A Case Study of the Implementation of Project-Based Learning in Business English Conversation Class

Ade Kurnia Ramadhani, Ngadiso Ngadiso


The aim of this study is to find out:  (1) Lecturer’s perception of Project-Based Learning in Business English Conversation classroom; (2) The steps of implementing Project-Based Learning in Business English Conversation class; (3) The problems found during the implementation of Project-Based Learning; and (4) The solutions used to overcome the problems found during the learning process. The respondent of this research was a lecturer of Business English Conversation class. The respondent was chosen based on the purpose of the study. She was selected by using purposive sampling. The data collection techniques used in this study are interview, questionnaire, and observation. The results of this research show that: (1) The lecturer has positive perception in conducting Project-Based Learning in Business English Conversation class; (2) The lecturer implements Project-Based Learning in Business English Conversation class in 3 stages: Pre-Project making (topic selection, grouping, ideas development, and timeline explanation), Project making (ideas finalization and video making process), and Post-Project making (product presentation and evaluation); (3) There are five problems which are found during the implementation of Project-Based Learning in Business English Conversation class: missing timeline, lacking of students’ curiosity, grouping, and assessing the presentation; and (4) In overcoming the problems found, the lecturer gave tolerance to the students' excuses, grouped the students by considering their gender, activeness, and English proficiency, visited each group to control the progress and discussion, and focused on the content and language features for the final assessment.


Case study, PBL, speaking

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