JOLLT Journal of Languages and Language Teaching April 2024. Vol.12, No.

2
https://e-journal.undikma.ac.id/index.php/jollt p-ISSN: 2338-0810
Email: jollt@undikma.ac.id e-ISSN: 2621-1378
DOI: https://doi.org/10.33394/jollt.v%vi%i.10644 pp. 1058-1067

PROJECT-BASED LEARNING: THE HIGHLIGHTING TEACHERS’

VIEWS OF TEACHING ENGLISH LANGUAGE IN SECONDARY
SCHOOLS
1*Faza Lutfiyana, 1Lulu Laela Amalia, 2Ashanti Dayani Ajeng Pitaloka, 1Sri Novianti
1
English Language Education study program, Faculty of Languages and literature Education,
Universitas Pendidikan Indonesia
Master of Teaching English to Speakers of Other Languages (TESOL), Monash University,
Australia
*Corresponding Author e-mail: fazzalutfi72@upi.edu
Article Info Abstract
Article History It has been two years since the Ministry of Education and Culture in Indonesia
Received: January 2024 mandated an Emancipated curriculum to foster independent learning after the
Revised: February 2024 COVID-19 pandemic. All of the aspects and policies in school need to adapt to
Published: April 2024 the new version of the learning and teaching process. The use of Project-based
Keywords learning in this era is imperative things which can help students and teachers be
Emancipated curriculum; more interactive in dealing with global skills. This approach can guide the
Project-based learning; teachers more easily understand the topic by using projects that relate to their
Teachers’ views; workplace. This research is designed to investigate the teachers' views on
practicing project-based learning in classroom activities. This case study used
document analysis in the form of a lesson plan to check their understanding of
project-based learning. The semi-structured interviews were also held to collect
deep data analysis with two teachers at the secondary level who had already
implemented project-based learning during the learning process. The findings
showed that project-based learning can assist the teacher in developing an
engaging and collaborative classroom that supports both the teachers' and
students' capacity for critical Thinking. Interestingly, the study revealed that the
teachers realized that the challenges in applying Project-based learning might
derive from the number of meetings in one project.
How to cite: Lutfiyana, F., Amalia, L.L., Pitaloka, A.D.A., & Novianti, S. (2024). Project-Based Learning: The
Highlighting Teachers’ Views of Teaching English Language in Secondary Schools. JOLLT Journal of
Languages and Language Teaching, 12(2), pp. 1058-1067. DOI: https://doi.org/10.33394/jollt.v%vi%i.10644

INTRODUCTION
Since the beginning of Emancipated Curriculum implementation, teachers'
comprehension and execution of Project-based learning have always been emphasized.
Grossman, et al. (2019) stated that the analysis of teachers' views on implementing project-
based learning revealed that they understand well and can imply this approach based on the
roles. Although the teachers’ views of Project-based learning which is the essential strategy in
Emancipated Curriculum was generally good, the other study revealed that the lesson plan and
the teaching and learning process did not reflect the approach (Rostika & prihantini, 2019).
Hence, by their level of views and procedural knowledge, it can be inferred that teachers' views
tended to be correct and thorough for general curriculum topics. At th it was partial for
application concepts (Ahmad & Mardiana, 2014).
Project-based Learning (henceforth PBL), is one of the alternative approaches offered by
Emancipated Curriculum has been tried out to see its benefits in promoting higher-order
thinking skills (henceforth HOTS). It is a type of teaching approach in which students learn
something by completing a project suggested by the teacher. It provides an environment in

