Project based learning in teaching procedure text to junior high school : practices and challenges.

Lufiyana, Amanda (2026) Project based learning in teaching procedure text to junior high school : practices and challenges. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Project-Based Learning (PJBL) has become one of the learning approaches widely implemented in English language teaching because it encourages active, collaborative, and student-centered learning. In the context of teaching procedure text, PJBL provides opportunities for students to learn through real-life projects and practical activities. However, the implementation of PJBL in junior high school classrooms still presents several challenges, particularly related to students’ participation, vocabulary mastery, and classroom management during project activities. In addition, limited studies have specifically discussed how teachers practice PJBL in teaching procedure text and what challenges are faced by both teachers and students during its implementation. Therefore, this research was conducted to investigate teachers’ practices of Project-Based Learning in teaching procedure text and to identify the challenges faced by teachers and students during the implementation process. This research employed a qualitative case study design. The participants consisted of two English teachers and four students at a junior high school in Jakarta. The data were collected through semi-structured interviews, classroom observation, and documentation. Furthermore, the data were analyzed through data reduction, data presentation, and drawing conclusions. The findings showed that the teachers implemented PJBL through several structured stages, including introducing contextual topics, organizing collaborative projects, monitoring students’ progress, and providing feedback during project completion activities. Students created projects such as posters and procedural instructions related to their daily life experiences. The findings also revealed several challenges faced by teachers and students, including limited vocabulary mastery, unequal participation during group work, difficulties in translating sentences into English, and time management during project activities. This research contributes to the understanding of Project-Based Learning implementation in teaching procedure text, particularly at the junior high school level, and provides practical insights for improving English language teaching through collaborative learning activities.

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