NANDA HANIFAH HARIS 2024. Project-Based Learning In EFL Classroom At SMA Negeri 5 Balikpapan. S1 Thesis. English Language Education Study Program. Faculty of Teachers Training and Education. Mulawarman University. Advisors: (1) Dr. Istanti Hermagustiana, MA (2) Dr. Desy Rusmawaty, MA
This study aimed to look into the steps that the EFL teacher at SMA Negeri 5 Balikpapan takes when implementing project-based learning, as well as the challenges that the EFL teacher encountered. A single case study research design and a qualitative methodology were employed in this study. One EFL teacher from SMA Negeri 5 Balikpapan participated in the study. The participant was chosen based on predefined criteria. The researcher used field notes and interview protocol to gather the data and Braun and Clarke's (2006) theme analysis method for analysis. In this study, the findings revealed that when using project-based learning, folowing the theory from Stoller (2012), EFL teachers use six steps : (1) Organize
The Project, (2) Decide The Final Outcome, (3) Information Gathering, (4) Project
Implementation, (5) Project Reporting, (6) Evaluate The Project. While implementing project-based learning at SMA Negeri 5 Balikpapan, the researcher cited six challenges by Marx et al. (1997), namely 1) Time Management Challenges, 2) Classroom Management, 3) Control, 4) Students Support Learning, 5) Technology Use, 6) Evaluation. The researcher in this study found three challenges from the six challenges: (1) Classroom Management, (2) Misbehavior
Control, and (3) Technology Use Challenges. To meet the challenges, the EFL teacher also employs some strategies: mediates a settlement with the students, reminds and gives warnings, and asks students from other grades to help with the devices used. It is concluded that the teacher still has to develop pedagogical and technological competence. Therefore, it is suggested that the EFL teacher should have the opportunities to develop her professional development.