- Title
- Incorporating audio-visual aids into English language teaching in Indonesian junior high school settings: exploring 21st Century classroom practice
- Creator
- Salwa
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2023
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The implementation of the Curriculum 2013-revision (K-13 revision) in the Indonesian secondary education system advocated the adoption of a multiliteracies pedagogical approach into English as a Foreign Language (EFL) teaching and the integration of the 4Cs (Communication, Collaboration, Critical Thinking and Creativity) as the framework for 21st century skills into EFL teaching. This thesis reports on an evaluation of the use of Audio-Visual Aids (AVA) for 21st century learning in EFL teaching at secondary education in Indonesia, drawing on the multiliteracies pedagogical practices which incorporate the four components of Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice (The New London Group, 1996) and 4Cs as 21st century skills (The Partnership for 21st century learning, 2015). This study presents the findings of a descriptive case study investigating teachers’ and students’ perceptions of the use of AVA in their EFL teaching and learning in Indonesian junior high school settings. This mixed- method research design is employed through surveys, class observations, semi-structured interviews, and focus groups. In total, 8 English teachers and 120 students in the 7th grade from four types of junior high schools in Malang, East Java, Indonesia volunteered in the research. The findings revealed that most teacher and student participants had positive attitudes towards the use of AVA in their EFL teaching and learning. All the teacher participants had integrated AVA such as YouTube clips, PowerPoint, songs, and films into their English teaching to supplement print-based materials. The overall findings from the four different sources of data demonstrated that the use of AVA has positively developed students’ multiliteracies and 4Cs skills. Most teachers frequently applied multiliteracies pedagogy through the use of multimodality by integrating AVA materials into their English language teaching in developing students’ multiliteracies and 4Cs skills. The research results also indicated that the teachers’ enactment in applying the four multiliteracies framework aspects. Situated Practice and Overt Instruction were mostly applied whereas Critical Framing and Transformed Practice were not dominantly used. The 4Cs skills data analysis revealed that fewer activities aimed at promoting students’ Critical Thinking were identified. In addition, the teachers perceived the students to be more motivated and engaged when they were taught by using AVA materials. However, despite the considerable benefits of the use of AVA in 21st century EFL teaching, the teacher participants found issues and challenges including technical problems, lack of time and an absence of specific policy or institutional guidelines at the school level on the use of AVA in EFL secondary education settings. In regards to students, the results showed that AVA was perceived to increase students’ motivation and improve their English language skills. However, despite the acknowledged advantages of AVA, most of the student participants agreed that limited vocabulary was the most common issue they experienced regarding the use of AVA in EFL teaching. The use of AVA caters to the needs of enhancing learners’ meaning-making process and is integral to the Indonesian Curriculum-2013 revision. Therefore, there should be more attention paid to on-going and more structured teachers’ professional development programs on the use of AVA in integrating multiliteracies practices and 4Cs skills into EFL teaching. In addition, it is important to improve teachers’ pedagogical knowledge and content area knowledge required in EFL 21st century teaching and learning. Given that fact, promoting AVA in preservice teachers’ training and teacher professional development in Indonesian Junior High schools is recommended to help prepare students to the 21st century workplace.
- Subject
- audio-visual aids (AVA); multiliteracies; multimodality; 4Cs skills; English as a Foreign Language (EFL); secondary education; teacher professional development
- Identifier
- http://hdl.handle.net/1959.13/1489276
- Identifier
- uon:52666
- Rights
- Copyright 2023 Salwa
- Language
- eng
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 2 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 427 KB | Adobe Acrobat PDF | View Details Download |