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Vol. 6, No. 3, December 2023, pp. 199-215 

  

       https://doi.org/10.12928/eltej.v6i3.9702          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

Engaging future educators: Perceptions of project-based 

learning among pre-service EYL teachers  

Wanda Arifin a,1, Soviyah b,2*, Patria Handung Jaya b,3 

a, b Universitas Ahmad Dahlan Kampus 4, Tamanan, Kec. Banguntapan, Kabupaten Bantul, Daerah Istimewa Yogyakarta, 55191, Indonesia 
1 wanda1900004070@webmail.uad.ac.id; 2 soviyah@pbi.uad.ac.id*; 3 patria.jaya@pgsd.uad.ac.id  

* corresponding author 

  

A R T I C L E  I N F O 

  

A B ST R ACT   

 

 

Article history 

Received 16 June 2023 

Revised 12 August 2023 

Accepted 15 August 2023 

  In a globalized era with very rapid changes in life nowadays, project-
based learning is considered as one of the most suitable learning 
models. Project-based learning provides learning that develops 
students' skills in communication, collaboration, critical thinking, and 
creativity. Therefore, EYL teacher education programs should provide 
opportunities for pre-service EYL teachers to improve their 
knowledge and skills in project-based learning. The purpose of this 
study was to determine pre-service EYL teachers' perceptions of 
project-based learning and its implementation. Conducted in 
2022/2023, a total of 55 pre-service EYL teachers from TEYL PD   
course who were purposively selected participated in this study. Data 
were collected using a 25-item perception of project-based learning 
scale. Descriptive quantitative analysis was used to analyze the data. 
The results showed that out of 55 student respondents, 18 respondents 
(33%) had a very positive perception, 33 respondent (60%) had a 
positive perception, 4 respondents (7%) had a neutral perception, and 
no respondents had a negative perception.  

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Perception 

Project-Based Learning 

Teaching English to Young Learners 

 

 

 

  

How to Cite: Arifin, W., Soviyah, & Jaya, P. H. (2023). Engaging future educators: Perceptions of project-
based learning among pre-service EYL teachers. English Language Teaching Educational Journal, 6 (3), 199-
215. https://doi.org/10.12928/eltej.v6i3.9702   

1. Introduction  

In the evolving landscape of education, Project-Based Learning (PBL) has emerged as a 

transformative instructional approach that emphasizes active learning, critical thinking, and real-

world problem-solving. It is a teaching method that emphasizes hands-on, real-world experiences to 

help students develop critical thinking, problem-solving, and collaboration skills (Itamar & Noam, 

2018; Muhammad, 2018; Nur et al., 2023; John, 2018). Unlike traditional methods that often 

prioritize rote memorization, PBL engages students in dynamic, interdisciplinary projects that foster 

deep understanding and practical skills. It allows students to actively engage in their learning by 

working on projects that are relevant and meaningful to them. Ultimately, immersing students in 

complex, open-ended tasks, PBL fosters creativity and curiosity while also promoting a deeper 

understanding of the subject matter. By engaging in projects that require students to apply their 

knowledge to solve complex problems, PBL promotes deeper learning and a deeper understanding 

of the material. Furthermore, this approach to education is becoming increasingly popular nowadays 

as educators recognize the need to prepare students for the demands of the 21st century workforce, 

where creativity, adaptability, and teamwork are essential skills (Lapek, 2018; Savery, 2015; Ivanova 

et.al., 2020; Zahroh et.al., 2023; Lee et.al., 2014). 

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This pedagogical shift has garnered significant attention, particularly in the preparation of pre-
service teachers who are the future catalysts of educational innovation (Peciuliauskiene et.al., 2022; 
Yalcin, 2019; Van et.al, 2019). In the context of English for Young Learners (EYL), understanding 
the perceptions of PBL among pre-service EYL teachers and their readiness to implement it is crucial 
for integrating this approach effectively into contemporary classrooms. Moreover, pre-service EYL 
teachers, who are at the threshold of their teaching careers, play a pivotal role in shaping the learning 
experiences of their future students. Their perceptions, attitudes, and understanding of PBL can 
significantly influence its adoption and effectiveness in schools. As they transition from theoretical 
coursework to practical application during their training, their perceptions of PBL—its benefits, 
challenges, and feasibility can provide valuable insights into how teacher training programs can better 
prepare them for modern educational demands.  

Many research studies have attempted to explore the impact of PBL on teacher preparation 
programs where pre-service teachers take their training journey. One example is a study that found 
that teachers who had positive experiences with PBL during their training were more likely to 
incorporate it into their own classrooms, leading to improved student engagement and learning 
outcomes (Sung & Peggy, 2007). Additionally, another research has shown that teachers who have 
participated in PBL training reported feeling more confident in their abilities to adapt to new teaching 
methods and technologies (Smith et al., 2022). Overall, these studies recommend that by 
understanding the perspectives of teachers who have experienced PBL first hand, teacher education 
programs should tailor their curriculum to better support the development of effective teaching 
practices that align with current educational trends and standards, and include PBL in it.  

