Make sure you complete all four (4) parts of the research proposal and ethical approval form.

Section 1 Research Proposal

Student name SIta Zahra Matarani

Proposed title of research
Country where research is going
to take place
Situated cognition as a contextual teaching strategy for English as a Foreign
Language in a low-income classroom: A Case Study of a 7th grade
classroom in urban Jakarta
Indonesia

1. Research Proposal Summary

Address the following questions in sufficient detail:
• What have you chosen to research?
• Why did you choose to research this topic (your rationale)?
• Please give a brief description of your proposed project and discuss your aims.

More than a decade after the decentralisation of public education for rural and vulnerable communities in
Indonesia, an apparent lack of outreach and attainment lower than desired in many municipalities prompted
NGOs and elements of the public to initiate non-formal education institutions aimed at giving access to
marginalised and low-income children both in urban and rural settings (Turwelis et.al, 2022; Mutaqqin, 2015;
Saifullah & Yawan, 2022; Nurhidayati et.al, 2020). Yet current neo-liberalist views on knowledge acquisition
and the objective of education as a capital propagated a “Java-centric” approach to teaching strategies,
placing an importance on urbanised economic development which results in non-contextual approaches in
the teaching and learning experience within these institutions (Sari & Yanti, 2022; Sulistiyowardani et.al, 2020;
Abdillah et.al, 2022; Morishita, 2023; Harahap et.al, 2020; Tadjoeddin, 2019). This phenomenon is further
combined with the imperialist paradigm behind English as a language of “development” which led to EFL
teaching strategies in Indonesia being incongruent with both teacher and learner experiences where students
are uninvolved in building autonomy in the knowledge acquisition process (Isik, 2002; Astanina & Kuznetsov,
2022), subsequently hindering students' knowledge construction and lifelong learning (Yang & Pu, 2022;
Yusny, 2013; Phillipson, 1992; Foucault, 1968).

As an alternative, contextual teaching and learning methods such as the situated cognition approach to
teaching and learning is proposed as a tool to further decentralise and recontextualize EFL in classrooms
where not only is motivation low, but context of learning is unsupportive of the target language. It is therefore
important to deconstruct the existing strategies of these teaching and learning methods for marginalised
communities to better understand not only its effectiveness but also investigate underlying concepts and

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 motivations behind the teaching and learning experience and in this case the language acquisition and
participation of the students (Henning, 2013; Tehrkildsen, 2000).

This study therefore intends to shed light on the application of contextual learning and situated cognition as a
teaching and learning strategy of volunteer teachers in a classroom of underprivileged students. It will use a
qualitative approach employing the case study method and data from semi-structured interviews, field
observations of the participants within the given context, as well as supporting documents and surveys
(Sargeant, 2012; Yin, 2011; Mack et.al, 2005). Furthermore, this project is also aimed at filling the research
gap among literature concerning contextual learning and situated cognition specifically in the Indonesian
urban contexts, and whether it poses effectivity in knowledge transfer and language acquisition. The project,
however, will not be purported to provide a solution to challenges in applying contextual learning found in the
field – rather, it is purported at contributing to grounds for further research into application of situated
cognition in various unique contexts in the Indonesian education landscape.

2. Research questions
(Please number each of your questions consecutively.)
Yin (2018) and Schoch (2020) denoted the explanatory, exploratory, and/or descriptive nature of the case
study relies on “how” and “why” questions - that is, the nature of a phenomenon within the given
environment. Furthermore, in order to ensure substance in the information gathered, the questions are kept
open-ended so as to allow an extent of narration and depth (Militello et.al, 2010 as in Schoch, 2019; Rashid
et.al, 2019).

Case study question formula requires a main question and subquestion. Following the choice of site and case,
the formulated main question is as follow:

1. How is situated cognition applied in the contextual teaching methods of EFL teachers in the 7th grade
classroom of Sekolah Darurat Kartini?

As such, the case and boundaries of the subject of this research will be explored based on the questions
below:

1. To what extent is situated cognition and contextual teaching strategies employed by EFL teachers of
the 7th grade classroom?
2. How does situated cognition as a contextual teaching method influence knowledge delivery in the 7th
grade EFL classroom?
3. How is language acquisition ensured and assessed through the contextual teaching strategy by the 7th
grade EFL teachers within the classroom?

