Keywords
teaching writing
learning procedure
How to Cite
Abstract
This research objectives are to find out and describe the objectives, procedures, and evidences in implementation of Project Based Learning in Teaching Writing. This research used qualitative method with phenomenological research focus. From the results of the interview, it was found that Mrs. Wijiati, one of the English teachers, has been implementing Project Based Learning since 2021. She revealed that the purpose of Project Based Learning in teaching writing was to increase students' ability to solve problems or projects, students can gain knowledge through experience and students can improve their writing skills. Then from the documentation, the teacher almost did the whole procedure of Project Based Learning. From the observation, it shows that 67% of the Project Based Learning process can increase students' independence. At the time of implementing Project Based Learning, the weaknesses found were that the teacher had prepared the learning topic, and the teacher has prepared the tools to carry out the project. From the available evidence, the results of Project Based Learning are congratulation cards and how to make food or drink that used procedure text. In conclusion, the teacher has implemented Project Based Learning in accordance with the objectives. However, the teacher has not implemented the whole process of Project Based Learning procedure. From 6 points of Project Based Learning steps, the teacher only did 4 points of the 6 points.
References
Aryanika, S. (2016). Manajemen Pembelajaran Bahasa Inggris: Studi Pada Kelas Unggulan SMA Negeri I Metro Lampung. Al-Idarah: Jurnal Kependidikan Islam, 6(1). https://doi.org/10.24042/alidarah.v6i1.792
Cheung, Y.L. (2016). Teaching Writing. English Language Teaching Today: Linking Theory and Practice, (Online) 179-194. DOI: 10.1007/978-3-319-38834-2_13
Donnelly, R., Patrinos, H.A. (2021) Learning loss during Covid-19: An early systematic review. Prospects 51, 601–609 (2022). https://doi.org/10.1007/s11125-021-09582-6
Fathurrohman, M. (2015). Model-Model Pembelajaran. Jogjakarta: Ar-ruzz Media.
Firmansyah, Y., & Kardina, F. (2020). Pengaruh New Normal Ditengah Pandemi Covid-19 Terhadap Pengelolahan Sekolah dan Peserta Didik. Buana Ilmu, 4(2), 99-112. https://doi.org/10.36805/bi.v4i2.1107
Hasim, E. (2020). Penerapan kurikulum merdeka belajar perguruan tinggi di masa pandemi covid-19. E-Prosiding Pascasarjana Universitas Negeri Gorontalo.
Iskandar, S., Rosmana, P. S., Apriliani, D., Husna, M., Azahra, R., & Zahra, V. N. (2023). Kurikulum Merdeka Sebagai Upaya Mengatasi Learning Loss yang Terjadi di Indonesia. Innovative: Journal Of Social Science Research, 3(2), 3558–3568. https://doi.org/10.31004/innovative.v3i2.741
Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Coronavirus Disease Covid-19).
Kemendikbud, R. I. (2021). Buku Saku Tanya Jawab Kurikulum Merdeka. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.Jakarta: Direktorat PAUD, Dikdas dan Dikmen.
Keputusan Menteri Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum Dalam Rangka Pemulihan Pembelajaran. https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_202202150 93900_Salinan%20Kepmendikbudristek%20No.56%20ttg%20Pedoman%20Pe nerapan%20Kurikulum.pdf
Keputusan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 719/P/2020 tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus. file:///C:/Users/acer/Downloads/Kepmendikbud%20Nomor%20719_P_2020.pdf
Martoredjo, N. T. (2020). Pandemi covid-19: Ancaman atau tantangan bagi sektor pendidikan. Jurnal Binus, 7(1), 1-15.
Miles, M. B., & Huberman, A. M. 1994. Qualitative data analysis: An expanded sourcebooks. Sage.
Ningsih, I. H. 2019. Peran Guru dalam Pembelajaran Menulis Permulaan Menghadapi Abad 21. BASINDO: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajarannya, 3(1): 38-43. http://dx.doi.org/10.17977/um007v3i12019p038
Nugraha, T. S. (2022). Kurikulum merdeka untuk pemulihan krisis pembelajaran. Inovasi Kurikulum, 19(2), 251-262. https://doi.org/10.17509/jik.v19i2.45301
Pratiwi, W. D. (2021). Dinamika Learning Loss: Guru Dan Orang Tua. Jurnal Edukasi Nonformal, 2(1), 147-153. https://ummaspul.e- journal.id/JENFOL/article/view/1847
Rajib, M., & Puspita Sari, A. (2022). Potensi Learning Loss di SMA Negeri 4 Polewali Selama Pembelajaran Daring pada Masa Pandemi Covid-19 . BIOMA: Jurnal Biologi Dan Pembelajarannya, 4(1), 40-48. https://doi.org/10.31605/bioma.v4i1.1592
Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. 2017. Incorporating self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4): 165-184. https://doi.org/10.12973/iji.2017.10410a
Sugiyono. (2018). Metode Penelitian Pendidikan (Pendekatan Kuantitaif, Kualitatif, dan R&D). Bandung: Alfabeta CV.
Susilowati, E. (2022). Implementasi kurikulum merdeka belajar pada mata pelajaran pendidikan agama Islam. Al-Miskawaih: Journal of Science Education, 1(1), 115-132. https://doi.org/10.56436/mijose.v1i1.85
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2023 Mif Takhul Ulummil Makripah Muhtar