The Effects of Learning Management Through Design Thinking Process in Creating Localized English Language Teaching Innovation of Pre-service Teachers

Abstract

The purposes of this research were to compare the pre-service teachers’ ability score in creating localized English language teaching innovation before and after using learning management through design thinking process, and to evaluate the pre-service teachers’ competence in creating localized English language teaching innovation. The sample consisted of 18 third-year English major students from the faculty of Education and Human Development who were studying in the first semester of the academic year 2024 using sample random sampling. The experiment was carried out for 14 weeks, 3 hours each, 42 hours in total. The research instruments employed in this research were 1) 14 lesson plans using learning management through Design Thinking process, 2) a localized English language teaching innovative creation test, and 3) an evaluation form to evaluate the ability in creating localized English language teaching innovation. The data was analyzed using mean, standard deviation and the paired samples t-test. The results of the study were: 1) The pre-service teachers’ ability score in creating localized English language teaching innovation after the instruction by using the learning management through design thinking process was significantly higher than the ability before learning at the .05 level. 2) The pre-service teachers’ competence in creating localized English language teaching innovation was at a high level ( = 4.02, S.D. = 0.86). The learning management through design thinking process significantly improved pre-service teachers in creating localized English language teaching innovation abilities and the pre-service teachers’ competence in creating localized English language teaching innovation as a high level.