JOSR: Journal of Social Research

Maret 2022, 1 (4), 1056-1062

p-ISSN: 2827-9832 e-ISSN: 2828-335x

Available online at http:// https://ijsr.internationaljournallabs.com/index.php/ijsr

http://ijsr.internationaljournallabs.com/index.php/ijsr

LEARNING TO CREATE ANECDOTAL TEXTS USING THE PROJECT

BASE LEARNING (PjBL) LEARNING MODEL IN CLASS X ODD

SEMESTER STUDENTS OF SMKN 1 SETU BEKASI REGENCY

THE ACADEMIC YEAR 2021/2022

Enok Hasanah

SMKN 1 SETU BEKASI

enokhasanah77@gmail.com

Abstract (Indonesia)

Received:

Revised:

Accepted:

Maret 01,

2022

Maret 05,

2022

Maret 10,

2022

Latar Belakang: Teks anekdot digunakan untuk

menyampaikan kritik, tetapi tidak dengan cara yang kasar

dan menyakiti. Model pembelajaran Project Base Learning

(PjBL) merupakan model pembelajaran yang menitik

beratkan pada pemecahan masalah.

Tujuan: Penelitian ini bertujuan untuk mengetahui proses

pembelajaran membuat teks anekdot dengan menggunakan

model pembelajaran Project Base Learning (PjBL) pada

peserta didik kelas X semester ganjil di SMKN 1 Setu

Kabupaten Bekasi tahun pelajaran 2021/2022.

Metode: Metode penelitian yang digunakan adalah metode

deskriptif dengan pendekatan kualitatif. Teknik

pengumpulan data menggunakan teknik observasi dan

dokumentasi.

Hasil: Hasil penelitian menunjukkan pelaksanaan

pembelajaran menulis anekdot di kelas X SMKN 1 Setu di

Kabupaten Bekasi telah terlaksana sesuai langkah-langkah

model pembelajaran Project Based Learning (PJBL).

Sedangkan hubungan antara model pembelajaran Project

Based Learning (PJBL) dan teks anekdot adalah saling

berkaitan.

Kesimpulan: Berdasarkan penelitian yang dilakukan dapat

disimpulkan bahwa pelaksanaan pembelajaran menulis

anekdot di kelas X SMKN 1 Setu di Kabupaten Bekasi telah

terlaksana sesuai langkah-langkah model pembelajaran

Project Based Learning (PJBL).

Kata kunci: teks anekdot, model pembelajaran, Project Base

Learning (PjBL)

Enok Hasanah / JOSR: Journal of Social Research, 1(4), 1056-1062

Learning to Create Anecdotal Texts Using the Project Base Learning (Pjbl)

Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

1057

Abstract (English)

Background: Anecdotal text is used to convey criticism, but

not in a crude and hurtful way. The project Base Learning

(PjBL) learning model is a learning model that focuses on

problem-solving

Objective: This study aims to determine the learning

process of making anecdotal texts using the Project Base

Learning (PjBL) learning model for class X odd semester

students at SMKN 1 Setu, Bekasi Regency for the 2021/2022

academic year.

Method: The research method used is a descriptive method

with a qualitative approach. Data collection techniques use

observation and documentation techniques.

Results: The results of the study show that the

implementation of anecdotal writing learning in class X of

SMKN 1 Setu in Bekasi Regency has been carried out

according to the steps of the Project Based Learning (PJBL)

learning model. Meanwhile, the relationship between the

Project Based Learning (PJBL) learning model and

anecdotal texts is interrelated.

Conclusion: Based on the research conducted, it can be

concluded that the implementation of anecdotal writing

learning in class X of SMKN 1 Setu in Bekasi Regency has

been carried out according to the steps of the Project Based

Learning (PJBL) learning model.

Keywords: anecdotal text, learning model, Project Base

Learning (PjBL)

*Correspondent Author: Enok Hasanah

Email: enokhasanah77@gmail.com

INTRODUCTION

(Syahputra, 2014) states that writing as a language skill is a process of reasoning.

