English teachers’ perceptions of student-centered learning: benefits and challenges in Indonesian junior high school

Abstract

Student-Centered Learning is a learning approach that places students at the center of the learning process. This study aims to describe the benefits and challenges of implementing Student-Centered Learning in English language learning from the teachers’ perspective. The study employed a descriptive qualitative approach involving three English teachers at SMP Negeri 1 Baraka, who were selected through purposive sampling. Data were collected through semi-structured interviews, then analyzed using the Miles, Huberman, and Saldaña model. The results indicate that Student-Centered Learning helps teachers provide more targeted guidance and enhances students’ independence, self-confidence, participation, communication skills, learning outcomes, and understanding through collaborative learning. However, the implementation of Student-Centered Learning still faces challenges in the form of time constraints, the dominance of certain students in group work, and disruptions to student concentration. These findings suggest that Student-Centered Learning has the potential to create more active and meaningful English language learning when supported by effective classroom and time management.