LESSON STUDY: INTEGRATING READING AND WRITING THROUGH PROJECT-BASED LEARNING (A Case Study at English Education Program of Universitas Pancasakti Tegal in Academic Year 2021/2022)

NORMAN ESA IBADILAH, . (2022) LESSON STUDY: INTEGRATING READING AND WRITING THROUGH PROJECT-BASED LEARNING (A Case Study at English Education Program of Universitas Pancasakti Tegal in Academic Year 2021/2022). Skripsi thesis, Universitas Pancasakti Tegal.

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Abstract

Ibadilah, Norman Esa. 2022. 1618500032 : “Lesson Study: Integrating Reading and Writing through Project-based Learning (A Case Study at English Education Program of Universitas Pancasakti Tegal in Academic Year 2021/2022”). Research Project. Strata I Program, English Education Program, Faculty of Teacher Training and Education, Universitas Pancasakti Tegal. The First advisor is Noeris Meiristiani, M.Pd. and The Second Advisor is Anin Eka Sulistyawati, SS, M.Hum. Key words: Reading, Writing, Project-based Learning, Lesson Study The main objectives of this study are to find out how reading learning can be integrated with writing, how the implementation of Project-based Learning (PBL) in integrating reading-writing courses is, and how reading supports writing in the integration of the two courses using PBL. The research approach is qualitative and the research design is case study. The population is all students in English Education Program. The researcher used convenience sampling and decided 20 students in Class 2A to participate in this research. The data collecting techniques used participant observation, reflective journal, and documentation. In this research, the researcher observed the teaching-learning activities of reading and writing courses, then conceptualized and explained the complex implementation of the two courses integration through PBL under Lesson Study cycles. Using Miles and Huberman’s data analysis, the conclusion drew from the data gathered are: 1) reading can be integrated with writing, but the integration only occurs in certain stages of Lesson Study cycle; 2) the integration between reading and writing courses is implemented using PBL, but not all PBL steps are completed; and 3) reading support students’ writing in the content of text which is used to construct the text’s structure. The research suggests that: 1) the lecturers/educators need better preparation and provide sufficient time to conduct all the steps for the integration; and 2) other researchers use different research method to obtain more complete data, so the other aspects can be measured.

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