EFL TEACHERS’ CONCEPTIONS, PRACTICES AND CHALLENGES IN TEACHING VOCABULARY: A Case Study in Secondary Education

Yola Savitri, - (2024) EFL TEACHERS’ CONCEPTIONS, PRACTICES AND CHALLENGES IN TEACHING VOCABULARY: A Case Study in Secondary Education. S2 thesis, Universitas Pendidikan Indonesia.

	Text 88103_2010229_Title.pdf Download (2MB)
	Text 88103_2010229_Chapter1.pdf Download (241kB)
	Text 88103_2010229_Chapter2.pdf Restricted to Staf Perpustakaan Download (347kB)
	Text 88103_2010229_Chapter3.pdf Download (192kB)
	Text 88103_2010229_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text 88103_2010229_Chapter5.pdf Download (183kB)
	Text 88103_2010229_Appendix.pdf Restricted to Staf Perpustakaan Download (2MB)

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan mendalami pengaruh konsepsi guru mengenai pengajaran kosakata terhadap praktik pengajaran, termasuk tantangan yang terkait dengan pengajaran kosakata. Desain penelitian yang digunakan adalah pendekatan kualitatif dengan studi kasus yang melibatkan tiga guru Bahasa Inggris di sebuah sekolah menengah pertama di Bandung. Data dikumpulkan melalui wawancara, analisis dokumen, dan observasi kelas. Data kemudian dianalisis dengan mengikuti tiga fase pengkodean: pengkodean terbuka, aksial dan selektif untuk mengidentifikasi dan menyusun temuan. Hasil penelitian menunjukkan bahwa konsepsi guru mengenai pengajaran kosakata, yang meliputi keyakinan dan pengetahuan mereka, pengalaman mengajar dan belajar, waktu mengajar serta fasilitas sekolah, memiliki beberapa pengaruh pada praktik pengajaran mereka. Semua guru sepakat mengenai pentingnya kosakata, tetapi persepsi mereka mengenai pengajaran kosakata bervariasi berdasarkan keyakinan dan pengetahuan mereka. Guru mengerti untuk menghindari pengajaran kosakata secara terpisah, oleh karena itu, mereka memahami pentingnya memasukkan konteks ke dalam pembelajaran kosakata terlepas dari metode ajar yang mereka gunakan. Namun, persepsi positif guru tentang bagaimana kosakata harus disampaikan tidak selalu sejalan dengan praktik pengajaran kelas yang sebenarnya, karena faktor-faktor lain seperti kurangnya upaya sering kali menghambat sikap positif ini dalam pengajaran kosakata. Rencana pelaksanaan pembelajaran guru tampaknya selaras dengan prinsip-prinsip pengajaran kosakata yang disarankan oleh kurikulum, tetapi guru tidak benar-benar mengaktualisasikan kegiatan tersebut di kelas. Lebih jauh lagi, guru menghadapi berbagai tantangan ketika mengajarkan kosakata, khususnya dalam memutuskan kosakata mana yang akan diajarkan dan bagaimana cara mengajarkannya secara efektif. Faktor siswa juga berkontribusi terhadap masalah ini, sehingga guru kesulitan untuk memperkenalkan kata-kata baru kepada mereka. Meskipun penelitian ini telah menyajikan penjelasan mengenai pengajaran kosakata yang cukup menyeluruh, penelitian lebih lanjut direkomendasikan untuk dilakukan berdasarkan beberapa temuan dalam penelitian ini. This study aims to investigate the influences of teachers' conceptions of vocabulary teaching on their teaching practices, including the challenges associated with vocabulary teaching. The research design of this study was a qualitative approach with a case study involving three EFL teachers in a junior high school in Bandung. The data were collected through interviews, document analysis, and classroom observations. The data were then analyzed by following the three phases of coding: open, axial, and selective coding, to identify and organize the findings. The results show that teachers' conceptions of vocabulary teaching, which include their beliefs and knowledge, teaching and learning experiences, teaching time, and the school's facilities, have some influences on their teaching practices. All teachers agreed on the importance of vocabulary, but their perceptions of vocabulary teaching varied based on their beliefs and knowledge. Teachers acknowledge to avoid teaching vocabulary in isolation hence, they understand to incorporate context despite the methods they prefer. However, teachers' positive perceptions of how vocabulary should be delivered do not always align with their actual classroom teaching practices, as other factors such as lack of effort often undermine this positive attitude towards vocabulary teaching. Teachers’ lesson plans appear to align with the principles of vocabulary teaching suggested by curriculum, but teachers did not really actualize the activities in the classroom. Furthermore, teachers face a variety of challenges when teaching vocabulary, particularly in deciding which vocabulary to teach and how to teach effectively. Students’ factors also contribute to these challenges, making it difficult for the teacher to introduce new words to them. While this study provides some elaboration regarding vocabulary teaching, further research is recommended to be conducted based on several findings in this study.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=5R9w7gEAAAAJ&hl=en&oi=ao ID SINTA DOSEN PEMBIMBING: Nenden Sri Lengkanawati: 5991826 Eri Kurniawan: 5994389
Uncontrolled Keywords:	Tantangan dalam pengajaran kosakata, konsepsi guru, persepsi guru, keyakinan guru, pemahaman guru, kosakata, praktik pengajaran kosakata. Challenges in teaching vocabulary, teachers’ conception, teachers’ perception, teachers’ belief, teachers’ understanding, vocabulary, vocabulary teaching practices.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Yola Savitri
Date Deposited:	03 Oct 2024 05:56
Last Modified:	03 Oct 2024 05:56
URI:	http://repository.upi.edu/id/eprint/126809

Actions (login required)

View Item