Implementing Project-Based Learning with Authentic Materials in Culinary Vocational English: A Case Study on Learning Process and Assessment
Main Article Content
Rina Widiayanti
Ana Maghfiroh
English learning in vocational education should support students’ workplace communication and professional needs. However, classroom instruction is often disconnected from real-world vocational contexts. Therefore, contextual and meaningful learning approaches are needed, particularly in culinary vocational education. This study aimed to explore the implementation of Project-Based Learning (PjBL) using authentic materials in a culinary vocational English classroom and to examine the forms of project-based assessment used during the learning process. The study employed a qualitative case study design conducted in a tenth-grade culinary class at SMKN 1 Sawoo Ponorogo involving 35 students. Data were collected through classroom observations and semi-structured interviews and analysed using descriptive qualitative analysis. The findings showed that the implementation of Project-Based Learning using authentic materials created a more contextual and interactive learning environment for students. Through projects related to packaging labels, food presentation, and café operations, students were encouraged to connect English learning with workplace-oriented culinary contexts. The use of authentic materials also increased students’ participation, communication, collaboration, and confidence during learning activities. In addition, project-based assessment through product assessment, portfolio assessment, and presentation activities supported students’ learning development and communication skills. The study suggests that integrating Project-Based Learning and authentic materials may support more meaningful and workplace-oriented English learning in vocational education, particularly in culinary classrooms.
Alhusna, A., & Suparmi, S. (2025). Bridging vocational students’ needs and industry demands: Designing authentic English learning materials for hotel services. Journal of English Education and Teaching, 9(4), 515–533. https://doi.org/10.33369/jeet.9.4.515-533
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702
Amalia, S. I. Y., Degeng, P. D. D., & Razali, K. A. (2024). EFL students’ perspectives toward project-based learning in vocational high schools. JOLLT Journal of Languages and Language Teaching, 12(1), 226–239. https://doi.org/10.33394/jollt.v12i1.9740
Arumsari, M. E., Salsabila, N., Putri, K. C., Febriani, S. A., Purnawan, A., Sukarno, & Yulia, Y. (2026). Kitchen talk: Developing ESP materials for culinary vocational students. International Journal of Multicultural and Multireligious Understanding, 13(4). https://doi.org/10.18415/ijmmu.v13i4.7419
Choustoulakis, E., Garas, C., & Paraskeva, F. (2025). Designing a project-based e-learning course for enhancing English language learning, participation, and peer collaboration among primary school pupils. In INTED2025 Proceedings (pp. 6877-6887). IATED. https://doi.org/10.21125/inted.2025.1766
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Ismailia, T. (2024). Teaching English for vocational college students by using a project-based learning approach. Journal of English in Academic and Professional Communication, 10(1), 19–35. https://doi.org/10.25047/jeapco.v10i1.4546
Köpeczi-Bócz, T. (2024). The impact of a combination of flipped classroom and project-based learning on the learning motivation of university students. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030240
Krajcik, J., Schneider, B., Miller, E. A., Chen, I. C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2023). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60(1), 70–102. https://doi.org/10.3102/00028312221129247
Ladhifah, L., & Arifin, M. (2025). Enhancing culinary students’ comprehension of English recipe texts through project-based learning. Reforma: Jurnal Pendidikan dan Pembelajaran, 15(1), 113–123. https://doi.org/10.30736/reforma.v15i1.1218
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating higher-order, critical, and critical-analytic thinking in problem- and project-based learning environments: A systematic review. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09757-x
