THE IMPLEMENTATION OF POST-METHOD PEDAGOGY IN ENGLISH LANGUAGE TEACHING AT SMP NEGERI 18 PALEMBANG

Abstract

This study aimed to investigate the implementation of Post-Method Pedagogy in English language teaching at SMP Negeri 18 Palembang and to identify the benefits and challenges that emerged during its implementation. The study employed a qualitative descriptive approach. The participants consisted of one English teacher and thirty seventh-grade students of SMP Negeri 18 Palembang. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings revealed that the teacher successfully implemented the principles of Post-Method Pedagogy through flexible, contextualized, and learner-centered instructional practices. The parameter of particularity was reflected in the use of learning materials and activities adapted to students’ needs and contextual realities. The parameter of practicality was evident in the teacher’s ability to reflect upon and modify instructional strategies based on classroom experiences and students’ responses. Meanwhile, the parameter of possibility was manifested through opportunities for students to actively participate, express their ideas, and use English for meaningful communication. The findings from observations, interviews, and questionnaires indicated that most students responded positively to the learning activities. Specifically, 87% of the students found the learning activities interesting, 83% reported increased confidence in speaking English, 90% believed that group work improved learning, 85% actively participated during lessons, and 92% agreed that the teacher encouraged communication and interaction. The study concludes that Post-Method Pedagogy contributes positively to students’ engagement, confidence, and communicative competence in English language learning. These findings highlight the importance of contextualized, flexible, and learner-centered teaching practices in EFL contexts.