Teachers’ Perceptions of the Role of the Teacher Working Group (KKG) in Developing Enjoyable and Interactive English Learning in Elementary Schools: A Descriptive Qualitative Study

Rika Setyawati; Alpian Husna

doi:10.31004/jerkin.v4i3.5602

Authors

Rika Setyawati Universitas Sapta Mandiri
Alpian Husna Universitas Sapta Mandiri

DOI:

https://doi.org/10.31004/jerkin.v4i3.5602

Keywords:

Persepsi guru, KKG, pembelajaran Bahasa Inggris, studi kualitatif deskriptif, Sekolah Dasar

Abstract

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru mengenai peran Kelompok Kerja Guru (KKG) dalam pengembangan pembelajaran Bahasa Inggris yang menyenangkan dan interaktif di Sekolah Dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan data diperoleh melalui wawancara mendalam terhadap dua puluh guru yang tergabung dalam KKG SD Rayon 1 Kecamatan Jaro. Analisis data dilakukan secara tematik untuk mengidentifikasi pengalaman, strategi, media pembelajaran, dan tantangan yang dihadapi guru dalam menciptakan pembelajaran yang menarik bagi siswa. Hasil penelitian menunjukkan bahwa guru menyadari pentingnya pembelajaran yang menyenangkan untuk meningkatkan motivasi dan partisipasi siswa. KKG berperan sebagai sarana peningkatan kompetensi melalui diskusi, berbagi praktik, dan pelatihan terkait metode interaktif seperti TPR, storytelling, dan permainan edukatif. Kendala yang muncul mencakup keterbatasan fasilitas, media, dan kemampuan digital guru. Temuan ini menekankan bahwa dukungan KKG dapat memperkuat praktik pembelajaran inovatif dan interaktif, sekaligus menjadi masukan bagi pengembangan program pelatihan guru di masa depan

References

Admiraal, W., Lockhorst, D., & Jochems, W. (2019). Teacher learning communities in primary education. Teaching and Teacher Education, 86, 102895. https://doi.org/10.1016/j.tate.2019.102895

Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2019). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573

Admiraal, W., Westhoff, G., & de Bot, K. (2019). Innovative practices in foreign language teaching: The role of collaborative teacher groups. Language Teaching Research, 23(2), 145–164. https://doi.org/10.1177/1362168818775345

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Colorafi, K. J., & Evans, B. (2016). Qualitative descriptive methods in health science research. HERD: Health Environments Research & Design Journal, 9(4), 16–25. https://doi.org/10.1177/1937586715614171

Copland, F., Garton, S., & Mann, S. (2020). Let’s talk about EAP teacher development: Teachers’ beliefs and practices. ELT Journal, 74(2), 111–121. https://doi.org/10.1093/elt/ccz056

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Dornyei, Z., & Al-Hoorie, A. H. (2017). Motivation and language learning: Theory, research, and pedagogy. Annual Review of Applied Linguistics, 37, 63–86. https://doi.org/10.1017/S0267190517000045

Dornyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages. The Modern Language Journal, 101(3), 455–468. https://doi.org/10.1111/modl.12402

Farrell, T. S. C., & Ives, J. (2019). Exploring teacher beliefs and classroom practices through reflective practice. Language Teaching Research, 23(3), 343–360. https://doi.org/10.1177/1362168818777031

Farrell, T. S. C., & Ives, J. (2019). Exploring teacher beliefs and practices through professional development programs. TESOL Quarterly, 53(1), 1–21. https://doi.org/10.1002/tesq.470

Garton, S., & Copland, F. (2020). Teacher learning in communities: Enhancing professional development in English language teaching. ELT Journal, 74(3), 247–256. https://doi.org/10.1093/elt/ccaa011

Garton, S., & Copland, F. (2020). The Routledge handbook of teaching English to young learners. Routledge. https://doi.org/10.4324/9781315623672

Hairon, S., & Tan, C. (2020). Professional learning communities in Singapore and Shanghai: Implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 50(3), 342–361. https://doi.org/10.1080/03057925.2018.1554448

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847

Saito, E., Murase, M., Tsukui, A., & Sato, M. (2019). Lesson study for learning community: A case study of teacher professional development in Indonesia. International Journal of Educational Development, 66, 89–97. https://doi.org/10.1016/j.ijedudev.2018.12.007

Shin, F., & Crandall, J. (2019). Engaging young learners in English: Practical approaches for primary classrooms. International Journal of Applied Linguistics, 29(2), 215–232. https://doi.org/10.1111/ijal.12279