Abstract
Collaboration is one of the 21st-century skills needed to survive in this era. The need in society to think and work together on issues of critical concern has increased, shifting the emphasis from individual efforts to group work, from independence to community. Integrating Collaborative skills in the educational field, particularly in assessment, has been broadly employed. However, lesson plans that incorporate collaborative skills are lacking. This study aims to explore the collaborative skill in English teaching lesson plan in junior high school in Indonesia. A content analysis approach is used in this study. The data was analyzed using a systematic content descriptive text methodology based on the ACER (Australian Council for Educational Research) Framework, which was used in this study as an instrument to analyze lesson plans to see if they were integrating or not. The expected result of the study is that Collaborative skills are found in lesson plans, indicators, and the learning process.
Highlights
Collaborative skills are considered an essential skill in 21st-century education
The proportion of collaborative skills, on the other hand, has not been evenly distributed. Those previous studies investigated collaborative skills in non-English lesson plans, while, the current study focuses on English teaching lesson plans
This study aims to explore collaborative skills in the English teaching lesson plan at three public Junior High schools in Karawang
Summary
Collaborative skills are considered an essential skill in 21st-century education. Wongdaeng (2018), students in this era must be aware of how the future is shifting and formulate themselves for a more challenging life in the future. Collaboration skill is one of the 21st-century skills that must be required by students to help them to cope with this challenge in this era. Collaboration is defined in the learning process as a sort of cooperation among students who mutually assist and complement one another in doing specific activities to develop collective intelligence and achieve common goals. The standard process contains objectives for the teaching-learning process, teaching-learning process activities, and teaching-learning process assessment. These are employed to improve the effectiveness and efficiency of the educational process
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
