The Implementation Of Project-Based Learning In Teaching Narrative Texts: Teachers’ Perspectives

Asari, Ana Saputri Barok (2026) The Implementation Of Project-Based Learning In Teaching Narrative Texts: Teachers’ Perspectives. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aimed to investigate how English teachers implemented Project-Based Learning (PjBL) in teaching narrative texts and the challenges encountered during its implementation. This study employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews, and documentation involving two English teachers. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Project-Based Learning was carried out through three main stages: instructional planning, classroom practices, and evaluation. During the planning stage, teachers prepared learning materials, project instructions, and instructional media to support project implementation. During classroom practices, students participated in collaborative activities, including group discussions, story development, and storytelling performances, while teachers acted as facilitators throughout the learning process. In the evaluation stage, teachers assessed students through project outcomes, storytelling performances, and classroom participation using authentic assessment practices. The study also identified several challenges related to students’ motivation, English proficiency, time management, and classroom management. To address these challenges, teachers provided continuous guidance and support during project implementation. In conclusion, Project-Based Learning can be effectively implemented in teaching narrative texts through systematic planning, collaborative learning activities, and authentic assessment. However, its successful implementation depends on teachers’ ability to manage classroom challenges and accommodate students’ diverse learning needs. Keywords: Project-Based Learning, Narrative Text, English Teachers, Collaborative Learning, Case Study.

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