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 3. Key literature
Discuss the main body of literature and theory that you are going to apply to your research. Remember to use
UoEO Harvard referencing.

Various literature has touched on EFL teaching and learning strategies in Indonesia particularly strategies
related to speaking and writing, as well as Indonesian student motivation in learning English (Efriza et.al,
2022; Widiati & Cahyono, 2006; Jubhari et.al, 2022; Nasir, 2016), yet not much research has gone into this
specific context as previous studies have focused on rural and indigenous communities as opposed to
marginalised urban communities where access to education is provided but challenges comes from various
other factors. Although many agree of the elements of neo-imperialism and neo-liberalism in the English
language including its teaching strategies in developing countries in particular, some literature such as those
of Rajagopalan (1999, as in Yusny, 2013) and Silalahi (2021) have posited that meaningful construction of
language can be achieved through recontextualization of English through “appropriation” of the language to
establish language skill acquisition and meaning-making.

Emerging from this notion is the consideration of this contextualised approach to teaching and learning
which takes into account the various social, cultural, geographical, and provisional characteristics of the
classroom, school, and students which could influence the teaching and learning experience. Although not
many of these research into how the contextualisation, or rather re-contextualisation, of language applies in
diverse classroom conditions and how it affects layers of teaching and learning are recent, they have
explored the layers in detail to include construction of teaching strategies, learning activities and content, as
well as teachers’ perceptions towards the pedagogy (Fayyaz & Omar, 2014; Mzimela, 2021; Rosa, Salom, &
Perea, 2022; Korkmaz & Korkmaz, 2013; Blank, 2013). A number of contextual teaching methods are posited
by these studies, such as the Form-Focused Instruction (Ellis, 2001 as in Fayyaz & Omar, 2014),
Culturally-Situated Associations (Abou-Khalil et.al, 2018), and contextual diversity of reading texts (Salom &
Perea, 2022) among others.

Yet most evident from these studies is that teachers, most of whom are situated in challenging teaching
conditions such as rural/peri-urban or low-resource classrooms in developing countries, who discover or are
presented with the option to explore contextual methods in their teaching strategy note an increase in
engagement and motivation among their students (Blank, 2013; Korkmaz & Korkmaz, 2013; Abou-Khalil
et.al, 2018). Particularly in its application to teaching and learning English as a Foreign Language, a number
of literature has proven the method to increase student motivation and language acquisition as well as more
effectively construct meaning through their learning experience (Dewey, 1916 as in Jubhari et.al, 2022;
Johnson, 2002; Pangaribuan, 2020; Silalahi, 2021; Haerazi, Prayati, & Vikasari, 2019). On the other hand,
some studies challenge the application of contextual learning as depriving students of independence in
exploring new information and meaningful socialisation with their community (Fathira et.al, 2023; Alfian,

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2019). Moreover, as contextual teaching requires multidimensional provisions such as availability of
resources both at school and at home as well as teacher and teaching staff experience and quality, numerous
considerations need to be taken in order for a contextual teaching method to be successful, particularly in
EFL acquisition, and to not circle back to rote learning of, for example, grammar structures and vocabulary
(Mzimela, 2021; Abduganiyevna, 2020; Korkmaz & Korkmaz, 2013).

In lieu of the challenges of contextual teaching methods, the situated conditions and cognition of both
teachers and students should be explored in order to understand the specific experiences and philosophies
influencing the classroom experience. The proponents of situated cognition, Brown, Collins, and Duguid
(1989) contend that being aware of and building upon the situated nature of cognition ensures useability of
knowledge, mirroring Vygotsky’s (1986) scaffolding technique of taking into account one’s existing
knowledge, and that learning takes place not in cognitive isolation but rather in constant communicative
construction through social interactions and surrounding cultures (Meacham, 2001; Blank, 2013; Brown,
Collins, and Duguid, 1989). A further exploration of this concept by Abdallah (2015) contends that as
language, in this case, is transmuted into bearing elements of the students’ sociocultural origins, the concept
of acquisition is then replaced by participation, meaning language is a tool with which and in which students
participate instead of acquiring and subsequently at risk of losing its meaningful construction.