Writing is one of the language skills needed to improve the quality of learning. In addition,

writing is an active activity that requires logical thinking, resulting in good writing. It is

said to be able to write well and correctly if you are able to express ideas and ideas in the

form of writing neatly and clearly, so as to achieve the purpose and objectives of the writing

to the readers. As one of the language skills that are difficult to master, writing activities

are also less attractive to students because of the complexity of the difficulties, even though

there are many benefits that can be taken from writing learning, including (1) fostering

students' interest in reading, (2) broadening students' horizons through reading activities,

Enok Hasanah / JOSR: Journal of Social Research, 1(4), 1056-1062

Learning to Create Anecdotal Texts Using the Project Base Learning (Pjbl)

Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

1058

(3) training students to express ideas in writing, (4) training students to think critically and

creatively (Yuniarti et al., 2021).

In the 2013 curriculum, the Project Based Learning (PJBL) learning model is one

of the recommended learning models for educators to implement. Project-based learning

model as a first step to gaining new knowledge and experience. The Project Based

Learning (PJBL) learning model is one of the effective and alternative models that can be

used during the current new normal learning period. The characteristic of the Project Based

Learning (PJBL) model is to involve students in an actively collaborative, student-centered

learning process, which develops problem-solving skills and independent learning abilities

needed to face challenges in life, in today's increasingly complex environment (Rohdiana

et al., 2022).

The Project Based Learning (PJBL) model is a learning model that aims to achieve

competence in attitudes, knowledge, and skills by involving students in designing, creating,

and displaying products to overcome real-world problems faced by them through a job or

activity that has a firm completion time (Asih et al., 2016).

Through project-based learning, learners will explore, assess, interpret, synthesize,

and information to produce various forms of learning outcomes. Project-based learning is

applied to motivate students to be more active and take the initiative to acquire the things

they want in terms of knowledge, understanding, and skills (Octora, 2020).

Basically, anecdotal texts are born because of problems that occur and develop in

society so if they do not know the problems that occur, a student will not be able to develop

them into anecdotal texts. The second information obtained is that after students find a

problem that will be developed into an anecdotal text, they have difficulty in compiling

their ideas to then be developed into a complete and solid anecdotal text.

The problem-based learning model was chosen as a learning model to recreate

anecdotal texts because they are considered appropriate to the problems faced by the

student, including finding appropriate problems to develop and compiling the ideas

obtained from these problems into anecdotal texts that are in accordance with the

established structure and language (Apriyani & Nugraha, 2020).

The results of observations at SMKN 1 Setu, Bekasi Regency, have used the

Project Based Learning (PJBL) learning model in Indonesian learning according to the

2013 Curriculum. Based on the results of observations, researchers are interested in

conducting a study entitled "Learning to Make Anecdotal Texts using the Project Base

Learning (Pjbl) Learning Model in Class X Odd Semester Students of SMKN 1 Setu, Bekasi

Regency, Academic Year 2021/2022".

RESEARCH METHODS

The method used in this study is a qualitative descriptive method. Descriptive

qualitative is a term used in qualitative research for a descriptive study (Yuliani, 2018).

Qualitative research is a research process to understand human or social phenomena by

creating a comprehensive and complex picture that can be presented in words, reporting

detailed views obtained from informant sources and carried out in a natural setting (Fadli,

2021).

This research will describe or describe the learning of writing anecdotal texts using

the Project Based Learning (PJBL) learning model in class X of SMKN 1 Setu, Bekasi

Regency. The data of this study is the implementation of teachers in applying the Project

Based Learning (PJBL) learning model, while the data sources are teachers’ Indonesian

and learning tools (Textbooks Indonesian).

