The impact of project-based learning on teaching English to young learners

Aulia Hidayati, Soviyah Soviyah

Abstract


This study explores the transformative influence of project-based learning (PJBL) on the pedagogical landscape of teaching English to young learners. Employing a Qualitative approach, the result showed 4 out of 19 students' perceptions of liking project-based learning. It was because of the efficiency, creativity and effectiveness, joyful and interesting, flexible, and easy to understand. On the other hand, some students dislike project-based learning because of the material and because it needs to be more communicative. Deals with the positive impact or advantage of project- based learning, the student's knowledge about new media and learning outcomes are improved, and they become independent learning and interactive. In comparison, the negative impact or disadvantages of project- based learning are inadequate facilities and infrastructure, time and money consumption, limited time, and distracted by another media. Data collection methods include classroom observations, and student surveys. The findings reveal the positive effects of PJBL on language learning outcomes, showcasing its potential as a dynamic and student- centered approach to teaching English to young learners. The implications of these findings contribute valuable insights to the ongoing discourse on innovative language teaching methodologies, offering educators and curriculum developers evidence-based strategies for fostering a communicatively competent and well-rounded generationof English language learners. 


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DOI: https://doi.org/10.12928/iucee2024.v3i1.14596

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Program Studi Pendidikan Bahasa Inggris
Kampus 4 Universitas Ahmad Dahlan

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