Project-Based Learning on English Learning Based on Students' Perception

Abstract

English is the language used as a medium of instruction in many international activities and serves as a global lingua franca. In Indonesia, where English is not the mother tongue, its learning at every educational level is crucial for preparing students to compete in the global arena. One of the methods applied in English learning is Project-Based Learning (PBL), a model that emphasizes independent learning, problem-solving, collaboration, and the production of tangible outcomes or real projects. This study aims to explore students’ perceptions of PBL in English learning, focusing on its impact on engagement, motivation, skill development, and overall learning experience. Using a descriptive survey method, data were collected from 94 respondents consisting of school and university students through questionnaires, interviews, observations, and documentation. The findings reveal that most respondents perceive PBL positively, reporting increased enthusiasm, activeness, motivation, and enjoyment in learning English. Additionally, PBL was found to enhance presentation skills, foster creativity, strengthen problem-solving abilities, and provide meaningful learning experiences connected to real-world contexts. The study concludes that PBL is not only effective in improving language proficiency but also suitable for implementation across all levels of education in Indonesia. These results suggest that integrating PBL into English language instruction can significantly contribute to developing 21st-century skills and preparing students for both academic and professional success.