Disertasi

Teachers’ knowledge and communicative orientation in english language teaching: a study of secondary schools in central Sulawesi / Diyenti Rusdin

Abstrak
SUMMARY Rusdin Diyenti. 2025.Teachers rsquo Knowledge and Communicative Orientation in English Language Teaching A Study of Secondary Schools in Central Sulawesi. Dissertation Faculty of Letters Doctorate Program in English Language Education Universitas Negeri Malang. Advisors (1) Prof. Dra. Hj. Utami Widiati M.A. Ph.D. (2) Dr. Ekaning Dewati Laksmi M.Pd. M.A. (3) Dr. Mirjam Anugerahwati M.A. Key Words Indonesian EFL Teachers Teachers rsquo Knowledge of CLT Teachers rsquo Communicative Orientation in CLT. Communicative Language Teaching (CLT) remains a globally recognized approach to enhancing language learning by fostering meaningful interaction learner autonomy and real-world communication skills. While extensively studied in urban well-resourced settings far less is known about how CLT is understood and enacted in geographically diverse and resource-constrained contexts such as Central Sulawesi Indonesia. In such contexts challenges such as limited access to professional development insufficient authentic materials and unreliable internet connectivity can shape both teachers rsquo understanding and practice. Previous research has shown that teachers rsquo knowledge of CLT can range from a comprehensive multi-skill perspective to a narrow speaking-only interpretation with variations often linked to contextual realities. However the specific factors influencing these differences in Central Sulawesi remain underexplored. This study addresses that gap by investigating how teachers conceptualize CLT principles and how these are reflected in their classroom practices. The study was guided by two research questions (1) To what extent are English teachers in various school contexts knowledgeable about CLT and (2) How does the communicative orientation of language classrooms vary across different school contexts A collective case study design was employed to capture a wide range of teacher perspectives and practices. Maximum variation sampling was used to select participants based on open-ended questionnaire responses that revealed differences in teachers rsquo conceptual understanding of CLT. From this pool six teachers with varied perspectives were chosen for sustained classroom observation over three months. Data collection involved open-ended questionnaires to elicit teachers rsquo understanding of five core CLT principles authenticity interaction error treatment learner autonomy and fluency and classroom observations analyzed with the Communicative Orientation of Language Teaching (COLT) framework Parts A and B to document classroom events and communicative features. Questionnaire responses were analyzed thematically while observation data were coded and quantified using the COLT scheme. Validity was addressed through expert review pilot testing and triangulation across data sources. Reliability was strengthened through consistent coding procedures inter-observer agreement and an extended observation period that ensured a comprehensive picture of classroom practice. Ethical protocols included informed consent participant anonymity and non-disruptive observation methods. Findings from the open-ended questionnaire revealed marked differences in teachers rsquo knowledge of CLT principles which were further confirmed through classroom observation. While some teachers demonstrated a broad and accurate understanding of CLT emphasizing authentic communication interactive activities and learner autonomy others interpreted CLT more narrowly often equating it primarily with speaking activities or focusing on controlled language practice. The COLT-based observation showed that teachers with broader conceptual knowledge tended to implement a richer variety of communicative strategies such as task-based learning contextualized language use and group problem-solving. In contrast teachers with limited understanding often relied on more structured form-focused or teacher-centered approaches which restricted opportunities for meaningful interaction. These variations were linked to contextual factors including differences in resource availability institutional support and access to professional development. Notably the categorization of teacher practices emerged inductively from the combined analysis of questionnaire and observation data rather than from a predetermined classification. This approach allowed for a more authentic reflection of the realities teachers face in their professional contexts. The study concludes that teacher knowledge of CLT and their communicative orientation vary significantly across school contexts in Central Sulawesi. Teachers with broader knowledge were better able to create learner-centered communicative classrooms while those with narrower interpretations tended to limit communication to specific skills or activities. These findings highlight the need for context-responsive professional development that addresses both conceptual understanding and practical application of CLT. Policies and training programs should consider the specific constraints teachers face in their local environments such as resource limitations infrastructure gaps and differing levels of institutional support rather than assuming uniform conditions across regions. By revealing how teachers rsquo knowledge and practice interact within their real teaching contexts this research contributes to a more nuanced understanding of CLT implementation in under-researched settings. It underscores the importance of aligning teacher training resource provision and policy design with the realities of diverse educational landscapes ensuring that CLT principles are implemented effectively and equitably.

Informasi Detail

DDC

Rd 420.71 RUS t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

189 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00209/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - PEMBELAJARAN
2. ENGLISH - LEARNING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 2. Dr. Ekaning Dewanti Laksmi, M.pd, M.a. 3. Dr. Mirjam Anugerahwati, M.a.

Lampiran Berkas