4. Sample group and place of research

• Discuss how you intend to choose your participants with reference to research methods theory.
• Where is the research going to take place?

Qualitative studies, which include the exploratory case study, tend to opt for smaller, information-rich samples
as opposed to random sampling commonly found in quantitative studies (Vasileiou et.al, 2018). As sample sizes
of qualitative study methods tend to be significantly smaller than quantitative studies, various arguments have
attempted to place an appropriate number of samples for the case study method (Hamilton, 2011; Kumar et.al,
2020; Crowe et.al, 2011) ranging from one individual person as a subject to an institution or a confined area
such as a township or a suburb. Yet in spite of the commonly presented challenges against case studies samples
as being undersaturated or too limited for generalization of results (Yin, 2018), some have also contended that
sample size should reflect the “uniqueness” of the case, as well as the richness of information which can be
drawn from the samples within the case (Schoch, 2019; Subedi, 2021; Vasileiou, 2018).

With such considerations in mind, the samples of this research will consist of two EFL teachers in the 7th grade
classroom. The amount was decided after bounding the case to one unit of analysis, which is the 7th grade EFL
class in the school (Yin, 2018; Sarfo et.al, 2021) and in accordance with the specificity of the context and
phenomenon as well as initially proposed saturation of the samples, as Yin (2018) and Young & Casey (2017)
noted the importance of saturated and meaningful findings achievable through in-depth individual interviews of
a small number of participants. The teachers, who are volunteers, have mostly taught for over 10 years at the
school and are certified teachers in other public schools under the national civil service teacher system. This

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depth and saturation of information is further supported by an initial interview with the teachers, where the
researcher is informed of the different socioeconomic and teacher education backgrounds which could provide
diversified and extensive yet relevant and case-specific perspectives and understanding of the phenomenon
(Ishak & Abu Bakar, 2013; Rashid et.al, 2019).

To select the appropriate participants, this research will employ a purposive sampling method intended to select
participants with adequate knowledge and experience within the unit of analysis as to provide information and
answers to the research question, as opposed to random sampling commonly found in quantitative studies
which yield larger case numbers but does not guarantee saturated and in-depth meaningful insights (Campbell
et.al, 2020; Ishak & Abu Bakar, 2013; Palinkas, et.al, 2015; Martinez-Mesa et.al, 2016). The sampling process
begins with deciding participant criteria and establishing their profiles through prior field-dependent
observations, followed by determining whether the candidates are most suited to eventually explore the
research questions (Sargeant, 2012; Kolb, 2008; Tomaszewski et.al, 2020).

The proposed place of research is Sekolah Darurat Kartini (Kartini Emergency School), a school offering
education from grades 1 to 12. SDK is a 3 decade-old non-formal education institution catering specifically to
low-income children without access to government education programmers in urban Jakarta. It has combined
national curriculums and its own curriculum and approaches designed to empower and improve autonomy of
these children in an area where opportunities for further education and work is limited. The research will
specifically explore the 7th grade class as its unit of analysis, consisting of two EFL teachers on roll and 8
students. The school primarily uses a behavioristic approach to its pedagogy, combined with scaffolding
techniques which employ students’ prior experiences and knowledge with national curriculum embedded within
the school framework (Vygotsky, 1987; Marsh & Ketterer, 2005).

An important thing to note in this case would involve ensuring participants meet the characteristics needed to
answer the interview questions and subsequently the research questions. A principal aspect of the purposeful
sampling method is that participants should have a grasp of the contextual teaching and learning concept and an
awareness of being in a situated teaching and learning context (Palinkas et.al, 2015). Moreover, participants
should be willing to disclose candid information in regards to the interview questions which explore the context
of the case at hand. For this research, both teachers nominated as samples have shown willingness to
participate in the research.

5. Methodology
• What approach are you intending to take in your research and why?
• What research methods/procedures do you intend to use and why?
• How do your methods/procedures address your research questions?
• Do you foresee any problems/issues with your data collection?
Remember to reference the research methods literature in discussing your choices.

