The Implementation of Project-Based Learning to Improve English Competence of Sharia Accounting Students

Abstract

This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model in improving English competence among students of the Sharia Accounting Study Program. The need for specialized language proficiency has become increasingly urgent due to globalization, particularly because of the demand for harmonizing Sharia Financial Accounting Standards (PSAK) with the International Financial Reporting Standards (IFRS), which requires an understanding of technical terminology and English-language reporting skills (Journal of Economics & Islamic Economics, 2021; Needs Analysis Simulation Reference, 2020). The method used is a Quasi-Experimental Design with a Nonequivalent Pretest-Posttest Control Group design. The population consists of 60 fourth-semester students of the Sharia Accounting Study Program, divided into an experimental group (PjBL) and a control group (conventional method). The research instrument is a structured English proficiency test, covering Academic Writing and comprehension of accounting terminology, measured through pre-test and post-test scores. Data were analyzed using the Independent Sample t-Test and the Normalized Gain (N-Gain Score) (Pendas, 2024). The results showed that the PjBL group achieved an N-Gain Score of 0.57 (moderate category), significantly higher than the control group, which only achieved an N-Gain Score of 0.15 (low category). Statistical tests indicated a highly significant difference (p < 0.001) in the post-test scores of the two groups. It is concluded that the implementation of PjBL is pedagogically and empirically effective in improving the English competence of Sharia Accounting students, while also strengthening professional character, collaboration, and learning motivation