Contrary to these results, it is reported that there have been research projects that examine the 
barriers teachers face when implementing PBL. The important point these research studies reported is 
that among the barriers, lack of support from administration and limited resources have been the 
dominant ones. Regarding this, they highlighted the importance of addressing this challenge in teacher 
training programs (Shannon & Fei, 2021; Shamery, 2022; Tamim & Grant, 2013; Tempera & Tinoca, 
2022). Moreover, it is of equal importance to recognize, still, that not all teachers may be comfortable 
or adept at using new teaching methods and technologies, and forcing them to do so could lead to 
resistance and ineffective implementation. Besides, some teachers may have legitimate concerns about 
the effectiveness or feasibility of PBL in their specific classroom settings. These should also be taken 
into consideration in teacher training programs (Madeleine et al., 1998; Peggy & Krista, 2006). 

Despite the growing advocacy for PBL, specifically in the context of English for Young Learners 
(EYL), there is a need for more comprehensive research into how EYL pre-service teachers perceive 
this methodology. Are they confident in their ability to design and implement PBL activities? Do they 
recognize the potential of PBL to enhance student engagement and achievement? What barriers do 
they foresee in applying PBL in real classroom settings? Addressing these questions is essential for 
tailoring teacher education programs to support the successful integration of PBL. 

This research aims to fill the gap by exploring EYL pre-service teachers' perceptions of PBL and 
its impact on their motivation, knowledge application, and overall preparedness for the teaching 
profession. Featuring the descriptive quantitative research, this study seeks to capture a holistic answer 
to the issue of PBL and EYL pre-service teachers training program. Specifically, this research aims to 
address the following research question: what is the EYL pre-service teachers’ perception of project-
based learning implementation in the training they take? By exploring this main question, we hope we 
can gain a better understanding of how PBL can be effectively implemented in EYL teacher education 
programs to better prepare future educators for the challenges they will face in the classroom. 
Additionally, this research will provide valuable insights for EYL teacher training programs and 
curriculum developers looking to enhance the effectiveness of their programs through the integration 
of PBL as well as identifying both strengths and areas for improvement in PBL training. 

Ultimately, this research endeavors to contribute to the ongoing dialogue on educational reform by 
highlighting the perspectives of those who will soon be at the forefront of teaching and learning. By 
understanding pre-service teachers' views on PBL, educational institutions can better equip them with 
the knowledge, skills, and confidence needed to implement innovative teaching strategies that prepare 
students for the complexities of the modern world. 



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2. Literature Review 

2.1. Perception 

Perception is interpretation of sensory information or ways of thinking about something. 
According to Corbin (2020), perception is the individual's perspective and interpretation of others. It 
can be one of the determining factors for success, which is true for students. Walgito (2002) and 
Kaimana (2016) stated that perception is the beginning of a sensing process - a process of receiving 
an individual stimulus through the senses, which is why it is commonly called a sensory process. 
However, this process does not end, as there is another process called stimulation, which refers to the 
perceptual process. Meanwhile, Slameto (2015) defined perception as entering information into the 
human brain. Through perception, humans are in contact with their environment. This relationship is 
carried out through human’s five senses, namely the senses of sight, hearing, touch, taste, and smell. 

Shaleh (2008) stated that perception is a process that combines and organizes our sensory data 
(sensing), which is then shaped and developed to be the awareness of our surroundings, including 
ourselves. Perception involves discriminating, classifying, and focusing attention on a stimulus object. 
Perception in the acceptance process involves interpretation based on the experience of an event or 
object. It involves accepting and analyzing data from the outside world. In an educational context, it 
is important for students to perceive their learning positively as they will find it easier to learn and 
remember what they have learned when they feel valued and have positive perception towards the 
learning they take. Therefore, to learn more effectively and perceive positively, it is essential to avoid 
misperceptions by using reliable sources in a practical setting. Furthermore, one person's or group's 
perception is different from another's. They may be in the same position, but they differ in several 
ways regarding their uniqueness, personalities, attitudes, and motivations (Tarmiji et al., 2016). 

