IMPLEMENTATION OF 4CS IN TEACHING ARGUMENTATIVE TEXT AT MTSN 2 KEDIRI

ILMI ALFAN AFIA, 1880510230003 and ERNA IFTANTI, 197203072009012002 and NURUL CHOJIMAH, 196906292009012001 (2025) IMPLEMENTATION OF 4CS IN TEACHING ARGUMENTATIVE TEXT AT MTSN 2 KEDIRI. [ Thesis ]

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Abstract

ABSTRACT Afia, Ilmi Alfan. Students’ Registered Number: 1880510230003. 2025. Implementation of 4cs in Teaching Argumentative Text at MTsN 2 Kediri. Master Thesis. English Education Department of Graduated Program. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor 1: Prof. Dr. Erna Iftanti, S.S., M.Pd. Advisor 2: Dr. Nurul Chojimah, M.Pd Keywords: 4Cs, Argumentative Text, Critical Thinking, Communication, Collaboration, Creativity, EFL Teaching, Secondary Education, Qualitative Case Study As education moves toward a skill-based paradigm, English language classrooms are increasingly expected to cultivate not only linguistic competence but also 21st-century skills such as critical thinking, communication, collaboration, and creativity—the 4Cs. These competencies are emphasized in national and global education frameworks, yet their practical integration into classroom instruction, especially in teaching argumentative texts, remains uneven. Despite curricular aspirations, there is limited empirical research that explores how these skills are embedded in English language teaching within the Indonesian secondary school context. This study seeks to address that gap through a focused exploration of a ninth-grade English classroom at MTsN 2 Kediri. Using a qualitative case study design, this research explores three primary questions: how the 4Cs are implemented in the teaching of argumentative text, how the teacher perceives these skills, and what challenges arise during their implementation. Data were collected through classroom observation, semi-structured interviews, and analysis of teaching documents such as lesson plans, student worksheets, and digital submissions. Thematic analysis was used to identify patterns of instructional strategy, student engagement, and perceived obstacles. The results show that the teacher deliberately incorporated the 4Cs into both the structure and substance of classroom learning. Critical thinking was fostered through text analysis, issue-based discussions, and reasoning exercises. Communication was developed through peer interaction, classroom dialogue, and English-speaking routines like “No English, No Service.” Collaborative skills were promoted through structured group roles and project-based tasks, ensuring shared responsibility. Creativity emerged in the variety of formats students used to express their arguments, including posters, diagrams, and oral presentations. The teacher demonstrated a thoughtful and student-centered perspective on the 4Cs. He recognized their importance not only for language acquisition but also for preparing students to participate meaningfully in academic and social environments. His teaching approach reflected an understanding that argumentation is not just a linguistic exercise but a cognitive and social process. Nonetheless, the study also highlights significant challenges. These include student unfamiliarity with active learning strategies, varied proficiency levels, limited class time, lack of access to digital tools, and minimal institutional support for skill-based teaching. Despite these constraints, the teacher navigated these barriers with flexibility and maintained a strong commitment to fostering meaningful learning experiences. Rather than a conclusion, this study offers a reflection: meaningful integration of the 4Cs is not only feasible in Indonesian EFL classrooms—it is urgently needed. However, such implementation requires more than just teacher initiative; it demands systemic alignment in curriculum, training, and infrastructure. The findings contribute to the broader conversation on 21st-century education and provide actionable insights for teachers, policymakers, and researcher interested in reimagining English language instruction for a changing world.

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