INCORPORATING GENDER AND SOCIAL ISSUES FOR WRITING CLASS THROUGH PROJECT-BASED LEARNING

Lestari Setyowati, Sari Karmina, Ana Ahsana El-Sulukiyyah

Abstract


Gender and social issues are the targets of the United Nations 2030 Sustainable Development Goals (SDG) and one of the discussed issues in 2022 G20 presidency summit in Indonesia.  The “no one left behind’ phrase said by the President Joko Widodo during his 2020 G20 presidency raises awareness on the importance of to grow together among nations and individuals. Thus, there is a need to include gender and social issues in language teaching as a theme for a skill course. In Indonesian context, the inclusion of gender and social issues are possible along with the application of Project-Based Learning (PjBL) as it emphasizes on higher order thinking skills (HOTs). The paper explores the use of PjBL for teaching writing by raising issues of gender and social inclusion. The students under study were those who joined the essay writing course in English department students from one of the private universities in East Java. The project was making You Tube videos that talked about gender and social issues. The teaching of writing follows the process-writing approach, namely planning, drafting, writing, revising, and publishing combined with PjBL.  PjBL applied in the teaching and learning process consists of six steps: pre-project activity, project planning, project design, project implementation, project launch, and project reflection. The result implies that incorporating gender and social issues by using PjBL in the writing class is beneficial to challenge the students’ autonomous learning and HOTs.

Keywords: gender, social inclusion, writing, Project-based learning


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References


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