Maghfiroh, A., Anggi, E., Unaiziah, N., Mustikawati, D. A., & Susilowati, T. (2024). Students’ English learning strategies assisted with e-resources in blended learning. JOLLT Journal of Languages and Language Teaching, 12(1), 535. https://doi.org/10.33394/jollt.v12i1.9530
Mandarsari, P. (2023). Online authentic materials in teaching English for EFL students. International Journal of Research on English Teaching and Applied Linguistics, 4(1), 65–78. https://doi.org/10.30863/ijretal.v4i1.5013
Mutiaraningrum, I., Fitriati, S. W., Yuliasri, I., & Saleh, M. (2024). Indonesian vocational college students’ attitudes towards project-based learning in English courses. International Journal of Evaluation and Research in Education, 13(5). https://doi.org/10.11591/ijere.v13i5.28406
Muyassaroh, M. N., & Prasetiyowati, E. (2024). The implementation of project-based learning in teaching speaking to students of vocational school. IREELL: Indonesian Review of English Education, Linguistics, and Literature, 2(1), 103–111. https://doi.org/10.30762/ireell.v2i1.3395
Natalia, S. A. M. K. D., & Lastari, N. K. H. (2025). Exploring the use of authentic materials for developing communicative competence: A qualitative study in vocational education. Prosiding Seminar Nasional Riset Bahasa dan Pengajaran Bahasa, 7(1). https://doi.org/10.31940/senarilip.v7i1.83-92
Pinzón, B., & Norely, A. (2020). Authentic materials and tasks as mediators to develop EFL students’ intercultural competence. HOW Journal, 27(1), 29–46. https://doi.org/10.19183/how.27.1.515
Santos, C., Rybska, E., Klichowski, M., Jankowiak, B., Jaskulska, S., Domingues, N., Carvalho, D., Rocha, T., Paredes, H., Martins, P., & Rocha, J. (2023). Science education through project-based learning: A case study. Procedia Computer Science, 219, 1713–1720. https://doi.org/10.1016/j.procs.2023.01.465
Sevara, A., Branch, R. J., & Uznu, O. (2023). The system of educating the student in vocational education. International Scientific and Current Research Conferences, 1(1), 123–126. https://www.orientalpublication.com/index.php/iscrc/article/view/1134
Syeba, S., Debora, D., Susanti, S., Aminarti, D., & Victoria, A. M. (2026). Applying project-based learning to improve vocational English skills. Jurnal Ilmiah Kanderang Tingang, 17(1), 1–13. https://doi.org/10.37304/jikt.v17i01.437
Villarroel, V., Melipillán, R., Santana, J., & Aguirre, D. (2024). How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations. Frontiers in Education, 9, 1308688. https://doi.org/10.3389/feduc.2024.1308688
Weganofa, R., Herawati, S., & Lutviana, R. (2024). Integrating Design Thinking (DT) and Project-Based Learning (PjBL) with Writing Literacy for Advancing Creative, Collaborative, and Critical Writing Skills among EFL Learners. Language Teaching Research Quarterly, 45, 157-175. https://doi.org/10.32038/ltrq.2024.45.09
Weijers, R. J., de Koning, B. B., Klatter, E., & Paas, F. (2024). How do teachers in vocational and higher education nudge their students? A qualitative study. European Journal of Higher Education, 1–19. https://doi.org/10.1080/21568235.2024.2319087
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Rina Widiayanti , SMK Negeri 1 Sawoo Ponorogo
Rina Widiayanti is a student in Universitas Muhammadiyah Ponorogo and also an English teacher at SMK Negeri 1 Sawoo, Indonesia. Her research focuses on teacher professional development regarding English instruction integrated with vocational subject matter in vocational high schools, tailored to student needs within the context of ESP (English for Specific Purposes) and the development of English teaching modules integrated with vocational curricula. Her work contributes to student-centred English education that inclusively integrates English instruction with vocational subjects in vocational high schools.
Ana Maghfiroh , Universitas Muhammadiyah Ponorogo
Ana Maghfiroh is an Associate Professor of English Education at Universitas Muhammadiyah Ponorogo, Indonesia. Her research focuses on teacher professional development, professional learning community, online and blended learning in EFL, digital pedagogy, and sustainable education in Southeast Asia. Her work contributes to interdisciplinary perspectives on online education, teacher professionalism, digital readiness, and inclusive practices in diverse educational contexts.
