Teacher Practices And Challenges Of Project-Based Learning In Teaching Procedure Text: A Case Study

Azkadina, Fatma Oka (2025) Teacher Practices And Challenges Of Project-Based Learning In Teaching Procedure Text: A Case Study. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

ABSTRAK Penelitian ini mengeksplorasi praktik guru Bahasa Inggris dan tantangan dalam menerapkan Project-Based Learning (PjBL) dalam pengajaran teks prosedur di sebuah kelas 9 SMP di Kabupaten Pekalongan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara guru Bahasa Inggris, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menerapkan enam tahapan PjBL, yaitu memulai dengan pertanyaan esensial, merancang rencana proyek, membuat jadwal, memantau kemajuan siswa, menilai hasil, dan mengevaluasi pengalaman. Siswa bekerja dalam kelompok untuk merancang dan membuat proyek prosedur, dengan guru berperan sebagai fasilitator yang membimbing eksplorasi mereka. Berbagai metode penilaian diterapkan, seperti tes pemahaman, penilaian keterampilan, dan evaluasi proyek, guna memastikan penilaian hasil belajar secara menyeluruh. Namun, penerapan PjBL menghadapi beberapa tantangan, seperti perbedaan kemampuan siswa, kurangnya manajemen waktu dan kelas, dan sumber daya teknologi yang terbatas. Guru harus menyesuaikan strategi pengajaran, mengelola dinamika kelas, serta mencari solusi alternatif terhadap keterbatasan fasilitas. Meskipun terdapat tantangan, penelitian ini menegaskan bahwa PjBL tetap menjadi metode yang efektif dalam meningkatkan pemahaman siswa terhadap teks prosedur. Kata kunci: Project-Based Learning, teks prosedur, praktik guru, tantangan, pembelajaran berbasis proyek ABSTRACT This research explores English teacher practices and challenges in implementing Project-Based Learning (PjBL) in teaching procedure texts in a grade 9 junior high schools in Pekalongan Regency. This research used a qualitative approach with a case study design. Data were collected through classroom observation, English teacher interview, and documentation. The results showed that the teacher implemented six stages of PjBL, namely starting with essential questions, designing a project plan, making a schedule, monitoring student progress, assessing results, and evaluating the experience. Students worked in groups to design and create a procedure project, with the teacher acting as a facilitator guiding their exploration. Various assessment methods are applied, such as comprehension tests, skills assessments, and project evaluations, to ensure a thorough assessment of learning outcomes. However, implementing PjBL faces several challenges, such as students' different abilities, poor of time and classroom management, and limited technological resources. The teacher has to adjust teaching strategies, manage classroom dynamics, and find alternative solutions to limited facilities. Despite the challenges, this research confirms that PjBL remains an effective method in improving students' understanding of procedure text. Keywords: Project-Based Learning, procedure text, teacher practice, challenges, project-based learning

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