The Implementationof Project-Based Learning in Writing Descriptive Text at the Thenth-Grade Office Management 2 of SMKN 6 Jember

Karimah, Nuril Nizwatul (2025) The Implementationof Project-Based Learning in Writing Descriptive Text at the Thenth-Grade Office Management 2 of SMKN 6 Jember. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Students at SMKN 6 Jember face challenges in writing descriptive texts due to internal factors like low confidence and limited vocabulary, as well as external factors such as unengaging teaching methods. To overcome this, Project-Based Learning (PjBL) was implemented to improve writing skills, creativity, collaboration, and classroom engagement.
This research focuses on: 1) What is the instructional goal of project-based learning implementation in writing descriptive text at the tenth-grade office management 2 of SMKN 6 Jember? 2) How are the teaching procedures of the project-based learning model applied in writing descriptive texts in the tenth-grade Office Management 2 class at SMKN 6 Jember? 3) What kind of assessment are used in the evaluation process of project-based learning model in writing descriptive text at the tenth-grade office management 2 of SMKN 6 Jember?
This study used a qualitative approach with a case study design. Conducted at SMKN 6 Jember in tenth grade Office Management 2. The research subjects were selected through purposive sampling involving English teachers and five students of the class. Data were collected through observation, interview, and document review. In addition, this study applied data analysis techniques based on the Miles, Huberman, and Saldana approach. Finally, data validity was strengthened through the use of source and technique triangulation.
The findings of this study are: 1) The instructional goal of project-based learning implementation were: With Project-based learning students are able to write lively and authentic descriptive texts through a direct research process. With Project-based learning to train the ability to work together and be responsible in groups. With Project-based learning to develop students' creativity and self-confidence. With Project-based learning to create an active, fun, and meaningful learning atmosphere. 2) the teaching procedures of the project-based learning model are: The teacher instructs the students to form small groups and choose a character to describe. Each group conducts research to gather information about the character, either through interviews, reading books, or looking for references on the internet. After the data is collected, the group outlines and writes the descriptive text collaboratively. Each group then presents their writing in front of the class, gets responses from friends and teachers, and reflects on the process that has been undertaken. 3) The kind of assessment are used in the evaluation process of project-based learning model namely using formative evaluation techniques include; For project-based learning assessment, teachers use observing students' activeness and participation during group discussions and assessing the level of cooperation and responsibility shown in the group during project implementation. For writing skills assessment teacher use students' understanding of descriptive text elements such as structure, vocabulary, and content accuracy through written results and oral presentations.
Keywords: Project-Based Learning, English Teaching Writing, Descriptive Text.

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