6th
International Science, SocialSciences, Engineering and Energy Conference
17-19 December, 2014, Prajaktra Design Hotel, UdonThani, Thailand
http//iseec2014.udru.ac.th
Project based learning implementation in teaching of descriptive report
SMP Negeri 2 Bandung, JL. Sumatera No. 42 Bandung, Indonesia inggyyuliani@gmail.com
Abstract
This paper portrays a success story of project Based learning implementation in teaching of English, particularly in the context of teaching English as a foreign language (EFL) in Indonesia. Project Based
Learning is suggested by the government as one of the approaches that should be applied by the teachers.
It is believed that PBL is able to help the students to achieve the purpose of active learning and give the students life skills as demanded by the curriculum. However, deepen understanding on how to implement
PBL at class is urgently needed, so that the teachers can employ it at their classes appropriately.
This paper draws on project based learning theories (e.g. Bell, 2010; Cavanaugh, 2004) which is incorporated with Systemic Functional Linguistics, in particular under the frameworks of genre pedagogy (e.g. Christie, 1997; 2002; Martin & Rose, 2008; Eggins & Martin,2002).This paper also proposes teaching writing by implementing PBL and genre pedagogy as useful approaches to develop students’ writing skill.
This paper particularly focuses on teaching writing of descriptive report genre which empowers students to use language sources to think critically and gain knowledge by describing the environmental awareness program, their city and their local leader.
These approaches are significant in supporting Indonesian students to have a challenging and real-world task in learning and meets the demand of Indonesian government to make the students not only understand the subject but also train their thinking process through a systematic scientific research.
Keywords: Project Based learning; Genre Based Approach;Descriptive Report

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1.
Introduction
KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Based Curriculum which is strengthened by the 2013 curriculum in Indonesia suggests that the teachers should develop learning activity which is students’ centered and contain the life skill which important for the learners. According to School Based
Curriculum, learning activity should be designed to provide a learning experience which is involved the mental and physical process through the interaction among the learners, the teacher and the learners, surroundings, and the other learning sources to achieve the indicator and Basic Competence. The learning activity can be implemented the variety of learning approaches which is students’ centered and contain the life skill which important for the learners. Therefore, teachers' creativity in developing learning material and method to achieve the communicative competency in both spoken and written and integrate four skills: listening, speaking, reading and writing is demanded professionally (National Education
Standards Board:2006; The Indonesia Ministry of Education and Culture:2013).
Curriculum in Indonesia emphasizes on the importance of the development of technology as the consideration of curriculum design. The design of curriculum should be oriented to the development of students' intellectuality. The students are expected not only to understand the subject but also to train their thinking process through a systematic scientific research. Therefore, the process of learning should focus on the process of searching and find knowledge through an interaction between individual and environment (National Education Standards Board:2006; The Indonesia Ministry of Education and
Culture:2013).
Project Based Learning is one of the methods that can be applied in the classroom to achieve the purpose of active learning and give the students life skills as demanded by the curriculum. As stated by
Diem (2009) that the immediate benefit of PBL is learner-centeredness and it encourages students’ autonomy and creativity throughout the course of the project.
Based on what have been stated above, this paper will focus on presenting how PBL is implemented in EFL (English Foreign Language) teaching and learning. The writer would also emphasize that PBL can affect students’ development in writing Descriptive text which analyzed by Systemic Functional
Grammar (SFG) in terms of its schematic structures and language features.
Based on that consideration Project Based Learning is one of the teaching methods which is suggested by the school based curriculum and the 2013 curriculum of Indonesia. PBL develops skills and content by engaging students in logical tasks that involve the skills and content to be learned, have personal relevance for students, and provide real-world context for learning (Warlick:1999 cited in Cavanaugh,
2004:2).
In the process of learning, PBL can be incorporated with Genre- Based pedagogy which has been implemented in Indonesia since the 2004 competence based curriculum. Genre pedagogies have drawn on
Systemic Functional Linguistic (SFL) theory, which views language as a social semiotic system, i.e. a resource for making meaning in social context (Eggins & Martin:2002). It can be seen that PBL and genre-based pedagogy has similiar vein in the process of learning which is students' centered, real-world problem and engaging the students with their surroundings.
To make the process of learning goes well, the first thing that teachers should do is how to design a framework of project which enables the students to think through the many levels of standards, skills, and other course objectives that the PBL experience will address. The project learning outcomes that can be used is the work of Dr.Art Costa and Dr. Bena Kallick which is called "simultaneous project outcomes"
(National Academy Foundation:2012). They define the framework as follows.

