Project based learning in teaching announcement text: problem and solution

Nuraeni, Umi Kalsum (2024) Project based learning in teaching announcement text: problem and solution. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

curriculum and is recommended by the government to be used. Its implementation has several problems, such as limited resources, different teacher abilities, and student engagement. Therefore, this study explores the implementation of project-based learning in teaching announcement text, identifies the problems teachers encounter and the solutions they employ. The research utilized a qualitative approach, specifically employing qualitative descriptive methods involving one English teacher who implemented project-based learning in VIIIA class in SMPN 17 Bandung. This research utilized observation and interview to gather the data and analyze it with Miles and Huberman’s theory of applied data reduction, data display, and verification. The findings reveal that teachers conducted six meetings and fulfilled five stages of project-based learning when implementing project-based learning. The five stages involved start with essential questions, designing a project plan, making a project implementation schedule, monitoring students' project progress, and assessing the result. However, the teacher did not implement the final stage namely evaluation, when students finish their project. Furthermore, there are several aspects that are not fullfilled namely allows students to participate by sharing their ideas on the project, gives students a chance to participate by choosing the topic of the idea, informs about the assessment criteria of the project, give students feedback, and reflect on the projects they have made. In implementation of project-based learning, the teacher encounter problems such as differences in students’ abilities, time constraints, and difficulty managing group work and projects. To address these problems, teachers implement differentiated learning, motivating students, enforcing strict deadlines, and giving clear tasks to each group to ensure the effective execution of project-based learning in the classroom.

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