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Research Design
In order to answer the proposed research questions, a qualitative approach through the case study research
design was chosen to investigate in-depth the contextual teaching strategies and underlying socioeconomic
factors within Sekolah Darurat Kartini, as the design allows for close examination and deconstruction of a social
phenomena within a clearly defined space (Creswell, 2014 as in Priya, 2020; Opie & Brown, 2019; Wellington,
2015). The selection of a case study design was made to ensure a comprehensive exploration of a specific and
contemporary context that would allow the research questions to be answered and explored in as authentic an
environment as possible, with significance in raw data and insights through the participants’ lens as opposed to
frequency in quantitative methods which does not offer context-unique information (Hamilton, 2011; Sarfo
et.al, 2021, Cohen, Manion, & Morrison, 2007). Specifically, the exploratory approach to the case study method
will be employed in this research to focus on shedding light into a phenomenon mostly unresearched and
develop further discourse to be tested, as well as gaining deeper insight into how contextual learning operates
in the current context (Chopard & Przybylski, 2021; Gerring, 2006), and whether it is operated consciously or
otherwise and how it appears and is imbued within the curriculum. The research questions provide a field for
the case study method to take place and investigate the occurring phenomenon in greater depth through
real-world context and the particular organisation or community within that context (Opie & Brown, 2019; Yin,
2011).

The case study design requires a protocol in-line with the author’s main objective of study (Rashid et.al, 2019;
Guerra, 2022; Priya, 2020) which established the reliability of the case study. This includes: 1) Design of main
questions, subquestions, and research objectives; 2) Detailed methods including field procedures and
techniques of data collection as well as operation and permission seeking; 3) Guidelines for analysis and
interpretation of data, and finally; 4) Reportings and assessment of the case. These steps will be followed
accordingly as the research proceeds as both a provision of the study and a measure to avoid researcher bias in
the case and sample selection process, and furthermore the influence of external factors throughout the
observation stage.

A limitation often posited by previous literature regarding the case study method, or any other qualitative
method focusing on a small number of case-specific samples, is the validity of the study and risk of bias as
elaborated above (Priya, 2020; Rashid et.al, 2019; Yin, 2018). The findings and analysis of a case study cannot be
replicated or generalised as a representative of a population, yet this is not the objective of this research.
Rather, a case study is conducted as a gateway to further examination of the case (Yin, 2018) or, as Cohen,
Manion, and Marrison (2007) described it, a “support to alternative interpretations” where different
perspectives of the participants conflict and create a discrepancy which could go unseen under a more
statistical and generalised approach, such as the possible differences between the two participants who will
engage in this research. Yet care still needs to be taken to demonstrate reliability and validity, as the
particularity of the case might pose an inconsistency if compared against a case with a seemingly similar set of
characteristics (Adelman et.al, 1980; Chopard & Przybylski, 2021). Mitigation methods such as peer feedback
and discussions to ensure the researcher is not advocating a certain perspective through sampling and data

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collecting, triangulation of data, and maintaining and integrity of field work is paramount (Schoch, 2019;
Chopard & Przybylski, 2021; Hamilton, 2011).

Data Collection
As elaborated above, the case study method primarily puts a focus on meanings and significance of data, rather
than frequency in quantifiable phenomena. An implication of this is that forms of data are heavily dependent on
research questions to drive the sampling, collection, and analysis processes (Schoch, 2019) in order to draw out
a collection of a substantial amount of detail in the few cases it explores in depth. One challenge would be
making sure data, particularly those observed, is authentic and representative of the time and space when the
data was taken (Bachman & Schutt, 2020). Another possible challenge would be making sure that the
researcher does not influence the setting in which the teaching and learning activity takes place during
observations in order to ensure that no bias or inauthenticity occurs. Therefore, to minimise the chance of bias
or subjectivity, the method requires the triangulation of data and analysis methods as a means of collecting
sufficient amount and variety of data to justify objective analysis and interpretation, as seen in previous
literature employing the case study design (Smith, 2018; Guerra, 2022; Cohen, Manion & Morrison, 2007).

