THE IMPLEMENTATION OF PROJECT-BASED LEARNING BY A TEACHER IN AN EFL CONTEXT

    Alvi Raihan Utami, - (2025) THE IMPLEMENTATION OF PROJECT-BASED LEARNING BY A TEACHER IN AN EFL CONTEXT. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Project-based learning (PjBL) has recently gained wide recognition as a student-centered teaching approach. This method, which is in line with the Emancipated Curriculum (Kurikulum Merdeka), emphasizes flexibility in learning while integrating a range of essential skills into the English as a Foreign Language (EFL) classroom. In this method, the proficiency of EFL teachers is essential, particularly in delivering high-quality language input and fostering comprehension during classroom instruction through the implementation of project-based learning (PjBL). This research explored the implementation of project-based learning (PjBL) in classrooms, focusing on its benefits and challenges. A qualitative research approach, specifically the case study method, was employed, using classroom observation and interviews as the primary data collection tools. The research participants consisted of an English teacher and grade 11th students from a high school in Bandung. This study revealed that teacher generally possess a solid understanding and hold positive attitudes toward project-based learning (PjBL). All key elements of PjBL from Larmer, et al. (2015), including challenging problems or questions, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product, were presented in the classroom. The elements such as challenging problem or question, critique and revision, authenticity, and public product were implemented effectively. However, discrepancies were observed between teachers' understanding and classroom practice, with elements like reflection, sustained inquiry, and student voice and choice not being fully realized. In addition, this study identified six advantages and four challenges associated with PjBL. The findings emphasize the need for teachers to acquire comprehensive knowledge of PjBL. Additional training and workshops on PjBL strategies are recommended to refine teachers' perceptions and improve their competence.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?hl=en&user=loNEA7oAAAAJ ID SINTA Pembimbing 1 GIN GIN GUSTINE: 6729061 ID SINTA Pembimbing 2 YANTY WIRZA : 6658778
    Uncontrolled Keywords: EFL, Emancipated curriculum, Project-based learning, Teacher understanding.
    Subjects: L Education > L Education (General)
    P Language and Literature > P Philology. Linguistics
    P Language and Literature > PE English
    Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
    Depositing User: Alvi Raihan Utami
    Date Deposited: 28 Feb 2025 08:04
    Last Modified: 28 Feb 2025 08:04
    URI: http://repository.upi.edu/id/eprint/131273

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