THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PBL) IN TEACHING READING: A QUALITATIVE DESCRIPTIVE STUDY AT SMKN 1 SEMEN KEDIRI

Pratiwi, Regita Hanna (2026) THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PBL) IN TEACHING READING: A QUALITATIVE DESCRIPTIVE STUDY AT SMKN 1 SEMEN KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Reading comprehension remains a critical challenge for vocational high school students, who often struggle to decode texts and extract specific details effectively. This study aims to describe the systematic implementation of Project-Based Learning (PBL) in reading instruction, portray how students' reading comprehension is demonstrated through this approach, and identify the challenges faced by eleventh-grade students at SMKN 1 Semen Kediri. This research employed a qualitative descriptive design. The data were gathered over a four-week instructional period from multiple sources, including classroom observations, the researcher’s reflective teaching journals, student project artifacts (informative descriptive posters), students' written reflections on sticky notes, and instructional documentation. The collected data were systematically analyzed using Miles, Huberman, and Saldaña’s interactive model, which comprises data reduction, data display, and conclusion drawing or verification. The findings revealed that PBL was successfully implemented through a sequence of four structured stages: introducing descriptive texts, collaborative text-mapping, project development, and digital poster presentation and reflection. Students’ reading comprehension transitioned from passive text decoding into dynamic, purposeful re-reading behaviors. This was demonstrated by their ability to accurately identify main ideas, extract supporting details, and synthesize environmental reading materials into well-structured visual poster products using target contextual vocabulary and correct descriptive syntax. Despite positive outcomes, several text-processing challenges emerged, including students' limited initial technical vocabulary knowledge, linguistic hesitation when communicating interpretations in English, and operational time management constraints during text-to-visual transformation. However, these limitations were effectively mitigated by peer scaffolding and teacher facilitation, unlocking significant potentials in collaborative text analysis, task engagement, and analytical creativity. In conclusion, Project-Based Learning serves as an effective pedagogical framework to foster and describe active reading comprehension in a vocational school context.

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