Multiple sources of data that will be collected in the research include primary and secondary data, all of which
will contribute to the analysis of evidence. This study will first employ semi-structured interviews which allows
for further probing into deeper insights and more colourful evidence through open-ended and follow-up
questions compared to its structured counterpart (Laws & McLeod, 2004; Campbell, 2015). The technique also
minimises researcher bias by positioning the researcher as the listener, while simultaneously exploring more
complex data such as interviewee opinions and ideas of the two teacher participants within the boundaries of
the topic (Naz, Gulam & Aslam, 2022). The second primary data will be sourced from longitudinal direct
observations over the course of six class meetings, where the researcher will observe the teaching strategies
and delivery methods of the two teachers during class sessions from an analytic viewpoint (Menard, 2007;
Marsvasti, 2014). As opposed to a systematic, quantitative classroom observation which records trends in
teacher behaviour throughout the class session using premeditated categories (Alford et.al, 2016), the direct
observation technique collects both verbal and non-verbal behaviour data as they occur which would allow the
researcher to record notes of its salient features promptly in a more natural environment as the participants are
less reactive and dependent on categories and cues (Cohen, Manion & Morrison, 2018). Finally, secondary data
will be collected to establish an unbiased interpretation of information of the case at hand, with sources
including documentations of the school’s EFL curriculum, lesson plans, as well as assessment forms.

Data Analysis

Due to the various sources of data, this research will analyse the data using a theoretical Thematic Analysis
method developed Braun & Clarke (2006; 2013) as well as an inductive observational data analysis using

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 frequencies of occurrence in category (Marsvasti, 2014) which outlines the relations between specific data to
“plausible relationships among concepts.”

The first method, which is the Thematic Analysis, is used to deconstruct data gathered from the interviews with
the participants as well as secondary data derived from the school’s EFL curriculum documents, course
structures and lesson plans as well as assessment forms. Maguire & Delahunt (2017) summarises Braun &
Clarke’s six phases of the thematic analysis framework (2006) which begins with collecting the data and
familiarising oneself with the data through noting, re-reading transcripts, and journaling. This is followed by
generating labels and codes from data extracts (Peel, 2020), and an open coding technique will be used to
develop and modify the extracted codes as the process progresses (Maguire & Delahunt, 2017), focusing on
relevant details or details of interest throughout the extracts as opposed to line-by-line coding more commonly
used in grounded theory method (Mishra & Dey, 2022). Next, the researcher generates categories from the
codes and search for emerging themes characterised by significant details in the data, where the themes are
later compared to find similarities or differences between themes present in literature (Mishra & Dey, 2022;
Peel, 2020) before finally defining and contextualising the themes and reporting the findings (Braun & Clarke,
2006 as in Maguire & Delahunt, 2017).

The findings of the thematic analysis framework will then be compared with findings from observational data
analysis so as to ensure validity and reliability in the findings (Cohen, Manion & Morrison, 2018; Vishra &
Rasundram, 2016). Data is collected through observation field notes and memos, which are then reassessed to
find reoccurrences of predetermined features before arranging these features into a code matrix to analyse
frequencies of occurrence (Brown, 2019; Menard, 2007; Alford et.al, 2016). As tabulation of features might
pose a risk of neglecting information which could prove valuable to analysis comparison, the researcher can
always revisit the raw data to capture further features (Paulson, Ashby, & Richardson, 1996; Morgan et.al,
2017). The findings of this analysis will then be compared to the previous findings generated from the analysis
of interviews and secondary data, adding to the dimensions of thematic and contextual understanding as well
as increasing reliability (Yin, 2018).

Limitations
Outside of the aforementioned possible limitations to the research design, data collecting strategies, as well as
analyses methods, the case and its participants pose no urgent limitation to any of the research process
following the school and headteacher’s agreement to the commencement of the project.

Section 2 Ethical approval

Use the following headings to describe and discuss how you intend to deal with ethical issues in relation to your
research. You should consult the relevant version of the BERA guidelines and any university guidelines to help you

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to do this. Acknowledge how you propose to address the issues if your research or part of your research is going
to take place online.

