THE USE OF PROJECT-BASED LEARNING TO PROMOTE HIGHER-ORDER THINKING SKILLS IN ENGLISH LANGUAGE TEACHING: TEACHERS’ PERCEPTIONS

Abstrak

This study aims to explore teachers’ perceptions regarding the use of Project-Based Learning in English language teaching to promote students’ Higher-Order Thinking Skills. A qualitative approach with a case study design was employed, involving three English teachers from private schools in Bogor Regency, West Java. Data were collected through close-ended questionnaires and semi-structured interviews and analyzed using the interactive model by Miles, Huberman, Saldana (2019), which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers possess a solid understanding of project-based learning and believe in its effectiveness for enhancing students’ critical, creative, and analytical thinking. Project-based learning engages students in active, meaningful learning through real-world projects and collaboration. However, challenges such as limited time, student readiness, and the need for clear scaffolding were also identified. Therefore, effective implementation requires structured planning and adequate support to ensure the meaningful development of students’ cognitive skills through English instruction. The implication of these findings highlights the importance of continuous teacher training and consistent curriculum support.