Collaborative Learning in EFL Classrooms at a Pesantren: A Qualitative Exploration of Teachers' Strategies, Students' Perceptions, and Contextual Constraints
DOI:
https://doi.org/10.55681/ijssh.v4i3.4305Keywords:
Collaborative Learning, EFL Classroom, Pesantren, Dialogue Practice, Group Discussion, Qualitative Case StudyAbstract
English language teaching in Indonesian Pesantren faces challenges due to the prioritization of Arabic and religious subjects, demanding schedules, and multilingual environments. This study explored the implementation of collaborative learning in EFL classrooms at a Pesantren in Amuntai District, South Kalimantan, focusing on teaching strategies, students’ perceptions, and contextual factors. Employing a qualitative case study design, the research involved two EFL teachers and students from class XI-A, including six students selected for in-depth interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed thematically. The findings revealed that teachers primarily implemented collaborative learning through dialogue practice and group discussions, reflecting the traditional Pesantren practice of halaqah. Students generally expressed positive perceptions, reporting improved speaking opportunities, motivation, and confidence, despite challenges involving unequal language proficiency and uneven participation. The Pesantren’s communal culture supported collaboration, while strict schedules and limited instructional time posed constraints. The study concludes that collaborative learning can be effectively integrated into Pesantren-based EFL classrooms by adapting teaching strategies to local pedagogical traditions and providing institutional support.
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