Level one : Classroom Activities
Providing a context for learning and helping students to understand key academic concepts. The activities allow students to practice the learning process and thinking skills needed, such as comparing, analyzing, and evaluating.


Level Two : Content Standards
The essential concepts and skills that students should learn during the project and the evidence that they have learned it.

Level three : Habits of Mind
The habits of mind or intelligent behaviors that should be developed during the project.

Level Four : Self Directed Learning
Teachers create project opportunities to teach students to learn on their own in all sorts of contexts and settings.
The second thing is to put descriptive and writing as the concept and skills into the framework and design the classroom activities, develop the habits of mind and self directed learning in the process of teaching. Descriptive as the concept of the project is a text which focuses on identifying particular things, items or individuals and describing and specifying some of their characteristics (Martin, 1985:7).
Description is used extensively in many text types, such as information reports, literary descriptions, and descriptive recounts and, due to the need to classify and/or describe a process before explaining it, in the opening paragraph of most explanations (Knapp and Watkins, 2005:97).
The social function and linguistic features of Descriptive report text according to Gerot and Wignell
(1994:196); Joyze & Feez (2004:7) can be seen as follows.
Reports
Social Function
to describe the way things are, with reference to a range of natural, manmade and social phenomena in our environment or to give information about something
Generic (schematic) structure

General Classification: tells what phenomenon under discussion is. The writer states the topic of the report and places in a general category.

Description: the writer must describe the different aspects of the topic or tells what phenomenon under discussion is like in the terms of parts (and their functions), qualities, habits or behaviours, if living; uses, if non-natural
Significant lexicogrammatical Features:

Focus on generic participants

Use of relational processes (in italic) to state what is and that which it is

Use of simple present tense (unless extinct)

No temporal sequence
In this study, the teacher designed the teaching materials of Descriptive text with the content of Local
Attractions and local leader which emphazised on the competence standard of Writing. To achieve the competence standard , the teacher should introduce the social function and the schematic structure of a
Descriptive report text , discuss the functions of each stage of schematic structure and familiarize students with the linguistic features of descriptive report text. The habits of mind and the self directed learning was included into the process of teaching and learning which will be discussed further in the result and discussion section.
3. Methodology
This study employed qualitative approach as it involved the data collection and qualitative data analysis. This study has a characteristic of a case study because of several reasons. First, it is concerned with “a small scale, a single case” (Stake, 1985: 278) and “focused on one particular instance of educational experience or practice” (Freebody, 2003: 81). A single case of the study referred to the issue of the implementation of Project Based Learning to enhance students' skill in descriptive writing where
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4 the researcher acted as a teacher (Stake, 1995: 91 cited in Emilia 2005: 74). Second, this study employed multiple data collection techniques particularly direct classroom observation, interview, and students’ texts analysis (Yin, 2003: 14; Connole et.al, 1993: 68).
This research was undertaken at a goverment Junior High School in Bandung, West Java, Indonesia.
The classroom observation was conducted in fifteen sessions for each project in which the researcher acted as a teacher. Each session of this program lasted for 80 minutes ( 2x40 minutes). The classroom observation was done from the third week of January to end- first March 2013 for local attraction project and third week of January to end of March 2014 for local leader project. The aim of the observation was to observe the implementation of Project Based Learning in teaching Descriptive text at English class.
Students’ texts were collected at various stages of the project. The researcher collected the students’ written works to find out the characteristics of their text. Students’ written works constituted the main resource of information to plot students’ development in control of writing skills. Then, Systemic
Functional Grammar (SFG) was used to analyzed students' writing text in terms of the schematic structure and language features used in order to reveal students’ development in the writing of descriptive texts.
A face-to-face interview with the students was conducted at the end of this program to obtain more comprehensive data on their perspective and to clarify the extent to which the teachers implemented
Project Based learning to teaching and learning descriptive writing throughout the teaching process.
4. Result and Discussion
4.1 Project Design
Project Based Learning should be designed effectively by defining the topic first.The topic is derived from the curriculum that have the potential for deep exploration. It can be related to the local community problems so the students could see a need for studying. Then, the teacher can consider teaming with a teacher in another subject area, establish academic goals, identify standards that could be met through the project and align the learning objectives to those standards (Curriculum Mapping:2014).
Next, the teachers should develop driving questions as the trigger to get learners started and guide them throughout the project. The driving question sets off an inquiry based learning process where the project activities, and objectives are all determined by the driving question (Deegan:2009).
Assessment plan to define the criteria for success by using rubrics or grading assessments should be well thought in this step. The assessment should provide students with the information they need to make their work better through kind, helpful, specific and timely feedback by engaging them in peer and self assessment (Staff:2012). Portofolio also can be used to offer the opportunity to employ mutiple forms of assessments through different type of work (levstik & Barton:2001 as cited in Grant:2002).
Finally in the project design, teacher should create students' activities which learner centered and in a real life context. The students not only have opportunity to develop their language competency but also other skills such as IT, team work, critical thinking and professional knowledge (Diem:2012).
4.1.1 Classroom activities
The students mostly used their own note book to do the project and sometimes they did it by using the computers in the library. They also used video and digital cameras to record the data that they had got from the research field. They made a video when they visited a tourism spot or other places and took some pictures. They also used tape recorders when they did an interview. The students also tried to find references to support their data by reading books, newspaper, magazines and also did some browsing on internet. The technology tools helped them much to do the project, especially to record the data and found references.

