Hendrik Jacob Maruanaya, Mohammad Adnan Latief
Although research across different fields and levels of education show project-based learning (PBL) as an effective instructional model in terms of increasing students' knowledge, skills and learning motivation, there is still very little information on how English foreign language teachers in secondary schools implement such model in their teaching context. This phenomenological study examines and describes how English as a foreign language is taught and learned under the project-based learning model in Indonesian secondary schools. The data for the study were collected through classroom observations over a 16-week period in four different schools, interviews with four English teachers, a focus group interview with students, and documents analysis. The findings of the study show six common practices: modeling, novelty and authenticity, role and responsibility, standard setting, goal tracking, and peer group assessment and feedback. The article concludes by highlighting the advantages of such practices along with some recommendations. © 2019 Asian E F L Journal Press. All rights reserved.
Universitas Pattimura, Ambon, Indonesia; Universitas Negeri Malang, Indonesia
