THE TEACHING STRATEGIES OF THE ENGLISH TEACHERS TO INVOLVE STUDENTS IN TEACHING AND LEARNING ACTIVITIES IN THE CLASSROOM

Gaban, Roy and Rudi , Afriazi and Barnabas , Sembiring (2012) THE TEACHING STRATEGIES OF THE ENGLISH TEACHERS TO INVOLVE STUDENTS IN TEACHING AND LEARNING ACTIVITIES IN THE CLASSROOM. Undergraduated thesis, Fakultas Keguruan Dan Ilmu Pendidikan UNIB.

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Abstract

The objectives of this research are 1) to investigate the strategies applied by the English teachers of the second year students of SMPN 7 Bengkulu in supporting students’ involvement in teaching and learning activities in the classroom. 2) To investigate what strategy is dominantly used by the teachers. This is a descriptive qualitative research. The subjects of this research were four teachers. The instruments of this research were the observation list, and Video camera that is used to capture the teacher and students’ activities during the teaching and learning process. The results of this research showed that the most type of strategy that applied by the English teachers was the strategy of shared Reading. This strategy was used 38 times (14.6%). It is followed by the application of strategy manipulative strategy with 26 times (10%) and strategy of Bilingual Books and Label with 26 times (10%). It is followed by the application of cooperative learning strategy with 25 times (9.9%). The next position was the application of leveled question with 20 times (7.7%) and the strategy of partner work with also 20 times (7.7%). After that, the application of culture studies strategy with 22 times (8.5%). The next strategy was reciprocal teaching with 17 times (6.5%). It is followed by multimedia presentation with 15 times (5.8%). Then, learning center with 12 times (4.6%). After that, sorting activities with 9 times (3.5%). The next is total physical responses with 8 times (3.1%). While, integrated curriculum project strategy with 7 times (2.7%). After that, imaging strategy was used 6 times (2.3%). Further, communication games was also used 6 times (2.3%). Finally, the rarest strategy applied by the teachers was collaborative reading with only 3 times (1.7%).

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