PROSPECTIVE TEACHERS’ FAMILIARITY AND EXPECTATION TOWARD THE IMPLEMENTATION OF STUDENT-CENTERED ENGLISH LANGUAGE TEACHING METHODS
Abstract
The development of science and technology brings some impacts to various aspects of life, mainly English Language Teaching (ELT). . However, there is a shift of paradigm as the effect of modernization in ELT, the students become the main subjects of learning and the teaching methods are more student-centered. The prospective teachers need to understand any changes of teaching theories and make adjustment in their future practices. The present research is intended to answer the following research questions: 1) To what extent are the prospective teachers familiar with student-centered English language teaching methods?, 2) What is the perceived contribution of the student-centered English language teaching methods toward their knowledge development?, 3) What do the prospective teachers expect from the student-centered English language teaching methods? The research employed survey design involving 218 students of the fifth semester. The findings reveal that 1) the students show high familiarity to students-centered ELT methods, 2) the methods contribute to the development of their knowledge by providing theory and practices of student-centered ELT method, and 3) they have high expectation in mastering the theories and practice of student-centered ELT methods.
Downloads
References
Abel, E. M., & Campbell, M. (2009). Student-centred Learning in an Advanced Social Work Practice Course: Outcomes of a Mixed Methods Investigation. Social Work Education, 3-17.
Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Abdillah, J. A., & Sueb, S. (2022). Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom. Pioneer: Journal of Language and Literature, 14(1), 278. https://doi.org/10.36841/pioneer.v14i1.1706
Aditomo, A. (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Menengah, dan Atas. Jakarta: Kementerian Pendidikan Kebudayaan Riset dan Teknologi.
Altun, S. (2015). The Effect of Cooperative Learning on Students’ Achievement and Views on the Science and Technology Course. 3.
Ansarian, L., & Teoh, M. L. (2018). Problem-based Language Learning and Teaching: An Innovative Approach to Learn a New Language. Springer Singapore. https://doi.org/10.1007/978-981-13-0941-0
Balım, A. G. (n.d.). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research.
Belkhir, S. (Ed.). (2020). Cognition and Language Learning. Cambridge Scholars Publishing.
Benson, P. (2007). Autonomy in Language Teaching and Learning. Language Teaching, 21-40.
Boghossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy. Educational Philosophy and Theory, 713-722.
Boyer, S. L., Edmonson, D. R., Artis, A. B., & Fleming, D. (2013). Self-Directed Learning: A Tool for Lifelong Learning. Journal of Marketing Education, 1-13.
Brueggeman, A., & a. (n.d.). Student-Centered Mentoring.
Chang-Tik, C., Kidman, G., & Tee, M. Y. (Eds.). (2022). Collaborative Active Learning: Practical Activity-Based Approaches to Learning, Assessment and Feedback. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-4383-6
Chik, A., Aoki, N., & Smith, R. (Eds.). (2018). Autonomy in Language Learning and Teaching. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-52998-5
Cobern, W. W. (1993). Constructivism. Journal of Educational and Psychological Consultation, 4(1), 105–112. https://doi.org/10.1207/s1532768xjepc0401_8
Dada, D., Laseinde, O. T., & Tartibu, L. (2023). Student-Centered Learning Tool for ognitive Enhancement in the Learning Environment. Procedia Computer Science, 217, 507–512. https://doi.org/10.1016/j.procs.2022.12.246
Delisle, R. (with Association for Supervision and Curriculum Development). (1997). How to use problem-based learning in the classroom. ASCD.
Felder, R. M., & Brent, R. (2005). Understanding Student Differences. Journal of Engineering Education, 94(1), 57–72. https://doi.org/10.1002/j.2168-9830.2005.tb00829.x
Fiddiyasari, A., & Pustika, R. (2021). Students’ Motivation in English Online Learning during Covid-19 Pandemic at SMA Muhammadiyah Gadingrejo. Journal of English Language Teaching and Learning, 2(2), 57–61. https://doi.org/10.33365/jeltl.v2i2.1217
Fischer, I., & Luiz, J. M. (2024). Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success. The International Journal of Management Education, 22(2), 100989. https://doi.org/10.1016/j.ijme.2024.100989
Firmansyah, B., Hamamah, H., & Emaliana, I. (2023). Recent Students’ Motivation Toward Learning English After the COVID-19 Post-Pandemic. Journal of Languages and Language Teaching, 11(1), 130. https://doi.org/10.33394/jollt.v11i1.6635
Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197–213. https://doi.org/10.1016/S0959-4752(03)00068-9
Gebhard, J. G. (2009). Teaching English as a foreign or second language: A teacher self-development and methodology guide (2. ed, [Nachdr.]). University of Michigan Press.
Hamidah, H., Rabbani, T., Fauziah, S., RA, P., Gasalba, R., & Nirwansyah. (2020). HOTS Oriented Module: Project Based Learning. Jakarta: SEAMEO QITEP in Language.
Hammer, D. (1997). Discovery Learning and Discovery Teaching. Cognition and Instruction, 15(4), 485–529. https://doi.org/10.1207/s1532690xci1504_2
Hoidn, S. (2017). Student-Centered Learning Environments in Higher Education Classrooms. Palgrave Macmillan US. https://doi.org/10.1057/978-1-349-94941-0
Hsieh, C. (n.d.). Active Learning: Review of Evidence and Examples.
Jacobs, G. M., & Renandya, W. A. (2019). Student Centered Cooperative Learning: Linking Concepts in Education to Promote Student Learning. Singapore: Springer Nature Singapore .
Jacobs, G., & Renandya, W. (2019). Student Centered Cooperative Learning: Linking Concept in Education to Promote Student Learning. Singapore: Springer.
