ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2017

THE USE OF PROJECT-BASED LEARNING METHOD TO

  

(Experimental Research of the Ninth Grade Students of MTs N Susukan in

the Academic Year of 2017/2018 )

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan (S.Pd) English Educational Department of Teacher

Training and Educational Faculty, State Institute for Islamic Studies (IAIN) of Salatiga

  

By:

KURNIA DEWI

113 13 017

  

ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING

AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC

STUDIES (IAIN) OF SALATIGA

2017

  

MOTTO

“ Do not approach someone whose words even destroy your

expectations “

  

Mark Twin

“Hidup ini seperti sepeda. Agar tetap seimbang, kau harus

terus bergerak”

   Albert Einstein

  DEDICATION

• This graduating paper is especially dedicated : My beloved parents (Fadlilah and Sumiar Budiastuti) thank you very much for everything.
• My sisters and may brothers (Eko Muhammad Widodo, Danang Kusuma Aji, Mely Rosa Nila, and Mia Faradila) thank you for your support.
• My closest friends (Mas Naen, Tafikah, Mita, Afid, Nurina, and Mbk Inun) thank you for being my best friends.

  TABLE OF CONTENTS TITLE

  …………………………………………………………………………. I

  DECLARATION

  ……………………………………………………………... ii

  

ATTENTIVE COUNSELOR’S NOTES…….…………………………….... iii

CERTIFICATION PAGE .............................................................................. iv

MOTTO

  ……………………………………………………………………….. v

  DEDICATION

  ………………………………………………………………... vi

  ACKNOWLEDGMENT

  ……………………………………………………... vii

  

TABLE OF CONTENTS …………………………………………………….. ix

LIST OF TABLES

  ……………………………………………….................... xii

  ABSTRACT

  …………………………………………………………………… xiii

  CHAPTER I:

  1 INTRODUCTION …………………………………………….........................

  A.

  Background of the Research……………...........……………………..... 1 B. Problem of Research……………………….……………...................... 4 C. Purposes of Research......……………………………………………… 4 D.

  Benefits of Research……………………………………………............ 5 E. Definition of Key Terms………………………………………….......... 6

  F.

  Review of Previous Researches……………………………………....... 7 G.

  Paper Outline …………………………………….................................. 8

  CHAPTER II: THEORIES ....………………………................................................................

  9 A.

  Writing .......…………………………………………........................... 9 1.

  Definition of Writing…………………………………….………... 9 2. Importance of Writing………………………………....................... 10 3. The Stages of Writing Production ……………………………….... 11 4. The Principle of Teaching Writing………………………………... 13 5. Teaching Writing…………………………...................................... 15 6. Notion of Good Writing ................................................................... 17 B. Genres…………………………............................................................. 19 1.

  Definition of Procedure Text…….................………....………........ 19 2. Communicative Purpose of Procedure Text...................................... 19 3. Generic Structure of Procedure Text ............................................... 20 4. Language Features ............................................................................ 20 C. Project- Based Learning…………............................................….......... 21 D.

  Evaluation ............................................................................................... 28

  E.

  School Benchmark (KKM)..................................................................... 34 F. Theoritical Hypothesis (Ha).................................................................... 34 CHAPTER III: RESEARCH METHODOLOGY .

  .....................…………. 35 A.

  35 Research Setting ………….......…………………………………..........

  B.

  Population and sample............................................................................

  42 C.

  44 Research Approach ...............................................................................

  D.

  Research Method……........………………………………………...…..

  44 E. Method of Collecting Data………….......…………………………....... 45 F.

  Evaluation Rubric and Passing Grade……………………….……….... 46 G.

  Data Analysis……………………………………………...................... 47 H. Statistical hypothesis .............................................................................. 49

  CHAPTER IV:

  50 DISCUSSION …………….................................................................................

  A.

  Data Presentation and Analysis .........…………..……........................... 50 B. Discussion............................. ………..........…………………………… 55

  

CHAPTER V: CONCLUSION AND SUGGESTION …………………....... 57

A. CONCLUSION……………………………………………………….. 57 B. SUGGESTION………………………………………………………... 58 BIBLIOGRAPHY CURRICULUM VITAE & DECLARATION AND PERMISSION PUBLICATION APENDIXES

  List of Tables Table 2.1 Component of Scoring .......

