Exploring Students’ Contributions in Completing a Group Project Book
ADINDA PERMATA ZULFITRI, Student ID 22 301 040 50, Thesis Title: “EXPLORING STUDENTS’ CONTRIBUTIONS IN COMPLETING A GROUP PROJECT BOOK.” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem addressed in this study is that students’ contributions in completing a group project book in the English for Specific Purposes (ESP) course have not been explored comprehensively, particularly regarding the forms of contributions demonstrated throughout each stage of project completion. Most previous studies have focused on motivation, learning outcomes, collaboration, or 21st-century skills in Project-Based Learning. Therefore, this study aimed to explore students’ contributions in completing a group project book in the English for Specific Purposes (ESP) course. This study employed a qualitative approach with a case study design. The participants were four fifth-semester students of the English Teaching Department at UIN Mahmud Yunus Batusangkar who belonged to the same project group responsible for developing the English for Local Sellers project book in the English for Specific Purposes (ESP) course. The participants were selected using purposive sampling. Data were collected through Focus Group Discussions (FGD) and analyzed using Miles and Huberman's interactive model, which consists of data reduction, data display, and conclusion drawing and verification. The trustworthiness of the data was established through member checking. The findings revealed four types of students’ contributions to the completion of the group project book, namely cognitive, behavioral, emotional, and managerial contributions. These forms of contribution emerged throughout the five stages of Project-Based Learning (PjBL): initiation, planning, implementation, monitoring, and presentation, although their manifestations varied according to the activities and demands of each stage. Cognitive contribution was particularly evident in students’ engagement in brainstorming ideas, organizing learning materials, solving problems, evaluating project outcomes, and making collaborative decisions. Behavioral contribution was reflected in students’ active participation in carrying out project-related tasks and completing their assigned responsibilities. Emotional contribution emerged through students’ efforts to maintain positive interactions, provide motivation and support, and foster collaboration among group members. Meanwhile, managerial contribution was evident in task distribution, deadline management, project coordination, and the organization of group activities throughout the project completion process. Taken together, these findings illustrate that students’ participation in the project involved interconnected cognitive, behavioral, emotional, and managerial processes that supported the development and completion of the group project book.