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The students got in touch with their community to find out how the local attractions affect their life and how their feelings and thoughts toward ' Ridwan Kamil' as a person and as a Mayor of Bandung.
They did an interview and took some data, they also should explain to the interviewee about their project.
They contacted some of the community members which were related to the project by phone, emails and also direct visit. The respond from the community was positive. They supported the project by sharing their experiences. The students also shared their work on social sites and website. The community gave positive comments on the students' work and they were also impressed because the students had made them proud. The students become the community pride because they had represented their country to introduce their city to the world.
From the activities above, it can be seen that the students were actively engaged with their community and tried to solve the real world problem. It is as suggested by Thomas (2000:4) that projects are realistic, not school-like. Projects embody characteristics that give them a feeling of authenticity to students.
4.1.2 Content standards
The project was addressed to meet the standard and basic competence of English which are elaborated in the instructional objectives as stated below.
Reading

Identify the explicit meaning of the text

Identify the implicit meaning of the text

Identify the general idea of the text

Identify the social function, generic structure and language features of the text

Infer a sentence in the text

Guess word closest to the meaning in the text
Writing

Compose a drafting of a report text

Write a report text

Make a poster

Develop a website
Listening

Identify the specific and detailed information in an oral report text
Speaking

Interview

Discussion

Reporting
4.1.3 Habits of mind
The students develop twenty-first-century skills through PBL that will aid them in becoming productive members of a global society (Bell, 2010:43). The projects were hoped to make a difference for the community. The aim of the first project was to make students and people around them were more aware to their own resources and they know more their local leader.
The first project made them realized that the local attraction gave so many impacts to the community, they would keep the resources more attentively. People in the community also could know a lot of things about their own city by visiting students' web page. They knew about the places that they had never known and visited before. They found how the local attraction can affect their life. People from other

6 countries knew more about the country and the city through the web page. It opened their eyes that they could discover the unique beauty in the country and made them interested to visit the country.
The second Cyberfair project addressed the issue of character education. It is in the similiar vein with
The 2013's curriculum in Indonesia which emphasizes on the balance between attitude, skills and knowledge. By doing the local leader project, the students could learn the leadership principles from the local leader. They can apply it in their life to be responsible , dicipline and confident in taking a decision.
They also could know more about the city's problems and became more aware to their community.
Students promoted the web pages of their projects through social sites. People not only from their country but also other country could visit and gave positive feedback. Some feedbacks were related to how the make the web, some on how the way they wrote the text and some were their comments on our beautiful city and our local leader.
4.1.4 Self-directed learning
It was a meaningful experience for the students and the teacher to have the projects and participate in International Schools Cyber Fair. The students could have real life learning experience by conducting a research, interviewing, analyzing the data and reporting. They learnt how to cooperate well with their friends, manage the time to do the project on time, conduct the self and peer assessment to check their progress and the result of their work.
As stated by Bell (2010:43) that children learn from their processes. The processes were reflected on how well they worked in a collaborative group and how well they contributed, negotiated, listened, and welcomed other group members’ ideas. Students also self-evaluated their own projects, efforts, motivations, interests, and productivity levels. Students became critical friends by giving constructive feedback to each other, which helped them to be aware of their own strengths and improve on their interactions with each other.
4.2 Students' Text as The Result of Teaching Learning Process
Table 1. The Example of high achiever students' written work
Generic structures
General Clasification
Description
LOCAL ATTRACTIONS IN BANDUNG
We are going to describe some local attractions in Bandung.
There are a lot of places in Bandung which can be visited by local and international visitors.
The first is "Ir.H.Juanda Park" that is located in Dago street, which has two famous places to visit: Holland cave and Japan cave. The caves are the hystorical places that worth to visit.
The second spot is "Barli Museum", the owner has the idea to provide space for artists to be able to display their work so that it could be enjoyed by the public. The Museum is often used for art exhibition, painting auction, discussion, training studio of ceramics and painting, and other activities.
Next destination is "Kampung Gajah" . It is a nice famous recreation place in Bandung, where you can enjoy the beautiful view and taste the various cooking delicacy in one chance. "Kampung Gajah" provides ATV, fun bike, riding, outbound, segway, cycle, body buggy, and the flying skyrider.
If you like shopping and enjoy the hystorical buildings, then, this is the right choice. Braga Street is the legendary Street in
Bandung. Since a long time ago when netherlanders occupied
Indonesia, it has been the center of the lifestyle in Bandung for clothing, fashion, jewerly and foods. The shops' architectures are remain the same as the ductch colonial era and the trend of fashion refers to Paris, France. So, that's why Bandung is also
Lexicogrammatical Features introducing different topics to be described in each element and then developing these.
The writers focus on specific participant.
Using of attributive and identifying process to build description.

