Teachers’ Perception Towards Project-Based Learning in Teaching English to Young Learners: A Case in Mandalika Intercultural School

Auha Amalina, Yuni Budi Lestari, Kamaludin Yusra


This study examines teachers’ perception of project-based learning when teaching English to young learners. This study uses a descriptive qualitative method to collect data from interviews. The data was then collected to find out teachers in Mandalika Intercultural School when they view PjBL. the results show that the teachers made use of PjBL and its implementation bring a positive impact on young learners’ language acquisition. This study also mentions students get to engage with the real world, being self-regulated learners, motivated, collaborative, critical, and communicative. The use of PjBL brings more positive impacts than conventional teaching methods. 


Project-Based Learning; Teachers’ Perception; Young Learners

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DOI: http://dx.doi.org/10.18415/ijmmu.v10i7.4783


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