A Study on the Implementation of Project Based Learning in Writing Lesson
*Nirma1, Konder Manurung1, Budi 1
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tadulako, Indonesia1
*email: hellonirma97@gmail.com
Abstract - The objective of this study is to describe and analyze the findings of the previous studies regarding the implementation of Project-Based Learning in Teaching writing classes. This study was conducted qualitatively through Library Research Design. Project-Based Learning is the proposed technique to generate ideas in the paper.
Implementing Project-Based Learning in writing classes affects the students' writing achievement. The previous studies analyzed here were taken from the ones conducted in 2010-2020. The levels of the previous studies are from junior high school level to university level. The result of the content analysis showed that implementing Project-Based Learning helped the students improve their writing, especially in content, organization, vocabulary, mechanics, and grammar. Furthermore, all previous studies imply that implementing Project-Based Learning provides students with several significant. They are: (1) simple, quick, and flexible in collecting information; (2) it allows the students to explore their background knowledge; (3) provides the students with broad opportunity;
and (4) they allow the students to think freely and write as many ideas as possible. In conclusion, the students were stimulated to improve their writing skills and ability because of the technique's benefits. Also, the students were helped to avoid stress during the teaching and Learning.
Key Words: Implementing, Project Based Learning, Writing
DOI : https://doi.org/10.22487/jbot.v2i2.3719
INTRODUCTION
English is one of the compulsory subjects taught in junior high school. Four language skills should be mastered: listening, speaking, reading, and writing. Of all of the skills, writing is the most challenging subject because it needs competence in expressing ideas, including the content, organization, style, grammar, mechanics, and language components (spelling, vocabulary, and punctuation). In this case, researchers are going to focus on writing skills.
The purpose of writing in the curriculum of 2013 is to understand the meaning of the context related to a social function, text structure, and descriptive, verbal, and written text, short and sample textual elements related to famous tourist attractions and historical buildings. Writing is difficult to handle during the teaching and learning process because it has a more complicated way of Learning. As it is difficult for the students, they will quickly get bored during the instructional process. Hence, it is the teacher's job to find a more creative way to teach writing to students.
Teaching writing is not an easy task to deal with because it has a more complicated way of Learning. As it is difficult for the students, they will quickly get bored during the instructional process. Hence, it is the
teacher's job to find a more creative way to teach writing to the students.
Project-Based Learning challenges the students to be more active in the classroom. Project is the central teaching strategy. It attracts the students to develop their knowledge. Project-Based Learning is based not only on the textbook but also on student experience and behavior. The most crucial thing of Project-Based Learning is it personalizes the students. Personalizing is the activities or the materials are around the students. It is easier to understand the lesson if the materials are close to students. Project-based Learning integrates Learning and doing. Students learn knowledge and elements of the core curriculum but apply what they know to solve authentic problems and produce results that matter [1]. Project-based Learning will decrease laziness and low motivation, especially in learning English as a foreign language. They also feels confident and be brave to deliver their knowledge. Project-based learning concerns on the learning activity based on real- world problems and challenges that require students to work as a team through meaningful activities and result in a final product.
Researchers use Project-Based Learning (PBL) in junior high school because it gives authentic learning
tasks, and the students are challenged to solve it. The task will motivate the students to find a way to prove it;
besides that, the Project Based Learning task encourages them to think, see, and do something constructively. The project is the problem that usually happens in students' lives; it gives them a chance to learn about something that happens in their lives.
Students will be more active in the classroom.
METHOD
The data are used in discussing the answers to research questions. The data sources of this study are collected for the research. Additionally, the researchers obtained data from the study conducted between 2010 and 2020. . However, the researchers focused on ten studies about implementing Project Based-Learning in teaching writing.
FINDINGS
No. Researchers Procedure(s)
1. Nabilah [2] 1. The researchers would ask a student to find and observe the example of narrative text.
2. The researchers would ask the students to make the group into 3 or 4 people each group.
3. The researchers and students would evaluate the project in each group.
4. The researchers would ask students whether they have understood a narrative text.
2. Dwiyana P [3]
1. Student's response toward the material given in the application of PBL.
2. Student's response toward PBL steps applied by a teacher.
3. Student's response toward lecturer's Time management, sequence of Activity, and the classroom situation where PBL was applied.
