Indonesian English Teachers’ Conceptualisation and Practice of Cooperative ‎Learning: A Sociocultural Activity Theory Perspective

Guided by the key concepts of Vygotsky’s sociocultural activity theory (SCAT), this ‎thesis discusses how Indonesian teachers conceptualise and practise cooperative ‎learning (CL) in the context of teaching English in an Indonesian senior secondary ‎school. Using a multiple case study, data were gathered through interviews, ‎classroom observations, and relevant documents and artefacts. Data analysis reveals ‎that the development of teachers in specific social and historical contexts plays a ‎fundamental role in the effort to contextualise CL. The process of appropriation and ‎contradictions in the teachers’ activity systems has changed the formation of CL ‎which is more complex, extensive, and open-ended in the concrete teaching practice.‎