Project-based Learning (PBL) in EFL learning: Lesson from Indonesia

Abstract

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes.

The Relation Between Project-Based Learning and Speaking Skill In English Class For Senior High School Students

“…This model suggests the students to construct the knowledge (Guo et al, 2020) it means that students are not only learning the materials but also learn why they have to learn (Barron et al, 1998), then they will love to learn. Because students are free to design the project which means that they also should decide what kind of knowledge and skill that they have to achieve by doing the project (Ngadiso et al, 2021).…”

“…Furthermore, at first this model is used for science subjects (Krajcik & Shin, 2014) however, nowadays this strategy can be applied for any subjects such as Social, art, and English classes (Krajcik & Shin, 2014). The important point in implementing this model is by students center, students autonomy, collaborative learning, and learning with tasks (Gai Mali, 2016;Reeder, 2005;Sumarni et al, 2016) especially for English class, in PjBL students can design the project, choose the material, the source and apply the project, those activities make the students learn independently in a groupwork (Asfihana, 2021;Ngadiso et al, 2021) as many activities done by the students, therefore when using this model teacher should also consider about the time, as this model takes much time (Guo et al, 2020;Karyawati & Ashadi, 2018). That is why it is important to know when teacher apply this model whether it also relates with students communicative competence especially in speaking skill.…”

“…This kind of research is used as PjBL is a student center, therefore students are actively working in their group (Asfihana, 2021), they work with their friends in conducting PjBL to produce a product, and it is important to see the content/ product produced in the project and the skills mastered by the students. As in teaching speaking, the popular model that are usually used by teacher is role play, and group discussion (Andini et al, 2020) therefore in PjBL students are actively work in group (Ngadiso et al, 2021). In addition, learning speaking also will be done better in group discussion (Andini et al, 2020) moreover, in teaching speaking students will learn better by practicing the language in enjoyable situation (Rahimi & Keng Wee Ong, 2023).…”

Incorporating Cooperative Project-Based Learning in the Teaching of English as a Foreign Language: Teachers’ Perspectives

“…PBL has its origins in the mid-1960s at McMaster University Medical School in Hamilton, Canada [4]. PBL refers to the process of learning that focuses on carrying out a task that integrates different resources, people, and materials through which students practise an array of skills and language systems [5]. According to Fried-Booth [6], PBL is a methodology that is commonly used in multiple levels and contexts to advance students' language learning skills by addressing issues or topics rather than language elements to create an end-product.…”

Improving Students’ Reading Comprehension Using Project-Based Learning at VIII F Grade of SMPN 43 Surabaya

“…So, the learning process will involve the student's active participation, especially in reading activities. According to (Ngadiso et al, 2021), project-based learning could improve students' writing skills. Then, according to (Rofieq et al, 2019), project-based learning made the students more active and interested in reading activities in the classroom.…”