4. Student's opinion about the most effective project step in writing.
3. Bayu P [4] 1. The teacher provided pictures.
2. The teacher asked the students to look for their idol pictures.
3. The teacher gave the students guidance and suggestions during the project development.
4. The teacher gave the students oral and written feedback.
4. Merisa R [5] 1. The teacher explains the nature of the narrative text.
2. The teacher gives definitions, characteristics, structure, purpose, kind, and examples.
3. The researchers show the students about the narrative text in infographics. She leads to planning a project
.
4. The researchers show the students the steps for making a good narrative.
5. The researchers lead to planning a project.
6. The researchers let the students discuss the problem and gave them many examples and definitions of the narrative text.
5. Syara U [6] The procedures consist of planning, action, observation, and reflection.
a. Planning
- The researchers identified the teaching-learning design, such as: arranging a lesson plan using a problem-based learning strategy.
- The researchers prepared the teaching-learning resources, such as the media related to the material.
b. Acting
- The teacher divided students into five groups 2. The teacher showed narrative text on the whiteboard.
- The teacher asked the students to review the previous material
.
- The teacher added an explanation about language features of narrative text.
- The teacher posed the situation of the problem.
- The teacher monitored the students and helped them if they had difficulties.
c. Observation
- Students' attention toward the teacher's explanation, students' enthusiasm in the teaching-learning process, students show curiosity by asking the question, students answer the question from the teacher, and students understand the material given.
- The teacher also observed the teacher's activities, such as the teacher's presentation and performance when conducting the strategy.
d. Reflection
- Make a conclusion 6. Vera,
Syahrial, Irwan [7]
1. The teacher is required to play his role as a monitor optimally.
2. The teacher was responsible for facilitating the process to run, guiding the students during the process, to help them if they face difficulties, and ensuring that each student was involved. Moreover, the observation result showed that how the teacher guided and assisted the students was very good and the students' interesting attitude toward this step was very good too.
7. Retno N [8] 1. The teacher is making a story about their embarrassing moment.
2. The teacher explained the nature of the narrative text
.
3. The teacher gave the definition, characteristic, structure, purpose, kind, and example of narrative.
4. The teacher showed the students about the narrative text in infographics.
5. The teacher leads to planning of a project.
8. Andayani L [9]
1. The researchers checked the student's attendance in which students responded that everyone was present.
2. The researchers explained to the students what they were about to learn.
3. The researchers showed pictures about people and environments, we asked the students what the pictures were about.
4. The researchers asked one of them to take turns to tell their opinion about the picture it was followed by asking whether the actions in the pictures should or should not be done by the people.
5. The researchers occasionally asked why such things should not be done and asked the students to share their opinions on how to solve the problems.
6. The researchers gave a model of hortatory exposition text as a language input for them.
7. The researchers helped the students find the words' meaning while the other students could not answer.
8. The researchers asked if there was one of the students who wanted to be a volunteer to read their answers.
9. Devika A [10]
1. The researchers make the pretest as the instrument to know students' skill in writing achievement before getting the treatments.
2. The researchers prepared and made media needed when doing the scenario of teaching-learning process.
3. The researchers prepared the questionnaire sheet and observation sheet, which was used to know the students' reaction and class condition as a whole and also to see the development that existed when applying the technique as in the writing process.
4. The researchers determined the collaborator who helped the writer analyze the weakness in the learning process and reflect the result of the teaching-learning process.
10. Vina A [11] 1. The techniques consist of classroom observation 2. Students' texts and interview
3. The researchers acted as an observer for eight meetings of the teaching program.
4. The teaching program was designed according to the basic principles of project-based Learning. Moreover, the students' texts were in the form of a procedural text.
5. These texts were collected from two steps of the teaching program to reveal how project-based learning stages helped students develop their writing skills.
6. The students' texts consisted of three samples collected from the diagnostic writing.
7. These three samples were selected purposively to represent high-achieving, middle- achieving, and low-achieving students.
8. Students' texts were obtained from last drafts of their writing. There were six texts used in this study. Those six texts were considered as representative texts since the texts had shown considerable developments in some aspects of text.
DISCUSSION
1. Nabila (2018)
This study was conducted at SMPN 38 MEDAN and Zoom in the academic year of 2020/2021 through the
qualitative method. This research aimed to determine the effect of project-based Learning on the student's creative thinking skills in writing narrative text. The following are the details of each meeting in qualitative teaching by zoom application.
2. Dwiyana (2014)
The study conducted by Dwiyana (2014) this study was conducted at the University Denpasar in the academic year 2013/2014 through action research. This study aimed to investigate: how is the implementation of Project-Based Learning in an essay writing classroom, to what extent is the effectiveness of PBL approach in improving students' essay writing skills, and how students respond to the application of PBL in teaching essay writing. This study is a descriptive study which is employed the Sequential Exploratory Design of a mixed method by Clark & Creswell, 2008:178-180.
