Abstrak
This study aims to determine students' perceptions about the implementation of project-based learning in literary appreciation classes. The research methodology utilized is a sequential explanatory mixed technique. This study involved 36 English department students in the academic year 2020-2021 who had taken literary appreciation courses at Borneo University Tarakan. This mixed research instrument utilizes quantitative data in the form of questionnaires as its primary source of information. It is complemented by qualitative data obtained through interviews and document analysis, which enhance the research's comprehensiveness. The results of the questionnaire in this study indicate that students perceive the application of projects in appreciation classes from three perspectives: 1) the perceiver, which includes attitude, motive, interest, and expectation (77.95%), 2) the situation, which includes social setting (77.43%), and 3) the target, which includes novelty, motion, and proximity (74.58%). Per the findings of this study's questionnaire, students perceive the use of projects in appreciation classes from three perspectives: 1) the perceiver, which includes attitude, motive, interest, and expectation (77.95%), 2) the situation, which includes social setting (77.43%), and 3) the target, which includes novelty, motion, and proximity (74.58%). In summary, students were pleased with implementing project-based learning (PjBL) in literature appreciation classes. However, some students struggle when working on collaborative assignments.