  ...................................................……......……. 29 Table 2.2 Criteria of Scoring ........................

  …………………….....................……... 33 Table 3.1 The List of Facilities of MTs N Susukan………………………………...... 35

Table 3.2 Organization Structure of MTs N Susukan …………………....................... 38Table 3.3 The List of Teacher of MTs N Susukan …………...………………............ 39Table 3.4 The List of the Samples Name 9B ………………….................................... 42Table 3.5 Passing Grade Writing skills ………………................................................ 46Table 4.1 The Score of Pre test .....................................................................................

  50 Table 4.2 The Score of Post test ...................................................................................

  52

  ABSTRACT

Dewi, Kurnia. 2017. “ THE USE OF PROJECT- BASED LEARNING METHOD TO

  IMPROVE WRITING SKILLS (Experimental research of the Ninth Grade Students of MTs N Susukan in the Academic Year of 2017/2018). Graduating Paper, English Education Department State Institut for Islamic Studies (IAIN) of Salatiga Counselor : Ruwandi, S.Pd, M.A.

  The aims of this research are (1) To find out profile before the students’ use project-

based learning method to improve students’ witing skills of procedure text to the Ninth

grade students’ of MTs N Susukan in the academic year of 2017/2018. (2) To find out

the profile after the students’ use project-based learning method to improve students’

witing skills of procedure text to the Ninth grade students’ of MTs N Susukan in the

academic year of 2017/2018 (3) To find out of the effectiveness of the use project-

based learning method to improve student s’ writing skills of procedure text in the ninth

grade students’ of MTs N Susukan in the academic year of 2017/2018.The methodology

of research is Experimental Research. To improve writing skills in procedure text, the

researcher take one group pre-test a nd post test or one sample. The number of students’

in this research was 28 students. In completing the research, the researcher used

documentation and written text as the instrument of collecting the data. The findings of

the research say that: (1)The profile of class IX B of MTs N Susukan before the students

using project-based learning method in writing skills of procedure text has average

62.96 (pre-test). (2)The profile of class IX B of MTs N Susukan after the students using

project-based learning method in writing skills of procedure text has 78 (post-test).

  

(3)There is the effectiveness of the use project-based learning method to improve

students’ writing skills of procedure text in the ninth grade students’ of MTs N susukan

in the academic year of 2017/2018. The researcher conclud that project-based learning

method can improve the students’ writing skills of procedure text. It proved by the score

of pre-test and post-test calculation. The average of post-test is higher than the pre-test.

The average score of pre-test is 62.96 and the average of post-test is 78. After using

project based learning method of the students’ writing skills of procedure text becomes

better.The result of the t-calculation on the significant level 5% (8.01) is higher than t-

table (2.05).

  Keywords : Project Based Learning, Procedure Text

CHAPTER I INTRODUCTION This chapter presents the background of the research, problems of the

  

research, opurposes of the research, benefit of the research, definition of key

terms, review of previous researches, and paper outline.

A. Background of Research

  Writing is part of important skills in English beside listening, reading, and speaking. Writing is the skill that students creat from their mind in real life feeling. It is one of the important of everyday for students to access, evaluation, and to develop their opinion to each other. The student must be honest about how much ownership he or she can claim over the ideas formed, find the answer, and to opinion expressed (Bristol Business School, 2006, p.3). From the statement, we know that writing is required in many context throughtout life.

  Therefore, writing is a process of expressing ideas by adding word into good arrangement from the written form. Writing is how to produce the language naturally when anyone speak (Meyers, 2005) .

  According to Caroline (2006:98) states that writing is not a simple process, it is not the act of picking up a pencil and forming letters. We know if the mastery of writing skills of elementary school until senior high school graduates is commonly not enough good. Although the students have learned for nine years, however they still get difficulties to express their ideas, opinions, feelings and organize in the simple sentences or in short paragraphs well.