This research focuses on the application of PBL in teaching essay writing. The data were collected by means of lesson plan, writing tests, scoring rubrics, and field notes which were analyzed using Paired Sample t- Test and qualitative data interpretation. The results indicated that: The implementation of PBL supports the instructional process of essay writing, PBL is effective in improving students' ability in 5 domains of writing, those are; main idea, on topic, details parts of an essay, and word choice, and Students gave positive responses toward the application of PBL after several modifications of implementations. These findings have an important contribution to EFL pedagogy in general and the PBL application in particular.
3. Bayu (2014)
Another study conducted by Bayu (2024) "The Use of Project-Based Learning to Improve the Students' Writing Skills at Eighth Grade of SMP Negeri 7 Magelang in the academic year of 2012/2013. The design of this study was collaborative action research consisting of two cycles. The steps were planning, action, observation, and reflection. The data were qualitative and supported by those quantitative. The
data were obtained through interviews, discussions, class observations, and documentation. Meanwhile, field notes, observation checklists, interview guidelines, and a digitalcamera was used to obtain the data. The data were analyzed based on qualitative data analysis. Meanwhile, the quantitative data were obtained by conducting a pre- and a post-test. A writing assessment rubric was used to obtain the students"
writing scores. The students' scores were analyzed using SPSS software to find the mean scores, probability value, frequency distribution, standard deviation, and inter-rater reliability. First, the teacher provided pictures. Second, the teacher asked the students to look for pictures of their idols. Third, the teacher gave the students guidance and suggestions during the project development. Four, the teacher gave the students oral and written feedback.
4. Merisa (2019)
This study was conducted by the tenth-grade students of SMKS 11 Serunting Bengkulu through quasi-experimental. This study is aimed to find out whether or not there is a significant difference in writing narrative text achievement at tenth-grade students of SMKS 11 Serunting Bengkulu between the students who were taught using the PBL method and those who were not and To find out whether or not there is an effect of using PBL method on the students writing narrative text achievement at tenth-grade students of SMKS 11 Serunting 2 Bengkulu. This study was designed as quasi-experimental design research. Data collection techniques used The researchers collected the data by giving a pretest, giving different treatments in the experimental class and control class, and giving a post-test to investigate the effect of problem-based Learning on students" writing ability of narrative text.
5. Syara (2019)
This study was conducted by Syara (2019). This research used classroom action research which the cycle did three times consisting of recycling, cycle one, and cycle two. The subject of their search was X-RPL
students of Smk 2 Satrya Budi Perdagangan in the academic year of 2019/2010. The data was obtained from students' achievement from students' scores on the test, and data observation from students' and teachers' activities during the teaching-learning process took place. There was also documentation that was used to look for the data concerning matter sort variables that are taken in the form of then or photos in the teaching- learning process. This research showed that applying problem-based Learning to improve writing in the narrative text could help the students. Problem-based Learning could be a solution for the student to stomach narrative text easier because problem-based Learning poses situations assimilation in which the students could develop ideas. To implement Project-Based Learning, Syara (2019) conducted the following procedure. They are planning, acting, observing, and reflecting.
6. Vera, Syahrial, Irwan (2016)
Vera, Syshrial & Irwan (2016) study was conducted through Classroom Action Research to the grade X of SMAN 1 Bengkulu Selatan in the 2015/2016 academic year. The subjects of this study were 35 students, consisting of 10 females and 25 males. The instruments of this study were writing tests, students' observation checklists, teacher's observation checklists, and interviews. The study was conducted in two cycles:
plan, action, observation, and reflection. The evaluation test was administered at the end of each cycle. Based on the result of the study, the improvement of students' mean scores in cycle 1 and cycle 2 was significant. It was proven that the students' mean score in cycle 1 that 70.45 increased to 80.31 in cycle 2.
Retno (2018)
Retno (2018) study was conducted on the tenth- grade students of SMAN Kota Tanggerang Selatan in the academic year 2017/2018 through quasi- experimental. The writer used project-based Learning through infographics in teaching writing of narrative text while in the controlled class, the writer taught the
students by implementing the conventional teaching technique such as giving them descriptions from students' books and asking the students to do the written exercises. In addition, the writer collected the research data by following some steps such as providing the pretest and treatments during the research, and at the end of the search, the writer gave the post-test. Retno (2018) conducted the following procedure to implement Project-Based Learning: First, the teacher made a story about their embarrassing moment. Second, the teacher explained about the nature of the narrative text. Third, the teacher gave the definition, characteristic, structure, purpose, kind, and example of narrative. Fourth, the teacher showed the students about the narrative text in infographics. Fifth, the teacher leads to plan a project.