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which the learning process is more exciting and has a more real-world focus than traditional
methods of teaching same time, (Lee, 2014). Project-based learning (PBL) method is a set of
teaching methods to design learning situations. It refers to the teaching method of problem-
learning or project learning (Xiong, 2021). Based on extensive practical experience, this
innovative teaching approach significantly increases students' enthusiasm for learning, fosters
autonomous learning, improves oral communicative competencies (Abu-Bakar et al., 2019) and
students' comprehensive thinking and creative abilities (Rochmawati, 2015), (Merris, et al.,
2021) (Puspitasari, 2020). However, we need to fully understand the development and
characteristics of this new model to implement it scientifically
Based on the Minister of Education and Culture's regulation (Permendikbud) 2016
Number 22, the implementation of a teaching strategy like project-based learning should take
three factors: attitude, knowledge, and skills. Then, via activities like observing, inquiring,
experimenting, associating, sharing, and creating, students should build their knowledge.
Therefore, it is advised to use project-based learning to realize those three goals. In the process
of learning activities, project-based learning can be carried out in various ways. Students are
given the task of developing a theme or topic in learning by conducting a realistic project
(Richard & Schmidt, 2010). Another option is for students to undertake their work
autonomously, in various situations inside and outside of class, with a mentor or adviser, and
with support from teachers or student leaders. Working in teams to accomplish a shared learning
objective is a key aspect of project-based learning (Gerlach, 2008). Additionally, when using
the project method, students are the focus of the instruction, and the product is working
collaboratively. Furthermore, Farouck (2016) found that project-based learning supports
independent learning and allows learners to acquire learning goals through different sources.
The outcome of Project-based learning is greater than understanding the topic, deeper
learning, high-level reading, and increased motivation to learn; it is a key strategy for creating
independent thinkers and learners (Bell, 2010). Five essential components of project-based
learning are suggested by Blumenfeld (2006): driving questions, situated inquiry, collaboration,
learning technology, and artifacts. The driving questions support the project's organization and
direction, give students a framework in which to apply and develop learning objectives, and
give the project's whole range of activities continuity and consistency. Project-based learning
gives students, educators, and society at large the chance to work together to explore issues and
problems. Students can also access real data from the internet and other sources using learning
technology. lastly, artifacts are the output of student effort in project-based learning. The
artifacts must respond to the central issues, demonstrate how students are learning, and support
students in building knowledge related to the project's learning objectives.
Project-based learning is believed to have good effects on students. Some scholars
through the years have proven the effectiveness of using project-based learning in a classroom.
One of the clear benefits of PBL is the advancement of students' 21st-century abilities(Bedir,
2019; Wongdaeng, 2018). Learning skills, literacy skills, and living skillsare the three broad
types of skills. In an educational setting, the most referred and discussed abilities are learning
skills, which include critical thinking, creativity, cooperation, and communication, also known
as the 4Cs. Given that the (Tracey, 2012) majority of activities are completed by students, either
alone or cooperatively, one additional constructivist type may be found in PBL: students as
active doers in learning. According to Jalinus (2017), PBLactivities began with formulating the
intended learning outcome and continued with understanding the concept of teaching material,
training required skills, designing the project theme, creating the project proposal, and
completing the project works. The students shall give the project report at the end of the
procedure.
Fleming (2000) explains the benefits of using Project-based learning as an instructional
strategy in the classroom: (1) Increased motivation. Students 'own the question' and spend more

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time working on projects outside of school. (2) Increased autonomy. Students become more
responsible and self-directed learners. (3) Increased achievement. Students practice higher
levels of thinking through the direct application of factual knowledge in making interpretations,
conclusions, and critical ideas. Hence, the benefits of English language instruction have been
stressed by Bell, (2010); Killen, (2006); Tsiplakides I, (2009), and others. As seen by their
findings, a project-based approach in the EFL classroom might foster a student-centered
learning environment while also encouraging interpersonal communication abilities in English.
In the PBL, the voice of students is not just valuable but essential. PBL is an instructional
approach that centers around students actively engaging in real-world, complex problems or
projects. Thus, incorporating Project-based learning into English Language Teaching has clear
benefits for the student’s immediate development of language resources, and the fact that
Project-based learning has been mandated in the Indonesian education system, English
language teachers still appear to have rudimentary views of project-based learning and
pedagogies for project-based learning, as discussed in the introduction. It is crucial to learn
more about how teachers view and implement Project-based learning in the classroom.
Therefore, this study was guided by the following research questions; how are the techers’
views on the PBL in the EFL classes? And how do the EFL teachers apply the PBL in their
classes?