  Writing is part of the productive skill for learners to achieve in order in their communicative competence. It is part of the four language skill besides listening, speaking, and reading. It is an activity in arranging words, phrase, and sentences that is grammatically correct and appropriate with the purposes. According to Oxford University Press ( 2003: 502) writing can be defined as the activity to make letters or number on a surface, especially pen or pencil. This is part of difficult skill because some reason. First, using strategies in teaching unsatisfactory and make student bored. Second, the facilities in teaching learning writing is not interest for student. Third, sometime the method in the process of learning is not relevant.

  Students skills in writing is still not reach yet the school enchmark (KKM) . In the research field, in MTs N Susukan the average of the score is only 50-70. This must be improved to get the satisfactory result. There many ways to make good in the writing skill. Teacher must given attention in spelling, mechanics of the sentences, mechanics of the paragraph, written communication and symbolic systems, giving project work for students. This is several of teacher job for students understanding in the process of learning.

  According to Ruswinarsih (2015) there are some reasons that writing is absolutely important. First, writing is one of the communication ways to communicate with other people in the world. Second, writing is required in almost in part jobs. The last, writing can be assumed, as one of the characteristics of educated people. For the reason we know that writing is part important skills, and to make understanding for students in the process of learning, teacher has to make good conditions such as using a method in the process of learning in relevant.

  Based on the phenomena above, the researcher tries to find the effective teaching to improve writing skill through project based learning. MTs N Susukan is a school for the researcher to conduct an experimental teaching procedure text by project based learning .

  Anderson and Kathy (1998:2)

  explain that procedure is a piece of text which explain to the reader about how doing something.

  Teaching by project based learning students can more active in the class in writing, teacher only as the fasilitator, and students will try step by step how to write by using project based learning. It will help students effective to communication with their friends or other people.

  According to Sylvia Chard (2000: 18), Project-Based Learning approach is an in-depth investigation of a real-world topic worthy of children’s attention and effort.

  By doing research, the researcher will find the result of pre test as an example of the problem. Since the researcher will be teaching in the view minutes, the researcher will make a good understanding of work to writes in English well, then the researcher will be knowing their progress in learning. Make sure that every students can participates.

  The researcher thinks that students are need to their mastery writing skill to apply in their learning. For that the researcher will conduct an experimental teaching with the title

  ” THE USE OF PROJECT BASED LEARNING METHOD TO IMPROVE WRITING SKILLS OF PROCEDURE TEXT “

  (Experimental Research of the Ninth Grade Students of MTs N Susukan in the academic year of 2017/2018) B.

   Problems of Research

  In this research, the researcher would like to focus on : 1.

  How is the profile before the students’ use project-based learning method to impr ove students’ witing skills of procedure text to the Ninth grade students’ of MTs N Susukan in the academic year of 2017/2018?

  2. How is the profile after the students’ use project-based learning method to improve students’ witing skills of procedure text to the Ninth grade students’ of MTs N Susukan in the academic year of 2017/2018? 3. How far is the effectiveness of the use of project-based learning method to improve students’ writing skills of procedure text in the ninth grade students’ of MTs N Susukan in the academic year of 2017/2018?

  C. Purposes of Research

  related from problems of the research above, the specific purposes of this research are :

  1. To find out the profile before the students’ use project-based learning method to improve students’ witing skills of procedure text to the Ninth grade students’ of MTs N Susukan in the academic year of 2017/2018.

  2. To find out the profile after the students’ use project-based learning method to improve students’ witing skills of procedure text to the Ninth grad e students’ of MTs N Susukan in the academic year of 2017/2018 3. To find out the effectiveness of the use project-based learning method to improve students’ writing skills of procedure text in the ninth grade students’ of MTs N Susukan in the academic year of 2017/2018.

  D. Benefits of Research

  There are some benefits of the research some of them as follow : 1.

  Theoretically The English language teaching method especially Project Based Learning method will inspire to other reseacher to conduct further researches.

2. Practically a.

  For the Researcher The research finding will improve to teaching ability in teachung English using project based learning method and develop this.

  b.

  For the students The research finding will improve students to improve writing skills in procedure text.

  c.

