Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners' Voices

This research aims to measure EFL learners' perceived projectbased learning and examine whether there is a correlation between projectbased learning and EFL learners' collaborative skills. This research used a correlational study using Spearman Product Moment based on non-parametric data. The data were gathered using a closed-ended questionnaire. The sample consisted of 100 (17 male and 83 female) Indonesian University EFL learners recruited using convenience sampling. The findings indicated that more than 70% of learners' perceptions of project-based learning positively impact their collaborative skills. The benefits of project-based learning include enhancing learners' motivation, teamwork, communication, creativity, and problemsolving abilities. The next finding is a strong correlation between projectbased learning, which significantly generated Sig. (p-value) = 0.000 < α = 0.05. Some previous studies reported that project-based learning positively correlates with collaborative skills.

capacity, personality, and student needs, as well as developing independence in seeking and finding knowledge through reality (The Guideline Book of MBKM :2020).
One of the aspects that can accelerate the freedom in learning is critical performance indicators of the University. Based on the Decree of the Minister of Education and Culture Number 754/P/2020, it is a new performance measurement for universities to realize adaptive higher education with a more concrete outcome (RI, 2020). One of the indicators is facilitating the collaborative and participative classes to improve students' creativity and innovation.
However, these skills-related goals are not easy to achieve as traditional learning plays a dominant role where teachers are "the transmitter of the knowledge." At the same time, students act as "the receptor of the information. As a result, it is difficult for students to fully engage in educational practices, which may lead to a superficial understanding of disciplinary knowledge. The next problem is the difficulties generating ideas (Heong et al., 2012) and solving the problems (Reddy & Panacharoensawad, 2017).
In addition, in reality, many problems still occur to students, including learning independence, which will make it challenging to manage time in learning and cannot set targets in completing assignments. The lack of students in independent learning can be proven by students who are not motivated to learn independently, are not tenacious in learning, are not severe, are not disciplined, and are not responsible for what they do. The research results showed that 64.06% of students had difficulty solving problems; 53.13% had trouble finding alternative solutions to the issues given (Sugiyanto & Suryandari: 2020).
Collaboration is one of the challenges of 21st-century skills (Esfratia, 2014).
Collaborative skill is now considered essential in almost all areas of life. Collaborating enhances the students' motivation and promotes active learning (Mora, Signes-Pont, Fuster-Guilló, & Pertegal-Felices, 2020). In addition, this method can be beneficial and time-saving for instructors in managing large groups. Collaborative learning is an educational approach to teaching and learning involving groups of learners working together to solve a problem, complete a task, or create a product. In the Collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives and are required to articulate and defend their ideas (Laal influence of project-based learning models on student collaboration skills (Rasyid & Khoirunnisa, 2021).
In order to change this situation, it is suggested that students are provided with the opportunity to participate in real problem-solving and knowledge construction in authentic professional contexts. One attractive way to achieve this goal is project-based learning (PBL). PBL is a comprehensive instructional approach that engages students in an organized and cooperative manner to investigate and resolve a particular problem (Musa, Mufti, Latiff, & Amin, 2011). Students drive their learning through inquiry and work collaboratively to research and create projects that reflect their knowledge (Setia Dewi, 2020). Thus, students need to learn higher-order thinking skills to address the difficulty in generating ideas. Some findings prove the advantages of project-based learning. Using PBL gives some positive feelings of lecturers (development of students' competencies, a collaboration between a lecturer and a student, lecturer's professional development) create conditions for their professional self-realization and continuous improvement (Rao, 2019).
PBL model also supports the teaching and English learning processes. Through this method, students engage in purposeful communication to complete authentic activitiestasks that are relevant to and useful in the real world. As a result, they have the opportunity to use language in a relatively natural context and participate in meaningful activities that require authentic language use (Lam, 2011). The students' reasoning and creativity are improved (Ngadiso, Sarosa, Asrori, Drajati, & Handayani, 2021). In addition, using project-based learning in English as a foreign language instruction increases EFL learners' motivation, interest, and performance (Tsiplakides & Fragoulis, 2009)

Participants
This study recruited 100 Indonesian EFL learners, comprising both males (n = 17) and females (n = 83). The participant age from 17-20 (n = 56) whereas the participant age from 21-25 ( n = 86). Convenience sampling was employed to recruit all participants. It means the participants were selected based on their availability.

Setting and Research Instrument
This research was taken place at the Islamic University of Nahdlatul Ulama Jepara.
It will be obtained from students of English Language Education Departments involved in project-based English learning. The researcher used a questionnaire to determine the students' perception of project-based learning to collaborative skills. The questionnaire is prepared using five-point Likert scales (from strongly disagree to agree strongly).
The dependent variable is students' collaborative skills, measured by the questioners adopted from Musa. et al. (2016). The questioners are adopted from (Alyani, 2021). The independent variables are the components of project-based learning. They are; 1) questioning, designing, scheduling, monitoring, assessing, and evaluating. The next step was to assess the reliability and validity of the questionnaire. The Cronbach's alpha was .879, suggesting high internal consistency in terms of overall reliability. Therefore, the questionnaire was suitable for measuring the concept of PBL and Collaborative skills. Several experts in the field were consulted to evaluate its accuracy to ensure content validity. All the items included in this instrument were collectively negotiated and agreed upon by all the invited experts.

Data Analysis Technique
Due to the limited number of research participants, therefore normality and heterogeneity of the sample were not statistically met. Henceforth, non-parametric statistical analysis was employed to analyze the data. The quantitative data were analyzed using Descriptive statistics. Spearman Rank Test was used to investigate whether there is a relationship between PBL and Collaborative skill.

Relationship between Project-Based Learning and Collaborative Skills for EFL Learners
Spearman Rank Test was used to investigate a correlation between project-based learning and collaborative skills. The quantitative data were analyzed using descriptive statistics. Due to the limited number of research participants, therefore normality and heterogeneity of the sample were not statically met. Henceforth, non-parametric statistical analysis was employed to analyze the data.

Table 3 Correlation Analysis
The  (Musa et al., 2011). In addition, using PBL can give a new atmosphere to increase critical thinking, communication, collaboration, and creativity or 4Cs skills (Karyawati & Ashadi, 2018).
The second finding of this research is to examine the relationship between projectbased learning and learners' collaborative skill. The statistical findings indicate a strong relationship between project-based learning and learners' collaborative skill. Some previous studies support this evidence. Using project-based learning positively impacts collaborative skills in higher education (Lou & Kim MacGregor, 2004) (Kurniawati et al., 2019). This finding also showed some indicators of collaborative skills such as teamwork, cooperative learning, and brainstorming related to project-based learning for EFL learners. Some findings reported the positive correlation between teamwork or group work and motivation between project-based learning (Filippatou & Kaldi, 2010) and cooperative learning (Boondee, Kidrakarn, & Sa-Ngiamvibool, 2011).

D. CONCLUSION
The purposes of the current study were: (1) to measure EFL learners' perceived project-based learning, (2) to examine whether project-based learning was related to leaners' collaborative skills. The finding showed that more than 70% of learners perceived project-based learning for EFL classrooms. The results indicated that using PBL positively impacts EFL learners, improving learners' motivation, communication, collaboration, and problem-solving skills. The subsequent finding is related to the second research question. Based on the statistical result of correlation research, it concluded that there is a strong correlation between PBL and collaborative skill for EFL learners at University.