Enhancing Students’ Comprehension of Poetry Texts through the Integration of Project-Based Learning and Design Thinking
DOI: https://doi.org/10.30605/0xxsnx33
Classroom participation, Design Thinking, learning achievement, poetry comprehension, Project-Based Learning
Abstract
Poetry instruction in secondary schools sometimes limits students' full involvement in interpreting and appreciating literary works. The present research aimed to enhance students' understanding of poetic texts. In this regard, the study employed Project-Based Learning (PBL) and Design Thinking methodologies. The survey employed a Classroom Action Research study based on Kemmis and McTaggart's model, comprising three cycles of planning, action, observation, and reflection. The study involved 32 eleventh-grade students aged 16–18 from a public senior high school in Malang, Indonesia. Data were collected through observations, interviews, field notes, tests, and documentation. Reliability of the study was ensured through triangulation of constructs and procedures, and verification procedures were monitored throughout the research project. Results showed an increase in student engagement during lessons, from 68.75% to 93.75%. Obtaining mastery level increased the rate from 71.88% to 93.75%. Consequently, such trends resulted in a higher class average score, 84.13 to 85.86. Results from the qualitative analysis showed even stronger motivation, self-assurance, teamwork and desire to make sense of poetry. This makes it clear that, when it comes to students learning poetry, a conceptual step such as using PjBL together with Design Thinking will make learning poetry and greater interaction possible.
Downloads
References
Arqam, A., & Asrifan, A. (2024). Integrating AI in project-based learning for differentiated english language instruction: A scoping review. Journal of English Education and Teaching, 8(3), 586–608. https://doi.org/10.33369/jeet.8.3.586-608
Ayoub Moubareck, C. (2022). The effectiveness of project-based learning on Emirati undergraduate students in a microbiology course. Learning and Teaching in Higher Education: Gulf Perspectives, 18(2), 95–106. https://doi.org/10.1108/LTHE-06-2021-0047
Berrón Ruiz, E., & Monreal Guerrero, I. M. (2020). La formación inicial de los futuros maestros a través del Aprendizaje Basado en Proyectos desde la Educación Musical. Revista Electrónica de LEEME, (46), 208. https://doi.org/10.7203/LEEME.46.18031
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Bui, T. T. H., Kaur, A., & Trang Vu, M. (2022). Effectiveness of technology-integrated project-based approach for self-regulated learning of engineering students. European Journal of Engineering Education, 47(4), 591–605. https://doi.org/10.1080/03043797.2021.2016636
Buphate, T., & Esteban, R. H. (2022). Washback effect of the achievement test on english teaching in senior secondary vocational schools in beijing. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2022.01.08
Cleminson, T., & Cowie, N. (2021). Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom. Journal of University Teaching and Learning Practice, 18(4). https://doi.org/10.53761/1.18.4.7
Damaiyanti, M. F., & Mulyati, Y. (2025). Between imagination and information: Exploring the assessment practices of literary and non-literary texts on reading skills. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 15(2), 194. https://doi.org/10.26714/lensa.15.2.2025.194-219
Erdiana, N., & Yasin, B. (2025). Exploring students’ perceptions of project-based learning in an outcome-based education (obe) curriculum framework. proceedings of international conference on education, 3(1), 15–20. https://doi.org/10.32672/pice.v3i1.3429
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Imbaquingo, A., & Cárdenas, J. (2023). Project-based learning as a methodology to improve reading and comprehension skills in the english language. Education Sciences, 13(6), 587. https://doi.org/10.3390/educsci13060587
Kavlu, A. (2020). The Effect of Project-based learning on first-year undergraduate students in english for specific purposes (ESP) courses. International Journal of English Linguistics, 10(4), 227. https://doi.org/10.5539/ijel.v10n4p227
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.
Liu, Y., Mohamad, M., & Sulaiman, N. A. (2025). A systematic literature review about project-based learning in english classroom in China. Forum for Linguistic Studies. https://doi.org/10.30564/fls.v7i4.8780
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
Míguez-Souto, A., & Gutiérrez-García, M. Á. (2022). Aprendizaje basado en proyectos (ABP) en el aula de secundaria. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades, 11(Monográfico), 1–15. https://doi.org/10.37467/revhuman.v11.3966
Muneer, S., Santhosh, M., Parangusan, H., & Bhadra, J. (2026). A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education. International Journal of Technology and Design Education, 36(2), 919–949. https://doi.org/10.1007/s10798-025-10005-2
Nishihara, T. (2022). EFL learners’ reading traits for lexically easy short poetry. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2150010
Orhan, A. (2024). Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom? Journal of Computer Assisted Learning, 40(5), 2351–2368. https://doi.org/10.1111/jcal.13033
Ramos-Ramos, P., & Botella Nicolás, A. M. (2022). Teaching dilemmas and student motivation in project-based learning in secondary education. Interdisciplinary Journal of Problem-Based Learning, 16(1). https://doi.org/10.14434/ijpbl.v16i1.33056
Riana, F., Sunarto, S., & Mamangkey, J. (2024). Development of student’s worksheet using project-based learning (pjbl) on ecosystem concept for class x SMA. Bioeduca : Journal of Biology Education, 6(1), 21–34. https://doi.org/10.21580/bioeduca.v6i1.17275
Rijken, P. E., & Fraser, B. J. (2024). Effectiveness of project-based mathematics in first-year high school in terms of learning environment and student outcomes. Learning Environments Research, 27(2), 241–263. https://doi.org/10.1007/s10984-023-09477-7
Rohmah, N., Rosyidha, A., & Dwi Eko Saputri, L. A. (2024). Unlocking the potential of project-based learning in english language education: a systematic review of benefits, challenges, and implementation strategies. Journal of English Language Teaching and Applied Linguistics, 6(4), 161–167. https://doi.org/10.32996/jeltal.2024.6.4.17
Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
Ruslan, R., Lu’mu, L., Fakhri, M. M., Ahmar, A. S., & Fadhilatunisa, D. (2024). Effectiveness of the flipped project-based learning model based on moodle lms to improve student communication and problem-solving skills in learning programming. Education Sciences, 14(9), 1021. https://doi.org/10.3390/educsci14091021
Sedubun, S., & Nurhayati, N. (2024). Exploring the efficacy of project-based learning in english language teaching: A Literature Review. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(1), 1089–1092. https://doi.org/10.62775/edukasia.v5i1.949
Shi, X. (2024). Research on project-based learning in practical english education. The Educational Review, USA, 8(3), 433–437. https://doi.org/10.26855/er.2024.03.017
Song, X., Razali, A. B., & Jeyaraj, J. J. (2025). How project-based learning improves college EFL learners’ critical thinking skills and reading comprehension ability: A case study. Language Teaching Research. https://doi.org/10.1177/13621688251352275
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2024). Impact of project-based learning on critical thinking skills and language skills in efl context：A Review of Literature. World Journal of English Language, 14(5), 402. https://doi.org/10.5430/wjel.v14n5p402
Suwastini, N. K. A., & Rahmayanti, P. (2024). EFL student-teachers’ perception toward teaching english vocabulary through poetry. JEES (Journal of English Educators Society), 9(1). https://doi.org/10.21070/jees.v9i1.1769
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Fat-Hiyah Dwi Fitriani, Mujiono Mujiono, Gatot Sarmidi, Ritma Yuniasari
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
