THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PJBL) MODEL FOR TEACHING ENGLISH AT KAMPOENG SINAOE ENGLISH COURSE

This research aims to describe the implementation of the Project-Based Learning (PjBL) model in teaching English and to identify the difficulties faced by teachers during its application at Kampoeng Sinaoe English Course, Sidoarjo. This study employed a descriptive qualitative method, collecting data through classroom observations of three meetings and interviews with a native English teacher. The findings reveal that the implementation of PjBL at Kampoeng Sinaoe involves several key aspects: authentic project-based activities, a flexible non-formal curriculum, collaborative group work, and a supportive learning environment. As a non-formal English course, Kampoeng Sinaoe provides a more flexible and student centered atmosphere where learners of different ages and backgrounds can practice English in real-life contexts. Students were engaged in practical projects such as creating brochures and delivering presentations about Indonesian tourism, which enhanced their communication skills and confidence in speaking English. However, the research also identified several challenges faced by the teacher, including managing varying student proficiency levels, time constraints, and difficulties in fostering active participation during the initial stages. Despite these challenges, PjBL proved to be an effective and engaging approach in promoting students' oral communication and collaborative learning. This study suggests that PjBL can be a valuable model for English teaching in non-formal educational settings.