There are two types of perception (Robbins & Coulter, 2002). They are positive perception and 
negative perception. Positive perception is an individual's evaluation of an object or information with 
a positive view or according to what is expected of the perceived thing or from existing rules. While 
negative perception refers to an individual's view of an object or specific information that contradicts 
the expected or established norms. In a common daily context, an example of positive perception 
could be a customer giving a five-star rating to a product that exceeds his expectations, leading to a 
favorable review. On the other hand, negative perception may occur when a customer receives a 
damaged item and leaves a one-star review due to the discrepancy with his expectations 

According to Siagian (2018), there are factors that influence a person's perception. They are 
internal and external factors. The external factors cover the factors that come from family, school, 
community, or information obtained from various media. These factors affect the perception of people 
and how they see themselves. Meanwhile, the internal factors are the factors which come from within 
the individual himself, such as motivation, values, interests, hopes and expectations. Saleh (2018) 
claimed that factors which play a significant role in one’s perception include objects, sense organs and 
attention. While it is true that negative perception can be influenced by factors such as the condition 
of an item received, it is important to consider that individual biases and past experiences can also 
play a significant role in shaping one's perception. Additionally, cultural differences and societal 
norms can also impact how individuals perceive certain objects or information. 

In terms of the process, Alizamar and Couto (2016), stated that the process of perception begins 
with sensing, where an individual receives a stimulus through a receptor. The stimulus is transmitted 
to the central nervous system, specifically the brain, where a psychological process takes place. 
Perception is the process by which an individual becomes aware of what he sees, hears, etc. Sensation 
occurs whenever an individual receives a stimulus through his senses. The senses serve as a link 
between an individual and the external world. Sensing is a natural cognitive process, also known as 
bottom-up processing. This is because it involves the reception of external data that memory has not 
yet processed. For example, when a person sees a red apple, the sensation occurs when his eyes receive 
the stimulus of the color red. This information is then transmitted to the brain, where perception takes 
place and he becomes aware that he is seeing a red apple. 

Based on the above explanation, it can be concluded that perception is an interpretation of 
everything that exists in the environment by using the five senses. Perception can also be said to be 
the ability to discriminate, classify, and focus attention on a stimulus object. The process of perception 



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begins with the stimulation of the five senses, and then it is transmitted to the brain. Thus, people 
receive messages from what is seen, heard, or felt. 

 

2.2. Project-Based Learning 

Project-Based Learning (PBL) is a student-centered, inquiry-based learning method that involves 
decision-making processes based on product focus, collaboration, documentation, and data analysis. 
PBL is a learning method based on learning theories such as constitutionalism and experiential 
learning (Handrianto & Rahman, 2019). According to Hairunisa et al. (2019), project-based learning 
model involves students directly in the production of a project. Students are assigned a project work 
to manage their classroom learning which results in the creation of something or a product. Focusing 
on enhancing problem-solving skills through project-based work, PBL model provides ample 
opportunities for students to exercise their decision-making skills by allowing them to choose their 
topics, conduct research, and complete a specific project. 

PBL is known to enhance students' creativity and motivation (Made, 2016). Similarly, Wulandari 
et al., (2019), highlights that project-based learning model is a method of learning that emphasizes 
meaningful questions and problems, as well as problem-solving, decision-making, and the process of 
finding various sources. It also allows students to work collaboratively and engage in investigative 
activities. Similarly, Nurhidayati (2019) defines project-based learning as a learning model that trains 
students to solve problems, make decisions, carry out investigations, and create work to solve 
problems. Under project-based learning, students are able to understand the concepts and principles 
better and in a more profound way. In addition, PBL can increase students' motivation because during 
the learning process, they engage in problem solving and communication as well as collaboration to 
complete the project and create products while exploring their creativity and innovation (Indrawan & 
Jalinus, 2019). In terms of the teacher's role, PBL positions the teacher as a motivator and facilitator. 
In PBL, teachers typically introduce students to real-world problems and ask them to find solutions 
through a project that challenges their critical thinking and creativity (Seftiani et al., 2021). 

In implementing project-based learning, there is a principle that must be followed. According to 
Nayono and Nuryadin, (2013), there are at least five principles of project-based learning: (a) centrality; 
(b) driving questions; (c) constructive exploration; (d) autonomy; and (e) realism. These principles 
are essential in ensuring that students are fully engaged in the learning process and are able to develop 
critical thinking skills. Centrality refers to the idea that the project should be at the core of the learning 
experience, driving questions help to guide students in their exploration, constructive exploration 
allows students to actively construct their understanding, autonomy gives students the freedom to 
make decisions and take ownership of their learning, and realism ensures that the project is relevant 
and meaningful to students' lives. By following these principles, educators can create a rich and 
meaningful learning experience for their students through project-based learning. 

