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Focus Independent School inclines to build teachers’ maker mindset by adapting Design Thinking in school planning. Maker mindset forges one’s confidence, creativity and interest in learning, which are important in adaptation and problem solving. Maker mindset and makerspace are related in planning a meaningful learning. There are some aspects that affect the conditioning of makerspace in school, such as: (1) the favourable makerspace environment; (2) the available tools and furniture around the school; (3) the security for teachers to create a makerspace (4) the roles and functions of teachers and mentors of the makerspace; (5) the didactic strategies (how maker mindset is integrated in curriculum). This research aims to know the relation between English teachers’ maker mindset and makerspace in Focus Independent School. The researcher will conduct a preliminary study with an analytical review on (1) the condition of makerspace in FIS; (2) how FIS English teachers define an ideal makerspace and (3) the relation between English teachers’ maker mindset and makerspace. The data will be gathered through observation and interview. The participants of this research are five FIS English teachers and one English mentor.

English teachers, makerspace, maker mindset