Creative Problem-Based Learning: A Need Analysis for Developing Learning Model and Tools for Enhancing Students’ English Competence in Vocational High School

Hersulastuti,; Setiyadi, Dwi Bambang Putut; Riyadi, Iswan

doi:10.5220/0008409801970203

Cited by 1 publication

(1 citation statement)

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“…Another possible reason is that the time allocated to teachers for conducting teaching and learning activities is limited and does not allow them to make time for some 4Cs-related strategies in their lesson plans. This is supported by several previous studies which confirmed that the time allocation for senior high school teachers in Indonesia were perceived as too limited to support the use of unconventional strategies (Ambalegin & Suhardianto, 2020;Azis, Haikal, & Iswanto, 2018;Hersulastuti, Setiyadi, & Riyadi, 2018). The issue with limited time allocation is especially true for the 4C skill aspects involving explicit instruction of critical thinking and collaboration skills, because these kinds of explicit instruction take a lot of time to be carried out effectively.…”

Section: A How the 4c Skills Are Incorporated In The Lesson Planssupporting

confidence: 79%

The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans

Radifan,

Dewanti

2020

stairs

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This study aims at describing how the 4C skills are incorporated in senior high school English teachers’ lesson plans and investigating the lesson plan components in which those skills are incorporated. The data for this qualitative study were collected through content analyses on ten lesson plans by three senior high school teachers in Jakarta. The study found that all lesson plans that were analyzed have incorporated all of the four 4C skills, which consist of creativity and innovation, critical thinking and problem solving, communication, and collaboration. Among all indicators of the 4C skills’ incorporation, some were found to be incorporated in all lesson plans regardless of their topics, while others were more dominantly incorporated in lesson plans that discuss certain topic categories. The findings of the study also showed that most 4C skills were incorporated in the same four categories of lesson plan components: learning steps, assessment, learning methods, and indicators of competence achievement. An exception to this is the collaboration skill, which was not incorporated in components involving indicators of competence achievement. These findings are expected to aid teachers in specifying 4C skill aspects to incorporate in their lesson plans and the components to incorporate those aspects into.

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Section: A How the 4c Skills Are Incorporated In The Lesson Planssupporting

confidence: 79%