THE IMPLEMENTATION OF PROJECT-BASED LEARNING

TO IMPROVE RECOUNT ESSAY WRITING OF

THE EIGHTH GRADERS OF SMPN 1
TENGGARONG SEBERANG

Sudadi

ABSTRACT

This study focuses on recount essay writing. However, teaching writing needs specific
attention, method, materials, and strategy. To make students write a good writing, innovative
teaching techniques are needed. In this study, PjBL is selected as the alternative to teaching
recount essay
The design of this study is classroom action research (CAR). The study was conducted at
the eighth grader of SMPN 1 Tenggarong Seberang. The class consists of 30 students. The results
of the research are: In the first cycle, there were 4 weaknesses found in different parts of
techniques, in mechanics score, language score, vocabulary score and organization score. The
weaknesses in the first and second cycles were the same, and in the third cycles all the weaknesses
had been corrected. The average score of students’ mastery changed in every cycle. The average
scores of students’ mastery in cycle I, II and III were increased in series 28.33%; 55.00% and
73.33%.

Key words: Improve, Recount Essay Writing and Project-Based Learning(PjBL)

INTRODUCTION
Education at all levels is about acquiring knowledge, skills, and attitude. Cognitive
learning (knowledge) includes the gaining of information and concepts. It deals with
comprehending the subject matter, analyzing and applying it to new situations. Behavioral learning
(skills) includes the development of competence in student’s ability to perform task, solve
problems, and express themselves. Affective learning involves changes in feelings, attitudes and
values that shape thinking and behavior. (Allen, 2010) Teaching in the affective domain is required
to facilitate development in the values, ethics, aesthetics, and feelings of social work students.
Students’ active learning is the most problems the teachers face in the classroom. Learning
is not an automatic consequence of pouring information into a learner’s head. It requires the
learner’s own mental involvement and doing. Explanation and demonstration, by themselves, will
never lead to real, lasting learning. Only learning that is active will do this. When learning is
active, students do most of the work. They use their brains studying ideas, solving problems, and
applying what they learn. In an active learning environment learners are immersed in experiences
within which they engage in meaning-making inquiry, action, imagination, invention, interaction,
hypothesizing and personal reflection (Cranton, 2012).
Recent evidence believes that the basic process of learning is learners must be actively
engaged in learning. The important concept is learners must actively make connections in their
own brains and minds that produce learning for them (Barkley, Cross, and Major, 2005:7).
One of the innovative teaching models proposed for teaching writing is project-based
learning (here after is termed as PjBL, to avoid confusion with PBL that stands for Problems Based
Learning). PjBL is an individual or group activity that goes on over period of time, resulting in a
product, presentation, or performance. It typically has a time line and milestones, and other aspects
of formative evaluation as the project proceeds. Project Based Learning model is a learning model
that properly can be applied in the learning process, because project based learning model that is
centered on the activities of learners during a learning process that will produce the product at the
end of the lesson (Damayanti, Martha, & Gunatama, 2014).
PjBL is an instructional approach built upon authentic learning activities that engage
student interest and motivation. These activities are designed to answer a question or solve a
problem and generally reflect the types of learning and work people do in the everyday world
outside the classroom. PjBL is generally done by groups of students working together toward a
common goal. Performance is assessed on an individual basis, and takes into account the quality
of the product produced, the depth of content understanding demonstrated, and the contributions
made to the ongoing process of project realization (Deborah, 2001:4).
In context of teaching essay writing for secondary school (SMP) students, kinds of the
essay and selected teaching techniques are the main problems that most English teachers face.
Kinds of essay that are included in the 2013 Curriculum show level of complexity to write and
kinds of teaching techniques will indicate how English teachers tackle the materials to be taught
in the classroom.
Teaching writing is a hard task. Besides writing is a skill that does not come by itself,
writing is a skill that should be trained and practiced. Expressing a good model of writing text
needs learners to practice. In addition, applying rules of language in grammatical and correct forms
is knowledge that is achieved through learning.
Modes of writing and text types are various. Text types according to Hughes (2003) are
indicated by its type and form. Text types include: text books, handouts, articles (in newspapers,
journals or magazines), poems/verse, encyclopaedia entries, dictionary entries, leaflets, letters,
forms, diary, maps or plans, advertisements, postcards, timetables, novels (extracts) and short
stories, reviews, manuals, computer help systems, notices and signs. The text forms include:
narration, description, exposition, argumentation, and persuasion.
Among the transactional text types, recount text is one of text genres that students should
master in learning English. Therefore, this study focuses on recount essay writing. However,
teaching writing needs specific attention, method, materials, and strategy. To make students write
a good writing, innovative teaching techniques are needed. In this study, PjBL is selected as the
alternative to teaching recount essay because of two reasons. First, PjBL gives students
opportunity to select, discuss, and perform on their own topic. This will motivate students to
involve in the process of writing instruction. Second, recount essay is a relatively kind of writing
mode that most students are familiar with. The familiarity on the mode of writing and the interest
to perform on students’ own topic will encourage students to do the job.
Research Questions
Based on the background of the study above, the researcher questions are formulated as
follows: How is the improvement of recount essay using the implementation of Project Based
Learning?

