Exploring Project-based Learning in Teaching Procedural Text of Writing Through Poster Making

zonariyah, najwa (2026) Exploring Project-based Learning in Teaching Procedural Text of Writing Through Poster Making. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

English writing is an essential skill that students need to master when learning English as a foreign language. However, many students still experience difficulties in writing, particularly in generating ideas, organizing content, and using appropriate vocabulary and grammar. Observations at MTs Unggulan Nuris showed that students had difficulties in writing procedural texts and lacked confidence in expressing their ideas in English. Therefore, teachers need to use appropriate, engaging teaching strategies to improve students‟ writing skills. Considering this situation, the teacher implemented Project-Based Learning through poster-making activities to make writing more meaningful, interactive, and enjoyable for students.
Thus, the research questions of this study were how the teacher implemented Project-Based Learning in teaching procedural text writing through poster-making activities, what challenges were faced by the teacher and students during the implementation, and how these challenges were addressed. Furthermore, this study aimed to explore the implementation of Project-Based Learning in teaching procedural text writing and to identify the challenges and strategies used during the learning process at MTs Unggulan Nuris.
This study employed a qualitative case study design, allowing the researcher to explore the implementation of Project-Based Learning in an in-depth and contextual manner. The subjects were one English teacher and eighth-grade students at MTs Unggulan Nuris. The data analysis applied Miles and Huberman‟s theory, which includes data collection, data condensation, data display, and conclusion drawing. To ensure the validity of the data, the researcher used source triangulation and technique triangulation.
The results of this research were as follows: (1) the implementation of Project-Based Learning in teaching procedural text writing through poster-making activities was divided into three parts: the goal, the material, and the procedure. The goals were to increase students‟ activeness, creativity, participation, confidence, understanding, and learning motivation. The materials used were simple, contextual, and visual, focusing on procedural texts about how to make food through PowerPoint slides and real-life examples. The procedure consisted of introducing the material, organizing group discussion, planning the project, drafting, creating the poster, and evaluation. (2) The challenges faced during the implementation were students‟ limited language ability and vocabulary mastery, as well as differences in students‟ characteristics and abilities during group collaboration. (3) The strategies applied by the teacher to overcome these challenges included organizing group collaboration based on students‟ abilities and providing continuous language support and guidance throughout the project. These practices showed that Project-Based Learning through poster-making activities effectively supported students in improving their participation, collaboration, and procedural writing skills.
Keywords: Project-Based Learning, Procedural Text Writing, Poster-Making Activities

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