Unpacking Project-Based Learning in ELT: A Case Study of Teachers’ Pedagogical Practices at an Indonesian Secondary School

Nurika  Azkiya; heri kuswoyo

doi:10.33365/jeltl.v7i1.1934

Nurika Azkiya Universitas Teknokrat Indonesia
heri kuswoyo universitas teknokrat indonesia

DOI: https://doi.org/10.33365/jeltl.v7i1.1934

Keywords: English Language Teaching (ELT), secondary school, pedagogical practice, Project-Based Learning (PBL)

Abstract

Project-Based Learning (PBL) has been increasingly implemented in English Language Teaching (ELT) to promote active and meaningful learning. This study aimed to investigate the implementation of PBL in ELT by teachers at an Indonesian secondary school and explore the challenges encountered during its classroom application using Larmer’s Gold Standard PBL framework. This study employed a descriptive qualitative approach with a case study design. Data were collected through semi-structured interviews. The results showed that PBL was implemented through several stages, beginning with authenticity by connecting project topics to students’ real-life experiences, followed by challenging questions to encourage students to express ideas and opinions, critical thinking activities during problem-solving and task completion, small group discussions to support collaboration among students, project presentations to allow students to present their work using English, and reflection to help students evaluate their learning process. However, several challenges were also identified, including time constraints, students’ language proficiency, teachers’ readiness, and students’ readiness. This study highlights both the potential and the challenges of implementing PBL in ELT and emphasizes the need for adequate preparation and support to ensure more effective PBL implementation in school settings.

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