  For the English Teacher Give the real description to use Project based Learning method to improve writing skills the students in writing procedure text.

E. Definition of Key Terms a.

  Project Based Learning Project Based Learning (PjBL) is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. Project Based Learning aims to engaged students in the investigation of real life phenomena and develop students’ creativity (Beckett & Miller, 2006).

  b.

  Improve Improve is develop or increase in mental capacity by education or experience. Improve is to become or make somebody better ( Hornby, 2004: 216) c.

  Writing Skills Writing skill is an important part of communication. Good writing skill allow us to communicate our message with clarity and easier to a far larger audience than through face to face or telephone or telephone conversation.

  d.

  Procedure Text Procedure text is a kind of which aims to give guidance about steps to do something. Basically, this consists of tips or squence of steps in making something or in doing such as activity (Djuharie, 2007:38).

F. Review of Previous Researches

  There was a previous research from Bayu Pratomo with title The

  Use of Project-Based Learning to improv e The Students’ Writing Skill at Class VII F of SMP Negeri 7 Magelang In The Acadmic Year of 2013/2014

  . The research from Bayu Pratomo focused on the students’ writing skill by using Project-Based Learning. .

  The second review from Aprilia Dewi with title Improving The

  Writing Skill of Narrative Text Through Project-Based Learning for Grade VIII Students of SMPN II Magelang In The Academic Year of 2014/2015 . The research focused on Writing and Project Based- Learning to develop students writing ability.

  The both of researches above inspired the researcher to conduct experimental research with title The Use of Project-Based Learning to

  Master Writing Skill (An Experimental Study in the eleventh Grade of

  MAN Tengaran in the Academic Year 2017/2018). The focus of this research is writing. However it has same, the research has purpose to master the students writing skill in writing procedure text after applying Project-Based Learning.

G. Paper Outline

  This part of the study consists of five chapters,

  Chapter I, consists of background of the research, problems of the research, purposes of the research, benefit of the research, definitions of key term, reviev of previous research, and paper outline.

  Chapter II, consists of describes about theories which discuss about definition of writing, the definition and some theories of project based learning, and procedure text.

  Chapter III, consists of research methodology such as research setting, population and sampple, research approach, research method, method of data collection, research instrument, evaluation rubric and passing grade, data analysis and statistical hypothesis.

  Chapter IV, consists of discuss about data presentation and analysis, discussion. Chapter V, consists of conclusion and suggestions. The last part is bibliography and apendixes.

CHAPTER II THEORIES This chapter consists of theories about writing, procedure text, and project- based learning. A. Writing 1. Definition of Writing There are some definitions of writing presented by the expert. The

  first definition is given by Meyers (2005). According to Meyers writing is the process of expressing ideas by taking words into good sentences in the writing form. It’s mean that writing is must attention the pattern and arrangement words.

  According to Harmer ( 2004:31) writing is a way to produce language and express idea, feeling and opinion. Furthmore he states that writing is a process that what is the people write is often heavily influnced by the constrait of genres, and then these elements have to be presented in learning activities. Byme (2002:1) expalain that writing can be said act of forming symbolsthat have to be arranged, need, agreement to use a words form sentences. It means that writing is capability to produce the sequence of sentences arranges in a particular order of linking them in certain ways.

  Writing is seen not only as a standardized system of communication, however also as an essential tool for learning (Weigle 2002:5). It means that students must know about how they write in English by using god formula or pattern. Then, students’ also attention thei grammatical to arranged in a good sentence. The other side, they have to give attention for instrument. According to (Brummer and Clark, 2008:5) writing is an instrument of thinking that allows students to express about their toughts. It means that students also have to good idea to share or express what they want to write.

  From the conclusion of the definitions above, it conclude that writing is part of four skill that should be learned by students. In fact, writing skill on text is sometimes difficult to train by the writer. The writer need more for their critical thinking to share their idea by writing. Especially to write in a text.

2. Importance of writing Writing is part important for the people or students in daily life.

  When the students get examination in their foreign language or other skills, the students always writing proficiency in order to know their knowledge. In the all aspects of life, writing is need to attention the form, it can make efective way to communication. Writing is one of the skill that very important for the people in their work. There are many activities we can read every day, then we can conclude by writing by our think. There some importance of writing activities which in our society ae follows.

  a.

