Main Article Content
Abstract
Project-Based Learning (PBL) has been widely recognized as a student-centered approach that supports the development of twenty-first-century skills, including critical thinking and communication. However, limited research has explored teachers' perspectives on the implementation of PBL in TESOL contexts at the elementary school level in Indonesia. This qualitative case study investigated an English teacher's perspective on the implementation of PBL and its perceived contribution to students' critical thinking and communication skills at the International Class Program of MI Plus Walisongo Trenggalek. Data were collected through a semi-structured interview with an English teacher and analyzed using thematic analysis. The findings revealed that the teacher implemented PBL through descriptive text projects, the creation of visual aids, and public presentations involving teachers, classmates, and parents. According to the teacher, these activities encouraged students to organize information, express ideas, engage in authentic communication, and develop greater confidence in using English. The teacher also perceived that PBL increased student motivation and participation, although challenges related to varying proficiency levels, limited instructional time, and presentation anxiety were identified. The study contributes to understanding how Project-Based Learning is implemented and perceived within an Indonesian elementary TESOL context.
[Penelitian ini mengkaji perspektif seorang guru bahasa Inggris mengenai penerapan Project-Based Learning (PBL) dan kontribusi yang dipersepsikan terhadap keterampilan berpikir kritis dan komunikasi siswa pada International Class Program MI Plus Walisongo Trenggalek. Data dikumpulkan melalui wawancara semi-terstruktur dengan seorang guru bahasa Inggris dan dianalisis menggunakan analisis tematik. Temuan menunjukkan bahwa guru menerapkan PBL melalui proyek teks deskriptif, pembuatan media visual, dan presentasi publik yang melibatkan guru, teman sekelas, dan orang tua. Menurut guru, kegiatan tersebut mendorong siswa untuk mengorganisasi informasi, mengemukakan gagasan, terlibat dalam komunikasi autentik, serta mengembangkan kepercayaan diri yang lebih besar dalam menggunakan bahasa Inggris. Guru juga memandang bahwa PBL meningkatkan motivasi dan partisipasi siswa, meskipun terdapat tantangan berupa perbedaan tingkat kemampuan bahasa Inggris, keterbatasan waktu pembelajaran, dan kecemasan saat presentasi. Penelitian ini memberikan pemahaman mengenai bagaimana Project-Based Learning diterapkan dan dipersepsikan dalam konteks TESOL sekolah dasar di Indonesia.]
Keywords
Article Details
Copyright (c) 2026 Puji Astuti, Hasna Nabila Rahmah , Muhammad Rehan Sabir, Koesoemo Ratih , Endang Fauziati (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.