Autobiographical Reflections of Indonesian Language Teachers on Writing Instruction Using the Di And Pjbl Integration Model

Abstract

This article aims to uncover the pedagogical meaning of teaching writing to twelfth-grade students through an autobiographical approach within the context of English language education. The study employs a narrative research design that positions the teacher’s lived experience as the primary data source, which is then restored into a coherent sequence of meaningful events representing pedagogical transformation. The data consist of teaching reflection notes, daily journals, classroom observations, and documentation of students’ writing processes collected during one semester of instruction. The analysis was conducted through iterative thematic coding and the identification of critical incidents related to changes and shifts in pedagogical understanding and classroom interaction. The findings reveal three key results: (1) students’ initial challenges in understanding the essence and recursive nature of the writing process can be addressed effectively through explicit modeling using Direct Instruction; (2) the integration of authentic projects based on Project-Based Learning significantly enhances student engagement, fosters agency, and allows their personal experiences, emotions, and viewpoints to emerge in their narrative writing; and (3) critical incidents occurring during instruction, such as reflective dialogues and unexpected student responses, trigger a reconstruction of teaching practices, particularly in extending the modeling phase, strengthening prewriting activities, and integrating oral discussions during the revision stage. Overall, this study affirms that autobiographical reflection serves as an effective means to strengthen teachers’ professional identity, deepen pedagogical awareness, and develop a more reflective and responsive approach to writing instruction.