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All Journal Al Ishlah Jurnal Pendidikan ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Teguh Sarosa
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Other

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Project-based Learning (PBL) in EFL learning: Lesson from Indonesia Ngadiso Ngadiso; Teguh Sarosa; Muhammad Asrori; Nur Arifah Drajati; Anis Handayani
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.046 KB) | DOI: 10.35445/alishlah.v13i2.558

Abstract

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes. 
English Teachers' Directive Speech Acts in The Classroom at Elementary Schools Aisya Rayya; Inayatu Dzil 'Izzati Al-latif; Intan Sapna Febria; Teguh Sarosa
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27621

Abstract

This study aims at examining directive speech acts (DSAs) used by English teachers in elementary school classrooms. Teachers apply DSAs, such as questions, requests, and recommendations, to help students. Using observation, recording, and interviews, the study was carried out in a Grade V classroom. According to the findings, teachers primarily used requests (33.33%) and questions (53.33%) to monitor student engagement, manage activities, and assess understanding. Advice (6.67%) and prohibitions (6.67%) were less frequent yet crucial for support and discipline. Questions became the most prominent type of directive speech act in this study because they play a central role in guiding classroom interaction. Through questions, teachers can check students understanding, keep their attention, and encourage participation. Compared to other directive speech acts, questions are more flexible and easier to adapt to the students’ limited English proficiency. This makes question the dominant and most effective strategy observed in the classroom. These results demonstrate how crucial directive speech acts are when instructing young students in English. The study offers useful suggestions for teacher preparation and contributes to pragmatic research.
Co-Authors Aisya Rayya Anis Handayani Inayatu Dzil 'Izzati Al-latif Intan Sapna Febria Joko Nurkamto Kristiandi Kristiandi Muhammad Asrori Ngadiso Ngadiso Nur Arifah Drajati Sumarlam Sumarlam