Teacher Strategies to Reduce Rote Learning and Enhance Collaborative Learning in EFL Classrooms

Abstract

This study aims to explore teacher strategies to reduce rote learning and enhance collaborative learning in English as a Foreign Language (EFL) classrooms. This research is significant as it promotes strategies that reduce rote memorization and enhance contextual understanding in EFL learning, benefiting students, teachers, researchers, and universities in improving language skills, teaching quality, and curriculum development. The research method employed is using a qualitative phenomenological approach, this research was conducted at State Junior High School 1 Ciledug involving three English teachers from grades 7, 8, and 9. Data were collected through interviews and classroom observations. This results of the study indicate that teachers applied various contextual and student-centered strategies such as problem-solving tasks, small group work, and interactive media to reduce memorization habits and foster active participation. Collaborative learning was found to significantly enhance students’ speaking skills, critical thinking, and engagement. The study suggests the importance of shifting from traditional rote-based methods to communicative, collaborative approaches to improve language proficiency in EFL settings.