TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18 SALATIGA

Rohmatika, Yulfa (2025) TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18 SALATIGA. Other thesis, IAIN SALATIGA.

	Text YULFA ROHMATIKA-23030210038-TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18 SALATIGA.pdf Download (2MB)
	Text YULFA ROHMATIKA-23030210038-TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18 SALATIGA.pdf Download (2MB)
	Text YULFA ROHMATIKA-23030210038-TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18 SALATIGA.pdf Download (2MB)
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	Text YULFA ROHMATIKA-23030210038-TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING APPROACH IN ENGLISH LANGUAGE CLASSROOM OF WRITING SKILLS IN RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS’ OF SMP ISLAM AL-AZHAR 18.pdf Download (831kB)

Abstract

Yulfa Rohmatika. 2025. Teachers' Perceptions of Project-Based Learning Approach in English Classroom of Writing Skills in Recount Text for Eighth-Grade Students' of SMP Islam AL-Azhar 18 Salatiga. A Geaduating Paper. English Education Department. Teacher Training and Education Faculty. State Islamic University of Salatiga. Counselor: Dr. Sari Famularsih, S.Pd.I., M.A. This study investigates English teachers' perceptions of using the Project-Based Learning (PJBL) approach in teaching writing skills, particularly in recount texts. Specifically, this study examines teachers' perceptions of the implementation of PJBL. These internal and external factors influence these perceptions and the benefits and challenges teachers experience in applying the PJBL approach in English writing classes. The background of this study is based on the importance of understanding how PJBL is implemented in the classroom in practice and how teachers, as the primary implementers of the curriculum, respond to this approach. The methodology of research was qualitative descriptive. The study was conducted at SMP Islam Al-Azhar 18 Salatiga in the 2024/2025 academic year, involving two eighth-grade English teachers. Data in this study were collected through classroom observation, interviews, and documentation. Data analysis was conducted thematically and descriptively, highlighting patterns related to teachers' perceptions of PJBL. Triangulation of data sources was also applied to ensure the validity and credibility of the findings. The study results indicate that teachers positively perceive applying PJBL in teaching text recount writing. They believe this approach can increase student engagement, creativity, and collaboration. However, it was also found that internal factors such as teacher motivation and teaching style, as well as external factors such as curriculum demands and school support, also influence their perception of the success of PJBL implementation. Its implementation also identified several challenges, such as time constraints, varying student readiness levels, and a lack of professional training. Despite these challenges, PJBL is still considered a practical and innovative learning approach for improving the quality of writing instruction in English classroom. Key words: Project-Based Learning; teachers' perceptions; recount text; writing skills; English language classroom;

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