English Teachers' Perception of Implementing Project-Based Learning in Secondary Schools

Abstract

The aims of this study were to investigate English teachers’ perceptions in implementing Project-Based Learning and to analyze the English teachers’ challenges of implementing Project-Based Learning in Secondary Schools in Bengkulu City. 16 English teachers in Senior High Schools and 14 English teachers in Junior High Schools who have implemented Project-Based Learning in their class served as participants in this study. An explanatory sequential mixed method research applied to investigate the teachers’ perceptions in implementing Project-Based Learning for gathering quantitative data by using Questionnaire in the first phase. Then, in collecting qualitative data to analyze the challenges of the implementation of Project-Based Learning in English classroom, the researcher conducted interview which explained the result in the first phase. There are a total of 30 questions on the questionnaire, all of which pertain the internal factors and the external factors, also the challenges which affected the English teachers’ perceptions in Secondary School. The findings of this study suggested English teachers’ perceptions and challenges in implementing Project-Based Learning in Secondary Schools had a positive response. Meanwhile, the English teachers’ challenges are caused by the limited of time and of knowledge, the management of class, and the situation of pandemic.

Implementation of project-based learning in English Classroom of Merdeka Curriculum: Student and Teacher Perception

“…This condition aligned with what PjBL promoted, that is, the use of student-centered learning in the class as student is able to construct investigation, to set a goal and acts as an autonomous learner within real-world practices (Kokotsaki et al, 2016). Similar studies confirmed that students believed teachers gave them freedom to choose and develop content inside their project in PjBL learning process (Sartika et al, 2022;Hidayati et al, 2023). Moreover, when student are given freedom to choose, students most likely shared that they appreciated the opportunity to research what they wanted (DeMink & Olofson, 2020).…”

“…Students also responded positively towards their teachers implementing PjBL. Students believed teachers gave them freedom to choose and develop content inside their project (Sartika et al, 2022;Hidayati et al, 2023). Students also show tendency to agree on how teacher used varied material resources and internet in researching and finishing projects.…”

“…Positive perceptions of teachers and more engagement in class through sharing ideas are likely to lead to mastery experiences that improve teacher self-efficacy in PjBL classroom. Similarly, positive perception on teachers in implementing PjBL also found in English classroom (Peterson & Nassaji, 2016;Sartika et al, 2022).…”

“…Lastly, learners synthesize and analyze the information before finally evaluating and assessing the information (Kriwas, 1999in Thomas, 2017. Numerous PjBL studies focused on student and teacher perception on developing projects have been done such as; Li et al (2015); Gomez-Pablos et al (2017); Choi et al (2019); Maros et al (2021); Sartika et al (2022); Hidayati et al (2023). Li et al (2015) investigated students' perception on PjBL implementation inside Business Translation course in China, as the result mentioned positive and encouraging response related to students experience when they acquired and created new knowledge on their research topics and became independent in their investigations, so students were able to make sense of their learning in the field of translation.…”

Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students

“…Various implementations of PjBL in junior high school learning have been carried out, both in the Indonesian and global contexts. There is research focused on how teachers implement projects (Markula & Aksela, 2022), teach speaking a spoken advertisement (Humairoh & Purwati, 2014), teachers' perception (Sartika et al, 2022), gadget play duration survey (Sitio et al, 2023), EFL classroom (Wijayanti & Budi, 2023), language learning (Ukah et al, 2023), teaching speaking to young learners (Widiyati & Pangesti, 2022), PjBL in in robotics meets (Zadok, 2020), music learning (Banua et al, 2023;Nugroho & Dewi, 2022), and management of project-based learning model at Sekolah Alam (Ahmad, 2021). In terms of abilities or competencies of junior high school students, PjBL research is focused on creative thinking skills (Biazus & Mahtari, 2022), critical thinking skills (Wibowo et al, 2018) and cooperative skills (Indriyana & Susilowati, 2020), students' engagement and speaking competence (Bunyamin, 2022), communication skills (Pratiwi et al, 2020), and collaboration, creativity, and computational thinking (Alkautsar et al, 2023).…”