Transformasi Interaksi Kelas: Pelatihan Pedagogi Dialogis bagi Guru di Sekolah Islam di Bekasi
DOI:
https://doi.org/10.30998/a9cwke62Keywords:
pedagogi dialogis, pengajaran bahasa Inggris, praktik reflektif, pengembangan profesional guruAbstract
Pengajaran Bahasa Inggris di banyak sekolah Islam di Indonesia masih menghadapi tantangan dalam menciptakan interaksi kelas yang bermakna. Pendekatan pembelajaran yang berpusat pada guru sering kali menghambat peluang siswa untuk menggunakan bahasa Inggris secara autentik, berpikir kritis, dan berkomunikasi secara aktif. Berdasarkan pendekatan pedagogi dialogis yang menekankan pentingnya dialog terbuka, refleksi, dan eksplorasi ide secara kolaboratif, program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam menerapkan pengajaran dialogis. Kegiatan ini dilaksanakan di sebuah sekolah Islam di Bekasi dan mencakup pemberian materi teoretis, pelatihan teknik bertanya untuk mendorong berpikir tingkat tinggi, strategi merespons secara reflektif, serta perancangan aktivitas kolaboratif. Para peserta juga terlibat dalam praktik langsung untuk menerapkan prinsip-prinsip dialogis dalam perencanaan dan pelaksanaan pembelajaran. Hasil kegiatan menunjukkan bahwa para guru merasa lebih percaya diri dalam mengelola interaksi yang bersifat dialogis, dan sekolah memperoleh panduan praktis untuk mengimplementasikan pembelajaran berbasis dialog. Inisiatif ini diharapkan dapat mendorong terciptanya lingkungan belajar Bahasa Inggris yang lebih partisipatif dan reflektif, sekaligus mendukung pengembangan kemampuan berpikir kritis dan kompetensi komunikatif siswa.
Downloads
References
Alexander, R. (2020). A dialogic teaching companion. Routledge. https://doi.org/10.4324/9780429402286
Cassandra, N. W., Hamied, F. A., Muslim, A. B., & Gandana, I. S. (2024). Enacting dialogic pedagogy in an EFL online classroom: A self-study. Studying Teacher Education, 20(3), 284–309. https://doi.org/10.1080/17425964.2024.2433788
Chung, E., & Fisher, L. B. (2022). A dialogic approach to promoting professional
development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning. System, 110, Article 102901. https://doi.org/10.1016/j.system.2022.102901
Egar, N., Sukmaningrum, R., & Musarokah, S. (2015). The implementation of Indonesian rural classroom and the problems encountered. Journal of IKIP PGRI Semarang, 17, 1–10.
Emilia, E. (2010). Teaching writing: Developing critical learners. Rizqi Press.
Guzmán, V., & Larrain, A. (2024). The transformation of pedagogical practices into dialogic teaching: Towards a dialogic notion of teacher learning. Prof. Dev. Educ. https://doi.org/10.1080/19415257.2021.1902837
Hardman, J. (2019). Developing and supporting implementation of a dialogic pedagogy in primary schools in England. Teach. Teach. Educ., 86, 102908. https://doi.org/10.1016/j.tate.2019.102908
Hennessy, S., Dragovic, T., & Warwick, P. (2018). A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Prof. Dev. Educ., 44(2), 145–168. https://doi.org/10.1080/19415257.2016.1258653
Hofmann, R., Vrikki, M., & Evagorou, M. (2021). Engaging teachers in dialogic teaching as a way to promote cultural literacy learning: A reflection on teacher professional development. In F. Maine & M. Vrikki (Eds.), Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning (pp. 135–148). Springer, Cham. https://doi.org/10.1007/978-3-030-71778-0_10
Howe, C., Hennessy,S., Mercer,N.,Vrikki,M.,& Wheatley,L.(2019). Teacher-student dialogue during classroom teaching: Does it really impact upon student out comes? J. Learn. Sci. https://doi.org/10.1080/10508406.2019.1573730
Jazadi, I. (2000). Constraints and resources for applying communicative approaches in Indonesia. English Australia Journal, 18(1), 31–40
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21. https://doi.org/10.1016/j.lcsi.2012.03.001
Nasir, C., Yusuf, Y. Q., & Wardana, A. (2019). A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia. Indonesian Journal of Applied Linguistics, 8, 525-535. https://doi.org/10.17509/ijal.v8i3.15251
Nisa, S. H. (2014). Classroom interaction analysis in Indonesian EFL speaking class. English Review: Journal of English Education, 2(2), 124-132.
O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166–175. https://doi.org/10.1016/j.ijer.2017.11.003
Prasetyono, H., Nurfarkhana, A., El Farabi, M. N., Ramdayana, I. P., & Fatimah. (2025). Lokakarya perencanaan pembelajaran bagi guru Sekolah Menengah Atas Kabupaten Bogor. Jurnal PKM: Pengabdian kepada Masyarakat, 8(2), 321–333.
Resnick, L., Asterhan, C., & Clarke, S. (Eds.). (2015). Socializing intelligence through academically productive talk and dialogue. American Educational Research Association.
Reznitskaya, A., & Wilkinson, I. A. G. (1992). Positively transforming classroom practice through dialogic teaching. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (3rd ed., pp. 279–286). Routledge.
Saito, E., & Khong, T. D. H. (2017). Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information. Reflective Practice, 18(6), 837–851. https://doi.org/10.1080/14623943.2017.1361921
Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247–264. https://doi.org/10.15639/teflinjournal.v26i2/247-264
Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-190. https://doi.org/10.1016/j.tsc.2011.08.002
Widodo, H. P. (2016). Designing and implementing task-based Vocational English (VE) materials: Text, language, task, and context. In H. Reinders & M. Thomas (Eds.), Contemporary task-based language learning and teaching (TBLT) in Asia: Challenges, opportunities and future directions (pp. 291–312). Bloomsbury.
Widodo, H. P., Perfecto, M. R., Canh, L. V., & Buripakdi, A. (2018). Incorporating cultural and moral values into ELT materials in the context of Southeast Asia (SEA). In H. P. Widodo, M. R. Perfecto, L. V. Canh, & A. Buripakdi (Eds.), Situating moral and cultural values in ELT materials: The Southeast Asian context (pp. 1–14). Springer. https://doi.org/10.1007/978-3-319-63677-1_1
Worku, H., & Alemu, M. (2020). Dialogic teaching in a teacher education college: An analysis of teacher educator and pre-service teacher talk in physics classrooms. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 169–179. https://doi.org/10.1080/18117295.2020.1801019
Published
Issue
Section
License
Copyright (c) 2026 Nina Wanda Cassandra, Suci Maharani, Hernita Ratna Aulia, Rizky Syahra Putri, Imas Nita Juwita (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
