Addressing Learning Challenges in English Class through Design Thinking Approach

Abstract

This study addresses the challenges faced in English language learning at a senior high school in Jember, including students' negative perceptions about learning English, limited learning time, and dependence on technology as a shortcut. To solve these problems, the researcher employed the Design Thinking approach using the Double Diamond model, which consists of four key stages: Discover, Define, Develop, and Deliver. Through classroom observations and interviews, the researcher identified student pain points and reframed them into opportunities using the "How Might We" method. Ideation and evaluation were conducted with the Impact-Effort Matrix to select practical and impactful solutions. The findings suggest five effective strategies: (1) Culturally Responsive Teaching (CRT), (2) use of authentic materials, (3) implementation of Social and Emotional Learning (SEL), (4) educative games, and (5) running-dictation text method. These strategies, categorized as low-effort but high-impact, offer innovative yet accessible solutions to enhance student engagement and learning outcomes in English classrooms.