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’ reading comprehension. System, 38(1), 96–108. https://doi.org/10.1016/j.system.2009.12.009
Jones, L. (2007). The student-centered classroom. Cambridge University Press
Joseph, V., Sheikh, I., & Rajani, S. (2022). Inquiry Based Learning Method Of Teaching In Education: A Literature Review. Webology, 799-813.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Kim, A., & Davies, K. (2014). A Teacher's Perspective on Students Centered Learning: toward the Development of Best Practices in Undergradutae Tourism Courses. Journal of Hospitality, Leisure, Sport, and Tourism Education, 6-14.
Klemencic, M. (2017). From Student Engagement to Student Agency: Conceptual Consideration of European Policies on Student-Centered Learning in Higher Education. Higher Education Policy, 69-85.
Krause, U.-M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19(2), 158–170. https://doi.org/10.1016/j.learninstruc.2008.03.003
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed). Oxford University Press.
Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning: Effects of Guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Lennon, P. (2020). The Foundations of Teaching English as a Foreign Language (1st ed.). Routledge. https://doi.org/10.4324/9780429285998
Lie, A. (n.d.). Education Policy and EFL Curriculum in Indonesia: between the Commitment to Competence and the Quest for Higher Test Scores.
Mager, U., & Nowak, P. (2012). Effects of Student Participation in Decision Making at School. A Systematic Review and Synthesis of Empirical Research. Educational Research Review, 38-61.
Masouleh, N. S., & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning! Procedia - Social and Behavioral Sciences, 55, 835–842. https://doi.org/10.1016/j.sbspro.2012.09.570
McConnell, D. A., Chapman, L., Czajka, C. D., Jones, J. P., Ryker, K. D., & Wiggen, J. (2017). Instructional Utility and Learning Efficacy of Common Active Learning Strategies. Journal of Geoscience Education, 65(4), 604–625. https://doi.org/10.5408/17-249.1
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006
Monk, J., & Silman, C. (2011). Active learning in primary classrooms: A case study approach. Pearson/Longman.
Mudhar, M., Aisyah, A., & Hasanah, A. (2024). Kesesuaian Minat Karier dan Keputusan Memilih Program Studi di Perguruan Tinggi.
Munna, A. S., & Kalam, A. (n.d.). Teaching and learning process to enhance teaching effectiveness: A literature review.
Mupa, P., & Chinooneka, T. I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice.
Muyskens, J. A., & Brumfit, C. (1986). Communicative Methodology in Language Teaching. The Roles of Fluency and Accuracy. The Modern Language Journal, 70(4), 414. https://doi.org/10.2307/326823
Nabila, A., Cahyono, B. Y., & Khoiri, N. E. (2022). Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic. JEELS (Journal of English Education and Linguistics Studies), 8(2), 393–421. https://doi.org/10.30762/jeels.v8i2.3567
Nkhoma, M., K Lam, T., Richardson, J., H Kam, B., & Hung Lau, K. (2016). Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy. 085–093. https://doi.org/10.28945/3496
Norland, D. L., & Pruett-Said, T. (2006). A kaleidoscope of models and strategies for teaching English to speakers of other languages. Teacher Ideas Press.
Nur Rachmah, D. (2017). Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn. Journal of Educational, Health and Community Psychology, 6(3), 1. https://doi.org/10.12928/jehcp.v6i3.8314
Pedersen, S., & Williams, D. (2004). A Comparison of Assessment Practices and their Effect on Learning and Motivation in A Student-Centered Learning Environment. Journal of Educational Media and Hypermedia, 283-306.
Ramsden, P. (2003). Learning to Teach in Higher Education. London: Routledge.
Richards, J. C., & Rogders, T. S. (2001). Approaches and Methods in . Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (Third edition). Cambridge University Press.
Riddell, D. (2014). Teach English as a foreign language (Third edition). Teach Yourself.
Shehadeh, A., & Coombe, C. A. (Eds.). (2012). Task-Based Language Teaching in Foreign Language Contexts: Research and implementation (Vol. 4). John Benjamins Publishing Company. https://doi.org/10.1075/tblt.4
Svinicki, M. D. (1998). A theoretical foundation for discovery learning. Advances in Physiology Education, 275(6), S4. https://doi.org/10.1152/advances.1998.275.6.S4
Tran, D. V., & Lewis, R. (Rom). (2012). The Effects of Jigsaw Learning on Students’ Attitudes in A Vietnamese Higher Education Classroom. International Journal of Higher Education, 1(2), p9. https://doi.org/10.5430/ijhe.v1n2p9
Van den Branden, K. (Ed.). (2006). Task-based language education: From theory to practice (1. publ). Cambridge Univ. Press.
Viberg, O., Kizilcec, R. F., Jivet, I., Martínez Monés, A., Oh, A., Mutimukwe, C., Hrastinski, S., & Scheffel, M. (2024). Cultural differences in students’ privacy concerns in learning analytics across Germany, South Korea, Spain, Sweden, and the United States. Computers in Human Behavior Reports, 14, 100416. https://doi.org/10.1016/j.chbr.2024.100416
Woods, P. J., & Copur-Gencturk. (2023). Examining the Role of Student-Centered Learning versus Teacher-Centered Pedagogical Approaches to Self Directed Learning through Teaching. Teaching and Teacher Education, 1-16.
Zafar, S., & Meenakshi, K. (2012). Individual Learner Differences and Second Language Acquisition: A Review. Journal of Language Teaching and Research, 3(4), 639–646. https://doi.org/10.4304/jltr.3.4.639-646
Copyright (c) 2025 Arina Shofiya, Nanik Sri Rahayu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Before going to review process, all manuscripts will be checked that they are free from plagiarism practice using "Turnitin" software. If there is an indication of plagiarism, the manuscript will instantly be rejected.
