ENGLISH TEACHERS’ PERCEPTION IN IMPLEMENTING PROJECT-BASED LEARNING IN SECONDARY SCHOOLS

This study has aimed to investigate English teachers' perceptions toward
the implementation of Project-Based learning and to analyze the challenges
faced by English teachers in implementing Project-Based Learning on
Secondary Schools at Bengkulu City. The subjects of the research were 14
Senior High School English teachers and 16 Junior High School English
teachers. The samples of this study were all English teachers who have
implemented Project-Based Learning in their classes. This research employed
an explanatory sequential mixed method research where this research used a
Questionnaire in the first phase for gathering quantitative data. Additionally, the
researcher interviewed six English teachers in collecting qualitative data to
analyze the challenges of implementing Project-Based Learning in English
classrooms. The results showed that the English teachers' had positive
perception towards the implementation of Project-Based Learning. As the
teachers have positive perception about the implementation of Project-Based
learning, they tend to implement Project-Based learning easily in the classroom.
However, it still requires the teachers' readiness to plan and control the time so
that English learning can be conducted very well in order to make students
achieving English competencies. Furthermore, English teachers have claimed
that they found challenges in implementing Project-Based learning in the class
including; 1) the teachers' lack of knowledge about the implementation of
Project-Based learning, 2) inadequate time in performing Project-Based
learning, and 3) ineffective implementation caused by pandemic situation. As a
conclusion, this research has revealed that positive perception toward Project-
Based learning has arrived in the easier implementation of that teaching method
in the class even though some difficulties still cannot be neglected.
Keywords: Perception, Project-Based Learning, Secondary Schools