Project-based Learning Activities and EFL Students’ Productive Skills in English

Abstract

This article presents the results of a study on the effect of Project-Based Learning on students’ English Productive Skills and how the activities influence teaching and learning process in a public junior high school in Bali-Indonesia. This research applied an embedded mixed-method design in which the quantitative data were collected using speaking and writing tests, and the qualitative data were collected using interview guide, observation checklist, open-ended questionnaire, and field note. Paired-sample t-test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after being taught using PBL; while the qualitative data were analyzed descriptively. The results of the analysis showed a significant effect of PBL on students’ English productive skills. From the part of the students, PBL was found to improve enthusiasm, confidence, creativity, self-directed learning and collaborative learning skills. On the part of the teacher, PBL promotes teaching motivation and satisfaction. This study recommends the implementation of PBL in EFL context, especially in an attempt to improve students’ ability to speak and write in English as a foreign language.