  Recently, in addition writing skill that very important for college grade and academic achievement to has good in writing skill. b.

  The most of examinations the students always using writing skill for the educational. Students can doing success at examination by their writing skill.

3. The Stages of Writing Production

  Writing was tradiionally viewed as a linier and somewhat simplistic activity, contemporary models now recognize it as cognitive, linguistic, affective, behavioral, physical in nature, and set within a lager socio- cultural context. According to William James (2003: 107) writing process is recursive in nature eight stages can be distinguished, thats as follow : a.

  Prewriting Generating ideas, strategies, and information for a given writing task. Prewriting activities take place before starting on the first draft of a paper. They include discussion, outlining, freewriting, journals, tlak- write, and metaphor.

  b.

  Planning Reflecting on the material produced during prewriting to develop a plan to achieve the aim of the paper. Planning involves considering the rhetorical stance, rhetorical purpose, the aim of the text, how these factors are interralated, and how they are connected to the information generated during prewriting. Planning also involves selecting support for a claim and blocking out least a rough organizational structure. c.

  Drafting Producing words on a computer or on paper that match (more or less) the initial plan for the work. Writing occurs over time. Good writers seldom try to produce an entire text in one sitting or even in one day.

  d.

  Pausing Moments when writing does not occur. Instead, writers are reflecting on what they have produced and how well it matches their plans. Usually include reading. Pausing occurs among good and poor writers, but they use it in different ways. Good writers consider global factors-how well the text matches the plan, how well it is meeting audience need, and overall organization.

  e.

  Reading Moments during pausing when writers read what they have writing and compare it to their plans. Reading and writing are interrelated activities. Good readers are good writers and vise versa. The reading that takes place during writing is crucial to the reflectin process during pausing. f.

  Revising Literally “re-seeing” the text with the goal of making large-scale canges so that text and plan match. Revising occurs after the first draft in finished. It involves making changes taht enhance the match between plan and text. Factors to consider usually are the same as those considered during planning: rhetorical stance, rhetorical purpose, and so on. Serious revising almost always includes getting suggestions from friends or colleagues on how to improve the writing.

  g.

  Editing Focusing on sentence-level concerns, such as punctuation, sentence lenght, spelling, agreement between subjects and verb and style.

  Editing occurs after revising. The goal is to give the apper a profesional appeareance.

  h.

  Publishing Sharing the finished text with its intended audience. Publishing is not limited to getting a text printed in a journal. It included turning a paper in to a teacher, a boss, or an agency.

4. The Principle of Teaching Writing

  There is nothing inherently wrong with attention to any of the above criteria. They are still concern of writing teachers. But in due course of time, we became better attuned to the advantage given to learners when they were seen as creators of language, when they were allowed to focus on content and ,message, and when their own individual intrinsic motives were put at the center of learning. We began to develop what is now termed the process approach to writing instruction. Process approaches do most of the following (H. Douglas Brown, 1994:335-336) a.

  Focus on the process f writing that leads to the final written product.

  b.

  Help students writers to understand their own composing process.

  c.

  Help them to build reportoires of strategies for prewriting, drafting, and rewriting.

  d.

  Give students time to write and rewrite.

  e.

  Place central importance on the process of revision.

  f.

  Lets students discover what they want to say as they write.

  g.

  Give students feedback throughtout the composing process (not just on the final product) as they attemp to bring their expression closer and choser to intention.

  h.

  Encourage feedback from both the instructor and peers. i.

  Include indiviual conferences between teacher and student during the process of composition.

5. Teaching Writing

  There four skills for students in learning english language, they are listening, writing, reading and speaking. Writing is the most complicated for the learning english language. Richard and Renandya (2002) said that the difficulty is due not only to the need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization but also to turn such ideas into redeable text.

  To solve this problems, the researcher can apply and choose some approaches which are suitable with the purpose of writing it self.

  According to Thanatkun Tangpermpoon (2008:2) says that there are three characteristics of writing approach as follows : a.

