Preparing Efl Pre Service Teachers For Inclusive Teaching: The Students’ Perception On The Outcome-Based Evaluation Of The Introduction To Inclusive Education Course

Karina, Novera Putri and Dr. Ive Emaliana, M.Pd (2024) Preparing Efl Pre Service Teachers For Inclusive Teaching: The Students’ Perception On The Outcome-Based Evaluation Of The Introduction To Inclusive Education Course. Sarjana thesis, Universitas Brawijaya.

Abstract

Pendidikan inklusif merupakan inisiatif yang populer di Indonesia, namun penerapannya dalam Pengajaran Bahasa Inggris masih kurang dieksplorasi. Untuk membekali mahasiswa dengan kompetensi mengajar inklusif, Program Studi Pendidikan Bahasa Inggris Fakultas Ilmu Budaya Universitas Brawijaya merilis mata kuliah Pengantar Pendidikan Inklusif (IIE). Setelah dua tahun pelaksanaan, kursus tersebut perlu dievaluasi untuk menilai kualitasnya dan melakukan perbaikan yang diperlukan. Dalam penelitian ini, pelaksanaan mata kuliah IIE dievaluasi dengan mempertimbangkan persepsi siswa tentang ekspektasi mata kuliah, kegiatan, materi, kesulitan materi, dan kinerja tutor berdasarkan prinsip pendidikan berbasis hasil (OBE). Penelitian ini menggunakan metode survei untuk mengetahui pandangan mahasiswa mengenai penerapan OBE pada mata kuliah IIE. Partisipan dalam penelitian ini adalah 129 siswa yang mengikuti kursus tersebut. Penelitian ini menunjukkan bahwa sebagian besar mahasiswa menyatakan bahwa mata kuliah ini telah memenuhi harapan mereka mengenai kompetensi yang ditawarkan (M=3.25), persepsi positif terhadap kegiatan mata kuliah (M=3.12), persepsi positif terhadap manfaat materi mata kuliah (M =3.19), dan persepsi positif terhadap kinerja tutor (M=3.2). Anehnya, meskipun para siswa sepakat tentang kegunaan mata pelajaran tersebut, mereka juga mengakui bahwa materi kuliah tersebut cukup sulit (M=3.15). Terakhir, penelitian ini menyoroti pentingnya mengadaptasi materi agar lebih mudah diakses oleh siswa EFL sehingga mereka memiliki kepercayaan diri dalam menerapkan praktik pengajaran inklusif

English Abstract

Inclusive education is a popular initiative in Indonesia, but its application in English Language Teaching is still underexplored. To equip students with inclusive teaching competencies, the Study Program of English Language Education, Faculty of Cultural Sciences, Universitas Brawijaya released an Introduction to Inclusive Education (IIE) course. After two years of implementation, the course needs to be evaluated in order to assess its quality and make necessary improvements. In this research, the implementation of IIE course was evaluated by considering students’ perceptions about course expectations, activities, materials, material difficulties, and tutor performance based on the principles of outcomebased education (OBE). This research used survey to find out students' perspectives regarding the application of OBE in IIE course. The participants in this research were 129 students who enrolled in the course. This research shows that the majority of students stated that this course had met their expectations regarding the competencies offered (M=3.25), positive perception of course activities (M=3.12), positive perception of the benefits of the course material (M =3.19), and positive perception of tutor performance (M=3.2). Surprisingly, although the students agreed about the usefulness of the course, they also admitted that the course matter was quite difficult (M=3.15). Lastly, this research highlights the importance of adapting material to make it more accessible to EFL students so that they have confidence in implementing inclusive teaching practices.

Item Type:	Thesis (Sarjana)
Identification Number:	052412
Uncontrolled Keywords:	EFL students’ perception, Outcome-based Education (OBE), Inclusive Teaching-Persepsi siswa EFL, Pendidikan Berbasis Hasil (OBE), Pengajaran Inklusif
Divisions:	Fakultas Ilmu Budaya > Pendidikan Bahasa Inggris
Depositing User:	Sugeng Moelyono
Date Deposited:	25 Oct 2024 03:16
Last Modified:	25 Oct 2024 03:16
URI:	http://repository.ub.ac.id/id/eprint/227422

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