ENHANCING ENGLISH COMPETENCE IN DESIGN STUDENTS: A MULTIPLE INTELLIGENCES FILM-PROJECT MODEL

Abstract

This study investigates the effectiveness of integrating Project-Based Learning (PBL) with Multiple Intelligences (MI) through film production to improve English language competence among third-semester Design students. Fifteen students participated in the project, which was conducted under the 2025 Competitive Grant Program. Data were collected through pre- and post-test assessments on speaking and writing, MI questionnaires, classroom observations, film project evaluations, and student as well as lecturer interviews. The results revealed significant improvements in students’ productive English skills, with mean speaking scores increasing from 64.5 to 79.1 and writing scores from 62.7 to 76.7. The MI questionnaire showed that most students demonstrated dominance in visual-spatial intelligence (33.3%), followed by musical and interpersonal intelligences (20% each). Observations and interviews highlighted that film production provided authentic opportunities for students to apply their dominant intelligences while collaborating in creative tasks. Film project assessments further confirmed that students successfully balanced linguistic competence, creativity, and technical aspects, with overall results rated from very good to excellent. These findings indicate that MI-integrated PBL through film production is an effective and meaningful approach to language learning, as it fosters not only linguistic proficiency but also collaboration, creativity, and critical thinking skills.