  Product –Based Approach Product

• –Based Approach have been called by several names: the controlled-to-free approach, the text based approach, and the guided composition (Raimes, 1983; Silva, 1990). Writing in product-based-approaches has to attention in grammatical and syntactical forms.

  b.

  Process-based Approach Process-based approach writing is actually do on their tests from the beginning stage until the end of written product.

  According to O’Brien (2004) defines the concept of this approach as an activity in which teachers encourage learners to see writing not as grammar exercise, but as the discovery of meaning and ideas. In the process of learning, teachers can explore student toughts and develop their idea writing by using 5 step writing process model of Herwins:

  1) Pre-writing. 2) First draft composing. 3) Feedback. 4) Secomd draft writing. 5) Proofreading. 6)

  Genre-based approach Genre-based approach as the way to language and literacy education that combines an understanding of genre and genre teaching together in the writing class (Hammond and Derewianka, 2001). It means that students is need to more understanding in genres, especially for junior high school. According to Badger and White (2000), witing in the Genre- Based approach is regarded as an extention of the product-oriented approach since learers have an opportunity to study a wide variety of writing patterns.

  From the theories above, the researcher can conclude that teachers can apply to teach or students to do in group. Through working in groups, learners will improve their writing with their partners and instructors comment and develop their critical tkinking skills. The eacher can help students in self-correct when they writing progress.teachers also can give attention to help students writing development, start beginning until the end.

6. Notion of Good Writing

  According to Boardman and Frydenberg (2008:31-47) explains there are four characteristics of a good writing are follows : a.

  Coherence Pargraph has coherence when supporting sentences are based on the principle. The sentences are put in order to the reader can understand what the writers’ ideas easily (Boardman and Fryndenberg, 2008:31).

  b.

  Cohesion Paragraph cohesion is when all supporting sentences connect with other in their supporting sentnce (Boardman and

  Frydenberg, 2008:36).

  c.

  Unity Paragraph unity is all the supporting sentences is relate to the topic sentence. Unity in writing only focus in one single idea.

  (Boardman and Frydenberg, 2008:44). According to Oshima and Hogue (2006:18) state that every good has unity, it means each paragraph only has one idea to discuss. If the researcher statrs to discuss new idea, he or she must start a new paragraph. In short, each supporting sentence in paragraph must related to the main idea. d.

  Completness Paragraph completness is when all the major supporting sentences is full explain the topic sentence and all the minor supporting sentences it needs to explain each major supporting sentence (Boardman and Frydenberg, 2008:47).

B. Genres

  Procedure text is part of genre, based on Standar Isi (BSNP, 2010) there are thirteen genres they are narrative text, recount text, descriptive text, procedure text, report text, analytical exposition, discussion, hortatory exposition, explanation, anecdote text, spoof, news item, and review.

  However there are five genres for teaching junior high school, they are a.

  Narrative Text Narrative text is a kind of text which tell past story or event which shows complication and resolution. The purpose of narrative is to amuse the reader or listeners.

  b.

  Recount Text According to (Pardiyono, 2007: 94) state that recount text is a text which retell past event chronologically and has no conflict or complication. The function of recount text is to inform or to give the reader the description of what occured and when it occured. c.

  Descriptive Text According to (Depdiknas, 2004:39) tme main purposes of descriptive text is to give information, mainly about person, place, or certain thing.

  d.

  Report Text Report text has purpose to describe something in general, it can be thing, place or person. Agustien state that report text has function to give information about something or fact in reality as a result of research or analysis.

  e.

  Procedure Text.

  Procedure text is the main of subject that will the researcher choose to be experiment.

  1) Definition of Procedure Text

  Procedure text is a kind of text which aims to give guidance about steps to do something. Basically, this text consists of tips or sequence of steps in making something or in doing such activity (Djuharie, 2007:38). Moreover, it is also a kind of text which we can find in daily life, such as in manual and recipes (Emalia, 2011:98) Knapp and Watkins (2005) state that procedure isorder of doing something through a sequence of action or steps. Pardiyono (2007) states that procedure is a text that show a process in order contain the sequence of action or step something. Pratama.F.Y (2013) states that procedure text has the main function to explain how to do or to make something in a sequence of actions.