Definition of Project-Based Learning

Project Based Learning (PjBL) is an instructional approach built upon authentic learning
activities that engage student interest and motivation. These activities are designed to answer a
question or solve a problem and generally reflect the types of learning and work people do in the
everyday world outside the classroom. PjBL is synonymous with learning in depth. A well-
designed project provokes students to encounter (and struggle with) the central concepts and
principles of a discipline. PjBL teaches students 21st century skills as well as content. These skills
include communication and presentation skills, organization and time management skills, research
and inquiry skills, self-assessment and reflection skills, and group participation and leadership
skills. PjBL is generally done by groups of students working together toward a common goal.
Performance is assessed on an individual basis, and takes into account the quality of the product
produced, the depth of content understanding demonstrated, and the contributions made to the
ongoing process of project realization. PjBL allows students to reflect upon their own ideas and
opinions, exercise voice and choice, and make decisions that affect project outcomes and the
learning process in general.
Thomas (2000:1) defines PjBL as a model that organizes learning around projects. Projects are
complex tasks, based on challenging questions or problems, that involve students in designing,
problem-solving, decision making, or investigative activities; give students the opportunity to work
relatively autonomously over extended periods of time; and culminate in realistic products or
presentations. Other defining features found in the literature include authentic assessment, teacher
facilitation but not direction, cooperative learning, reflection, and incorporation of adult skills (Diehl,
Grobe, Lopez, & Cabral, 1999).
Schwartz et al. (2004) point out that PjBL is fairly common in various fields including
music and languages. Projects play a large role in the context of educational environments because
the project method is seen as a way to reach education goals. In addition, PjBL is an authentic
instructional model or strategy in which students plan, implement, and evaluate projects that have
real-world applications beyond the classroom (Blank, 1997; Dickinson, et al, 1998; Harwell,
1997). According to Moss & Van Duzer (1998:2) Project-based language instruction is a flexible
methodology allowing multiple skills to be developed in an integrated, meaningful, ongoing
activity.
PjBL is also called as Project-based instruction. Project-based instruction is an
instructional approach that contextualizes learning by presenting learners with problems to solve
or products to develop. Project-based instruction is a holistic instructional strategy rather than an
add-on. Project-based work is an important part of the learning process. This approach is becoming
even more meaningful in today’s society as teachers increasingly teach groups of children who
have different learning styles, cultural and ethnic backgrounds, and ability levels. The so-called
cookie-cutter approach to learning does not help all kids achieve high standards. Project-based
instruction builds on children’s individual strengths, and allows them to explore their interests in
the framework of a defined curriculum.
The Benefits of PjBL
Railsback (2002:9) states PjBL appears to be an equivalent or slightly better model for
producing gains in academic achievement, although results vary with the quality of the project and
the level of student engagement. More important, evidence shows that PBL enhances the quality
of learning and leads to higher-level cognitive development through students’ engagement with
complex, novel problems. It is also clear that PjBL teaches students complex processes and
procedures such as planning and communicating. Convincing reports have come from researchers
that PjBL is a rigorous, relevant, and engaging instructional model that supports authentic inquiry
and autonomous learning for students. Followings are some benefits of project-based learning
(Railsback, 2002:9-10):
a. Preparing children for the workplace.
Children are exposed to a wide range of skills and competencies such as collaboration,
project planning, decision making, and time management.
b. Increasing motivation.
Teachers often note improvement in attendance, more class participation, and greater
willingness to do homework.
c. Connecting learning at school with reality.
 Students retain more knowledge and skills when they are engaged in stimulating projects.
With projects, kids use higher order thinking skills rather than memorizing facts in an
isolated context without a connection to how and where they are used in the real world.
d. Providing collaborative opportunities to construct knowledge.
Collaborative learning allows kids to bounce ideas off each other, voice their own opinions,
and negotiate solutions, all skills that will be necessary in the workplace.
e. Increasing social and communication skills.
Students will learn how to communicate with other people in their group when they are
doing a certain project. It will automatically increase their social and communication skills
because they have to interact with different people which have different ideas and point of
