468 Implementing Social Constructivism For Teaching Content Subject in English as a Foreign Language (EFL) Classroom  

Oleh:

Hapsari, Astri

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 613-617.
Topik: social constructivism; teaching content subject; EFL
Fulltext: hal 613.pdf (16.58MB)

Isi artikel

Rooting from Vygotskyan school of thought, social constructivism has been in the center of post-structuralist theoretical framework in second language acquisition and learning. Two of the crucial concept in social constructivism are collaborative learning and zone proximal development (ZPD) which enable learners to practice their higher order thinking process through their interaction with more knowledgable others such as lecturers or peers (Lantolf, 2014; Marchenkova, 2005). This essay will describe how the concept of collaborative learning and ZPD is set in teaching content subject in English as a foreign language (EFL) classroom. The content subject is Teaching Methodologies taught for second semester English Language Education Department students, Universitas Islam Indonesia. Using bilingual approach, the course design consists of four cycles uses various teaching and learning strategies such as lecturing and group discussion in the first cycle, group presentation in the second, lecturing and group discussion and group simulation in the third, followed by writing a proposal for Program Kreativitas Mahasiswa (PKM) academic year 2015/2016 in the fourth cycle.

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