RESEARCH METHOD
Research Design
The study embarked on a journey to delve into the perspectives of educators regarding
Project-based Learning (PBL). Employing a qualitative case study methodology, the research
aimed to meticulously address the central query. This methodological choice aligns with the
assertion made by Hamied (2017) that qualitative approaches are particularly apt when the
objective is to attain profound insights into complex phenomena. Merriam (2009) further
elucidates that qualitative research endeavors to unravel the intricate tapestry of human
experiences, elucidating how individuals interpret and attribute meaning to their surroundings.
In concordance with these principles, this study meticulously considered the intricacies of the
educational environment, the specific circumstances, and the broader contextual framework.
The utilization of a qualitative case study methodology was therefore deemed most suitable for
this inquiry. It facilitated a comprehensive examination of the natural dynamics inherent in
teachers' comprehension and instructional practices related to PBL. By employing descriptive
elucidation, this approach allowed for a nuanced exploration of the intricate interplay between
educators' understanding, teaching methodologies, and the inherent complexities of PBL
implementation.
Research Participants
For this study, the participants were specifically chosen from a private junior high school,
with a focus on two English teachers who have demonstrated considerable experience in the
implementation of the Project-based Learning (PBL) approach within their teaching practices.
This selection criteria were informed by recommendations outlined by Kemendikbud in the
Emancipated Curriculum. Both participants boast extensive teaching careers, with one having
accumulated approximately twenty years of experience, while the other has nine years under
their belt. Furthermore, it's noteworthy that both hold teacher professional certificates,
underscoring their dedication and proficiency in the field of education. Moreover, the selected
participants have actively engaged in continuous professional development, having attended
various seminars and training sessions dedicated to enhancing their understanding and
application of project-based learning methodologies. Their commitment to ongoing learning is
evidenced by their participation in both online and offline learning opportunities. It's important
to highlight that despite their varied experiences and backgrounds, both teachers operate within

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the framework of the Emancipated Curriculum, albeit at different stages within the curriculum.
This commonality in curriculum provides a cohesive foundation for the study, allowing for a
focused exploration of their experiences and practices within a shared educational context.
Data Collection and Analysis
The data in this study are collected from various sources to seek rich data, assure
authenticity, and minimize the flaws in each data collection method (Merriam, 2009; Hamied,
2017). A document analysis in the form of a Lesson plan was conducted to collect information
related to the teachers’ understanding of PBL. There were Teachers' lesson plans used as the
instruments of this study. This is done to ascertain how consistently teachers employ project-
based learning in every topic that has to be taught.
Following the initial phase of data collection through document analysis, the researcher
proceeded to employ a semi-structured interview approach. This methodological choice was
instrumental in facilitating a deeper and more comprehensive understanding of Project-based
Learning (PBL) practices as perceived and implemented by the participants. Through these
interview sessions, the researcher aimed to gather nuanced insights and detailed perspectives
on various aspects of PBL, thereby enriching the dataset beyond what could be gleaned solely
from the examination of lesson plans and related documents. The semi-structured nature of the
interviews allowed for flexibility in questioning, enabling the researcher to delve into specific
areas of interest while also allowing for emergent themes to be explored in depth. By engaging
in dialogue with the participants, the researcher sought to elucidate the rationale behind
instructional decisions, the challenges encountered during PBL implementation, and the
perceived effectiveness of this approach in facilitating student learning outcomes. Furthermore,
the interviews served a complementary role to the data collected from document analysis,
particularly in corroborating and contextualizing the information derived from the examination
of lesson plans. By triangulating multiple sources of data, the researcher aimed to enhance the
credibility and validity of the findings, thereby providing a more robust and holistic
understanding of PBL practices within the research context.
Thematic analysis was used to explore the data following recommendations stroller
(2006). the document analysis (teachers' lesson plans) is submitted before the teacher holds the
teaching and learning process. These lesson plans were chosen because they are prepared by
the teacher for the Project-based Learning model. It is also the teaching scenarios and
assessment of the lesson plans that are modified into project-based learning model
characteristics. The data from the interview was collected after the document analysis was done.
In every meeting, the researcher asked some questions related to stages in project-based
learning (PBL). During the interview, the questions and answers were recorded. Then, the
interview protocols were also used to obtain during the interview.
FINDING AND DISCUSSION
Teachers' perspectives on Project-based Learning (PBL) are shaped by a culmination of
knowledge acquired from various sources and experiences. These insights were gleaned
through an amalgamation of lesson plan analyses and semi-structured interviews, both of which
yielded favorable responses overall. The data collected from these methodologies were
meticulously categorized into five key themes extracted from the lesson plans: learning
objectives, learning materials, learning approach, learning media, and learning process. These
themes, adapted from Kemendikbud (2022) within the framework proposed by Strollers (2006),
served as the foundational structure for organizing and interpreting the data.
Table 1 encapsulates the teachers' general perspectives on these thematic elements,
providing a succinct overview of their understanding and approach to PBL. This tabulation
offers a concise snapshot of their viewpoints, allowing for easy comparison and analysis.
Furthermore, the data obtained from the interviews underwent further scrutiny, with an

