Teaching English Through UbD: Challenges of Indonesian Pre-Service Teachers

I Ketut Wardana

Abstract


Understanding by Design (UbD) can guide pre-service teachers (PST) in creating intended learning outcomes. However, there is still limited research focusing on the mechanisms of UbD. Therefore, this study aimed to assess UbD’s impact on pre-service teachers’ teaching and assessment skills and the challenges they face. one group-pre-test post-test design within a quasi experiment was conducted to examine the ongoing process of UbD implementation in a real classroom setting. The investigation involved 17 PSTs from the Faculty of Teacher Training and Education in Denpasar for 7 weeks. The instruments included a teaching performance rubric, an observation checklist, and reflective journals. The data were analyzed using descriptive statistics, paired sample t-tests, and thematic analysis. The results indicated that PSTs’ teaching skills significantly improved with Understanding by Design (UbD), as evidenced by an increase in the average score from 70.74 in Cycle 1 to 81.91 in Cycle 2, with more students achieving higher performance ratings after receiving feedback and reinforcement. Referring to T-test outputs p=0.000 > α=0.05 This study concludes that UbD significantly impacts PST’s teaching skills however, challenges remain in connecting cognitive-behavioral skills to real-world applications. Future research should explore specific strategies to address these challenges and investigate UbD’s long-term effects on teaching precision and student engagement.


Keywords


Understanding by Design; EFL Pre-Service Teacher; Teaching Model; Assessment

Full Text:

PDF

References


Aristanti, A. P., & Fatayan, A. (2024). The Effect of the UbD-Based Problem Based Learning Model on the Critical Thinking Skills of Grade IV Students in IPAS Subject at Elementary School. Mimbar Sekolah Dasar, 11(2). https://doi.org/10.53400/mimbar-sd.v11i2.71794

Azrai, E. P., Rini, D. S., & Suryanda, A. (2020). Micro-teaching in the Digital Industrial Era 4.0: Necessary or not. Universal Journal of Educational Research, 8(4A), 23–30. https://doi.org/10.13189/ujer.2020.081804

Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.

Cinici, A. (2016). Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program. Mentoring & Tutoring: Partnership in Learning, 24(3), 228–249. https://doi.org/10.1080/13611267.2016.1222812

Dari, W., Hidayat, S., & Wulandari, E. (2024). The Understanding by Design Strategy in 21st-Century Education. Biosfer: Jurnal Tadris Biologi, 14(2), 169–179. https://doi.org/10.24042/biosfer.v14i2.15818

Deroey, K. L. B. (2023). English medium instruction lecturer training programmes: Content, delivery, ways forward. Journal of English for Academic Purposes, 62, 101223. https://doi.org/10.1016/j.jeap.2023.101223

Fan, X. (2022). The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1001283

Ferinda, Y., Anggara, B., & Rozali, I. (2024). Penerapan Pembelajaran Berdiferensiasi Berbasis Rancangan Understanding by Design (UbD) Terhadap Minat Belajar Siswa. Wahana Karya Ilmiah Pendidikan, 8(01), 56–68. https://doi.org/10.35706/wkip.v8i01.11737

Haniya, S., & Roberts-Lieb, S. (2017). Differentiated Learning: Diversity Dimensions of e-Learning: Diversity Dimensions of e-Learning. In B. Cope, & M. Kalantzis (Eds.), e-Learning Ecologies: Principles for New Learning and Assessment (pp. 183-206). Routledge. https://doi.org/10.4324/9781315639215-8

Hao, Y., Lee, K. S., Chen, S.-T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208–216. https://doi.org/10.1016/j.chb.2018.10.013

Hoang, T., & Wyatt, M. (2021). Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System, 96, 102422. https://doi.org/10.1016/j.system.2020.102422

Jeon, J., Lee, S., & Choe, H. (2022). Enhancing EFL pre-service teachers’ affordance noticing and utilizing with the Synthesis of Qualitative Evidence strategies: An exploratory study of a customizable virtual environment platform. Computers & Education, 190, 104620. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104620

Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159–172. https://doi.org/10.1080/14623943.2020.1860927

Kuntari, F. R., Rondonuwu, F. S., & Sudjito, D. N. (2019). Understanding by Design (UbD) for the Physics Learning about Parabolic Motion. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 9(1), 32–43. https://doi.org/10.26740/jpfa.v9n1.p32-43.