Enok Hasanah / JOSR: Journal of Social Research, 1(4), 1056-1062

Learning to Create Anecdotal Texts Using the Project Base Learning (Pjbl)

Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

1059

Data collection techniques in this study are observation techniques, and

documentation. Data collection techniques are a way that can be used to collect data and

answer the problems raised by researchers, the problems raised are (1) The implementation

of teachers in applying the Project Based Learning (PJBL) learning model to anecdotal text

material in class X SMKN 1 Setu, Bekasi Regency, and (2) The relationship between the

Project Based Learning learning model (PJBL) and anecdotal texts. Furthermore, the data

is analyzed by interpreting the data obtained in words.

RESULTS AND DISCUSSION

The Process of Implementing Learning Using the Project-Based Learning (PJBL)

Learning Model in Anecdotal Text Material

Anecdotal texts in the syllabus of class X Indonesian lessons there are several Basic

Competencies (KD) that are attributed, namely 3.1 Understanding the structure and

linguistic rules of anecdotal texts both verbally and in writing, 4.1 Interpreting the meaning

of anecdotal texts both orally and in writing, 3.3 Analyzing anecdotal texts both orally and

in writing, 4.3 Recreating anecdotal texts according to linguistic structures and rules. The

four Basic Competencies (KD) that the author focuses on are KD 4.3 and recreating

anecdotal texts according to the structure and linguistic rules of the text correctly.

1. Stage 1 Learning (Introduction)

The research was conducted in class X of SMKN 1 Setu, Bekasi Regency. At the time

of the study, there were 29 students present. The preliminary activity begins with the class

leader preparing all students before learning begins. Next, prayers are carried out and all

students say hello to the teacher. Students pay attention when the teacher checks their

attendance of students.

All Participants educate listening and listen when the teacher gives motivation before

Learning. After delivering motivation, Participants educate the visible listening teacher to

Deliver material Learning that will be Learned. The teacher ask about Learning previously.

Material Learning that will Learned be Advanced from meeting previously is material

about understanding, norms, and linguistics text anecdotes. Before Learning, the teacher

request Participants educate to get explain the returned material that was already Learned

at the meeting previously. Participants educate and teachers do ask for answers about the

material Sunday before continuing Learning. After Activities ask answer teachers and

students About the material at the meeting previously.

During the precursor stage, learning has been carried out optimally. Students are active

when teachers ask questions, although they are still assisted in answering and expressing

opinions. In expressing opinions, students already have confidence in their own abilities to

give rise to self-confidence in students. During learning activities, students are always

involved in activities, such as answering questions and responding optimally.

It is inseparable from the role of teachers who always facilitate and provide

opportunities for students to be directly involved in every learning activity. During the

learning process, the classroom atmosphere looks more serious. Because the class is a good

class in the learning process. As long as the teacher explains, the students have been seen

listening seriously. Students are quick to respond when receiving any instruction from the

teacher.

2. Stage 2 Learning (Core Activities)

This core activity contains the steps of the Project Based Learning (PjBL) learning

model. The core activities of the PjBL learning model consist of 6 stages: 1) Determining

fundamental questions, 2) Designing planning, 3) Drawing up a schedule, 4) Monitoring

students and project progress, 5) Assessing results, and 6) Evaluating experiences.

Enok Hasanah / JOSR: Journal of Social Research, 1(4), 1056-1062

Learning to Create Anecdotal Texts Using the Project Base Learning (Pjbl)

Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

1060

a. Star With the Essential Question

Learning begins with essential questions, which are questions that can assign learners

to an activity. It takes a topic that corresponds to real-world reality and begins with an in-

depth investigation. Teachers strive to make the topics raised relevant for students

(Nirmala, 2019).

b. Design a Plan for The Project

The drafting of the project design is collaborative. That is cooperation between

teachers and learners. This design contains a number of points, for example, the rules of

the game, activities, and presentations (Sereliciouz, 2022).

c. Preparation of a project implementation schedule (Create a Schedule)

Teachers and students collaboratively schedule activities to complete projects.

