NOTICE OF THESIS EXAM SISKA RIA LENORA

6/3/2024 12:00:00 AM

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NOTICE OF THESIS EXAM

SISKA RIA LENORA

202100010005

 

Juni  7, 2024, 1:00 PM

Building C, Room 706

 

Adviser              : Dr. Engliana, M.Hum

 

Examiners      : Dr. Anna Marietta da Silva & Christine Manara, Ph.D.

 

Title

INDONESIAN TEACHERS AND STUDENTS’ PERCEPTIONS OF EXEMPLAR-BASED PRACTICES IN IELTS AWT2 CLASSROOMS

 

Abstract

 

In recent years, literature focusing on exemplar-based instruction in higher education has witnessed significant growth. Researchers and educators alike have shown keen interest in exploring the effectiveness of exemplars across various disciplines. From STEM fields to humanities and even professional programs such as law, nursing or business, exemplars are being integrated into curriculum design and instructional methodologies. Despite the widespread adoption of exemplars across various disciplines, there has been a noticeable gap in their integration within English language test preparations, such as the International English Language Testing System (IELTS), which has been comparatively limited. Moreover, the majority of the exemplar research literature has predominantly centered on student perspectives, with limited attention given to educators' perspectives. The voices of educators have been largely unexplored and undocumented, with minimal focus on their reasons for using exemplars and their teaching methods. The rationales behind educators' adoption of exemplars have frequently been assumed without thorough investigation. In addition, employing classroom observations as a research method has also been suggested, as researchers can witness how exemplars are implemented and how students engage with them in an authentic setting. Thus, employing the triangulation method, the present study explores nuanced understanding of how exemplars are orchestrated in IELTS preparation, their influence on student learning, and the perspectives gathered from both students and teachers. The findings show that the effectiveness of exemplar delivery is significantly influenced by the teaching approaches employed by teachers. Findings revealed that a dichotomy emerged between explicit and social constructivist teaching methodologies among the cohort of teachers observed. This division not only shaped the manner in which exemplars were orchestrated but also played a pivotal role in determining their overall effectiveness. The key factor in this implementation is engagement. When actively participate and involve in the learning process, students are more likely to be attentive, motivated, and invested in their learning experiences. Thus, it is essential to mix explicit and social constructivist approaches where students engage in exemplar-based activities, facilitating close interaction with exemplars to foster deep understanding of the intricacies and nuances of exemplars.