view.
f. Increasing problem-solving skills.
There could be some problems or misunderstandings among members of the group. They
are demanded to solve their own problem.
g. Enabling students to make and see connections between disciplines.
Each student has their own responsibility in finishing a project. It means that they have to
do what group has told them to do.
h. Providing opportunities to contribute to their school or community.
One kind of contributions is the product they have made.
i. Increasing self-esteem.
Children take pride in accomplishing something that has value outside the classroom.
j. Allowing children to use their individual learning strengths and diverse approaches to
learning and providing a practical, real-world way to learn to use technology.
The Teaching Steps of PjBL
PjBL is an instructional method in which students learn a range of skills and subject matter
in the process of creating their own projects. Sometimes, these projects are solutions to a real-
world problem. But what is most important in project-based learning is that students learn in the
process of making something. They work in groups and bring their own experiences, abilities,
learning styles and perspectives to the project.
PjBL develops students' skills in areas such as problem-solving, critical thinking,
visualizing, decision-making, cross-cultural understanding, and reasoning, as well as in written
and oral communication. Students engaged in PjBL take responsibility for their own learning and
in so doing become lifelong learners. They also develop better interpersonal and communication
skills. Project-based learning recognizes the varying abilities of the students, allowing them to
draw from their individual strengths to work in areas of their own interest, thus giving them the
opportunity to achieve at higher level. Here are steps for implementing PjBL.
Step 1: Identify a project idea
Choose a project that will engage the students. It is often useful to choose a project that
solves a real-world problem for which there are multiple solutions. Make the project relevant to
the students' lives, so that they feel they are making an impact in their present environment. Let
the goals meet standards.
Step2: Define a plan
Involve students in the planning process and let them feel that they have an active role in
decision-making. Select activities from the curriculum, but take an interdisciplinary approach by
incorporating other subjects. Always be prepared to venture into new subjects when they are
encountered.
Step 3: Determine the timeframe
Establish a timeline that is flexible but structured. Set benchmarks for different stages of
the project. Assist students in time management: Keep them to their schedule by guiding them
through the project, and ask them to justify corrections to the schedule when they decide to change
direction and follow new paths.
Step 4: Monitor the projects
Facilitate the students' process by providing resources and guidance. Help students define
their roles and encourage them to assume responsibility while interacting in the group. Assist the
students in understanding the project's parameters by asking them to identify their goals, tasks, and
outcomes. Remind students that they are responsible for every step of the process and that this
requires their total involvement. Assess the process as well as the project to ensure the meeting of
standards and requirements. Use rubrics to assess team dynamics and the project itself.
Step 5: Assess the outcome
Evaluate the project's progress and give students feedback on their understanding of the
material and their teamwork. Allow for student self-assessment. Peer reviews can also play an
effective role in the process. Also, encourage students to reflect on how the process itself has been
valuable for them: This can help the teacher design more effective instruction.
Step 6: Reflect on the experience
Allow for individual reflection on a daily basis, perhaps by using tools like journals and
idea books. Also, have group reflection and discussion. Discuss what has been learned, and what
needs improvement. Sharing ideas in this way can lead to new questions, and can also help students
find new ways to tackle the project. Reflection can also give rise to new projects that engage the
students even more successfully, since the new projects arise from the students' own experiences
of problem-solving.
Process Writing
The general steps in the writing process include prewriting, organizing ideas, drafting,
revising, and making a final draft or editing. Each step has different activities that will help a
writer get the ideas from his mind to the paper in an organized fashion. Prewriting is a way of
generating ideas, narrowing a topic, or finding a direction. Organizing involves sorting ideas in
logical manner to prepare to write a draft. Drafting is the part of writing process in which the writer
composes sentences in paragraph form to produce the first copy of an essay. Revising involves
smoothing out writing, adding more detail, and making other changes that helps achieve best way
to write. Editing is checking mechanical problems and correcting the problems. Making a final
draft and deciding it ready for the intended audience involves a sincere look at the paper and decide
if the essay is in its best form (Wingersky, Boerner, and Holguin-Balogh, 1992:3).

