The Implementation of Culturally Responsive Teaching (CRT) in Teaching Practice Program of English Education Students at West Sumatra Province

Abstract

This study aims to explore how student teachers design and implement Culturally Responsive Teaching (CRT) in English learning materials and activities and examine their perceptions of CRT integration in English language instruction. This research is descriptive qualitative research. The research involved 20 student teachers from the English Education Study Program at Universitas Negeri Padang, all of whom conducted their teaching practice in high schools across West Sumatra. An observation checklist, document checklist, and interview guide were the instruments in this research. The research showed that out of 20 student teachers, only 4 student teachers implemented CRT in their teaching practices.  Local cultures were implementing in teaching materials designed by student teachers as a one-dimensional product. Interview data indicated that the student teachers claim that it is important to integrate local culture into their learning activity. In addition, incorporating cultural elements helped students better understand and relate to the material. Furthermore, many student teachers reported that including local culture in the learning process increased student engagement and participation by making the lessons more relevant and stimulating.