Ledger, S., & Fischetti, J. (2020). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54. https://doi.org/10.14742/ajet.4561

Lumbreras Jr, R., & Rupley, W. H. (2020). Pre-Service Teachers’ Application of Understanding by Design in Lesson Planning. International Journal of Evaluation and Research in Education, 9(3), 594–599. https://doi.org/10.11591/ijere.v9i3.20491

Luo, Z., & Li, H. (2024). Competence, preparation, and relaxation: Contributing factors to EFL student teachers’ self-efficacy and teaching performance in microteaching training. Heliyon, 10(4). https://doi.org/10.1016/j.heliyon.2024.e26216

Mikulec, E., & Hamann, K. (2020). “My Eyes Have Been Opened”: Pre-Service Secondary Teachers Exploring Behavior Management through a Microteaching Project. Action in Teacher Education, 42(2), 102–119. https://doi.org/10.1080/01626620.2019.1612297

OZYURT, M., KAN, H., & KIYIKCI, A. (2021). The Effectiveness of understanding by design model in science teaching: A quasi-experimental study. Eurasian Journal of Educational Research (EJER), (94). https://doi.org/10.14689/ejer.2021.94.1

Ozen, H., & Yıldırım, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99–113. https://doi.org/10.33200/ijcer.645818

Putra, Z. R. A., Pratama, C. E., Pramudito, M. S., & Fauziyah, N. (2023). Pengembangan Modul Ajar Matematika Berdiferensiasi Berbasis Understanding by Design (UbD). Postulat: Jurnal Inovasi Pendidikan Matematika, 4(1), 128–139. https://doi.org/10.30587/postulat.v4i1.5695

Sadik, O., & Ergulec, F. (2023). Using Backward Design for Flipped Learning Environments BT - Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (J. M. Spector, B. B. Lockee, & M. D. Childress, Eds.; pp. 2543–2562). Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_183

Setiyawati, N., Milianti, M., Septiani, U. R., & Titin, T. (2023). Analisis Pengembangan Rancangan Pembelajaran dengan Pendekatan Ubd. Jurnal Penelitian, Pendidikan Dan Pengajaran: JPPP, 4(3), 170–174. https://doi.org/10.30596/jppp.v4i3.16126

Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children, 43(4), 393–404. https://doi.org/10.1007/s43494-020-00031-1

Sudrajat, A. K., Ibrohim, I., & Susilo, H. (2024). Preservice teachers’ reflections on lesson study integration into a microteaching course. Social Sciences & Humanities Open, 10, 101140. https://doi.org/10.1016/j.ssaho.2024.101140

Taiyabi, F. (2021). Understanding by Design (UbD)“Curriculum Innovation and Instructional Development.” International Journal of Innovation, Creativity and Change, 15(4), 1142–1152.

Vígh, T. (2024). Development of research skills through research-focused microteaching lesson study in preservice teacher education. Teaching and Teacher Education, 145, 104618. https://doi.org/10.1016/j.tate.2024.104618

Wardana, I. K., Dharmayanti, P. A. P., & Arsana, A. A. P. (2022). ELT lecturers’ Communicative Language Teaching Approach in Directing Students’ Emotions in Distance Learning. Studies in English Language and Education, 9(3), 1071–1092. https://doi.org/10.24815/siele.v9i3.24830

Wiggins, G. (2005). Understanding by design. Association for Supervision and Curriculum Development.

Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL Teaching: Teachers’ Professional Development and Students’ Achievement. Educational Sciences: Theory and Practice, 17(2), 437–461. https://doi.org/10.12738/estp.2017.2.0226




DOI: https://doi.org/10.33394/jo-elt.v11i2.13285

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 I Ketut Wardana

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is abstracted/indexed in the following databases:

                  


Published by Faculty of Culture, Management, and Business
Universitas Pendidikan Mandalika
p-ISSN: 2355-0309 | e-ISSN : 2548-5865
email: [email protected]

 Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.