Made (2016) divides PBL learning stages into three – planning, implementation, evaluation. These 
three stages form a unit that support and relate to each other to optimally achieve the learning 
objectives of the project. The three stages are: 1) Planning. It basically is crucial in any learning 
process, including learning with PBL. It is essential because this planning stage dramatically affects 
the quality of the learning outcomes. In addition, this planning stage will demand how the learning 
process should be carried out; 2). Implementation. This stage belongs to the project learning strategy 
after everything related to the practice is well planned.  During this stage, some preparations are 
needed to implement the techniques so the plan can go as planned and achieve the set goals. Under 
PBL, implementation stage is considered the most important stage because it is through this process 
that students will be able to have complex learning experiences. At this stage, students are divided 
into several groups and then determine their respective job desks according to their choice. After each 
student has a job desk, they work on projects according to their duties; 3). Evaluation. It is considered 
an essential stage of PBL. The evaluation phase determines the effectiveness of a learning activity. 
It’s used as the moment to assesses the students' learning progress. Based on the evaluation, student 
learning progress as well as weaknesses during the learning process can be clearly identified so that 
the learning improvements can be carried out appropriately. Besides, the learning effectiveness can 
be identified too, so that improvement plan can be managed well.  



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Project-based learning model has several advantages and disadvantages. According to  Amelia and 
Aisya (2021), the advantages of project-based learning are: 1) increasing students' motivation to learn 
and fosters their ability to take on significant tasks; 2) developing students’ positive work attitude as 
students are encouraged to work collaboratively on a project so that they actively listen to each other's 
opinions and engage in constructive negotiations to find solutions; 3) improving students' 
communication and social skills; 4) improving students' problem-solving skills; 5) improving students' 
ability to apply information across multiple disciplines; 6) improving students' ability to use 
technology in their studies; 7) allowing students to develop critical thinking skills as they are 
encouraged to actively analyze and evaluate information to make informed decisions; 8) promoting 
collaboration and teamwork among students as they work together to achieve a common goal; 9) 
helping students develop a sense of ownership and pride in their work as they see the direct impact of 
their efforts on the final outcome. Overall, project-based learning is a learning model that provides a 
holistic approach to education preparing students for success in the real world (Almulla, 2020; Aksela 
& Haatainen, 2019). 

Meanwhile, like a coin with two sides, PBL also has its downsides. Suciani et al. (2018) stated 

the disadvantages of PBL include: 1) It is hard to set up the classroom so that it is an excellent place 

to work on a project because students have a lot of freedom, which can lead to noise and requires 

reasonable classroom control and management skills from the teacher; 2) Students who are not good 

at doing experiments or acquiring knowledge will have trouble; and 3) There may be some students 

who don't do as much group work. These challenges can make it difficult for teachers to ensure that 

all students are actively engaged and participating in the project-based learning process. 

Additionally, some students may struggle with the collaborative nature of PBL and may not 

contribute as much to group work as their peers.  

However, despite these potential drawbacks, it needs to underline that the advantages of PBL far 

outweigh the disadvantages. Getting proper support and guidance from teachers, students can still 

benefit greatly from the hands-on, inquiry-based learning experience that PBL provides. Moreover, 

with PBL, students are able to develop their critical thinking, collaboration, and problem-solving 

skills through hands-on projects that mimic real-world scenarios. Besides, the freedom and autonomy 

provided in project-based learning can foster a sense of ownership and motivation in students, leading 

to deeper learning and engagement. Ultimately, project-based learning equips students with the skills 

and knowledge necessary to succeed in the 21st century workforce. By working on projects, students 

are able to apply their knowledge in a practical setting, preparing them for the challenges they will 

face in their future careers. Furthermore, project-based learning encourages creativity and 

innovation, as students are given the opportunity to explore different solutions to complex problems. 

Overall, project-based learning not only enhances academic achievement but also helps students 

develop the skills and mindset needed to thrive in a rapidly changing world (Rakhmawati, 2021; 

Maros et.al., 2023; Tsybulsky & Muchnik-Rozanov, 2019; Abood, 2019). 

3. Method 

This study is classified as descriptive quantitative research.  Descriptive quantitative research 

involves describing, researching, and explaining observable phenomena using data collection and 

statistical analysis. Adopting this research type, this study aims to provide a clear snapshot of a 

specific phenomenon regarding EYL pre-service teachers’ perceptions towards PBL, allowing for 

precise measurements and comparisons to be made (Alfred et al., 2014; S.K & Shubhra, 2013; Wiwik 

& Wahyudi, 2022).  

Conducted in one of the leading private universities located in the southern part of Yogyakarta 

Indonesia, this study involved a total of 55 (44 female and 11 male) sixth semester students majoring 

at English Education, Faculty of Teacher Training in the academic year of 2022/2023 using purposive 
sampling technique. The selection consideration was based on the students’ status that they had 

successfully passed TEYL Program Development (TEYL PD) course in the academic year of 

2022/2023. TEYL PD course is given to students to equip them with the competence needed to teach 



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English to young learners. Upon completion of this course, students are expected to be ready enough 

to become teachers of English for young learners. With 2 credits, in terms of learning methods used, 

TEYL PD uses project-based learning as its main method, where students are assigned in groups to 

develop a complete English learning project for young learners, from planning, acting, and 

evaluation.  