known as Paris Van Java or Paris in Java.
Those are some of the local attractions in Bandung and there are more unique interesting and nice places in Bandung that you can explore. We love our city and I hope you will love it too.
Ridwan Kamil and His Innovation for
Bandung
Bandung is located in West Java,
Indonesia. It’s well-known as a wonderful place with many uniqueness. Bandung is led by a great mayor named Ridwan Kamil. He keeps working to make Bandung a beautiful place to visit.
To make it happened, the mayor starts to beautify Bandung’s tourism spots. He recoveries damaged parks, and even facilitates them with great facilitations, such as free Wi-Fi and green plants. He also uses every little space to make it a green space. There are many trash bins which are placed in every spots This may reduce littering, and make Bandung a clean and green attractive city. We can find Visitors Help in every tourism spots in Bandung, so the tourists will have a comfortable trip.
Ridwan Kamil also creates many attractive parks. First, Pasupati Park which is located under Pasupati flyover, Bandung. It’s facilitated with colorful single seats where we can sit and have a nice time there. This park was made to reduce the amount of illegal street vendors in Bandung which usually stay under this fly-over. Then,
Photography Park which is a great park for photographers. It has mirrors and
The frequent use of epithets and classifiers in the nominal grou ps.
The writer uses simple present tense to describe the places
The writers use a mental process to express personal response and communicate directly with the readers.
The references show that the written work involved research, reading and discussion before writing
REFERENCES Bandung Tourism. 2013.
Museum Geologi.
Available at http://bandungtourism.com, accessed on February 19, 2013.
Indotravelers. Bandung Heritage. Available at http://www.indotravelers.com/bandung/heritage/jalanbraga.html, accessed on February 19,2013
Jabarprov. 2011. Museum Barli. Available at http://www.disparbud.jabarprov.go.id/wisata/destdet.php?id=471&lang=id, accessed on February 19, 2013.
Tiket. Kampung Gajah. Availabe at http://www.tiket.com/kampung-gajah, accessed on February
19, 2013.
Table 2. The Example of middle achiever students' written work
Generic Structures Lexicogrammatical Features
The writer states the topic of the report and places it in a general category
The writers focus on specific participant
The writer uses simple present tense to describe
Using an existential process, compressing a great deal of information into the nominal group that realize the existent.
Using some material processes to build actions.
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References photo spots. A non-photographers can still enjoy the park by playing with swings and relaxing on benches.
Ridwan Kamil also created an event named Braga Culinary Night. It’s located on a street named Braga. Every Saturday night, there are many food sellers. We can buy many foods, especially local foods.
Early in 2014, Ridwan Kamil launched
Bandung Tour on The Bus, which also known as Bandros. Its name is unique.
Bandros is also known as Bandung’s
Using relational processes to describe and local food made from coconut. Bandros
Bus is a two-storied tour bus which will across many lines of tourism spots. That program surely a great steps for
Bandung’s tourism attraction.
Those wonderful changes in Bandung can happened because of the citizen in
Bandung, also with the mayor, Ridwan classify.
The writer describes the different aspect of the topic
Kamil.
Avitia Nurmatari. 2014. 4 Taman di Bandung
The references show that the writer do some observations and record the data yang Memiliki Tema Unik . Available at: which is found during the investigation ww.news.detik.com,accessed on: February 16,
2014
Syarif Abdullah. 2014. Kota Bandung
Resmi Operasikan Bus Wisata
“Bandros” . Available at: www.antaranews.com, accessed on:
February 16, 2014
Syarif Abdullah. 2014. Braga Culinary
Night, Magnit Baru bagi Wisatawan .
Available at: www.antaranews.com, accessed on: February 16, 2014
As can be seen from both text produced by high and middle achiever students above, they have the essential elements of descriptive genre as proposed by Gerot and Wignell (1994:208); Joyze & Feez
(2004:33). It has shown that the students seemed able to construct a descriptive text appropriately and had a good control of the schematic structure and linguistic features in constructing a text.
4.3 Interview
Based on the data, most of the students had positive responses to project. Students had strong confidence in writing with clear stages. It was because they went through several stages in writing process. They had peer review and conferencing with the teacher to revise and edit their paper. They had strong motivation in writing because they wanted to introduce their beautiful city and their local leader to other countries and won the competition. This is in line with Dopplet (2003 cited in Bell, 2010:43) argument that PBL is a highly engaging and motivating approach that draws more involvement, interest, and investment in learning from students.

