Implementing Project-Based Learning with Authentic Materials in Culinary Vocational English: A Case Study on Learning Process and Assessment

Abstract

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.