As for the research instrument, a questionnaire was used in order to cater data on the pre-service 

EYL teachers’ perceptions of project-based learning implementation in TEYL PD course. Taking a 

statement of Sugiyono (2019), a questionnaire was used in this study as it’s able to collect data by 

presenting a series of questions or statements to the respondents for their response regarding their 

attitudes, views, and perceptions toward social phenomena. In this study, the researchers utilized a 

closed questionnaire consisting of four Likert scales which were related to pre-service EYL teachers’ 

perceptions of project-based learning implementation in TEYL PD course. The Likert scale were 

transformed into components or sub-components to create objects in the form of questions. The 

modified Likert scale was used in the form of a checklist with alternative answers: (1) Strongly 

Disagree, (2) Disagree, (3) Agree, and (4) Strongly Agree. The questionnaires were then distributed 

by using Google Form. The research participants were asked to rate their agreement with statements 

regarding project-based learning in TEYL PD course using the Likert scale. The data collected from 

the questionnaires were then analyzed to determine the overall perceptions of project-based learning 

implementation in TEYL PD course.   

4. Findings and Discussion 

4.1. Findings 

The questionnaires were distributed to 55 participants who had taken TEYL PD course. Five 

indicators are displayed: student-teacher interaction, motivation, collaboration, problem solving, and 

critical and creative thinking. Each indicator has statements. They are: 5 statements in the interaction 

indicator, 5 statements in the motivation indicator, 5 statements in the collaboration indicator, 2 

statements in the critical thinking indicator, and 3 statements in the creative thinking indicators. The 

following table shows the detail: 

Table 1.  Blueprint of the Questionnaire 

Variable Indicators  Statement  Scale  

Project-based 

learning 

implementation in 

the TEYL course 

Interaction between 

students and lecturer 

1, 2, 3, 4, 5  

 

 

Likert 
Motivation 6, 7, 8, 9, 10 

Collaboration 11, 12, 13, 14, 15 

Problem-Solving  16, 17, 18, 19, 20 

Critical Thinking 21, 22 

Creative Thinking   23, 24, 25 

 

 

 

 

 

 

1) Interaction between students and lecturer 

file:///E:/Backup%20Laptop/Publikasi%20dan%20Penulisan%20Ilmiah/Manuscripts/2024/eltej_5%20V6.I3_sovi%20-%20finale.doc%23Sugiyono


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Fig. 1.  Questionnaire Results of Interaction  

Based on the collected data as shown in Figure 1, the first 5 questions were focused on student-

lecturer interaction indicator. Of the 5 questions addressed, for questions 1 and 5, which asked about 

the existence of student-lecturer interaction and the how the interaction helped the students, 37 

(67.3%) respondents and 32 (58.2%) respondents answered "I agree" respectively. Meanwhile, for 

question 2 which asked about students’ activeness, 32 (58.2%) respondents answered “I agree”, 

which showed that the students actively participated in the course and dared to ask questions 

whenever they had difficulty in doing the project. For question 3 which confirmed about the lecturer’s 

guidance, 25 (45.5%) respondents answered “I agree” as well, confirming that they received 

guidance and direction from the lecturer for the project assigned. For question 4 which asked whether 

they consulted with the lecturer when doing the project, 34 (61.8%) respondents chose “I agree,” 

which means they did consult with the lecturer.  

2) Motivation  

 

Fig. 2. Questionnaire Results of Motivation 

As displayed in Figure 2, questions 6-10 dealt with motivation indicator. For question 6 which 
asked about their feeling about the course, 34 (61.8%) respondents answered “I agree” meaning that 
they felt happy joining TEYL PD course and doing the project. This was followed by questions 7, 8 
and 9 where 41 (74.5%), 34 (61.8%), and 42 (76.4%) respondents answered “I agree” respectively 
confirming that they felt excited to do project assignments in the TEYL PD course, didn’t feel bored 
when doing it, and were interested in participating in the learning activities using the PBL. For 
question 10 which asked about their motivation, 37 (67.3%) respondents confidently answered “I 



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agree” signaling that they were motivated to join the course as they were tasked to create something 
new with the projects they worked with. 

3) Collaboration  

 

Fig. 3. Questionnaire Results of Collaboration 

In terms of collaboration, based on Figure 3, the results showed: for question 11 there were 33 

(60%) respondents who chose “I agree.” They felt that good collaboration contributed to a successful 

project outcome. For question 12, it showed that 43 (78.2%) respondents chose “I agree” which 

showed that they were provided with helpful ideas and suggestions when discussing in groups. 

