Teachers’ Challenges and Students’ Response to Project-Based Learning in English Subject

Abstract

ABSTRACT
This study was conducted to (1) describe project-based learning in the English subject at the
vocational high school (SMK Kesehatan Kaltara); (2) describe the challenges or difficulties
English teachers encountered in implementing project-based learning in the English subject at
the vocational high school (SMK Kesehatan Kaltara); and (3) reveal the students’ responses on
PjBL implementation. This study applied a mixed method (Creswell, 2014). The data were
collected with observation, questionnaires, and interviews. Then, they were analyzed using the
Miles and Huberman formula, including data reduction, data display, and conclusions:
drawing/verifying. Based on the analysis, the findings indicate that: (1) English teachers at the
school had successfully implemented project-based learning; and (2) the teachers found some
following problems: lack of time, learning resources and tools in preparation, difficulty in
distributing the whole topic for different groups, time limitation in the class, difficulty in
monitoring the activities of the groups and their members, (3) in general the students have
positive responses on all learning aspects.