Teachers’ and Students’ Perceptions of Project-Based Learning in English Language Teaching within the National Curriculum

Vinsensia Anisa Citta Erydani; Suthida Wongsawat; Nattapong Rattanakosin

Authors

Vinsensia Anisa Citta Erydani Universitas BPD, Semarang, Indonesia Author
Suthida Wongsawat Chulalongkorn University, Bangkok, Thailand Author
Nattapong Rattanakosin Chulalongkorn University, Bangkok, Thailand Author

Keywords:

Project-Based Learning, English Language Teaching, Teachers’ Perceptions, Students’ Perceptions, Merdeka Curriculum

Abstract

This study explores teachers’ and students’ perceptions of Project-Based Learning (PjBL) in English language teaching at SMA Negeri 5 Semarang, a public high school implementing the Merdeka Curriculum. Using a mixed-methods approach, data were collected through interviews, open-ended questionnaires for teachers, and Likert-scale questionnaires for students. Findings reveal that both teachers and students hold generally positive views of PjBL. Teachers highlighted its benefits in promoting creativity, collaboration, and student engagement, though they also reported challenges such as time constraints, diverse student abilities, and the need for clearer assessment models. Students expressed interest and enjoyment in learning English through projects, particularly appreciating the relevance of real-life tasks and opportunities for teamwork. However, some students noted issues with time sufficiency and initial confusion. The study concludes that while PjBL aligns well with the goals of the Merdeka Curriculum, effective implementation requires stronger institutional support, professional development, and more flexible scheduling. These insights offer practical implications for improving English language instruction through PjBL in Indonesian high schools and suggest avenues for future research on its long-term impact.

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