Question 13 reported that 33 (60%) respondents answered “I agree” stating they learned to be 

assertive when brainstorming with group members. As for question 14, it showed that 34 (61.8%) 

respondents chose “I agree”, which showed that they tried doing the TEYL Program Development 

group assignments well. Meanwhile the last question Q15 indicated that 32 (58.2%) respondents 

agreed that they were brave to take on specific tasks in the group. Overall, the data from the survey 

reflects a high level of engagement and participation among respondents in group activities. The 

results suggest that respondents were actively involved in discussions and assignments, 

demonstrating a willingness to collaborate and contribute to the group's success.  

4) Problem-solving 

 

Fig. 4. Questionnaire Results of Problem-Solving 

 



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 Figure 4 showed data on problem solving indicator, consisting of questions 16 – 20. Question 16 
and 17 reported there were 38 (69.1%) and 40 (72.7%) respondents who chose “I agree” respectively 
showing that the respondents could solve problems when they worked on projects, and they provided 
solutions when their groups faced difficulties when completing TEYL PD projects. Question 18, 42 
respondents (76.4%) chose “agree” confessing that they were able to overcome difficulties in 
completing the project assignments. For questions 19 and 20, the total number of respondents who 
chose “I agree” was 35 (63.6%) and 41 respondents (74.5%) respectively indicating that they tried to 
get the job done consistently and they felt they could improve the assigned project because of the 
guidance and suggestions from the lecturer. 

5) Creative and critical thinking 

 

 

Fig. 5. Questionnaire Results Creatively and Critically Thinking 

Figure 5 shows data on critical and creative thinking indicators. Of total 5 (21-25) questions 

asked, there were: 44 respondents (80%) chose “I agree” for question 21; 40 respondents (72.7%) 

who chose “I agree” for question 22; 44 respondents (80%) who chose “I agree” for question 23; 40 

respondents (72.7%) who chose “I agree” for question 24; and 43 respondents (78.2%) who chose “I 

agree” for question 25. Overall, the majority of respondents tended to agree with the all statements 

presented in questions 21 – 25. The high percentage of agreement indicates a strong consensus among 

participants on these particular issues.  

6) Recapitulation of Respondents’ Perception 

Table 2 summarizes respondents’ perception of project-based learning implementation in TEYL 
PD course underlying 5 indicators of interaction between respondents and lecturer, motivation, 
collaboration, problem-solving, and critical and creative thinking ability. 

Table 2.  Descriptive Statistic of Respondents’ Perception 

No Indicator of Perception Minimum Maximum Mean SD 
1 Interaction between 

respondents and lecturer 

10 20 15.60 2.006 

2 Motivation 10 20 14.84 2.062 

3 Collaboration 12 20 16.09 1.849 

4 Problem-Solving 14 20 15.75 1.624 

5 Thinking critically and 

creatively 

12 20 15.65 1.542 

 TOTAL 58 100 77.93 9.083 

 

Based on data of Table 2, data of the mean score can be summed up as follows: 15.60 for interaction; 

14.84 for motivation; 16.09 for collaboration; 15.75 for problem-solving; and 15.65 for critical and 



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creative thinking, which summed up the total score of 79.93. Of these data, it can be concluded that 

the respondents had a positive perception towards the PBL because the mean score gained was 

between 70 – 81. It is based on the information shown through Table 3 which is used as the reference 

of the classifications of respondents’ perception of project-based learning implementation in the 

TEYL PD course. From Table 3, it can be summarized that student respondents have a very positive 

perception if the score is above 81. Meanwhile, if the respondents have scores between 70 and 81, 

they are classified as having positive perceptions, and if the respondents have scores between 57 and 

69, they are classified as having neutral perceptions. 

Table 3.  Classification of Student’s Perception 

Scale Number Category Score 
X > 81 Very Positive 

 70 - 81 Positive 

57 - 69 Neutral 

45 - 56 Negative 

X < 44 Very Negative 

 

Table 4.  Classification of Student’s Perception 

Scale Number Category Score Number of Respondents 
>81 Very Positive 18 

70-81 Positive 33 

57-69 Neutral 4 

45-56 Negative 0 

44< Very Negative 0 

Total 55 

 

Based on Table 4, it can be summarized that in total, there were 18 respondents (33%) who had a 
very positive perception, 33 respondents (60%) with a positive perception, 4 respondents (7%) with a 
neutral perception, and no respondents had a negative perception. With this recapitulation, it can be 
concluded that respondents’ perception of project-based learning implementation in the TEYL PD 
course was positive. Figure 6 shows the respondents' perceptions of project-based learning 
implementation in the TEYL PD course.  

