Abstract
This study described and explained the pedagogical competence of Pre service English teachers in Indonesia in implementing Project Based Learning in teaching writing narrative text during apprenticeship program. It described the implementation of Project Based Learning (PJBL) done by pre-service teachers. The steps in project based learning were getting the idea, design the project, tune the project, do the project and exhibit the project. This study used qualitative approach by describing the implementation of the PJBL. The subjects were four teacher candidates of VI semester English Department in Wiralodra University. The findings showed that the concept of PJBL not completely actualized in the classroom. This condition lead to problematic situation for the pre-service teachers. Comprehensive understanding should be taken by pre-service teacher in implementing PJBL in teaching writing narrative text. It is needed to achieve the target of English learning. Thus a deeper understanding of PJBL is needed not only the technical implementation but also cognitive implementation.
Highlights
The 2013 curriculum brings a new concept to education in Indonesia, it requires the teachers to implement scientific approach for all subjects includes English subject (Agustin, 2013)
Permendikbud No 81a Tahun 2013 stated that the process of learning in 2013 curriculum is conducting five main learning experiences as observing, questioning, associating, experimenting and networking or so-called scientific approach which is derived from science education framework
It requires them to learn something from problems, they have to solve by doing learning activity concluded in scientific approach
Summary
The 2013 curriculum brings a new concept to education in Indonesia, it requires the teachers to implement scientific approach for all subjects includes English subject (Agustin, 2013). In all teaching and learning activities, the teacher should implement this approach for all subjects. This approach requires the teacher to create activity that arouses students’ curiosity, environment-based system, competence-based activity applicative to real life, integrated skill, balance of hard skill and soft skill, and the use of technology. Daryanto(2014) called those activities as the distinctive characteristics of 2013 curriculum. Those activities can be done with several techniques known as Problem-based learning, Project-based learning and Discovery Learning. It requires them to learn something from problems, they have to solve by doing learning activity concluded in scientific approach.
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