INTEGRATING ENGAGEMENT THEORY TO UNCOVER THE STUDENT-CENTERED LEARNING IMPLEMENTATION IN EFL CONTEXT

Abstract

This study aims at investigating the implementation of Student-Centered Learning (SCL) and exploring the multidimensional nature of student engagement within an English language classroom at the senior high school level. To figure out the answer, this study used a qualitative descriptive approach. It involved an English teacher and 28 (twenty-eight) high school students in one of private high school in Bandung. The data were collected through classroom observation and semi-structured interview. All the participants were involved in the observation session, while only the teacher was involved in the interview session. The data then analyzed using thematic analysis and coding system. This study revealed that in implementing SCL, there are at least 3 (three) ways that the teacher implemented in class. It includes creating a conducive classroom environment, providing interactive material for students, and giving a clear instruction to the student. In addition, the findings also showed how the engagement captured in the process of learning through the implementation of SCL. The engagement covered students’ behavioral, cognitive, emotional, and social engagement. In conclusion, the implementation of SCL could facilitate students’ engagement in all dimensions (behavioral, cognitive, emotional, and social engagement) since the teacher changed the role; from the main source of information into a supportive facilitator and learning companion for the students.