 

 

Fig. 6. Respondents' Perception of Project-Based Learning Implementation 



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4.2. Discussion  

Based on the research findings, it shows that pre-service EYL teachers’ perception of project-based 
learning in TEYL-based course is positive. This is clearly evidenced by the results of the distributed 
questionnaire, which shows that 18 respondents (33%) have a very positive perception, 33 respondents 
(60%) have a positive perception, 4 respondents (7%) have a neutral perception, and no respondents 
have a negative perception. These findings are consistent with the research findings reported by 
Mayuni et.al, (2019); Pen (2021); and Suhartini et al. (2021), who reported that from the data collected 
through a questionnaire, it's found that there is positive feedback on the integration of project-based 
learning in English classroom activities. Moreover, they also found out that PBL plays a role in 
enhancing the improvement of English skills and the acquisition of 21st century skills, which is in line 
with the findings of studies by Henny (2020); Bassam and Bjørn, (2020); and Ng-Hee (2018), who 
stated that project-based learning has a positive effect on student learning outcomes with a tendency 
for most students to score well and perform better. Overall, the findings from this study suggest that 
project-based learning is a beneficial approach to integrating English language learning in the 
classroom. The positive perception and feedback support the notion that PBL can have a significant 
impact on student learning motivation and outcomes. As more research continues to support these 
findings, educators may consider implementing more project-based learning activities in their English 
classes, including classes of pre-service EYL teachers in order to enhance their engagement and 
achievement. While the positive feedback on project-based learning is valuable, it is important to 
consider that the lack of negative perceptions could be due to social desirability bias or other factors 
influencing respondents' responses. Additionally, the alignment with previous research does not 
guarantee the effectiveness of project-based learning in all contexts or for all students. 

In terms of the affective aspect, based on the findings of the study, the pre-service EYL teachers 
perceive positively the implementation PBL in TEYL PD course. They agree that PBL use makes 
them feel happy, interested, and excited towards the learning they take. Through the survey, they also 
report feeling a sense of accomplishment and pride when completing project-based assignments in 
groups, which contributed to their overall motivation and engagement. Additionally, they express that 
project-based learning allows them to develop a deeper understanding of the material and improves 
their critical and creative thinking skills. They enjoy being under project-based learning 
implementation in TEYL PD course because it provides new experiences for them. As the TEYL 
projects they work with are carried out in groups so they need to exchange ideas with peers, and be 
creative as well as think critically at the same. All these moments of learning are what make them feel 
excited and happy with PBL (Railsback, 2002; Newell, 2003; Yu-Ping, 2002). The study by 
Nugraheni (2018) voiced the same message summarizing that project-based learning strongly supports 
students' creativity. And with this creativity, the students are able to search and find new ideas and 
then apply them to solve problems. Other research studies conducted in the area of PBL also supported 
the notion reporting that project-based learning project-based learning not only enhances critical 
thinking skills but also fosters a sense of ownership and autonomy in students (Maor et.al., 2023; 
Trisdiono et.al., 2019; Suradika et.al., 2023). This sense of ownership motivates students to take 
charge of their learning and engage more deeply with the material, leading to improved retention and 
application of knowledge. In sum, project-based learning not only cultivates positive feelings, 
creativity and critical thinking but also creates a fulfilling and enriching educational experience for 
students.  

Another affective aspect that is positively perceived by the respondents in this study is that the use 
of project-based learning makes them more motivated. The majority of respondents agree that working 
together on the TEYL project assigned makes them excited and happy which finally increases their 
learning motivation. In addition, being encouraged to cooperate with the team to generate creative 
ideas manifesting in a product, and being able to finish the project and get success and specific results 
from the project have been motivated them as well. Insyasiska et al. (2015) highlighted this point 
stating that project-based learning motivates students to independently find information from various 
sources, such as a team of experts, the environment, media, and the internet (Shin, 2018; Wijnia et.al., 
2024; Kokotsaki et.al., 2016).  

Collaboration and interaction with both peers and teachers are other indicators of project-based 
learning that respondents have a positive perception of. The majority of the respondents perceive that 
working together in groups allows for a more dynamic learning experience and helps them develop 
important teamwork and communication skills. They also appreciate the opportunity to interact with 

file:///E:/Backup%20Laptop/Publikasi%20dan%20Penulisan%20Ilmiah/Manuscripts/2024/eltej_5%20V6.I3_sovi%20-%20finale.doc%23Nugraheni
file:///E:/Backup%20Laptop/Publikasi%20dan%20Penulisan%20Ilmiah/Manuscripts/2024/eltej_5%20V6.I3_sovi%20-%20finale.doc%23Insyasiska


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their peers and teachers, which enables them to learn from one another's perspectives and experiences. 
Referring to the survey result, it signals that collaboration and interaction are seen as crucial 
components of project-based learning that enhance the overall educational experience. Moreover, they 
also agree that the ability to collaborate effectively is seen as a valuable skill that will benefit them in 
their future careers. This supports the results of the studies by Vogler et.al. (2018) and Soboleva and 
Karavaev (2020) which collectively reported that project based learning enables students to develop 
their communication and teamwork skills.  

