Disertasi

On ecology-inspired intercultural english materials development: from individual innovation to collective professional transformation / Mega Fariziah Nur Humairoh

Abstrak
The development of English language teaching (ELT) materials has been extensively documented through various instructional approaches and frameworks. However there has been limited research on how to integrate ecological awareness and intercultural competence into these materials which aim to cultivate globally-minded learners. Additionally studies on transformative learning in developing ELT materials have primarily focused on single-disciplinary perspectives overlooking the potential benefits of interdisciplinary integration. Contextually English language teaching practices in an Indonesian higher education present unique opportunity for examining how an exemplary educator navigate these complex environmental and sociocultural challenges. This exemplary educator refers to a teacher who has prior in Ecology-Inspired Intercultural materials design. He also willingly shared these practices and experiences with other teachers in CoP initiating peer-led transformation within the institution. This study acknowledges that educators through Communities of Practice (CoP) are vital agents in transforming current practices. Through investigating how an exemplary participant Jacky (pseudonym) shares his views and practices while seeking validation through peer-led induction processes this research explores the transformative potential of developing ecology-inspired and intercultural English teaching materials. Methodologically this study employed a qualitative approach incorporating the CoP framework and critical narrative inquiry through several systematic stages. The first stage involved selecting an exemplary case within the English Education Study Program (EESP) at a state Islamic University in East Java Indonesia - an institution aiming to integrate Islamic values and local wisdom. In this study Jacky was selected as the exemplary educator at a state Islamic University in East Java. As an internal faculty member he was considered to understand the institution s vision and mission well. He stands out among his 17 colleagues in the EESP department for two reasons. First his publications show strong knowledge in teaching methods and materials development. Second he actively applies this knowledge to create innovative teaching materials. His expertise fits this study s needs he is interested in materials development understands research well knows about intercultural communication and is committed to innovative teaching. These qualities make him ideal for exploring how to develop and share Ecology-Inspired Intercultural materials. The second stage focused on establishing the CoP structure where three additional teacher educators voluntarily joined the community. In the next stage data collection utilized multiple instruments in-depth interviews to explore Jacky s perspectives photovoice-based reflective journals to document the process materials design artifacts to examine the outputs and CoP discussion sessions to capture community dynamics. The final stage involved systematic data analysis through thematic analysis to examine patterns of change in professional practices. Trustworthiness was established through data triangulation prolonged engagement member checking and collective validation within the CoP framework. This study revealed three interconnected findings in ecology-inspired intercultural English materials development as portrayed prior to and after the CoP process. The study also found the transformation-induction-transformation pattern. The first finding traced Jacky s individual transformation as a materials author. From his initial traditional approach to his evolving understanding of materials as silent partners in learning his journey involves challenges theoretical integration and innovative practices into English materials development. The second finding documented the knowledge sharing process through a Community of Practice (CoP) where Jacky s innovative approaches were inducted into the broader professional community through structured engagement critical discussions and collaborative problem-solving. Members of the CoP actively challenged assumptions shared adaptive strategies and collectively developed new approaches to materials design and assessment. As materials development moved from individual to group work teachers developed more innovative approaches in designing eco-cultural materials. The third finding illuminated the Community of Practice supporting both materials development and professional growth equally. Teachers worked together to evaluate and improve their materials based on shared goals. This shifted the focus from working alone to growing together as a group. The study shows that meaningful materials development helps teachers become more aware of ecological issues and better at understanding different cultures. The novelty of this study lies in its comprehensive documentation of how innovative practices in eco-cultural materials development evolve from individual experimentation to collective professional transformation providing a practical framework for implementing and scaling innovative pedagogical practices in ELT contexts. This study proposes two conceptual frameworks for ELT materials development and Communities of Practice (CoP). The first framework provides a practical guide for materials developers and teacher educators who are interested in creating eco-cultural English materials using task-based methods. However testing this framework in different schools or higher education institutions could potentially yield richer information. The second framework illustrates the role of CoP in ELT materials development. Through peer feedback collective reflection and collaborative validation processes CoP has the potential to serve not only as a platform for facilitating materials development but also for fostering professional growth. Given this study s limitations in terms of participant number and duration of CoP activities further research need investigate CoP-induced materials development with larger participant pools and extended time frames to enhance understanding of CoP s role in sustainable professional development. Additionally future studies should explore how eco-intercultural English materials can be developed across different courses beyond reading such as general English or English for specific purposes to promote collective efforts in nurturing environmentally and culturally aware global citizens.

Informasi Detail

DDC

Rd 420.76 HUM o

Prodi

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

Deskripsi Fisik

xix, 202 lembar. : ilus. ; 30 cm

Bahasa

Indonesia

No Reg

00003/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - BAHAN AJAR
3. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Prof. Dr. Yazid Basthomi, S.pd, M.a.; 2. Dr. Mirjam Anugerahwati, M.a.; 3. Evi Eliyanah, S.s., M.a., Ph.d

Lampiran Berkas