PROJECT-BASED LEARNING IN TEACHING WRITING: THE IMPLEMENTATION AND STUDENTS’ OPINION
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Abstract
Writing becomes the most challenging skill for the students as it needs more time to develop and tend to raise problem to students. Therefore, project based learning is offered to solve the problems in writing. Some experts believe that project based learning (PBL) can provoke the students to get new knowledge through their own project. This research reports on the implementation of project based learning in teaching writing. The objectives of the research are to know the implementation of project based learning in elevating the students’ ability on writing and to know the students’ opinion of the implementation of project based learning in teaching writing. Qualitative was used as a research method and classroom action research as a research design. The participants of the research were fourth semester students in one university in Cimahi, West Java. The collected data were obtained through observation, writing test and interview. Then, data were analysed based on triangulation. As result, it was found that the implementation of project based learning in teaching writing worked well. It could be seen from the students’ responses during the implementation of this method as they gave positive opinion toward the method used; they actively involved in learning process. PBL was proved on helping the students wrote well. Besides, the project given engaged the students in solving a real problem and answering it. In other word, this project could develop the students’ critical thinking and it could be a meaningful project for them.
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How to Cite
Argawati, N. O., & Suryani, L. (2020). PROJECT-BASED LEARNING IN TEACHING WRITING: THE IMPLEMENTATION AND STUDENTS’ OPINION. English Review: Journal of English Education, 8(2), 219-226. https://doi.org/10.25134/erjee.v8i2.2120
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Riswandi, D. (2018). The implementation of project-based learning to improve students’ speaking skill. International Journal of Language Teaching and Education, 2(1), 32-40.
Argawati, N.O., & Suryani, L. (2017). Teaching writing using think-pair-share viewed from students’ level of risk-taking. English Review: Journal of English Education, 6(1), 109-116. doi: 10.25134/erjee.v6i1.776.
Bailey, S. (2015). A handbook for international students. London: Routledge.
Eliana, E. D. S., Senam, S., Wilujeng, I., & Jumadi, J. (2016). The effectiveness of project based e-learning to improve ICT literacy. Jurnal Pendidikan IPA Indonesia (JPII), 5(1), 51-55. doi: 10.15294/jpii.v5i1.5789.
Graham, S., & Perrin. (2007). Writing next: Effective strategy to improve writing of adolescent in middle and high school. New York: Carnegie Corporation of New York.
Harmer, J. (2007). How to teach English. Cambridge: Longman.
Heaton, J. (1998). Writing English language test. New York: Edinburg Gate.
Hyland, K. (1996). Second language writing. Cambridge: Cambridge University Press.
Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating authentic materials and activities for the adult literacy classroom: A handbook for practitioners. Retrieved from: mwww.ncsall.net.fileadmin/resources/teach/jacobson.pdf.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. Thousand Oaks, CA: Sage Publications Ltd.
Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage Publications Ltd.
Nunan, D. (2003). Practical English language teaching. New York: Mc Graw Hill.
Oktarina, S., Emzir, E., & Rafli, Z. (2018). Students’ and lecturers’ perception on academic writing instruction. English Review: Journal of English Education, 6(2), 69-76. doi: 10.25134/erjee.v6i2.1256.
Riswandi, D. (2018). The implementation of project-based learning to improve students’ speaking skill. International Journal of Language Teaching and Education, 2(1), 32-40.