  For the theories above the researcher can conlude that Procedure is part of genre text that in doing or making something by using steps and it has a function .

  a) Communicative Purpose

  According to Siahaan and Shinoda (2008), the communicative purpose of procedure text is to describe how something is complished through a sequence of action or steps.

  b) Generic Structure

  According to Knapp (2005:159), the stucture of procedural text is : 1) Goal which usually stated as heading. 2) A set of ingredient or the materials required. 3)

  A sequence of steps specifying how to goal is to be achieved.

  c) Language Features

  According to Knapp and Watkins (2005:156-157), the grammatical features of procedure as follow :

  1) The addressee (subject) may be referred to either directly.

  2) Action verbs are used in instructions to represent the processes involved completing a task.

  3) Verbs are in the simple present tense to create a sense of timelessness. They are placed in the correct order of time.

  4) Adverbs are often used to qualify verbs and provide extra information about how a task should be completed.

  5) Temporal connective are used in procedural instructions to ensure processes are placed in the correct order of time.

  6) Conditional connectives sometime used to provide upon which a command or statement is based.

  7) Modality is used in instructions to lesson or heighten the degree of obligation in completing a task.

C. Project-Based Learning 1.

  Definition of Project-Based Learning According to (Harris and Katz, 2001), project-based learning is an instructional method centered on the learner. Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or objectvies, project-based learning allows in-depth investigation of a topic worth learning more about.

  Project-Based Learning is a model focus on students to raise their critical thinking by bear question, to collaborate idea in a small, and to find a solution on a subject then communicates what have been figured out from the project that are applicable to real aspect gaced in reality. Accross all the various implementations of project based learning, there are common features. These inclu (Grant, 2002:156-157). For the other definition, Project-Based Learning is an instructional approach that contextualize by presenting learners with problems to solve or products to develop.

  Project-Based Learning aims to engage students in the investigation of real life phenomena and develop students’ creativity (Beckett and Miller, 2006).

  Project-based Learning is the instructional strategy of empowering learners to persue content knowledge on own and demonstrate their new understandings through a variety of presentation modes ( Department in education, 2000:8). Project based learning is a model for classroom activity that shifty that shifts away from the usual classroom practices of short, isolated, teacher-centred lessons (Alberta : 2006:3)

  From the dome definition above, the researcher conclud that Project Based Learning is the process of to critical thinking and share their idea to make a something in writing skill, and to give motivation in learning english espeacially in writing skill of procedure text. Project based learning alson can do in a group work in the teaching learning. It is make students creative for their project.

2. The Function of Project-Based Learning

  Each method has function, the function of project based learning are follow : 1) To increase the students to solve the problems. 2) Get knowledge and in the process of learning. 3) To make student more active in the process of learning. 4) To develop and increasing to finish their work. 5)

  To increase collaboration, especially project based learning in group.

3. The Characteristics of Project Based Learning

  Project based learning has characteristics, they are : 1)

  Centrality Project based learning (PJBL) become centred in the process of learning.

  2) Driving Question

  Project based learning focus in the question for student to looking for solution by the concept.

  3) Constructive Investigation

  Project based learning, student develop their knowledge by doing investigation by itself or teacher as facilitaor.

  4) Autonomy

  Project based learning is demanding students centered, student as problem solver from the prblem will be discuss.

  5) Realisme

  Activity student focus on their work, this activity atudent can produce the profesional work (Thomas, 2000)

4. Steps in Project Based Learning

  There are six steps to project based learning acording to (Educational Techonology Division, 2006 :22-25) a.

  Essential question The question that will launch a projet absed learning lesson must be one that will engage students. It is greater than the task at hand. It is open-ended. It will pose a problem or a situation that students can tackle knowing that there is no one answer or solution.

  To start off, 1) Take a real-world topic and begin an in-depth investigation. 2) Questions is based on situations or topics that are authentic. 3)

  Make students fel that they are making an impact by answering the question or solving the problem.

  4) Make the question relevant for students. The queation should have meaning in their lives at the moment of time.

  b.