1. Consent
How do you intend to seek informed consent from participants?
Before commencing with the project, building rapport with informants is of utmost priority. I have had
several encounters with the teachers at Sekolah Darurat Kartini along with the construction of an earlier
preliminary report through preliminary visits, and I believe in continuing to build close relationships with the
teachers and students in order to begin seeking informed consent so as to ensure transparency (BERA, 2018).

A personal consent form has also been handed out to each of the two teacher participants, with one teacher
having signed the form while the other has expressed verbal consent to the project. The form discloses
details regarding nature of study, its method of conduct, and their rights throughout the data collection
process including whether they would allow names to be disclosed in the published findings, as outlined in
BERA (2018). The form is attached in this proposal.

2. Right to withdraw
How do you intend to inform participants of their right to withdraw?
As the study heavily involves participant disclosure in interviews as well as researcher access to classroom
sessions, participants’ right to withdraw is briefed prior to signing the form as well as later before the
commencement of the study. The research will be conducted in the most transparent form possible, wherein
changes from prior plans to data collection procedures are informed so as to ensure participants are willing
to engage until the end of the study. However, should the participant decide to abandon the project, the
researcher will take utmost care to attempt reengagement (BERA, 2018).

3. Confidentiality
How do you intend to maintain confidentiality?
This project will involve only the researcher, participants, and university tutor throughout preliminary
observation, data collection, analysis, and presentation of findings. Information that is collected and
analysed through this string of processes will be kept confidential from publishing, and the researcher will
keep from disclosing sensitive information regarding participants and the project itself in any public platform
(BERA, 2018).

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 4. Harm
How do you intend to protect participants from harm?
Prior to the data collection process, the researcher will guide participants through both the observation and
interview procedures in order to minimise chances of discomfort and influence of the researcher during the
observation process. (BERA, 2018).

5. Data access, storage and security

Please confirm that all personal data will be stored and processed in compliance with the General Data Protection
Registration (GDPR). Describe the arrangements for storing and maintaining the security of any personal data
collected as part of the project.

To avoid data cracking and theft, collected interview transcriptions and audio will be stored in a
password-protected harddisk. A back up online will be stored in a password-protected cloud folder including
a copy of the working draft of the analysis. Moreover, the researcher will employ strategies to protect
participant data and identity via anonymity throughout the data collection, analysis, and findings reporting
stages should they wish it (BERA, 2018). Participants will also be given access to all recorded data, and will
be disclosed regarding the analysis process of the data gathered, as is in line with the GDPR.

6. Other issues
Identify any specific ethical issues relating to this research, for example if your research involves vulnerable
groups like young children, or pupils who have SEND (special educational needs/disability).
The researcher foresees no further issue in the project.

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Section 3 Risk Assessment
1. Are there any potential risks, for example physical, psychological, social, legal or economic, to participants
or subjects associated with the proposed research?
YES / NO
Please provide full details of the potential risks and explain what risk management procedures will be put in place
to minimise the risks:

2. Are there any potential risks to researchers as a consequence of undertaking this proposal?
YES / NO
Please provide details and explain what risk management procedures will be put in place to minimise this.

3. Are there any potential reputational risks to the University of Essex Online as a consequence of
undertaking this proposal?
YES / NO
Please provide full details and explain what risk management procedures will be put in place to minimise this.

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 4. Will the research involve individuals below the age of 18 or individuals of 18 years and over with a limited
capacity to give informed consent?
YES / NO
(If yes, a Disclosure and Barring Service disclosure (DBS check) may be required. Please attach as part of your
application). Give further details of participants below.

5. Are there any other ethical issues that have not been addressed, which you would wish to bring to our
attention?
YES / NO
Give details below:

Section 4 Completion
To complete your ethical approval application and research proposal, please follow the Ethical Approval Process
Completion link available in the Ethics section in the unit.
Please note that we must have both the completed form and the online sign-off to be able to grade and provide
feedback on your work.
Your project proposal and ethical approval application will be considered by your tutor. Should your proposal be
rejected, and you need to make amendments to your proposal and application, you will be provided with
feedback.

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