Sixth, the teacher applied active Learning in the class.
Seventh, the teacher let the students discuss the project and also gave them many examples. Eighth, the teacher showed the students the steps for making a good narrative. The last, students collect their project and it also became their post-test.
7. Andayani (2015)
The study by Andayani (2015) was conducted through Classroom Action Research to the grade XI of SMA N 2 Sleman through project-based learning techniques in the academic year of 2014/2015. it was conducted in two cycles, from April 23rd, 2015 to May 9th, 2015 in which each cycle consisted of two meetings. The research procedures were reconnaissance, planning, action and observation, and reflection. The research subjects were 32 students of grade XI IPA 1 of SMA N Sleman. The data obtained during the research are in qualitative and quantitative forms. The qualitative data were acquired by observing the teaching and learning process, interviewing the students and the collaborators, and taking pictures of the teaching and learning process. Meanwhile, the quantitative data were collected from the results of students' pretest and post-test as well as from the texts the students made during the implementation of the
actions which were analyzed to get the mean scores to be compared and to determine the gain score.
8. Devika (2017)
Another study conducted by Devika (2017) this study was conducted on the the Eight Grade of MTs.
Negeri Tanjungbalai in the academic year of 2016/2017 through classroom action research. The study's objective is to find out how to apply the project-based learning technique in improving the students' achievement in writing recount text and to describe the reason for the application of project-based Learning in improving the students' achievement in writing recount text. This research was conducted at MTs Negeri Tanjungbalai academic year 2016-2017. The subject of this research consisted of 40 students in the eighth grade in class VIII-1. The research was conducted with Classroom Action Research. In conducting this classroom action research, the writer did one cycle. The instruments of collecting data were qualitative and quantitative data. The qualitative data were taken from observation, interviews, and questionnaires. While the quantitative data were taken from tests consisting of pretest and post-test.
9. Vina (2018)
The study by Vina (2018) The Implementation of Project Based Learning In Teaching Writing of Procedural in Islamic Junior High Schools in West Bandung, West Java academic year 2018/2019. This study aims to identify how project-based Learning can help develop students' writing ability in the form of a procedural text. The study used a qualitative case study design. The data were collected through classroom observation, students' writing, and interview which were analyzed qualitatively. The data show that PBL can develop students' writing ability in which students improve their capacity in the concept of procedural text involving social function, schematic structure, and linguistic features. Overall, each student succeeded in having some improvements in constructing a procedural text. It was seen from the schematic
structure and the use of simple present tense, material process, and temporal conjunction in the text which were included as the characteristics of procedural text, as mentioned by Derewianka (1990 p.27), Emilia (2010 p.98), and Gerot & Wignell (1994 p.206).
CONCLUSIONS
All the studies described in the previous chapter prove that the Implementation of Project Based Learning can improve students' writing skill in English.
An effective teaching strategy that suits the teaching and Learning of writing skills has appeared: Project Based Learning Strategy. The researchers that use the Project Based Learning strategy with different types of research reveal research results that tend to be the same, which can increase students' motivation to learn English. Project Based Learning can improve students' writing skills.
ACKNOWLEDGEMENT
Praise Allah Subhanahu Wa Ta'ala, that has given the researchers blessings, knowledge, healthy, and opportunity, so the researchers can finish writing this article. Shalawat and salam are presented to the last prophet, Muhammad Sallallahu' Alaihi wa salam, who has brought us from the dark age into the brightest age of knowledge. The researchers realize that this research would not finish without help and guidance from others, so they would like to express their deepest thanks to the Coordinator of the English Education Study Program, Dr. Rofiqoh, M. Ed. And also most profound thanks to Dekan Dr. Ir. Amirudding Kade, S. Pd., M. Si. And Head Art Education Department, Dr. Hj. Sriati Usman, M. Hum.
REFERENCES
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Interdisciplinary Journal of Problem-based Learning, 5(2)
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[4] Bayu, P. (2014) "The Use of Project-Based Learning to Improve the Student Writing Skill at Class VII C of SMP Negri 7 Magelang ih the Academic year of 3013/2014"
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[7] Vera M.S., Syahrial., & Irawan (2016). "Project-Based Learning Approach to Improve Students' Ability to Write Descriptive Text"
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