ALIFIA, RISSA (2025) STUDENTS’ PERCEPTION ON LEARNING VOCABULARY THROUGH PROJECT-BASED LEARNING AT THE 5th GRADE OF MI PUI AN-NURIYAH. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
Vocabulary plays an essential role in developing students’ English proficiency, especially at the elementary school level. However, preliminary observation at the 5th grade of MI PUI An-Nuriyah showed that students demonstrated low motivation and struggled with vocabulary mastery. Therefore, this research aims to investigate students’ perceptions of learning vocabulary through Project-Based Learning (PjBL), as well as its impact on their motivation and engagement, and the challenges experienced during its implementation. This research employed a descriptive qualitative method involving 23 fifth-grade students. The data were collected through observation, questionnaire, and semi-structured interview, then analyzed using Miles and Huberman’s data analysis procedures: data reduction, data display, and conclusion drawing. The findings indicate that PjBL successfully increased students’ motivation and engagement in vocabulary learning. Students became more active, enthusiastic, and responsible in working on their projects. They also expressed positive perceptions toward PjBL, stating that it made learning more enjoyable, helped them understand and remember new vocabulary better, and encouraged independence and confidence when presenting their work. Despite these positive outcomes, some students experienced challenges such as difficulty selecting vocabulary, spelling problems, and limited time to complete the project. To overcome these challenges, students used strategies such as asking for teacher and peer support and referring to vocabulary notes. In conclusion, Project-Based Learning is an effective approach to support vocabulary learning, as it provides meaningful experiences and promotes active participation. It is recommended that teachers continue implementing PjBL with appropriate guidance and time management to optimize students’ learning outcomes. Vocabulary Learning, Students’ Perception, Motivation, Engagement, Project-Based Learning (PjBL)
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Kosakata memegang peran penting dalam pengembangan kemampuan bahasa Inggris siswa, khususnya di tingkat sekolah dasar. Namun, berdasarkan observasi awal di kelas V MI PUI An-Nuriyah, ditemukan bahwa siswa menunjukkan motivasi belajar yang rendah dan mengalami kesulitan dalam penguasaan kosakata. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap pembelajaran kosakata melalui Project-Based Learning (PjBL), serta dampaknya terhadap motivasi dan keterlibatan siswa, dan tantangan yang dialami selama penerapannya. Penelitian ini menggunakan metode kualitatif deskriptif dengan melibatkan 23 siswa kelas V. Data dikumpulkan melalui observasi, angket, dan wawancara semi-terstruktur, kemudian dianalisis menggunakan prosedur analisis data Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa PjBL berhasil meningkatkan motivasi dan keterlibatan siswa dalam pembelajaran kosakata. Siswa menjadi lebih aktif, antusias, dan bertanggung jawab dalam mengerjakan proyek mereka. Selain itu, siswa menyampaikan persepsi positif terhadap PjBL, dengan menyatakan bahwa metode ini membuat pembelajaran lebih menyenangkan, membantu mereka memahami dan mengingat kosakata baru dengan lebih baik, serta mendorong kemandirian dan rasa percaya diri saat mempresentasikan hasil kerja mereka. Meskipun demikian, beberapa siswa mengalami kendala seperti kesulitan dalam memilih kosakata, masalah ejaan, serta keterbatasan waktu untuk menyelesaikan proyek. Untuk mengatasi tantangan tersebut, siswa menggunakan berbagai strategi, seperti meminta bantuan guru dan teman sebaya serta merujuk pada catatan kosakata. Sebagai kesimpulan, Project-Based Learning merupakan pendekatan yang efektif untuk mendukung pembelajaran kosakata karena memberikan pengalaman belajar yang bermakna dan mendorong partisipasi aktif siswa. Oleh karena itu, disarankan agar guru terus menerapkan PjBL dengan pendampingan dan pengelolaan waktu yang tepat guna mengoptimalkan hasil belajar siswa. Pembelajaran Kosakata, Persepsi Siswa, Motivasi, Keterlibatan, Project-Based Learning (PjBL). | |||||||||
| Uncontrolled Keywords: | Pembelajaran Kosakata, Persepsi Siswa, Motivasi, Keterlibatan, Project-Based Learning (PjBL). Vocabulary Learning, Students’ Perception, Motivation, Engagement, Project-Based Learning (PjBL) | |||||||||
| Subjects: | L Education > L Education (General) P Language and Literature > PE English |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris |
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| Depositing User: | Rissa Alifia | |||||||||
| Date Deposited: | 19 Dec 2025 02:08 | |||||||||
| Last Modified: | 19 Dec 2025 02:08 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/56730 |
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