Tesis

Efl teachers\' perceptions and experiences in facilitating collaborative learning for lower secondary school students\' speaking skills / Satriani

Abstrak
In the 21st century characterized by rapid technological advancements and global interconnectedness education systems worldwide have evolved to equip students with essential competencies and skills known as 21st-century skills including collaboration creativity critical thinking and digital literacy. In Indonesia the implementation of the Kurikulum Merdeka (Emancipated Curriculum) which emphasizes the Pancasila Student Profiles seeks to develop well-rounded citizens prepared for the challenges of the Golden Indonesia 2045 vision. Among these competencies collaboration is crucial aligning with global educational trends. Despite extensive research on collaborative learning in English Language Teaching (ELT) there is a gap in understanding how EFL teachers in Indonesia s innovative Sekolah Penggerak (Leading school) program facilitate collaborative learning to enhance students speaking skills. This study is intended to fill that gap and offer insights that could inform educational practices and policies in Indonesia particularly in aligning with the goals of the Emancipated Curriculum and enhancing the quality of English language education. There are four research questions in this study 1) What are the EFL teachers rsquo perceptions towards collaborative learning 2) What are the EFL teachers rsquo experiences in facilitating collaborative learning for students rsquo speaking skill 3) What challenges do EFL teachers face in facilitating collaborative learning for students rsquo speaking skills and 4) What strategies do EFL teachers use to overcome the challenges they face in facilitating collaborative learning for students speaking skills To answer the research questions this research employs a phenomenological qualitative research design. The research included seven participants from seven public schools in Malang Indonesia. The selection was based on the schools accreditation to ensure consistent quality their involvement in the Leading school program as it aligns with educational transformation and their implementation of the Emancipated Curriculum to explore innovative teaching practices that emphasize student-centered learning and Pancasila Student Profiles. For choosing the participants the criteria were EFL teachers with at least three years teaching experiences being actively involved in professional development and being available and willing to participate in the research. The data were collected through semi-structured interviews classroom observations and documents. Each of these data sources was analyzed separately using thematic analysis. For the interviews I identified themes based on the teachers responses about their perceptions and experiences in facilitating collaborative learning for students rsquo speaking skills. Classroom observations were analyzed to find patterns in how collaborative learning was implemented. The documents were examined to see how collaborative learning for speaking skills was planned. After analyzing each instrument separately I combined the results to identify the themes. The findings of the study reveal the EFL teachers rsquo perceptions and experiences in facilitating collaborative learning for students rsquo speaking skills. Regarding the teachers rsquo perceptions of collaborative learning they generally see it as a method that enhances student interaction communication and teamwork though some vary in their depth of understanding. In terms of teachers rsquo experiences in facilitating collaborative learning for students rsquo speaking skills the observations revealed a range of strategies such as group work discussions and interactive games though the use of technology was limited and not always fully integrated. Students rsquo progress was also observed by the participants during the learning process including students rsquo confidence engagement vocabulary mastery. Challenges faced by the teachers include managing uneven student participation limited technological resources and time constraints which sometimes hinder the effectiveness of collaborative learning. To address these issues the teachers employed various strategies such as modifying group activities providing clearer instructions balancing the use of digital and traditional tools and encouraging reluctant students to participate more actively in speaking tasks. These approaches reflect teachers adaptability and commitment to overcoming the challenges of facilitating collaborative speaking activities in their classrooms. This study has two limitations. The first limitation is this study only includes teachers as the participants without considering students rsquo experiences and perception during the collaborative learning. Therefore future research should consider students rsquo perspective to gain a more comprehensive data of the implementation of collaborative learning. The second limitation is this study does not explore the impact of professional development programs on teachers rsquo ability to integrate technology and manage diverse student need. Hence future research could examine this area to provide practical insights for improving collaborative learning practices.

Informasi Detail

DDC

Rt 420.83 SAT e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiv, 111 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00169/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - BERBICARA - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS(SEKOLAH MENENGAH PERTAMA) - BERBICARA
3. ENGLISH - SPEAKING - STUDY AND TEACHING

Pembimbing

1. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd;2. Dr. Suharyadi, S.pd, M.pd

Lampiran Berkas