In the realm of education, instructional practices are at the forefront of discussions surrounding effective teaching practices. In the teacher's effectiveness research of the late 1970s and early 1980s, Brophy and Good (1986) amply showed that teachers and classroom instructional practices made a difference in students' accomplishments. The selection and implementation of appropriate instructional models play a pivotal role in shaping students' learning outcomes. However, a burning issue persists in this area as educators strive to determine the most impactful and efficient instructional models to optimize English language teaching. To investigate this issue, this research was conducted using qualitative methods in a renowned English course by applying semi-structured interviews with the teachers, observations in the classroom with most high school level students, and document analysis as the data collection. An analysis of the qualitative data model of Miles and Huberman (2014) as the approach of data analysis, which comprised four simultaneous activities: data collecting, data condensation, data display, and conclusion drawing, was utilised to examine this research. Method triangulation and member checking were used to confirm the data and verify the credibility of the study. The results demonstrated that in a well-known English course, the teachers used the 5E instructional design by Bybee et al. (2006) in their teaching and learning process. It supplemented the institution's fundamental guidelines for giving instruction. Following the discovery of the research findings, this study contributes to the discussion of instructional models in language education. It offers practical recommendations for improving English language learning experiences in the Indonesian environment.