Prewriting. Prewriting is the first major step in the writing process. Prewriting can be
accomplished in several ways as Figure 2.1 shows.

One simple way to relieve and start the writing process is to talk about the subject with fellow
instructors, family members, and knowledgeable people who can provide the inspiration to write.
Like other prewriting strategies, free-writing is writing anything that comes to mind about a topic
of writing. It is writing without stopping to correct spelling or other mechanical errors. If a writer
can’t think of anything to write, just start with anything on her or his mind at that moment, even if
it is just repeating the assignment.
 Brainstorming is writing words or phrases that occur spontaneously. Brainstorming is
particularly valuable to the writer because it offers a technique for getting suggestions and leads
for a subject (Tibet and Tibet, 1991:5). Journal writing is recording information in a notebook
of the writer’s daily inner thoughts, inspirations, and emotions that are usually consistently
recorded. Journal writing can provide the writer opportunity to connect with important inside
thoughts, analyze the life environment, relieve writing anxiety, and practice spontaneous
writing. Reading in magazines or newspaper can also help the writer get started.

Organizing. Organizing is the second major step in the writing process. After the writer has
completed one or more of the prewriting activities, she or he goes to organizing her or his ideas
into a rough outline that includes a main idea and supporting ideas. The writer focuses on
details to support the main idea and in what order these ideas need to be presented (Wingersky,
Boerner, and Holguin-Balogh, 1992). To do this, the writer goes with grouping and outlining.
Grouping involves putting similar ideas into groups; and outlining involves identifying a word
or phrase that represents a group of related ideas and then arranging the words or phrases in
order of discussion.

Outlining. Outlining involves identifying a word or phrase that represents a group of related
ideas and then arranging these words or phrases in order of discussion. Oshima and Hogue
(1991:33) assert that an outline is like an architect’s plan for a house.

An outlining improves the writing for three reasons. First, an outlining helps organize the
writer’s ideas, specifically she or he will ensure not to include any irrelevant ideas, not leave
out any important points and that the supporting sentences will be in logical order. Second, an
outlining helps write more quickly. Preparing an outline is 75 per cent of the work. The actual
writing becomes easier because the writer does not have to worry about what she or he is going
to say; she or he already has a well-organized plan to follow. Finally, the writer can concentrate
on the plan so that her or his grammar improves.

