ANALYSIS OF STUDENTS’ MOTIVATION IN PROJECT-BASED ENGLISH LANGUAGE LEARNING

Abstrak

English language learning is pivotal in global education due to English's role as an international language, with student motivation being a key determinant of language acquisition success. Despite various studies highlighting Project-Based Learning (PBL) as a method to enhance motivation, there remains a gap regarding a comprehensive qualitative analysis of its effects in English language learning contexts. This study aims to bridge this gap by examining how PBL influences student motivation, drawing on Deci and Ryan's Self-Determination Theory to differentiate between intrinsic and extrinsic motivation. Through a qualitative literature review of existing studies, the research synthesizes findings indicating that PBL significantly boosts student motivation by offering authentic, autonomous, and collaborative learning experiences. Key factors contributing to increased motivation include the real-world relevance of projects, student autonomy, collaborative learning, task complexity, and continuous feedback. The interplay between intrinsic and extrinsic motivations within PBL is also discussed, revealing that PBL not only fosters intrinsic interest through meaningful tasks but also supports extrinsic motivators like grades and recognition. However, gaps such as the need for more longitudinal studies and diverse educational settings research are identified. The study concludes by offering practical insights for educators on implementing PBL to create a motivating and engaging learning environment and provides a foundation for future research on enhancing student motivation in English language education.