Rahmah, Aulia (2021) THE IMPLEMENTATION OF 4C SKILLS IN ENGLISH TEACHING LEARNING PROCESS. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

In learning with 21st century skills, teachers must motivate their students to follow the learning process well. 21st century skills called 4Cs are skills that students must have to equip themselves in this 21st century. The Partnership (P21) for 21st century identifies 4 important abilities, those are communication, collaboration, creativity and critical thinking. The purpose of this study is to find out the implementation of 4C skills in the English teaching learning process and the challenges faced by teachers on implementation of 4C skills in English teaching learning process. The type of this research is descriptive qualitative, data collection techniques used interview and documentary. Data analysis used in this research is data reduction, data display, and drawing conclusion. Based on the findings and discussion, the research shown that 1) the implementation of 4C skills (communication, collaboration, creativity and critical thinking) in teaching learning process had been carried out properly by every teachers. In critical thinking skills, there was one aspect that had not been implemented by the teacher, compared and differentiate between the ideas submitted by students. In collaboration, there were still aspects that had not been implemented by teachers, teacher did not use creative methods in forming groups. In creativity skills, there were still aspects that had not been implemented, using digital media when learning. And in communication skills, there was one aspect that had not been implemented by teachers, namely written communication. 2) the challenges faced by teachers are implementation 4C skills in teaching learning process, in critical thinking skills, the challenge was that students found it difficult to be asked to expressed their opinion. In collaboration skills, the challenge was not to used creative methods for group division. In creativity skills, the challenge was that students were embarassed to asked questions, and in communication skills, teachers had challenges because not all students were confident to cIn learning with 21st century skills, teachers must motivate their students to follow the learning process well. 21st century skills called 4Cs are skills that students must have to equip themselves in this 21st century. The Partnership (P21) for 21st century identifies 4 important abilities, those are communication, collaboration, creativity and critical thinking. The purpose of this study is to find out the implementation of 4C skills in the English teaching learning process and the challenges faced by teachers on implementation of 4C skills in English teaching learning process. The type of this research is descriptive qualitative, data collection techniques used interview and documentary. Data analysis used in this research is data reduction, data display, and drawing conclusion. Based on the findings and discussion, the research shown that 1) the implementation of 4C skills (communication, collaboration, creativity and critical thinking) in teaching learning process had been carried out properly by every teachers. In critical thinking skills, there was one aspect that had not been implemented by the teacher, compared and differentiate between the ideas submitted by students. In collaboration, there were still aspects that had not been implemented by teachers, teacher did not use creative methods in forming groups. In creativity skills, there were still aspects that had not been implemented, using digital media when learning. And in communication skills, there was one aspect that had not been implemented by teachers, namely written communication. 2) the challenges faced by teachers are implementation 4C skills in teaching learning process, in critical thinking skills, the challenge was that students found it difficult to be asked to expressed their opinion. In collaboration skills, the challenge was not to used creative methods for group division. In creativity skills, the challenge was that students were embarassed to asked questions, and in communication skills, teachers had challenges because not all students were confident to cIn learning with 21st century skills, teachers must motivate their students to follow the learning process well. 21st century skills called 4Cs are skills that students must have to equip themselves in this 21st century. The Partnership (P21) for 21st century identifies 4 important abilities, those are communication, collaboration, creativity and critical thinking. The purpose of this study is to find out the implementation of 4C skills in the English teaching learning process and the challenges faced by teachers on implementation of 4C skills in English teaching learning process. The type of this research is descriptive qualitative, data collection techniques used interview and documentary. Data analysis used in this research is data reduction, data display, and drawing conclusion. Based on the findings and discussion, the research shown that 1) the implementation of 4C skills (communication, collaboration, creativity and critical thinking) in teaching learning process had been carried out properly by every teachers. In critical thinking skills, there was one aspect that had not been implemented by the teacher, compared and differentiate between the ideas submitted by students. In collaboration, there were still aspects that had not been implemented by teachers, teacher did not use creative methods in forming groups. In creativity skills, there were still aspects that had not been implemented, using digital media when learning. And in communication skills, there was one aspect that had not been implemented by teachers, namely written communication. 2) the challenges faced by teachers are implementation 4C skills in teaching learning process, in critical thinking skills, the challenge was that students found it difficult to be asked to expressed their opinion. In collaboration skills, the challenge was not to used creative methods for group division. In creativity skills, the challenge was that students were embarassed to asked questions, and in communication skills, teachers had challenges because not all students were confident to communicated in English, due to the lack of vocabulary that students had.

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