Drafting. After organizing ideas in the form of an outline, the writer is preparing to write a first
draft. Drafting involves taking the information the writer has generated and organized in an
essay. The writer consciously starts with the main ideas and adds supporting ideas that flow
smoothly (Wingersky, Boerner, and Holguin-Balogh, 1992). As writing is a continuous process
of discovery, new ideas that may not present on the brainstorming list or outline will appear.
 The writer can add new ideas or delete original ones at any time in the writing process (Oshima
and Hogue, 1991:12).

Revising. Revising means making changes to clarify wording and organization. The revision
should be done several times, until the writer is satisfied that it is the best she or he can do. To
achieve a satisfied final copy of an essay, revision may be done more than once. In addition,
Oshima and Hogue (1991) assert that when revising, the writer changes what he or she has
written in order to improve it. She or he checks it over for content and organization, including
unity, coherence, and logic. She or he can change, rearrange, add, or delete, all for the goal of
communicating her or his thoughts more clearly, more effectively, and more interestingly.
During the first revision, the writer should not try to correct grammar, sentence structure,
spelling, or punctuation; she or he mainly concerns with content and organization. The
proofreading that is aimed at checking for the grammar, sentence structure, spelling, and
punctuation is done in the second revision.

Editing. Before considering the paper finished, the writer should check for any problems in
mechanics. Commonly, editing focuses on spelling, punctuation, capitalization, grammar
usage, errors in sentence structure, consistency in verb tense, consistent point of view, and
abbreviations and numbers. It is a step where a writer is ready to write the final copy of a paper.

PjBL shares much in common with Process Writing. The roots of Process Writing as taught
in the United States have six steps as follows:
1) Brainstorming
It is a useful technique in writing because it permits writers to approach a topic with an
open mind. Because writers do not judge their ideas as they emerge, writers free themselves to
come up with ideas that they might not even know they have. Brainstorming is one of several
different ways to begin writing (Brown, 2002:349).
2) Organizing the brainstormed ideas
In the preceding step, writers started writing by using brainstorming to establish their ideas.
The second step is how to organize the brainstormed ideas. It means that the writers start to select
which ideas or information will be appropriate in their writing. It is quite normal for the writers to
add or delete information (Brown, 2002:349).
3) Developing a draft
After exploring and organizing the ideas, the writers should put the ideas into paragraph.
It is very important to keep in mind that how writers show and use facts and statistics will make
writing powerful and convincing. The important thing in this step is to discover how well writers
can express their ideas in the clearest manner. Well organized ideas in a writing will make readers
receive the same message with the same impact that writers intend (Brown, 2002:353).
4) Obtaining feedback
This step can be a fascinating adventure. The writers steps out of their own to see what
they have created through the eyes of others. To discover the impact of our words on the thoughts
of our readers is very useful because we can then use the information to improve what we have
written. Get many feedbacks from readers will make us a better writer (Brown, 2002:353).
5) Revising
We have gotten feedback about our composition from readers. Now we can use what we
have learned about our writing to improve and make it clearer and convincing. We call this step as
revising step. Many good writers go through several steps of revision because they want to make
their writing the best it can be. At this point, the writers reconsider what they have written, get
feedback from others, and then make changes (Brown, 2002:353).
6) Publishing
It is the time for writers to publish their final product. For the professional writers, they
will distribute or sell their products to the markets. For the students, they can stick their final
written on the wall magazine, bring their products home and let their parents read them, send to
their friends in other class, or they can exchange their product with their friends in the same class.
The important points of this last step are to proclaim to other people about one’s ideas or opinion
and persuade people that what the writers have written is true information.