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emphasis on three distinct levels of knowledge: explanation, elaboration, and

reflection/application. This multifaceted analysis facilitated a comprehensive examination of
the teachers' comprehension and engagement with PBL principles, delving beyond surface-
level perceptions to uncover deeper insights into their pedagogical practices and philosophies.
Thus, Table 1 serves as a foundational tool for initiating the discussion on teachers'
perspectives, laying the groundwork for a nuanced exploration of their views and experiences
within the realm of PBL implementation.
Table 1
Lesson Plan Analysis
No Aspects Yes Excerpt
1 Learning objectives √ Finding concepts through stimulation (Video, audio, etc.)
2 Learning Materials √  Related to students’ daily life activities
 General to specifics
 Various sources (book, article, video, etc)
3 Learning √ Project-based learning
Approach/Model / (Questions and answers, discussion, observation).
Method
4 Learning Media/ Tools √ Students’ book, PowerPoint, Google Classroom.
5 Learning process
 Pre-activities √ Adding stimulation (Greeting, checking attendance, giving
apperception, delivering learning objectives).
 While activities √ - Pre-communicative activity
asking essential questions, designing the project plan,
creating project planning, finishing the project, and
assessing the project.
 Post Activities √ Giving reflections, delivering a plan for the next meeting, and
closing the learning.

Teachers’ Explanation of Project-based Learning

The explanation level covers how the teachers perceive the learning process of project-
based learning through their reading or studying. The explanation level focuses on the overview
of Project-based learning that the teacher has on their mind as well as the theoretical explanation
they hold. The explanation level of the teacher’s views can be investigated from how the
teacher creates the lesson objective of project-based learning in the lesson plan. The teachers
formulated the learning objectives in the lesson plan in the form of learning outcomes that be
achieved through the learning process. The teacher figures out the learning process based on
his idea so, the learning would be meaningful for them as it is mentioned by teacher 1.
"In my opinion, Project-based learning is a learning method that directs children to be more
active in the teaching and learning process and children can produce a product from a material
at the end of learning. " [Excerpt 1, Teacher 1]
The teacher assumed that the learning objectives in project-based learning were to
experience the process of learning to get the essential points. It is believed that this way could
give them a deeper understanding of the materials. In his practices, the teacher also points out
their views through students’ output while using Project-based learning. Teachers' explanation
level of view of learning goals was revealed through the lesson plan. The teacher stated that
students were expected to be able to create a product with a real-life situation through the
material students’ knowledge. Teacher 2 gave their assumption about that.
"When applying project-based learning in classroom activity, the significant items are
communication and collaboration among students and teachers, students and their partners, or

