Debora Tri Ragawanti, 0201615017 (2020) PRE-SERVICE EFL TEACHERS’ COGNITION DEVELOPMENT IN IMPLEMENTING TEXT-BASED LEARNING FROM THEIR MICROTEACHING TO TEACHING PRACTICUM: THE SYSTEMIC FUNCTIONAL LINGUISTICS AND SOCIOCULTURAL APPROACH. Doctoral thesis, Universitas Negeri Semarang.

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Abstract

Ragawanti, D.T. (2020). The Development of Pre-service EFL Teachers’ Cognition in Implementing Text-based Learning from their Microteaching to Teaching Practicum: The Systemic Functional Linguistics and Sociocultural Approach. Dissertation. Language Education Studies. Program Pascasarjana. Universitas Negeri Semarang. Promotor: Prof. Dr. Januarius Mujiyanto, M.Hum., Co-Promotor I: Dra. Helena I.R. Agustien, M.A., Ph.D. Dra. Helena I.R. Agustien, M.A., Ph.D., Co-Promotor II: Dr. Dwi Anggani Linggar Bharati, M.Pd. Keywords: cognition, text-based learning, systemic functional linguistics, the appraisal theory, sociocultural approach, microteaching, teaching practicum This study is aimed at investigating pre-service EFL teachers’ cognition development of text-based learning implementation as seen from the Systemic Functional Linguistics and Sociocultural Approach. The development is seen from their microteaching (prior cognition) to teaching practicum (existing cognition). This study is a qualitative in nature and used an instrumental case study and grounded theory as the research design. The participants of the study involved 10 EFL student-teachers (pre-service EFL teachers) from the English Language Education program, Universitas Kristen Satya Wacana, Salatiga, Central Java. The findings are divided into five. First, participants’ prior cognition seen from the systemic functional linguistics revealed their positive cognition about their and their students’ capacity (judgement) in implementing TBL; their positive appreciation about the engaging and valuable sides of videos, games, and pictures, and their negative feelings (affect) of being insecure with the appropriateness of the activities to the stages of TBL cycle. Second, participants’ prior cognition seen from the sociocultural approach showed their ‘actual’ to ‘potential’ level of development (ZPD) from ‘being unaware’ to ‘being aware’, from ‘not knowing’ to ‘knowing’, and from ‘being unable’ to ‘being able’. Third, participants’ existing cognition as seen from the systemic functional linguistics told about their positive attitudes toward their capacity (judgement) in implementing TBL; toward the engaging and valuable sides of the use of video, for example; and toward their feeling of being secured (affect), for example with their performance. Fourth, participants’ existing cognition seen from the sociocultural approach again uncovered their ZPD from being unaware to being aware (e.g. of students’ pronunciation errors and unstressed intonations); from not knowing to knowing (e.g. how to apply TBL in a limited time), and from being much controlled to less controlled (e.g.with the availability of texts through self-created texts). Fifth, participants’ cognition development from Systemic Functional Linguistics showed the development of their content knowledge, pedagogical knowledge and skills in implementing TBL. Participants’ cognition development seen from the sociocultural approach promoted development of their critical thinking, creativity, problem-solving, and decision-making skills. Along with the development, constructed strategies and teachers’ roles in implementing TBL were generated.

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