RESEARCH METHODOLOGY
Research Design
The design of this study is classroom action research (CAR). The objective of CAR for
English learning is to discover learning-teaching strategies that match learners’ styles and
strategies in learning English (Latief, 2003:99). In this study, CAR is directed to develop strategy
to solve the classroom problems specifically in teaching recount essay writing in collaborative
way. The reason to use CAR as the design of the current study is because CAR is practical to
improve teaching problems. In addition, the researcher is easy to do the research because the
problems in the research concern with daily teaching activities.
In the implementation of CAR, model of research procedures from Kemmis and McTaggart
(1992:24) which comprises four steps, namely: planning, acting or implementing, observing, and
reflecting will be implemented. The action research model refers to a spiral model which could
make one understand a particular issue within an educational context and make informed decision
through enhanced understanding. The researcher adapted the model as the procedure to conduct
the research. In planning stage, some preparations was made, such as teaching strategy, designing
lesson plan, developing material and media instruction, and setting the criteria of success. In
implementation stage, the strategy was implemented within the instructional process. Observation
stage deals with data collecting whereas, reflection stage refers to data analysis. In general, the
research was conducted on the basis of cycles, where each cycle consists of three meetings.
Students’ work on writing a recount essay is evaluated in every meeting. The result of analysis at
the end of a cycle is used to determine whether the result has met the criteria of success and the
cycle is continued to the next cycle or not.

Data Collection Techniques

Data of this study include qualitative data on students’ learning activities and quantitative
data on students’ score on writing recount essay. In line with the characteristics of the data,
procedures to collect data collection will be conducted as follows: The quantitative data will be
collected using a test on recount essay. The test will be conducted at the last meeting of one cycle.
The test is particularly conducted because the researcher will make sure the difference between
data on learning process and data on students’ achievement. To be practical, data on learning
process is purposively differentiated from data of a test. If the cycle of the study consists of one
cycle, there will be only one set of score.
Data Analysis Techniques
Data analysis will be done in line with qualitative and quantitative data. The qualitative
data will be transformed into description on learning activities as the basic analysis. In this case,
the researcher will use interactive process of data analysis from Miles and Huberman (1994). In
the interactive process, data will be analyzed incessantly from data collection, data reduction, data
display, and verification and conclusion drawing. After data are analyzed, based on the results of
checklist, analysis will be using frequency.
Data on quantitative will be analyzed using descriptive statistic, namely rate percentage
and mean score. Formula of the mean score look like as follows:
Mean = total score/total cases
Formula of rate percentage are as follows:
% = frequency/total cases x 100%
Categories of eight graders score in essay writing consists of five criteria, which is poor
(score from 0 to 20), fair (score from 21 to 40), good (score from 41 to 60), very good (score from
61 to 80) and excellent (score from 81 to 100). To be clear, look the follows table:
Table 1 Criteria Score in Essay Writing
No Score Range Criteria
1 0.00 to 20.00 Poor
2 21.00 to 40.00 Fair
3 41.00 to 60.00 Good
4 61.00 to 80.00 Very good
5 81.00 to 100.00 Excellent

Students said to be able to write essay if they reach very good in minimum criteria.

Research Findings
Students learning result is measured by a formative test at the end of the meeting. The
results can be can be illustrated in the graphic below:
 100

S 80
C 60
O
40
R
E 20

0
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930
STUDENTS

Figure 2. Students Learning Result in Cycle I

Based on, the result of the test showed that the students’ writing skill improved. It could
be seen that means score of the students’ writing skill in this cycle I was 64.13 with the lowest
score 54 and the highest score 78 and 24 students failed to fulfil the minimum mastery learning
standard in criteria of success was 70. The percentage of the student who got score ≥ 70 was 20%.
Based on the criteria of success 70% students are able to write English with score 70.
Cycle 2

90
80
70
60
50
scores
40
30 Series1
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Students

Figure 3. Students Learning Result Cycle II

The result of the test showed that the students’ mean score in the second cycle meeting 2
was 69,867 with the lowest score 62, and the highest score was 79 and 18 students success to
fulfil the minimum mastery learning standard and 12 students failed to fulfil the minimum
mastery learning standard in criteria of success was 70. The percentage of the students who got
score ≥ 70 was 60,00%. Furthermore, it could be said that the result of the cycle had not been
fulfilled the criteria of success of this study that 70 % students had to get ≥ 70.

