Abstract
This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.
Highlights
In 21st century learning, collaboration, critical thinking, creativity, and communication ability are the keys that students should have in order to be able to compete in the future [1, 2]
This study focuses on answering two research questions: (1) Is there any significant effect Project-Based Learning (PBL) on students attitude towards English language learning ?, (2) How PBL instruction influence teaching and learning process?
The close-ended questionnaire as quantitative data were analysed in order to find out whether or not there is a significant effect of students’ attitude on English language learning (ELL) after being taught by using PBL
Summary
In 21st century learning, collaboration, critical thinking, creativity, and communication ability are the keys that students should have in order to be able to compete in the future [1, 2]. Students are demanded to be able to effectively analyse, evaluate facts, and communicate their thoughts or ideas using oral and written communication skills. Those abilities are being activated through collaborative learning which acquired the students to demonstrate their skills to work effectively in diverse society. The behavioural component of students’ attitude is defined as the tendency of the students to follow or adopt some particular learning behaviours. The cognitive competent refers to the students’ beliefs, thoughts, and point of view about the learning while affective competent is stated as the students’ feelings and emotion towards the language learning process
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
