ANALISIS TAHAP REKURSIF PEMBELAJARAN BERBASIS PROYEK DALAM PENGAJARAN BAHASA INGGRIS

Abstract

This study aims to analyze in-depth the implementation of the recursive stage in Project-Based Learning in English language learning at Madrasah Aliyyah Al-Amiriyyah Darussalam Banyuwangi. This study aims to uncover how the cycle of planning, implementation, reflection, feedback, revision, and project refinement shapes the sustainable development of students' language competencies. This study uses a qualitative approach with a case study design to analyze the implementation of the recursive stage in Project-Based Learning in English language learning at Madrasah Aliyyah Al-Amiriyyah Darussalam Banyuwangi. The study was conducted over a one-month period with six observations. Informants were selected using purposive sampling, consisting of the madrasah principal, an English teacher, and two students. Data were collected through observation, semi-structured interviews, and documentation. Then, they were analyzed using the interactive model of Miles, Huberman, and Saldaña through open coding, axial coding, and selective coding. Data validity was ensured through triangulation, member checking, and peer debriefing. The research results show that the implementation of the recursive stage in Project-Based Learning is built through three main mechanisms: recursive planning, reflective feedback, and recursive revision, which integratedly support the development of students' language competencies. Project-based learning is not only oriented toward product completion, but also toward a cycle of adaptive planning, reflective feedback, and iterative revision that strengthens linguistic and academic communication skills. The novelty of this research lies in the conceptualization of the recursive stage as a pedagogical mechanism that integrates planning, reflection, feedback, and revision within a continuous learning cycle. These findings broaden the understanding of Project-Based Learning by emphasizing that the development of language competencies is determined more by the quality of the recursive learning process than simply the success of producing the final product. This finding also provides implications for the development of more reflective and adaptive English language learning.