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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning LET: Linguistics, Literature and English Teaching Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan International Journal of English Education and Linguistics (IJoEEL) Intensive Journal SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Education Program (JEEP) Mahakarya: Students' Journal of Cultural Sciences International Journal of English Learning and Applied Linguistics (IJELAL) TEFLICS Journal of Language Intelligence and Culture Mu'adalah: Jurnal Studi Gender dan Anak Proceeding International Conference on Education
Hidayah Nor, Hidayah
UIN Antasari Banjarmasin
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Proceeding International Conference on Education

 1 
English Teachers’ Experiences with Constructivist Strategies: A Case Study in Indonesian Contexts Habibah, Nor; Nor, Hidayah
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study investigates the implementation and perceived advantages of constructivist strategies in English language teaching by English teachers at SMAS PGRI 7 Banjarmasin, Madrasah Aliyah Darul Imad, and MAN 2 Banjarmasin. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation from three English teachers across the three schools. Data analysis followed the methods of Miles and Huberman (2014), including data reduction, data display, and conclusion drawing. The findings reveal that teachers integrated various constructivist learning models, such as problem-based learning, task-based learning, and role-playing. Six key advantages for teachers emerged from implementing these strategies: (1) fostering independent problem-solving among students, (2) creating a more conducive learning environment, (3) enhancing student activity and creativity, (4) promoting critical thinking, (5) facilitating free expression of student ideas, and (6) making learning more meaningful. In conclusion, constructivist teaching strategies are effective in elevating the quality of English language instruction. While this student-centred approach emphasizes active classroom participation, it also provides a framework for English teachers. The study highlights the strategy’s utility in encouraging passive students to engage more actively, underscoring the importance of teachers providing engaging classes for all students.
Co-Authors Afifah Linda Sari Aulia, Insan Habibah, Nor Izzatil, Nor Khairatunnisa Khairatunnisa Lestari, Tri Indah M. Sayid Wijaya Mahardika, Fadia Muthmainnah, Inna Nani Hizriani, Nani Nasrullah Ningsih, Rahma Pitria Nur Alfa Rahmah, Nur Alfa Nurwijayanti Puji Sri Rahayu, Puji Sri Rafi'atussyifa, Gusti rahimah, annisa aulya Rahman, Muhammad Arinal Raida Asfihana Rosalina, Elsa Saadillah Saadillah Saadillah Sarita, Erma Syahri, Muhammad Umar, Vebrianti