Sasmita, Ni Made Arini (2026) THE IMPLEMENTATION OF PROJECT BASED LEARNING IN ENGLISH CLASSES IN BALI KIDDY PRIMARY SCHOOL. Masters thesis, Universitas Pendidikan Ganesha.
![[img]](http://repo.undiksha.ac.id/style/images/fileicons/text.png) |
Text (COVER)
2229081018-COVER.pdf Download (332kB) |
|
Text (ABSTRAK)
2229081018-ABSTRAK.pdf Download (133kB) |
|
Text (BAB 1 PENDAHULUAN)
2229081018-BAB 1 PENDAHULUAN.pdf Download (103kB) |
|
Text (BAB 2 KAJIAN TEORI)
2229081018-BAB 2 KAJIAN TEORI.pdf Restricted to Repository staff only Download (303kB) | Request a copy |
|
Text (BAB 3 METODELOGI PENELITIAN)
2229081018-BAB 3 METODELOGI PENELITIAN.pdf Restricted to Repository staff only Download (105kB) | Request a copy |
|
Text (BAB 4 HASIL DAN PEMBAHASAN)
2229081018-BAB 4 HASIL DAN PEMBAHASAN.pdf Restricted to Repository staff only Download (319kB) | Request a copy |
|
Text (BAB 5 PENUTUP)
2229081018-BAB 5 PENUTUP.pdf Restricted to Repository staff only Download (95kB) | Request a copy |
|
Text (DAFTAR PUSTAKA)
2229081018-DAFTAR PUSTAKA.pdf Download (95kB) |
|
Text (LAMPIRAN)
2229081018-LAMPIRAN.pdf Download (472kB) |
Abstract
Project-Based Learning (PjBL) is widely promoted in Indonesian primary schools, yet how teachers plan, enact, and assess it, and how teachers and learners in the same classroom judge it, remain under documented. This study examined the implementation of PjBL in fifth-grade English classes at Bali Kiddy Primary School. A qualitative descriptive design was employed. Participants were four English teachers and eight students, selected purposively. Data were drawn from self-reflective journals, lesson plan analysis, assessment records, semi-structured interviews, and document study, and analyzed through Braun and Clarke’s six-phase reflexive thematic analysis, in which keyword identification preceded coding. The themes were then triangulated against the entries and the records of the teachers’ own instruments; classroom observation was not used. Findings show that teachers planned deliberately, introducing topics beforehand, integrating projects with the curriculum, and designing criteria in advance; implementation was student-centered, teachers facilitating individual and group work culminating in products and presentations. Assessment combined assessment for and as learning, with persistent reservations about fairness. Both groups valued engagement, creativity, collaboration, and authentic English use, while citing time, group management, and limited resources as constraints. PjBL proves productive when its practical demands are anticipated and institutionally supported.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Project-Based Learning; English language teaching; young learners; qualitative descriptive study; teachers’ and students’ perceptions; strengths and weaknesses |
| Subjects: | L Education > L Education (General) P Language and Literature > PE English |
| Divisions: | Pascasarjana > Program Studi Pendidikan Bahasa Inggris (S2) |
| Depositing User: | Ni Made Arini Sasmita |
| Date Deposited: | 10 Aug 2026 01:18 |
| Last Modified: | 10 Aug 2026 01:18 |
| URI: | http://repo.undiksha.ac.id/id/eprint/32236 |
Actions (login required)
 |
View Item |