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students with other partners. Project-based learning places equal emphasis on the process of
learning as well as the final output or result. Each step will be connected to and have an impact.
" [Excerpt 2, Teacher 2]
Thus, communication and collaboration are prominent. Project-based learning is built on
relationships between students and teachers as well as between students and their groups. A
project is a collaborative task rather than an individual task. Because it demands teamwork so
that students don't misunderstand the topic, project-based learning must take place in an active
and enthusiastic class. Then, the teacher acts as the facilitator and motivator so the students
require collaboration and communication with their team to create appropriate products by
themselves. The teacher guided the students to assign the concept and calculate the timeline by
leading questions on important points of project-based learning. after that, students work posit
on the schedule. It confirmed the explanation level of the students since s/he extended his/her
understanding of Project-based learning.
Teachers’ Elaboration in Project-based Learning
The teacher elaboration levels were represented by their lesson plan. The elaboration
level related to the background knowledge was indicated from the interview in which he
revealed two other ways of generating students' background knowledge; connecting the
materials and previous learning process to the courtesy from the previous level lesson plan. In
the practices, the teacher begins the learning process by engaging students with videos and
PowerPoints on the subjects they will be working on. In daily activities, it is hoped students
will get a general understanding of this topic. According to the results of the interviews, this
stimulation affects the subject matter of the project they will work on. In addition, stimulation
encourages student participation in class by asking them to submit ideas for projects. They
might even give justifications for choosing the issue. This affects the teacher's fundamental
function as a hub of learning. In choosing tasks and assigning them, the teacher just provides
broad cues to allow for the children's creative freedom. As a first step in project-based
activities, the teacher tries to ask the student about essential issues after giving a stimulus.
Teacher 2 clarified that the lack of questions was due to the student's prior understanding of
the project-based learning idea from the first meeting. This demonstrates the need for teachers
to comprehend project-based learning before introducing it to their students. He said:
"After some time implementing project-based learning in class, students will discuss the theme
and timeline to do the project in a group. They can choose based on the group agreement. The
teacher presents stimulation by asking about the important points of their theme and giving them
new knowledge. At the end of the project, students have to generate a product and present it in
front of the class. " [Excerpt 3, Teacher 2]
The teacher believes that the output of project-based learning is the student’s product
both hard file and soft file. Then, the teacher acts as the facilitator and motivator so the students
require collaboration and communication with their team to create appropriate products by
themselves. It is indicated that the teacher’s elaboration level of understanding. The teacher
knows the learning activity should be student-centered and students participate actively in their
project. He also encouraged the students to experience how to manage the project through
stimulation and discussion. Teacher 1 said:
"In selecting a project topic, students voiced their ideas about topics they found most interesting,
but I still took the initiative to guide them to ensure that the themes selected were appropriate for
this project-based learning. " [Excerpt 4, Teacher 1]
In the initial phase of Project-based Learning (PBL) implementation, the teacher
facilitates a collaborative discussion aimed at selecting a project topic. Here, students are
afforded a significant degree of autonomy, playing a central role in determining the subject

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matter they wish to explore. Empowering students to take ownership of the project topic aligns
with the fundamental principle of PBL, wherein learners are encouraged to drive their own
inquiry and learning process. The teacher's role is pivotal in creating an environment conducive
to student agency, ensuring that every opportunity is provided for students to assert control over
the direction of their project. Central to this approach is the concept that students are expected
to navigate and establish the guidelines and parameters for their project independently. Drawing
on the insights of Prihasruti (2019) and Holesinska (2006), students are encouraged to discern
the rules governing their project endeavors, thereby fostering a sense of ownership and
accountability. While students are granted considerable freedom in selecting their project topic,
the teacher retains a supervisory role, ultimately determining the suitability of the chosen
content for PBL. Through the selection of project topics, students embark on a journey of
independent inquiry, tasked with discussing and gathering relevant sources to inform their
project endeavors. Throughout this process, students are encouraged to seek guidance from the
teacher as needed, thereby striking a balance between autonomy and support. This dynamic
reflects the collaborative nature of PBL, wherein students are empowered to drive their own
learning while also benefiting from the guidance and expertise of the teacher.
Teacher's Reflection on Project-based Learning.
The reflective actions of the practices explain how the teachers reflect on their practices
to improve for the next ones. The reflection process is carried out not only by the teacher with
the students but also by the students themselves. The purpose of the reflection process is to
serve as a guide for future learning. In addition, the reflection will influence how critically
thinking children appraise students. In the interview session, the teacher used a questionnaire
and practical tasks she arranged in the main activities to evaluate the student’s knowledge.
Then, while doing reflection, the students work independently to create honesty. The guidance
from the teacher was limited to a personal approach only in which the students elaborated on
what they got in the project-based learning activities. The teacher also upheld the stage of
project-based learning as the teacher's guidance was arranged to reduce the complexity, exploit
learning, and avoid misconception (Guo-Pengyue, et al. 2020). It was in line with the sounds
of teacher 1. He said:
"There were two parts to the evaluation process I conducted specifically with student and teacher
reflection. In the teacher's reflection, I examined whether project-based learning would be the
most effective way to meet the learning objectives. Additionally, it investigates whether each step
of project-based learning helps students improve their HOTS. Meanwhile, I did a reflection on
my child by giving him a questionnaire related to the Project-based learning process. This
reflection is used to determine whether project-based learning may improve the HOTS of students
in English. " [Excerpt 5, Teacher 1]
Teacher shows reflection on actions both teacher and student are necessary. Therefore,
the reflection should result in some notes for each student in every stage of project-based
learning. The teacher evaluated whether project-based learning can promote HOTS students or
not, and he used the reflection to measure how effective project-based learning is in the English
classroom. He also mentioned that the reflection resulted in some notes are considerations for
the next meeting, she did not as far as make a reflection journal as well as change the concepts
of project-based learning. Teachers also make sure that projects can help students develop their
higher-order thinking skills (HOTS). However, the use of project-based learning requires a high
level of understanding because several challenges arise in it. Teacher 1 gave an example of how
Project-based learning takes advantage of learning activities.
"Some of the advantages that I found the students were more active and critical in giving their
opinions regarding the projects they wanted to work on. They argue with each other and then
look for solutions together so they can get aligned ideas. In addition, with the Project-based