The students faced some challenges in the project, regarding, among others: the students had low motivation to read authentic reading texts and sometimes felt bored and lazy to revise and edit their written texts. The supports from friends and teacher helped them much to raise their spirit to do the project well.
They also found other obstacles, mainly on how to make a nice web page. The IT teacher sometimes helped them and gave some advices on how to make some animations in the webpage. Although sometimes they had difficulties with technology they also found lot of benefits. The students were more interested to actively engage in the learning process by using the method. Krajcik et al. (1994:488-489 cited in Thomas, 2010:8) argue that "Using technology in project-based science makes the environment more authentic to students, because the computer provides access to data and information, expands interaction and collaboration with others via networks, promotes laboratory investigation, and emulates tools experts use to produce artifacts."
Collecting the data was also challenging, they were very thankful to the parents who had supported and provided them with the transportation to visit some local attractions for observation and interview.
The parents also gave positive feedback to students' work by giving some comments in the website or direct guidance. As suggested by National Academy Foundation (2012) in Project Based learning Guide that parents can play a key role in supporting PBL by engaging with the students in the inquiry process, providing additional resources to the classroom, and serving as audience members for public exhibitions of student learning.
5. CONCLUSION
The paper has presented the implementation of Project Based Learning in teaching Descriptive writing to the students who learn English in context of EFL in a government school in Indonesia.
The result reveals that Project Based Learning is feasible and valuable not only for the teachers but also for the students. The project has made significant contributions to student writing through the staging of the writing process and strong motivation through the project content and purpose. The students generally perceived that the project was interesting and meaningful for them. Moreover, PBL has fulfilled students’ expectation in learning because it provides a challenging and real-world task. The project also had enhanced the school’s credit on the implementation of life skill learning and the students are the pride of the community because they got the Platinum Award for their project on GlobalNet
School Cyber Fair 2013on Local attraction Category and for Local leader Category in 2014.
However, it is not an easy task to do because PBL needs time, energy and money to devote on the project. Teachers should consider the appropriate time to do the project and match it with the curriculum demand. PBL also requires teachers' creativity to design the project which will motivate students in learning. Next, the teacher should be able to make the solid and full commitment team. The teacher should know how to manage the students' different ideas and how to make them to commit to finish the project. Then, The fund should be also thought by the teacher because to do the project requires some funds. The students need to go to the research sites and use some technology devices to do the report.
School and parents' support is the solution for the problem. The last consideration is important too, students need to be creative and have an ability to solve the problem with analytical thinking skills.
Therefore, teachers should support the students with the language tools that they need to accomplish their project, provides abundant references resources, and the sequence process of scaffolding.
Finally, further research should be conducted on other language skills to explore how genre based approach can be incorporated to Project Based Learning. It can contribute to our understanding of PBL, especially in relation to students’ language acquisition.
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6. Copyright
In consideration of the exclusive rights to reproduce, distribute the article, reprints, photographic reproductions, microfilm or any other reproductions of similar nature and translations. The author undersigned hereby conveys all copyright ownership to the committee of I-SEEC 2014. The author further confirms that the article is original and it is not under consideration by another journal in any language.
Inggy Yuliani Pribady
Acknowledgements
I acknowledge The Principle of SMP Negeri 2 Bandung, Indonesia for granted to me to do the poject and
Prof. Emi Emilia and Ms. Finita Dewi from Indonesia University of Education for their valuable knowledge sharing during my Project.
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