THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING ENGLISH AT SMP NEGERI 35 MEDAN

Abstract

This study describes the implementation of Project-Based Learning (PjBL) in

teaching English at SMP Negeri 35 Medan, specifically focusing on its six syntaxes

and its impact on student engagement. A descriptive qualitative design was

employed, with data collected through classroom observations, analysis of student

projects, and interviews with an English teacher and five students. The findings

reveal that the teacher effectively applied all six PjBL syntaxes: fundamental

questions, project planning, scheduling, monitoring, assessment, and reflection.

This structured approach significantly increased student motivation and

engagement, as it allowed students to take ownership of their learning through

collaborative tasks, specifically in mastering personal pronouns. However, the

implementation faced two primary challenges: constrained time management during

the final presentation phase and unequal participation within student groups. These

findings suggest that while PjBL is a powerful tool for fostering active, studentcentered language learning, teachers must implement better task distribution and

mid-project checkpoints to ensure equitable participation and efficiency