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learning method, the teacher can only apply the " Student-center " style as a facilitator while
children are the subject and object of learning. In conclusion, of course, Project-based learning
can develop children's HOTS.) " [Excerpt 6, Teacher 1]
Project-based learning (PBL) offers a plethora of advantages, particularly within the
realm of English language acquisition. Through engaging in PBL activities, students not only
enhance their language proficiency but also cultivate essential skills such as critical thinking,
creativity, teamwork, and communication. These competencies are not only demonstrated but
also nurtured and honed throughout the project-based learning process. Moreover, teachers can
glean valuable insights into effective student engagement and retention strategies by observing
the development and application of these skills in the context of PBL, as noted by Bedir (2019)
and Wongdaeng (2018). Among the myriad benefits of PBL, a notable highlight is the
augmentation of students' 21st-century abilities, encompassing learning skills, literacy skills,
and living skills. These skills, essential for success in the modern world, are inherently
intertwined with the dynamic and collaborative nature of project-based learning. Furthermore,
the culmination of PBL projects can serve a dual purpose, not only as a demonstration of
students' learning but also as a tangible artifact that can be utilized as a student portfolio,
showcasing their linguistic proficiency and cognitive abilities. However, it is essential to
consider several factors when leveraging project-based learning to enhance English language
proficiency, both within and outside the traditional classroom setting. These considerations
encompass various aspects, including instructional design, assessment strategies, resource
allocation, and the integration of technology. By carefully navigating these factors, educators
can maximize the efficacy of PBL in fostering English language development, ensuring that
students reap the full benefits of this innovative and engaging pedagogical approach.
CONCLUSION
The study revealed that teachers’ explanations, elaborations, and reflections in project-
based learning were good. The teacher understands the concept of how project-based learning
in teaching activities was conducted. The various sources help to implement the stages and
decide the proper activities being used. The teacher verbalized his understanding of project-
based learning which was independently experimenting and inferring concepts into a series of
semi-guided activities. This activity aimed to make students experiment and infer the concept
from their works. The understanding level was gained from his reading studying or training and
its interactions with their reflection actions. He reflected that the students explore their critical
thinking with limited guidance from the teacher. They work collaboratively and
communicatively to create a product based on their abilities. Students in the project-based
learning process may not fully comprehend the ideas and procedures that must be followed, but
with the teacher's encouragement and direction, they can complete the project successfully and
ideally. In line with the teachers’ interrelated levels of explanation, elaboration, and reflection,
the teaching-learning process of project-based learning was good.
However, there are a few things to take into consideration while employing project-
based learning as an English learning approach. Time management is one of the factors that
must be taken into consideration. Project-based learning requires a substantial time
commitment. For the project to begin and progress through the product presentation stage,
teachers require three to four meetings. The length of time needed to complete a project limits
the materials that can be selected. The items that can be chosen are constrained by the amount
of time required to accomplish a project. In addition, the next difficulty is linked to the
background knowledge of students. The process of implementing the project is impacted by
differences in students' knowledge. Students with poor levels of knowledge will undoubtedly
struggle to keep up with the learning process. The distinction between selecting a topic and

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project design will be extremely obvious. For the students to fit in with their friends, a pretest
is required to ascertain their knowledge.

ACKNOWLEDGMENTS
The authors would like to thank the Indonesia Endowment Funds for Education (LPDP) for
funding the master study. This study also was supported by Universitas Pendidikan Indonesia
(UPI).

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