follow :

1) To increase the students to solve the problems.

2) Get knowledge and in the process of learning.

3) To make student more active in the process of learning.

4) To develop and increasing to finish their work.

5) To increase collaboration, especially project based learning in

group.

3. The Characteristics of Project Based Learning

Project based learning has characteristics, they are :

1) Centrality

Project based learning (PJBL) become centred in the process

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2) Driving Question

Project based learning focus in the question for student to

looking for solution by the concept.

3) Constructive Investigation

Project based learning, student develop their knowledge by

doing investigation by itself or teacher as facilitaor.

4) Autonomy

Project based learning is demanding students centered, student

as problem solver from the prblem will be discuss.

5) Realisme

Activity student focus on their work, this activity atudent can

produce the profesional work (Thomas, 2000)

4. Steps in Project Based Learning

There are six steps to project based learning acording to

(Educational Techonology Division, 2006 :22-25)

a. Essential question

The question that will launch a projet absed learning lesson

must be one that will engage students. It is greater than the task

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that students can tackle knowing that there is no one answer or

solution.

To start off,

1) Take a real-world topic and begin an in-depth investigation.

2) Questions is based on situations or topics that are authentic.

3) Make students fel that they are making an impact by

answering the question or solving the problem.

4) Make the question relevant for students. The queation

should have meaning in their lives at the moment of time.

b. Design a Plan for the Project

when designing the project, it is essential to select content

standars to be addressed. Involve students in the planning

process. students feel ownership of the project when they have

an active role in deciding activities. Based on the curriculum,

select activities that support the question. Know that materials

and resource to be made accesible to students. Be prepared to

delve deeper into new topics and issues as students become