Students' Learning Experiences in Project-Based Learning: A Case Study in an Undertanding Structure Course

Abstract

This study examined students’ learning experiences in a Project-Based Learning (PBL) activity in an Understanding Structure course at Universitas Indraprasta PGRI. The study focused on how PBL affected students’ motivation, collaboration, confidence, challenges, and understanding of English grammar. A qualitative approach with a case study design was used. Data were collected through semi-structured interviews with ten students who participated in the course. The interview data were analyzed to identify the main experiences of the students during the learning process. The findings showed five main themes: increased motivation, peer collaboration, improved confidence, challenges in completing projects, and understanding of grammar. Students reported that PBL increased their motivation because the learning activities were more interesting and meaningful than traditional grammar activities. Collaboration also helped students understand difficult grammar topics by discussing ideas, sharing knowledge, and supporting each other. In addition, group discussions, pair work, grammar exercises, speaking activities, and presentations helped students become more confident in using English. However, students also faced some challenges, such as applying grammar rules, managing time, coordinating group work, and dealing with different opinions. Finally, students understood grammar better because they could apply grammar rules in meaningful activities instead of only memorizing them. Overall, PBL provided meaningful learning experiences and supported students’ motivation, collaboration, confidence, and grammar understanding