THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING NARRATIVE TEXT: A CASE STUDY IN ONE SENIOR HIGH SCHOOL IN GARUT
DOI:
https://doi.org/10.51878/educational.v6i4.15832Keywords:
Project-Based Learning (PjBL), Narrative Text, Students' Perceptions, EFL Context, Merdeka CurriculumAbstract
Low competence in narrative text writing within English as a Foreign Language (EFL) instruction often stems from conventional practices that focus exclusively on rote memorization of grammatical rules. This pedagogical gap severely restricts students' active engagement in constructing imaginative ideas collaboratively. This study investigated the implementation of Project-Based Learning (PjBL) in teaching narrative text and explored students' perceptions regarding its instructional effectiveness. Utilizing a qualitative case study design, this research was conducted at a public senior high school in Garut, involving one English teacher and eight purposively selected Grade XI students. Data were collected through direct classroom observations, observation checklists, field notes, and semi-structured interviews that underwent rigorous expert validation. The qualitative data were examined using Braun and Clarke's thematic analysis framework. The findings revealed that PjBL was implemented systematically across six sequential stages: introduction, project planning, project development, monitoring and guidance, presentation, and evaluation. The deliberate use of graphic story maps effectively mitigated cognitive load, enabling students to construct structurally coherent plots. Furthermore, the interview data yielded three major themes: positive attitudes toward the active learning atmosphere, substantial development of twenty-first-century competencies, and successful management of linguistic hurdles through collaborative problem-solving. Ultimately, these findings offer robust empirical support for PjBL as a motivating and contextually responsive instructional approach aligned with Indonesia's Merdeka Curriculum.
ABSTRAK
Rendahnya kompetensi menulis teks naratif dalam pembelajaran bahasa Inggris sering kali disebabkan oleh pengajaran konvensional yang berfokus pada hafalan struktur gramatikal semata. Kesenjangan ini memicu keterbatasan keterlibatan aktif peserta didik dalam mengonstruksi gagasan secara imajinatif dan kolaboratif. Penelitian ini bertujuan untuk menginvestigasi implementasi Project-Based Learning (PjBL) dalam pengajaran teks naratif serta mengeksplorasi persepsi peserta didik mengenai dampak instruksionalnya. Menggunakan desain studi kasus kualitatif, penelitian ini dilaksanakan di salah satu SMA negeri di Garut dengan melibatkan satu guru bahasa Inggris dan delapan siswa kelas XI yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi kelas langsung, lembar observasi, catatan lapangan, dan wawancara semi-terstruktur yang telah divalidasi ahli. Data dianalisis menggunakan analisis tematik model Braun dan Clarke. Hasil penelitian menunjukkan bahwa PjBL diimplementasikan secara sistematis melalui enam tahapan: orientasi, perencanaan, perancangan draf, pemantauan dan bimbingan, presentasi publik, serta evaluasi reflektif. Penggunaan peta cerita (story map) secara efektif menurunkan beban kognitif siswa dalam mengorganisasikan alur komplikasi dan resolusi cerita. Di samping itu, wawancara mengungkap tiga tema utama: persepsi positif terhadap suasana kelas interaktif, penguatan keterampilan abad ke-21 (kolaborasi dan tanggung jawab), serta pengelolaan hambatan kebahasaan melalui pemecahan masalah bersama. Dengan demikian, penelitian ini memberikan landasan empiris yang kuat bahwa model PjBL sangat relevan diterapkan untuk meningkatkan kompetensi menulis narasi dalam bingkai Kurikulum Merdeka.
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