Project-Based Learning Implementation in EFL Classroomsat SMA Negeri 9 Wajo: Teachers’ Voices
Abstract
This study aims to explore the English teacher’s perceptions of Project-Based Learning (PjBL) implementation in the context of EFL instruction at SMA Negeri 9 Wajo. Using a descriptive qualitative approach, data were collected through classroom observations and a semi-structured interview with one English teacher who applied PjBL in an eleventh-grade class. The findings reveal that the teacher had a positive perception of PjBL, viewing it as an effective strategy to enhance student engagement, critical thinking, collaboration, and motivation in learning English. The teacher believed that PjBL aligns with the Merdeka Curriculum and provides meaningful learning experiences through real-world projects. However, several challenges were also identified, such as limited instructional time, the complexity of planning, and insufficient training in PjBL methodology. Despite these constraints, the teacher remained committed to using PjBL due to its transformative impact on students’ language learning and 21st-century skills development. This study highlights the importance of teacher readiness, curriculum support, and professional development to maximize the effectiveness of PjBL in EFL classrooms.
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