Exploring Project-based Learning Model Applied in Writing Activities based on the 2013 Curriculum

Abstract

The research aimed to determine teachers' perception toward Project-based Learning and the implementation of Project-based Learning in Writing Activities. Project-Based Learning is an instructional model aiming to focus learners on complex issues that need to be investigated and comprehended the subject matter through investigation. The research method used was the Qualitative Method with descriptive analysis. The data were obtained using two kinds of instruments. An open-ended Questionnaire is used to know teachers' perceptions toward Project-based Learning. In contrast, an observation checklist is used to know the implementation of Project-based Learning applied by the teacher in writing activities. The descriptive analysis found that the teacher's perspective toward Project-based Learning in the teaching and learning process was positive. The teachers most agreed that PjBL assists teachers in maintaining classroom discipline and a pleasant atmosphere, and PjBL can improve students' discipline towards assignment deadlines. Conversely, teachers were skeptical that Project-based Learning could strengthen student-teacher relationships, considering that the teacher's role in Project-based Learning is "only" a facilitator. Other findings revealed that the teachers' implementation of PjBL in writing activities still does not adhere to PjBL syntax, mainly in designing a plan for the project and evaluation stages. Therefore, it suggested that teachers be aware of their role in implementing Project-based Learning to ensure the objectives of the Projcet-based Learning models are adequately met.