Cycle 3
90
80
70
60
50
Scores
40
Series1
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Students

Figure 4. Students Learning Result Cycle III

The result of the test showed that the students’ mean score in the second cycle meeting 2
was 73.60 with the lowest score 65, and the highest score was 80 and 24 students success to fulfil
the minimum mastery learning standard and 6 students failed to fulfil the minimum mastery
learning standard in criteria of success was 70. The percentage of the students who got score ≥ 70
was 76,66%. Furthermore, it could be said that the result of the cycle had been fulfilled the criteria
of success of this study that 70 % students had to get ≥ 70. So the research was stopped.

Discussions
PjBL projects are focused on questions or problems that "drive" students to encounter (and
struggle with) the central concepts and principles of a discipline. PjBL projects may be built around
thematic units or the intersection of topics from two or more disciplines, but that is not sufficient to
define a project.
 Projects involve students in a constructive investigation. An investigation is a goal-directed
process that involves inquiry, knowledge building, and resolution. Investigations may be designed,
decision-making, problem-finding, problem-solving, discovery, or model-building processes.
Projects are student-driven to some significant degree. PjBL projects are not teacher-led,
scripted, or packaged. PjBL projects incorporate a good deal more student autonomy, choice,
unsupervised work time, and responsibility than traditional instruction and traditional projects.
Projects are realistic, not school-like. Projects embody characteristics that give them a feeling
of authenticity to students. These characteristics can include the topic, the tasks, the roles that students
play, the context where the work of the project is carried out, the collaborators who work with students
on the project, the products that are produced, the audience for the project's products, or the criteria by
which the products or performances are judged.
The process of implementation of PjBL at SMPN 1 Tenggarong Seberang can improve
students attention to the teacher, students can answer teachers’ questions, students brave to propose
questions, students have ability to give comment of another students’ comment, students note
important information and students do not something irrelevant in the classroom. The two of top
seven indicators in this research are students listening or giving attention to teacher’s explanation
and students do not doing irrelevant in the classroom.
And also students have cooperative and collaborative with others in good criteria. And the
others criteria have poor and fair criteria. There are two indicators must give attention to improve
the students ability in the classroom. They are give comment to students opinions and write
important information. Generally, these indicators are very common to find in the class. Perhaps
teacher do not train students to give comment or train to hold pen and write important imformation.
Generally, the process of implementation of PjBL in the research make students have good
motivation in writing because the strategy is different from traditional strategy. This is relevant to
Deborah (2001). PjBL is the students-centered learning. PjBL have characteristics as follows:
More active learning in the classroom; More diverse roles for teachers, including coaching,
demonstrating, and modeling; More emphasis on higher-order thinking; More deep study of a
smaller number of topics, so that students internalize the field’s way of inquiry; More reading of
real texts; More choice for students; More cooperative and collaborative; and More
heterogeneously grouped classrooms.
The process improvement of recount essay writing using PjBL in cycle I was 28.33%
average score of students mastery the lesson. This score means still under the the minimum citeria
to said they master the lesson because the minimum criteria has range between 61 to 80 or very
good. Because of the score under the criteria, researcher analysis the problem why the students
got that score. Researcher find out many the problems score in (1) mechanics, (2) language use,
(3) Vocabulary, (4) organization, and (5) content.
Jacob [Link] wrote about ESL Composition Profile stated that Mechanics score need to
students to demonstrate of convention, spelling, punctuation, capitalization, and paragraphing.
Language use need students to demonstrate effective complex constructions, few errors of
agreement, tense, number, word order/function, article, pronouns and prepositions. Vocabulary
score need students to demonstrate sophisticated range, effective words/idiom choice and usage,
word form mastery and appropriate register. Organization score need students to demonstrate
fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing and
cohesive. And content score need students to demonstrate knowledgeable, substantive, thorough
development of thesis, and relevant to assigned topic.
Because of many weakness in cycle I, researcher try to give attention to all weaknesses on
cycle II. And the result was very good there were many changes occur with students. The
improvement shows that the score is increasing from 28.33% become 55%. This increasing of
about 26.67% make researcher more enthusiastic to know the weakness in the cycle II. The
researcher found that students still weakness in analyzing data and drawing conclusion and also
weakness in collaborating with others. These weaknesses become focus to give attention by the
researcher in cycle III.
The result of cycle III was amazing the researcher because the score was increasing
significantly, the students score in mastery recount essay in cycle II only 55% become 73.33%.
There was 18.33 increasing score. It means that recount essay writing using PjBL will have impact
to students if teacher gives seriously in correcting all weaknesses of students.
The weaknesses had found in process of implementation to improve recount essay writing
using PjBL automatically give impact to improvement of recount essay to answer the second
research question. Because all the weaknesses had been corrected by researcher.
After researcher analysis process of improvement above the result of re – improvement
was significantly improve. It was proven that teaching writing using PJBL method improved
students writing skill. The mean score of students score in the cycle I average score in cycle I
was 28.33% increase become 55.00% in cycle II and more increase in the cycle III 73.33%. That
was increasing score in every step.
If we look in the mean score, they was increasing in every steps average score in cycle I
was 64.31 become 69.33 in cycle II and 72.15 in cycle III. It means that PjBL is a systematic
teaching method that engages students in learning essential knowledge and life-enhancing skills
through an extended, student-influenced inquiry process structured around complex, authentic
questions and carefully designed products and tasks.
The observation sheet and field note showed that the students’ motivation in the class was
improved day by day. They felt enjoy and enthusiasm during the teaching and learning process.
And also all students active to ask and answer the question coming from the researcher and their
friends. According to Glazer (2001) This Method can help students feel more comfortable with
their comprehension of a subject because it goes through each step separately so that comes easier.
The students’ personal response through the questionnaire indicates that the students were
motivated to write English because all the activities of the PJBL method involved and forced all
students to write. In other, the students’ response that this method was enjoyable improved their
writing. Aspect internal and external factor shall be recognized by writer, it helps to develop
writing skill that is done gets to be gotten by result well.
The next steps was discussion or sharing of solving problem in pairs that very involved and
forced students to write, furthermore all students had to write although at first meeting they still
confuse to explore their ideas and organizing idea but day by day they were accustomed to this
method so their writing skill improved. In pair and group work students can write together in their
writing job, research take apart in information-gap activities. They can write their experience,
knowledge, perceptions and concept. Students will learn to use a PJBL to activate their prior
knowledge and help them what they learned. They can also extend their PJBL chart to confirm the
accuracy of their prior knowledge and of what they learn. And also it was proven that solving
problem in pairs and group in teaching and learning English because it could help students to
increase their writing skill. According to Slavin (2005:40) Said that potential barriers to
cooperative learning, there is one important potential obstacle to be avoided if you want to run an
effective cooperative learning are instructional.
CONCLUSION AND SUGGESTIONS
Based on the results of the classroom action research, that has conducted in two cycles.
Using PjBL method in teaching English focused on recount writing essay at Student class IX SMP
Negeri 1 Tenggarong Seberang. It can be concluded:
The implementation of the Project-Based Learning to improve recount essay writing seem
to increase in every cycle. The average score of students’ mastery changed in every cycle, The
average scores of students’ mastery in cycle I, II and III were increased in series 28.33%; 55.00%
and 73.33%.

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