TEACHERS’ STRATEGIES IN TEACHING ENGLISH OF ENGLISH TEACHERS AT SMA 1 TAEBENU

HETTA, Elfi (2026) TEACHERS’ STRATEGIES IN TEACHING ENGLISH OF ENGLISH TEACHERS AT SMA 1 TAEBENU. Undergraduate thesis, Artha Wacana Christian University.

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Abstract

Teaching strategies are crucial because they directly impact the effectiveness of material delivery and students' volvement in learning activities. This studyaddrestudy addresseswing research question: What ares the teachers’ strategies in teaching English at SMA 1 Taebenu. This study aims to identify and analyze the strategies used by teachers in teaching English at SMA 1 Taebenu. The study employed a descriptive qualitative research design. The main data sources were two English teachers who acted as informants. Data collection techniques were carried out through direct observations in class and semi-structured interviews. The data obtained were analyzed using the Miles and Huberman interactive analysis model which includes data reduction, data presentation, and drawing conclusion. The researcher collected data through classroom observation and semi-structured interviews with two English teachers at SMA 1 Taebenu. The observation data focused on teachers’ instructional activities, classroom interactions, and learning processes, although the interviews were conducted to obtain deeper information about the teachers’ reasons for using particular teaching strategies. After the data had been collected, the researcher conducted data reduction by selecting, simplifying, and focusing on information related to teaching strategies. Activities and statements that were relevant to instructional practices were identified and categorized. For example, activities involving group discussions and collaborative tasks were classified as Cooperative Learning, while activities requiring students to solve problems were categorized as Problem-Based Learning. Similarly, project assignments, direct explanations, real-life connections, affective support, and student inquiry activities were grouped according to their respective strategy categories. The next stage researcher compared the results of classroom observations with the interview findings to identify recurring patterns in the teachers’ instructional practices. Based on this analysis, seven teaching strategies were identified: Cooperative Learning (The teacher divides students into small groups to discuss and work together to complete English learning assignments. Each group member has the opportunity to exchange ideas, share information, and help friends understand the material). Problem￾Based Learning (The teacher provides a problem related to real life or learning material. Students are then asked to analyze the problem, find relevant information, discuss solutions, and present the results of the problem solving). Project-Based Learning (The teacher gives a specific project that students must complete within a certain time period, such as making a poster, video, or presentation. Students plan, collect information, develop the product, and present the results of their project). Expository Learning (The teacher explains the material directly and systematically through lectures, explanations, examples, and questions and answers), Contextual Learning (The teacher connects the lesson material with the students' daily experiences and life situations. Students are invited to understand how English material can be applied in real contexts so that learning becomes more meaningful and easier to understand), Affective Learning (The teacher pays attention to the aspects of students' attitudes, motivations, and feelings during the learning process. The teacher provides feedback, motivation, appreciation, and a personal approach to students who experience learning difficulties), and Inquiry Learning (The teacher encourages students to discover knowledge independently through the process of asking questions, observing, seeking information, investigating, and drawing conclusions). In general, both teachers apply student-centered strategies. This is seen the implementation of group work, giving project- based assignments, problem solving, and providing opportunities for students to search for and find learning material independently. Furthermore, affective aspects were also addressed through feedback and approaches to students’ difficulties to increase learning motivation. The two teachers difference mainly in their use of expository strategies: the first teacher delivers material more directly through lectures, while the second teacher emphasized reducing lectures to maximize student engagement. The findings suggest improved student participation, Material comprehension, and communication skills. This study recommends that teacher adapt more flexible and innovative, and for future researchers expand the of this research.

Item Type:	Thesis (Undergraduate)
Uncontrolled Keywords:	Teaching strategies, English teachers, teaching, SMA 1 Taebenu
Subjects:	L Education > English Language
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Mrs Skripsi Perpust
Date Deposited:	10 Aug 2026 05:14
Last Modified:	10 Aug 2026 05:14
URI:	http://repo-ukaw.superspace.id/id/eprint/7533

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