TEACHER’S EXPERIENCE ON THE IMPLEMENTATION OF SPIRAL PROGRESSION APPROACH (SPA) IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL: A QUALITATIVE INQUIRY

Abstract

This qualitative inquiry explores the experiences of teachers implementing the Spiral Progression Approach (SPA) in teaching English to junior high school students. The study aims to understand the challenges educators in English subject encounter while applying SPA, a pedagogical method designed to reinforce learning by revisiting topics with increasing complexity. Data were collected through in-depth interviews and focus group discussions with a diverse group of junior high school English teachers. Findings reveal that while teachers appreciate the SPA’s potential to enhance student retention and understanding, they face significant challenges. These include difficulties in aligning the curriculum with SPA principles, time constraints in covering the required material, and varying levels of student readiness. Despite these hurdles, teachers reported that SPA facilitates a deeper understanding of language concepts and skills over time, fostering a more holistic and integrated approach to learning English. The study concludes that successful implementation of SPA requires comprehensive professional development, adequate resources, and continuous support for teachers. By addressing these needs, educational institutions can better leverage SPA to improve English language education outcomes in junior high schools.