Students’ Perceptions toward Project-Based Learning in English Vocabulary Learning at the Eighth Grade of Junior High School

Abstract

Vocabulary learning plays an important role in English language learning because it supports students’ ability to understand and use the language effectively. Although Project-Based Learning (PjBL) has been widely implemented in English language teaching and has been reported to enhance students’ learning experiences, studies focusing on junior high school students’ perceptions of PjBL in English vocabulary learning remain limited. Therefore, this study investigates students’ perceptions toward the implementation of Project-Based Learning (PjBL) in English vocabulary learning at the eighth grade of SMP Kristen Bala Keselamatan Palu. This study employed an explanatory sequential mixed-methods design. Data were collected through a five-point Likert-scale questionnaire distributed to 28 students and semi-structured interviews with selected students to obtain deeper insights into their learning experiences. The findings reveal that students generally have positive perceptions of Project-Based Learning. Project activities help students understand and remember vocabulary more easily, increase their motivation to learn English, encourage collaboration during group work, and enhance their confidence in using English. However, several challenges were identified, including unclear instructions, unequal participation among group members, and the longer time required to complete project tasks. Overall, the study concludes that Project-Based Learning provides meaningful learning experiences and effectively supports English vocabulary learning in EFL classrooms.