THE ANALYSIS OF PROJECT-BASED LEARNING MODEL IN WRITING CLASS FOR THE EIGHT GRADE STUDENTS AT SMP ISLAM PLUS AT-TOHARI

HANIFA, NUHA (2025) THE ANALYSIS OF PROJECT-BASED LEARNING MODEL IN WRITING CLASS FOR THE EIGHT GRADE STUDENTS AT SMP ISLAM PLUS AT-TOHARI. Other thesis, IAIN SALATIGA.

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	Text NUHA HANIFA-23030210056-THE ANALYSIS OF PROJECT-BASED LEARNING MODEL IN WRITING CLASS FOR THE EIGHT GRADE STUDENTS AT SMP ISLAM PLUS AT-TOHARI 2.pdf Download (3MB)
	Text NUHA HANIFA-23030210056-THE ANALYSIS OF PROJECT-BASED LEARNING MODEL IN WRITING CLASS FOR THE EIGHT GRADE STUDENTS AT SMP ISLAM PLUS AT-TOHARI 2.pdf Download (3MB)
	Text NUHA HANIFA-23030210056-THE ANALYSIS OF PROJECT-BASED LEARNING MODEL IN WRITING CLASS FOR THE EIGHT GRADE STUDENTS AT SMP ISLAM PLUS AT-TOHARI 2.pdf Download (3MB)

Abstract

Nuha Hanifa. 2025. The Analysis of Project-Based Learning Model in Writing Class for Eight Grade Students at SMP Islam Plus At-Tohari. A Graduating Paper, English Education Department, Teacher Training and Education Faculty, State Islamic University (UIN) Salatiga. Counselor: Dr. Aprilian Ria Adisti, S.Pd., M.Pd. The objectives of the study are : (1) To find out the application of Project- Based Learning (PjBL) in improving students' writing skills, (2) To find out the advantages and disadvantages of implementing Project-Based Learning (PjBL) in improving writing class, and (3) To find out the challenges faced by teachers in creating learning activity assessments using the Project-Based Learning (PjBL) in writing class. This study employed a descriptive qualitative research design. Data were collected through observation, interviews, and document analysis. The participants comprised two teachers and ten eighth-grade students from SMP Islam Plus At- Tohari. This study demonstrates that : (1) the implementation of Project-Based Learning (PjBL) in the writing class at SMP Islam Plus At-Tohari is both effective and systematic. The teacher acts as a facilitator, actively guiding students through well-structured stages including project planning, task distribution, guided execution, presentation, and reflection, with active participation from students throughout the process, (2) the advantages of Project-Based Learning (PjBL) include increased student motivation, creativity, collaboration, engagement, and improvements in both cognitive skills, such as writing in English, and psychomotor skills, such as presentation abilities. Technology tools like Canva, Chromebooks, and mobile phones are effectively utilized to support student creativity. However, the study also identifies disadvantages such as some students’ a lack of motivation, resource limitations, and uneven group participation, (3) in addition, teachers face challenges in assessing students’ creativity and engagement, underscoring the need for appropriate assessment strategies and sufficient resource support to optimize Project-Based Learning (PjBL) implementation. Keywords: Project-Based Learning (PjBL), Writing Skill, Functional Text, Invitational Letter.

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