Novasa Adiyani, Suci Febriyani, Nur Hidayati

Teachers’ Beliefs on the Use of Project-Based Learning for Teaching Writing

Introduction

Teachers’ beliefs on the use of project-based learning for teaching writing. Investigate junior high English teachers' beliefs on Project-Based Learning (PjBL) for writing instruction. Highlights benefits like critical thinking, engagement, and challenges.

Abstract

The research was focused on investigating teachers’ beliefs regarding the implementation of Project Based Learning in teaching writing. In order to reach the objective and address the research inquiries, a qualitative case study. The research design is utilized to collect qualitative data. The study involved two English teachers from different schools in Indonesia teaching at the junior high school level. The first teacher was a new teacher with 2 years of experience and not certified yet, while the second teacher was an experienced teacher with 15 years of experience and certified in PPG. The study highlighted Project-Based Learning (PjBL) as an effective method for teaching writing in Junior High schools. The teachers support Project Based Learning for its alignment with the curriculum and its benefits in promoting critical thinking and problem-solving skills. PjBL also improved student motivation, engagement, and self-regulation. However, challenges such as progress monitoring, time management, and access to technology exist. Despite these obstacles, PjBL offered long-term advantages for students. In conclusion, PjBL was a valuable approach for teaching writing but requires careful planning and support for successful implementation. Keywords: Writing, Project-Based Learning, Beliefs

Review

This qualitative case study effectively investigates junior high school English teachers' beliefs regarding the implementation of Project-Based Learning (PjBL) in teaching writing within an Indonesian context. Utilizing a case study design, the research gathered detailed insights from two teachers with differing levels of experience and certification. The study's primary objective was met by identifying a strong positive inclination among teachers towards PjBL, highlighting its perceived effectiveness as a pedagogical strategy for writing instruction and its alignment with curriculum objectives. The findings illuminate several key advantages attributed to PjBL by the participating teachers. Notably, PjBL was lauded for its potential to cultivate critical thinking and problem-solving skills, alongside fostering increased student motivation, engagement, and self-regulation. These benefits suggest a holistic improvement in the learning process beyond just writing proficiency. However, the research also candidly addressed practical obstacles to PjBL integration, specifically citing challenges in progress monitoring, time management, and ensuring equitable access to technology. Despite these recognized difficulties, the overarching sentiment pointed towards the long-term educational benefits of PjBL for students. While this study offers valuable preliminary insights into teachers' perspectives on PjBL for writing instruction, the conclusions drawn from a qualitative case study involving only two participants necessitate cautious generalization. The depth of understanding gained from these specific contexts is commendable, yet the small sample size limits the broader applicability of the findings across diverse educational settings in Indonesia. Future research could expand upon these foundational insights through larger-scale studies or mixed-methods approaches to explore a wider range of teacher experiences and institutional support structures. Nevertheless, the identified benefits strongly advocate for strategic planning, professional development, and robust support systems to help teachers effectively navigate the challenges and harness the full potential of PjBL.

Full Text

Comments

You need to be logged in to post a comment.