Activities at this stage include: (1) creating a timeline to complete the project, (2) creating

a deadline for project completion, (3) bringing students to plan a new way, (4) guiding

students when they create ways that are not related to the project, and (5) asking students

to make explanations (reasons) about choosing a way (Passakanawang, 2022).

d. Project completion with facilities and teacher monitoring (Monitor The Student

and Progress for The Project)

At this stage, the teacher tests the results of the project that has been produced by the

students. The activities that students need to do at this stage are: collecting information,

analyzing, writing, consulting, making reports, preparing presentations, presentations, and

recording comments.

In all these activities are carried out to help teachers in (Hemananis, 2022)

1) Measuring the achievement of competency standards.

2) Play a role in evaluating the progress of each student.

3) Provide feedback on the level of understanding that students have reached.

4) Assist educators in strategizing their next learning.

e. Publication and assessment of outcomes (Assess the outcome)

The assessment is carried out to assist educators in measuring the achievement of

standards, play a role in evaluating the progress of each student, provide feedback on the

level of understanding that has been achieved by students, and assist educators in

developing the next learning strategy.

f. Evaluate the process and project results (Evaluate the Experience)

At the end of the learning process, educators and students reflect on the activities and

results of projects that have been carried out. The reflection process is carried out both

individually and in groups. At this stage, learners are asked to express their feelings and

experiences during the completion of the project (Marzuki et al., 2021).

3. Stage 3 Learning (Concluding Activity)

At the closing activity, teachers tell the results of their work. All learners listen to the

teacher when the announcement the group that gets the best grade. Then, learners are asked

to conclude the learning assisted by the teacher. Two students were asked to conclude, one

female student and one male student. Then other students followed up by collecting

answers, all students said the material that had been studied. Finally, the lesson is closed

by saying hello to the teacher.

At the end of the lesson, the teacher gives an evaluation of the learning. The teacher

makes the learners conclude the learning from beginning to end. So that it can be seen that

students still remember and understand the learners who have been taught. Evaluation is a

series of processes in determining the level of achievement of student learning outcomes.

In the evaluation of Project Based Learning (PjBL) learning in anecdotal texts, it was found

that the influence of the implementation of the Project Based Learning (PjBL) learning

model on learning to write anecdotal texts lies in how students understand and understand

the material taught.

Enok Hasanah / JOSR: Journal of Social Research, 1(4), 1056-1062

Learning to Create Anecdotal Texts Using the Project Base Learning (Pjbl)

Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

1061

Relationship of Project-Based Learning (PJBL) Learning Model with Anecdotal Text

The Group Project Based Learning (PJBL) learning model can increase student

collaboration in the learning process.

In writing competence, students can increase through the application of the Problem-

based learning model, students can improve their competence of writing anecdotal texts

which include aspects of content, text structure, vocabulary, sentences, and spelling after

learning. This shows that the Problem Based Learning model shows a significant

improvement in improving the competence of writing anecdotal texts for students.

Increasing the competence of students in writing anecdotal texts is an implication of

the application of the problem-based learning model that is applied. This shows that the

teacher has a very important role in the delivery and selection of learning models that are

appropriate to the material to be taught. The influence of the competence of a teacher who

has good language experience and competence has an impact on student learning outcomes

so that in the process of delivering learning, students are more responsive to the material

taught (Agus, 2015).

In accordance with research conducted by Simanungkalit which states that the

application of the (Simanungkalit et al., 2017)Problem Based Learning (PjBL) model can

improve the skills of writing anecdotal texts of class X students.

CONCLUSION

Based on the research conducted, it can be concluded that the implementation of

anecdotal writing learning in class X of SMKN 1 Setu in Bekasi Regency has been carried

out according to the steps of the Project Based Learning (PJBL) learning model. While the

relationship between the Project Based Learning (PJBL) learning model and anecdotal texts

is interrelated, the Project Based Learning (PJBL) learning model can be applied to the

learning of anecdotal text material because it is in accordance with achievement indicators.

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Learning Model in Class X Odd Semester Students of SMKN 1 Setu Bekasi

Regency the Academic Year 2021/2022

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