Update Artikelilmiah: 54373

DYAS NUR AISYAH

NIM

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Abstrak (Bhs. Indonesia)

Aisyah, Dyas Nur. 2026. “Pre-Service Teacher Experiences in Designing Collaborative Learning in Speaking Classroom Activities (A Narrative Inquiry of Students’ Teaching Practice Batch 2022 at SMK Kesatrian Purwokerto)”. Skripsi. Pembimbing 1: Dian Adiarti, S.Pd., M.Hum., Pembimbing 2: Novita Pri Andini, S.Pd., M.Pd., Ketua Penguji: Slamet Riyadi, S.S., M.Pd., Penguji Eksternal: Nisa Roiyasa, S.Pd., M.Tesol. Kementerian Pendidikan Tinggi, Sains dan Teknologi, Universitas Jenderal Soedirman, Fakultas Ilmu Budaya, Jurusan Pendidikan Bahasa, Program Studi Pendidikan Bahasa Inggris, Purwokerto.

Penelitian ini bertujuan untuk mengeksplorasi pengalaman calon guru dalam merancang aktivitas berbicara kolaboratif menggunakan pendekatan collaborative learning selama praktik mengajar. Penelitian ini menggunakan pendekatan kualitatif dengan narrative inquiry sebagai desain penelitian. Partisipan dalam penelitian ini adalah tiga calon guru yang telah melaksanakan praktik mengajar pada kelas berbicara di SMK Kesatrian Purwokerto. Data dikumpulkan melalui wawancara mendalam (in-depth interviews) dan dianalisis menggunakan thematic analysis melalui proses coding, kategorisasi, dan pengembangan tema. Hasil penelitian menunjukkan bahwa partisipan secara sengaja merancang aktivitas berbicara kolaboratif, seperti dialog, pair work, role play, dan group discussion, untuk menciptakan praktik berbicara yang interaktif dan bermakna di kelas. Partisipan meyakini bahwa aktivitas kolaboratif dapat mengurangi kecemasan siswa, meningkatkan kepercayaan diri, mendorong partisipasi, serta mendukung komunikasi autentik antarsiswa. Namun, partisipan juga menghadapi beberapa tantangan, seperti partisipasi yang tidak merata, siswa pasif, instruksi yang kurang jelas, dan keterbatasan waktu selama proses implementasi. Untuk mengatasi tantangan tersebut, partisipan menyesuaikan strategi pengajaran dengan menyederhanakan instruksi, memberikan bimbingan tambahan, mengatur interaksi antarsiswa, dan memotivasi siswa agar lebih aktif berpartisipasi. Selain itu, hasil penelitian menunjukkan bahwa pengalaman merancang aktivitas berbicara kolaboratif turut berkontribusi terhadap perkembangan pedagogis partisipan, khususnya dalam manajemen kelas, fleksibilitas pembelajaran, strategi pengajaran komunikatif, dan praktik reflektif.

Abtrak (Bhs. Inggris)

Aisyah, Dyas Nur. 2026. “Pre-Service Teacher Experiences in Designing Collaborative Learning in Speaking Classroom Activities (A Narrative Inquiry of Students’ Teaching Practice Batch 2022 at SMK Kesatrian Purwokerto)”. Thesis Supervisor 1: Dian Adiarti, S.Pd., M.Hum., Supervisor 2: Novita Pri Andini, S.Pd., M.Pd.., Chief External Examiner: Slamet Riyadi, S.S., M.Pd., External Examiner: Nisa Roiyasa, S.Pd., M.Tesol. Ministry of Higher Education, Science, and Technology, Jenderal Soedirman University, Faculty of Humanities, Department of Language Education, English Language Education Study Program, Purwokerto.

This study aimed to explored how pre-service English teachers designed collaborative speaking activities during their teaching practicum. A qualitative approach with a narrative inquiry design was employed to investigated the participants’ instructional experienced. The participants were three pre-service English teachers who had completed their teaching practicum at SMK Kesatrian Purwokerto. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings revealed that designing collaborative speaking activities involved a systematic and reflective instructional process rather than merely selecting collaborative learning techniques. The participants designed various collaborative speaking activities, including dialogues, pair work, role-play, and asking-and-giving-opinion activities, based on students’ learning needs and instructional objectives. They also organized classroom interaction by facilitating peer collaboration, sequencing speaking activities, and providing instructional guidance throughout the learning process. Furthermore, the participants integrated real-life contexts into collaborative speaking activities to promote meaningful communication and encourage students to express their own ideas rather than relying on memorization. During the instructional process, they continuously reflected on their classroom experiences and modified their teaching strategies by simplifying task instructions, reorganizing collaborative interaction, and providing additional learning support according to students’ responses. The findings also indicated that designing collaborative speaking activities contributed to the participants’ professional development by strengthening their pedagogical competence, classroom management skills, instructional flexibility, and professional confidence.

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Pembimbing 3

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