PROJECT-BASED LEARNING FOR GRAMMAR DEVELOPMENT: A CASE STUDY OF POSTER CREATION ON THE 2025 SUMATRA FLOOD DISASTER

Abstract

This study examines the implementation of Project-Based Learning (PBL) as a pedagogical strategy for facilitating grammar development among first-semester vocational students in the English Business and Public Relations programs. Employing a qualitative case study design, the research explores how poster creation centered on the 2025 Sumatra flood disaster supported students’ mastery of countable and uncountable nouns, relative clauses, and reported speech. Data were collected through analysis of student-produced posters, classroom observation notes, and reflective responses. The findings indicate that embedding grammar instruction within a socially relevant and visually mediated project enhanced students’ grammatical awareness and communicative application. Students demonstrated increased syntactic complexity, improved noun categorization accuracy, and more consistent use of reporting structures. Furthermore, the contextualized theme stimulated engagement, empathy, and collaborative interaction. The study argues that grammar instruction becomes more effective when integrated into authentic, task-based experiences aligned with vocational communication needs. These findings contribute to the growing discourse on contextual grammar pedagogy and provide practical implications for vocational English instruction within student-centered curricular frameworks.contextual pedagogy, grammar instruction, Project-Based Learning, qualitative case study, vocational English.