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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Karlina Ambarwati, Evi
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Languange, Linguistic, Communication & Media Other

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An Analisis Buku Teks Bahasa Inggris untuk Siswa Kelas IV Sekolah Dasar Edo Nugraha, Adiyanto; Karlina Ambarwati, Evi
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19426

Abstract

The purpose of this study was to determine if the English textbook My Next Words for the fourth grade was acceptable for English Language Teaching based on the Badan Standar Nasional Pendidikan (BSNP). The study employed descriptive qualitative research with document or content analysis. The research material was derived from My Next Words, an English textbook for Grade 4 elementary school students in Indonesia. The textbook was analyzed in terms of materials, language features, and graphic under the list of content requested by BSNP 2022. According to the findings, the My Next Words textbook for a fourth grade was categorized as good and acceptable according to the BSNP 2022 criterion. Grammar and spelling in the textbook, on the other hand, require greater attention. Equally important, various cultures must be covered in the textbook.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN WRITING DESCRIPTIVE TEXT Fauziah, Nadia; Karlina Ambarwati, Evi; Putri Utami, Praditya; Ridwan, Iwan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64324

Abstract

Project-Based Learning (PBL) has been widely promoted as an approach that supports meaningful writing instruction in English as a Foreign Language classrooms, yet how teachers actually carried it out in teaching descriptive text remained insufficiently explored through qualitative inquiry. The purpose of this study was to explore how the English teacher applied PBL to the teaching of writing descriptive text. Working within a single Madrasah Tsanawiyah classroom, this qualitative case study traced one English teacher's enactment of PBL across three meetings of a descriptive writing unit on animals, drawing on classroom observation, a semi-structured interview, and students' Canva poster products. The teacher built her cycle around an essential-question stimulus using a familiar visual object, heterogeneous small-group planning, a deliberately time-boxed in-class drafting stage extended into a week-long take-home digital design task, a public presentation paired with peer classification of grammatical elements, and a closing reflective correction session. Findings show this sequence functioned as more than a procedural checklist: it operationalized a socially mediated learning process in which the teacher repeatedly scaffolded students within their zone of proximal development, while peer presentation created accountability that shaped how carefully students composed their sentences. Time pressure on digital design was the main structural constraint, resolved by shifting that stage outside class hours. The study concludes that effective PBL implementation rests less on strict fidelity to a fixed model than on a teacher's situated, adaptive translation of its core elements into workable classroom decisions.
Co-Authors Edo Nugraha, Adiyanto Fauziah, Nadia Iwan Ridwan Putri Utami, Praditya