ASILE conference presentation:
The Impacts of Action Research on Teachers Practice in the Management of Outclass Learning Experience in an In-country Language Program.
Based on An Action Research Project on Teachers Practice in Aligning Out-of-class Activities with the Learning Outcomes in RUILI In-Country Indonesian Language Program 2016 (HREC: S/15/863)
Various studies demonstrate that foreign language learning in study abroad settings is an effective way to gain better outcomes in term of linguistic, communicative and intercultural competences (Benson et.al. 2013; Kinginger, 2009, 2011; Kramsch, 2009; Magnan & Back, 2007; Meredith, 2010).
One central feature of language learning through a study abroad program is that learners learn the target language in a real environment as they live in the country of the target language for a period of time. To reach a genuine learning experience, the component of in class learning and out class learning experience must be integrated comprehensively. Subsequently, these activities must be actively facilitated by the teachers to meet the learning outcomes and be put in the teaching learning plan.
This case study aims to investigate teachers’ interaction when working on preparing and managing the out-of-class activities within the implementation of the RUILI In-Country Indonesian Language program 2016. This research would like to examine how the Action Research framework facilitates the teachers in managing the out-of-class activities, and how the teachers perceive the Action Research framework brings impacts to their teaching. The methodology this study adopted is qualitative-interpretive, and it utilised Action Research as a data collection method (Kemmis & MacTaggart, 2005; Punch 2009).
The Braun and Clarke’s Six Stages of Thematic Analysis (Braun & Clarke, 2006) was utilised to analyse the data gathered: interview and meeting minutes. The results of the study demonstrated the teachers’ overall perception towards the action research intervention is positive, that it helps them to work more systematically and collaboratively in managing the out-of-class activities.
The result of this study is significant in confirming how Action Research is beneficial in framing teachers’ work; particularly in managing outclass learning experience. This study also successfully produced a model of teachers interaction in managing outclass learning experience. This model is useful for language teachers to adopt when working in an in-country language program.
Cahayani Agustiningrum is newly graduated from the University of the Sunshine Coast majoring in Master of Education specialised in TESOL under the Australia Awards Scholarship program. She is previously awarded the Fulbright scholarship for the Foreign Language Teaching Assistant (FLTA) program in the University of Hawaii at Mānoa. Arum is an enthusiast language teacher, focusing on teaching English and teaching Indonesian for non-Indonesian learners. Her main interest is in pedagogy in language teaching, teachers professional development and intercultural language learning and understanding. She is now working for the Mataram Lingua Franca Institute in Lombok island. She has been teaching English for more than 10 years and involving in BIPA program, particularly the RUILI program, since year 2008. During her work in the RUILI program, she is also responsible for managing the extra-curricular activities and cultural program. Her recent project is promoting Indonesian language learning for non-Indonesian learners and connecting Indonesian – Australian students.
Mataram Lingua Franca Institute