Jul 2026· International Journal of Educational Research· 0 citations· 34 references
Abstract
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
This qualitative study employed a phenomenological research design to explore the lived experiences of English
teachers regarding the challenges, coping mechanisms, and educational management insights in implementing
collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English
teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and
identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by
teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral
issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using
structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting.
The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning
frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to
address student behavioral concerns. The results underscored the complexities of implementing collaborative learning
with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional
practices and support systems within English language classrooms.
Wenie Jane L. Rubillar· International Journal of Inn...· 0 citations
This study explored the implementation of formative assessment practices in an elementary English classroom at MI Perguruan Mu’allimat. The study aimed to identify how formative assessment was implemented during the teaching and learning process and to examine the challenges faced by the teacher during its implementation. This study employed a qualitative descriptive design involving one English teacher and classroom interaction in Grade 5C as the focus of the study. The data were collected through classroom observation, interviews, and documentation, and were analyzed using the interactive model proposed by Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that formative assessment was implemented through oral questioning, prompting and corrective feedback, and classroom monitoring during classroom activities. These practices were used not only to identify students’ understanding but also to encourage participation and maintain classroom interaction during the lesson. The study also identified several challenges in implementing formative assessment, including students’ passive participation, differences in students’ understanding, and limited classroom continuity caused by school activities and schedule interruptions. The findings indicate that formative assessment practices in elementary English classrooms are strongly influenced by classroom context and students’ participation patterns. Therefore, teachers need to apply flexible formative assessment strategies that support both students’ learning and classroom engagement.
Najwa Fatikasari, Maskhurin Fajarina· International Journal of Res...· 0 citations
This study examined the impact of blended learning on student participation in secondary school ESL classrooms, identified the challenges students face during its implementation, and proposed practical guidelines to support teachers in implementing blended learning more effectively. A mixed-methods approach was employed, with quantitative data collected from a sample of 50 Form 2 students. Quantitative data from surveys were analyzed using descriptive statistics to identify overall response trends, and Cronbach’s alpha was used to assess the internal consistency of the survey items. On the other hand, qualitative data were obtained through semi-structured interviews with three teacher participants and analyzed using thematic analysis. In addition to interviews, field notes were used as supporting data to provide contextual insights into classroom practices. The findings indicate that blended learning had a generally positive impact on student participation, where they were found to be more engaged when digital tools and interactive activities were incorporated into lessons. Meanwhile, listening and speaking activities showed higher levels of participation, as students were more responsive to audio-visual materials and group-based interactions. Reading activities demonstrated moderate levels of engagement, although students’ comprehension remained a concern. Writing, however, was acknowledged as the most challenging skill, with students experiencing difficulties related to typing, idea organization, and varying levels of digital familiarity. Based on these results and the specific problems that were found in the analyses, a complete set of practical guidelines was created to help teachers use blended learning more effectively. The study finds that blended learning could get ESL students more involved in class, especially if it is done in a planned and purposeful way. It is important to note, though, that how well it works depends on how well the teachers can utilize it.
Nicky Ang Yee Xing, P. Khalid· International journal of res...· 0 citations
This study investigated the implementation of the Project-Based Learning (PjBL) model integrated with technology and speaking skills, as well as students’ perceptions of its implementation, among eleventh-grade students in the Hospitality Accommodation program at SMK Negeri 1 Seririt. Using a sequential exploratory mixed-methods design, qualitative data were collected through structured classroom observations based on the Gold Standard PjBL framework, while quantitative data were obtained using a closed-ended Likert-scale questionnaire based on a perception framework and administered to 135 students. The qualitative findings revealed that the English teacher systematically implemented PjBL by anchoring projects in authentic hospitality-related challenges and differentiating activities according to students’ English proficiency levels (low, moderate, and high). Students engaged in sustained inquiry using digital resources, managed their learning within a structured four-meeting framework, participated in peer critique and revision, and produced multimedia outputs such as PowerPoint presentations, digital infographics, and practical simulation videos presented in the classroom. Furthermore, the quantitative analysis showed that students had a “Very Positive” perception of PjBL implementation, with an overall mean score of 131.29. All core perceptual dimensions—Interpretation (4.40), Organization (4.39), and Selective Attention (4.33)—consistently fell within the very positive category. These findings indicate that PjBL effectively bridges theoretical instruction and practical professional communication skills while fostering cognitive engagement, metacognitive independence, and oral proficiency relevant to the hospitality industry.
Made Dina Martini Putri, Putu Adi Krisna Juniarta, Dewa Ayu Eka Agustini· Journal of Comprehensive Sci...· 0 citations
This study aimed to describe how project-based learning management supports the development of students’ collaboration and communication skills at SD Negeri 5 Muara Rupit. A descriptive qualitative approach was employed to examine classroom interaction, teacher facilitation, and students’ learning experiences during project-based learning activities. The participants were selected through purposive sampling and consisted of one school principal, three upper-grade classroom teachers, and six students who represented active, moderate, and less active participation in group work. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, including teaching modules, lesson plans, project worksheets, students’ project products, classroom photographs, and school records. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, conclusion drawing, and verification. Trustworthiness was strengthened through source triangulation, technique triangulation, repeated observations, member checking, and detailed field notes. The findings showed that project-based learning was managed through instructional planning, structured group organization, task distribution, teacher guidance, classroom interaction control, and reflective evaluation. Collaboration skills were supported through task sharing, teamwork, peer assistance, and collective problem-solving, while communication skills were supported through group discussions, idea expression, active listening, peer responses, and project presentations. The findings also revealed that teacher facilitation was essential in encouraging passive students and maintaining balanced group interaction. However, unequal participation, low confidence, limited time, limited facilities, and group management challenges remained obstacles. This study suggests that project-based learning can support collaboration and communication skills when it is managed systematically and contextually.
Nafa Rupita, M. Somantri, Muhammad Kristiawan· Education and Social Science...· 0 citations
The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.
Maya Marsevani, Johnathan Evans, Melisa Ayu Rumianti et al.· JOURNEY (Journal of English...· 0 citations