Learning community in ELT Classes in Indonesia: a meta-synthesis study

This is the latest version of this item.

Learning community plays crucial roles not only in the teaching and learning process but also in the achievement of the targeted competencies. This meta-synthesis study delves into existing studies reporting learning communities in Indonesian ELT context. Analyzing 13 articles relevant to the inclusion criteria, data was collected and analyzed using systematic review. Using the main theoretical frameworks of the learning community proposed by Lenning et al. (2013), the findings suggest the following. The type of learning community reported is the student learning community under two subtypes of course/class, external and mixed student learning communities. Mixed student learning community in particular is a new type found in this study. The activities reported include group discussion, speech, role play, reading aloud, storytelling, guess activity, and group study. The benefits are improvement in skills, encouragement of collaboration, and stronger sense of independence and leadership abilities. Limited resources, uneven participation and engagement, managing large groups, limited facilitation time for teachers, lack of desire to do assignments, and participating in activities on time are among the problems reported in the conduct of the student learning community in the Indonesian ELT context. These findings imply the learning community ensures effective facilitation, creating an engaging and supportive environment for English learners.