Saputra, Ilham (2022) Project-Based Learning Implementation in English Teaching for Islamic High School Students. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The learning model is a technique that teachers can use to organize learning more efficiently. If the learning model employed matches the subject matter taught, learning becomes routine, and student knowledge progresses more quickly. Learning objectives are anticipated to be met by teachers and students with the help of their engagement and comprehension of the subject matter. This study aims to discover more about how project-based learning is implemented by teachers who teach English, as well as how students react to it. This study utilized Yin's (2002) qualitative research with a case study. One English teacher and ten XI IPA 2 students from MAN 1 Barabai were the study's participants. To obtain it, the researcher must gather information through observation and interview with ten students and one English teacher. Based on findings, project-based learning (PjBL) happened in six stages: opening the lesson with a challenging question, planning a project, setting up an activity schedule, supervising the project, evaluating the finished product, and assessing the project. At each level, the instructor took on the roles of mentor and facilitator while the pupils got more involved in the project they were working on. Each group was allowed to put their 21st-century talents into practice while finishing their assignment. The student's response to Project-Based Learning (PjBL) in the English classroom was that they were happy with it. The students work together with a member of their group to create their project.

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