THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO ENGAGE STUDENTS’ MOTIVATION IN EFL WRITING CLASS (A Qualitative Study of the Eleventh Grade Students of SMKN 1 Salatiga in the Academic Year 2024/2025)

Laili, Ade Santi Nur (2025) THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO ENGAGE STUDENTS’ MOTIVATION IN EFL WRITING CLASS (A Qualitative Study of the Eleventh Grade Students of SMKN 1 Salatiga in the Academic Year 2024/2025). Other thesis, IAIN SALATIGA.

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	Text SKRIPSI-Ade Santi.pdf Download (6MB)
	Text SKRIPSI-Ade Santi.pdf Download (6MB)
	Text SKRIPSI-Ade Santi.pdf Download (6MB)
	Text SKRIPSI-Ade Santi.pdf Download (6MB)

Abstract

Laili, Ade Santi Nur. 2025. The Implementation of Project Based-Learning to Engage Students’ Motivation in EFL writing Class (A Qualitative Study of the Eleventh Grade Students of SMKN 1 Salatiga in the Academic Year 2024/2025). A Graduating Paper. Teacher Training and Education Faculty. English Education Department State Islamic University (UIN) Salatiga. Counselor: Noor Malihah, S.Pd., M.Hum., Ph.D. This study aims to explore the implementation of Project-Based Learning (PjBL) to engage students’ motivation in English as a Foreign Language (EFL) writing classes. The background of this research lies in the importance of teaching methods that can engage student motivation, especially in vocational schools. The study was conducted using a qualitative approach involving observations, interviews, and documentation at SMKN 1 Salatiga with eleventh-grade students of the Beauty program. The data were analyzed using data condensation, display, and conclusion-drawing techniques. The results revealed that the PjBL method was implemented through seven stages: selecting topics, formulating essential questions, designing project plans, scheduling, monitoring progress, evaluating outcomes, and presenting results. These stages successfully fostered students’ motivation by capturing their attention, increasing relevance to real-life experiences, building confidence, and providing satisfaction. Moreover, the study also identified challenges, including time-consuming processes and students’ focus on project completion over understanding the material. Technical obstacles like limited device access were also noted. Despite these challenges, teacher support and student initiative helped overcome the issues. Furthermore, this study also found that teachers face challenges in overcoming their competence limitations in implementing PjBL. In conclusion, the implementation of PjBL significantly contributed to engaging students’ motivation in EFL writing classes, making it a recommended strategy for vocational education. Key Word: Project-Based Learning (PjBL); Students’ Motivation; Writing.

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