Apart from the positive perceptions of PBL implementation data collected through this study, 
another thing to note is the phenomenon that very few respondents had neutral perceptions and no 
respondents had negative perceptions. This is worth noting because, of course, no learning method is 
all-round and flawless. As for this research, few respondents who showed neutral perceptions of PBL 
implementation in TEYL PD course indicated that they were specifically neutral only with the issues 
related to interaction and collaboration. This is in line with the study by Ayuningtyas et al. (2023) 
which reported that though PBL can positively impact students, still, some students mention that it's 
is uncomfortable, especially for those who do not like interacting with many people or have an 
introverted personality type. Recognizing that some students may struggle with the collaborative 
nature of PBL, in the context of pre-service EYL teachers training program, it is important to consider 
these varying perceptions and preferences when implementing PBL. Lecturers should provide 
additional support and guidance to ensure that all these pre-service EYL teachers are able to benefit 
from PBL. By understanding and accommodating different perspectives will lead to a more successful 
and inclusive learning experience for all participants. However, while it is important to consider 
varying perceptions and preferences, providing additional support and guidance may not always be 
feasible due to time and resource constraints in a training program. Therefore, more and further 
research on this issue is needed as to explore potential solutions and strategies for effectively 
implementing PBL in pre-service EYL teacher training programs. With continuous improvement, 
research and innovation, pre-service EYL teachers can fully harness the benefits of PBL to enhance 
their learning and teaching experiences.  

5. Conclusion 

Based on the data analysis, it’s concluded that, the pre-service EYL teachers’ perceptions toward 

implementation pf project-based learning (PBL) in TEYL based course is positive. Of the total 55 

respondents, 18 respondents (33%) had a very positive perception, 33 respondents (60%) had a 

positive perception, 4 respondents (7%) had a neutral perception, and no respondents had a negative 

perception. These results indicate that a majority of pre-service EYL teachers have a favorable view 

of incorporating project-based learning into TEYL courses. The high percentage of very positive and 

positive perceptions suggests that these future educators see the value and benefits of PBL in teaching 

English to young learners. The lack of negative perceptions further reinforces the idea that PBL is a 

well-received teaching approach among pre-service EYL teachers. However, the absence of negative 

perceptions does not necessarily mean that all pre-service EYL teachers fully understand or are 

prepared to effectively implement project-based learning in their teaching practice. It is possible that 

some respondents may have had limited exposure or experience with PBL, leading to a lack of 

negative feedback. Further research on this is highly necessary.  

Acknowledgement 

We would like to extend our gratitude and appreciation to all those who have contributed to 

the completion of this academic article. We are deeply thankful to our colleagues of English 

Education Department Universitas Ahmad Dahlan whose expertise and insightful feedback have 

greatly enriched the quality of this work. We would like to thank the members of the research team 

for their assistance in various aspects of this research project, including data collection, analysis, and 

manuscript preparation. Their collaboration and expertise have been invaluable in bringing this work 

to fruition. Furthermore, we would also like to express our sincere appreciation to the head and all 

staff of LPPM UAD who have supported the research fully. Their contributions have been 

instrumental in shaping the findings of this study. 

file:///E:/Backup%20Laptop/Publikasi%20dan%20Penulisan%20Ilmiah/Manuscripts/2024/eltej_5%20V6.I3_sovi%20-%20finale.doc%23Ayuningtyas


ISSN 2621-6485 English Language Teaching Educational Journal 211 
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Declarations 

Author contribution : Wanda Arifin, who is the first author of the article, has contributed a 

lot from the beginning. Soviyah was responsible for the entire 

research project and together with Wanda, co-leading the writing of 

the manuscript.  Handung Patria, the third author, has participated in 

the data analysis, revision and completion of the manuscript. 

Funding Statement : This research received funding from LPPM Universitas Ahmad 

Dahlan This research received funding from LPPM Ahmad Dahlan 

University with contract number PD-143/SP3/LPPM-

UADNUI/2023  

Conflict of interest : The authors declare that they have no competing interests. 

Ethics Declaration : We, as authors, affirm that this research adheres to the ethical 

regulations of our university. We obtained necessary permissions 

from relevant institutes during the data collection process. We 

support the principles of academic integrity and honesty as upheld 

by the English Language Teaching Educational Journal (ELTEJ) and 

maintain high standards of personal conduct in our professional 

practices. 

   

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	1. Introduction
	2. Literature Review
	2.1. Perception
	2.2. Project-Based Learning

	3. Method
	4. Findings and Discussion
	4.1. Findings
	1) Interaction between students and lecturer
	2) Motivation
	3) Collaboration
	4) Problem-solving
	5) Creative and critical thinking
	6) Recapitulation of Respondents’ Perception

	4.2. Discussion

	5. Conclusion
	REFERENCES

