IMPLEMENTING PROJECT-BASED LEARNING IN TEACHING PROCEDURE TEXT WRITING AT MUHAMMADIYAH PHARMACY VOCATIONAL HIGH SCHOOL ONE IN CIREBON

This study investigated the implementation of Project-based Learning in teaching procedure text writing at Muhammadiyah Pharmacy Vocational High School One in Cirebon. The research aimed to explore how Project-based Learning is applied in the EFL classroom specifically in teaching procedure text writing, to identify the challenges faced by the teacher in implementing project-based learning in teaching procedure text writing, and to explore the solutions to overcome those challenges. Using a qualitative case study design, the data were collected through classroom observation, document analysis, and interview. In analyzing the collected data, this research used Miles and Huberman's model, which contains data reduction, data display, and conclusion drawing or verification. The findings revealed that the teacher implemented the six-phases of project-based learning, starting with an essential question, planning, scheduling, monitoring, assessing, and presenting the project. It also found there was the integration of real-world, vocationally relevant task, such as writing procedure text for making herbal drinks which enhanced students’ engagement. However, there were several challenges which emerged, including limited instructional time, uneven student participation, language proficiency gaps, and inadequate access to the real-task material. To address these issues, the teacher employed adaptive solutions such as preparing project timeline, structuring group roles, considering different roles, and collaborating with other productive subjects. The study concluded that project-based learning is a promising approach for teaching procedure text writing in vocational education contexts, as it promotes active learning experience, collaboration, and contextual application of language skills.