Manuscript received September 20, 2022; revised October 17, 2022; accepted October 25, 2022.
Abstract—The use of Project-Based Learning (PjBL), as a
teaching strategy, is on the rise across the country because it is
considered as a means to make learning more interesting for
students and to emphasize the acquisition of skills essential for
success in the modern workplace. In order to cater to the needs
of its students, English for Specific Purposes (ESP) necessitates
interdisciplinary expertise due to its unique qualities. As a
result, the position of the educator shifts significantly from that
of the typical language instructions to the subject matter being
taught. The purpose of this study was to investigate whether or
not using PjBL in ESP class improves students’ overall learning
outcomes. In this particular investigation, a single group
pre-test and post-test experimental design was utilized, and the
participants included 40 samples that were selected on purpose.
When it came to the students’ video projects, the use of PjBL
led to a significant improvement in the learning outcomes that
were achieved. The findings indicated high mean scores on the
learning outcomes subscales that were investigated, in addition
to positive correlations on the academic performance of the
participants. These results may add to the growing body of
literature on the topic of how best to teach and learn ESP across
disciplines by integrating different approaches and methods.
Index Terms—Effectiveness, PjBL, ESP, learning outcomes
The authors are with the Faculty of Letters, English Language Education,
State University of Malang, Indonesia.
*Correspondence: nunung.suryati.fs@um.ac.id (N.S.)
Cite: Dewi Hidayati, Hartia Novianti, Maharani Khansa, Joko Slamet, and Nunung Suryati*, "Effectiveness Project-Based Learning in ESP Class: Viewed from Indonesian Students‘ Learning Outcomes," International Journal of Information and Education Technology vol. 13, no. 3, pp. 558-565, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).