scholarly journals TEACHING STRATEGIES USED IN ESP CLASSES

2019 ◽  
Vol 26 (1) ◽  
pp. 14
Author(s):  
Dewi Kadek Maya Cyntia ◽  
Surya I Gede Galang ◽  
Susanta I Putu Agus Endra
Keyword(s):  
Direct Instruction ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Teaching English ◽  
Qualitative Design ◽  
Interview Guide ◽  
And Performance ◽  
The Right ◽  
Descriptive Qualitative

This study aimed to describe teaching strategies implemented by lecturers in teaching English of continuing program students at STIKES Bali. Descriptive qualitative design use used. There were 2 respondents involved in this study which were lecturers who taught English in continuing program at STIKES Bali. The data were collected by using observation sheet and interview guide. The data were analyzed descriptively according to descriptive qualitative design. The finding showed that there were 5 teaching strategies from 7 teaching strategies proposed  implemented by lecturer such as Direct Instruction, Discussion, Group Work, Co-operative Learning and Performance Activity. Direct Instruction and Discussion were the most teaching strategies that chosen by English lecturers. Teaching strategies were implemented according to the topics and characteristics of the students. Choosing the right teaching strategy is very important in teaching English, especially in continuing program students at STIKES Bali. English lecturers in STIKES Bali are expected to implement more and appropriate teaching strategies to improve the quality of teaching and learning process.

scholarly journals STUDENTS’ RESPONSES TOWARD THINK TALK WRITE STRATEGY IN TEACHING WRITING

2021 ◽  
Vol 4 (4) ◽  
pp. 568
Author(s):  
Ika Yulia Anggraeni ◽  
Yanuarti Apsari
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Eighth Grade ◽  
Qualitative Design ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Descriptive Qualitative

Writing skill is one of the skills that is difficult to learn because we have to know the correct sentence composition and also what we hear must be in accordance with what we write and therefore this skill is very important to learn. The objective of the research is to identify the sudents’ responses toward think talk write (TTW) strategy in teacihng writing skill. The research used descriptive qualitative design. The respondents of this research were eighth grade students of SMP Pasundan 1 Cimahi. The instrument of this research was questionnaire. The result of data analysis shows that students gave positive responses toward TTW strategy. The respondents agree that TTW strategy can increase students’ motivation, TTW Strategy can help students in improving their writing skill and TTW strategy can make teaching and learning process interesting. Keywords:  Writing, Think Talk Write (TTW) Strategy, Student’s Responses  

scholarly journals A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 119-125
Author(s):  
Diani Nurhajati
Keyword(s):  
Elementary School ◽  
Teaching Strategies ◽  
Video Game ◽  
Industrial Revolution ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
University Graduates ◽  
School Students ◽  
Elementary School Education ◽  
The Right

During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.

scholarly journals A Desccriptive Study on the Use of Code Mixing by the English Teacher at SMAN Bali Mandara in the Academic Year 2014/2015

2018 ◽  
Vol 23 (2) ◽  
pp. 1
Author(s):  
N M.G. Purnamasari ◽  
I Nyoman Adi Jaya Putra ◽  
Ni Komang Arie Suwastini
Keyword(s):  
English Teacher ◽  
Qualitative Design ◽  
Code Mixing ◽  
Data Accumulation ◽  
Interview Guide ◽  
Academic Year ◽  
Audio Recorder ◽  
Speech Content ◽  
Descriptive Qualitative

This study aimed at finding out the process of code mixing, the reasons of using code mixing by English teacher of grade X and knowing the students’ responses on the use of code mixing used by their English teacher at SMAN Bali Mandara in the academic year 2014/2015. This research was conducted by using descriptive qualitative design. The instruments used in this study were observation sheet, audio recorder, interview guide and questionnaires. Accordingly, the data accumulation showed that there was 84 sentences, classified as insertion processes, and then 37 sentences belonged to alternation process, and the last there were 14 sentences, classified as congruent lexicalization processes. The reasons of using code mixing were, 1) to make intention of clarifying the speech content for interlocutor, 2) to be emphatic about something, 3) there is no appropriate word which can be understood by the students, 4) to help the teacher to create relax situation, and 5) to quote somebody else.

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals Teaching English through Educational Games in Yemeni High School Classes

2021 ◽  
Vol 4 (11) ◽  
pp. 45-59
Author(s):  
Ameen Ghyama
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Educational Games ◽  
Real Life ◽  
Teaching English ◽  
School Students ◽  
English Teaching ◽  
The Right ◽  
Practical Recommendations

This study is an investigation of the educational games used in Yemeni high school classes. The main objective is to find out the extent to which Yemeni teachers are aware of the utility described in the theoretical part and whether they make use of EFL games in their classes while teaching English. Equally, this study tries to probe into some of the Yemeni EFL learners’ viewpoints towards using EFL games in the learning process-besides shedding light on the types of games they generally prefer. The approach I used was purely quantitative in nature, but I also relied on the qualitative approach. Twenty teachers and one hundred high school students were given a questionnaire about using games in English teaching and learning. The results were analyzed and show that games can be a unique opportunity for teachers to teach meaningfully and communicatively English in real-life contexts as well as the learners encourage and increase cooperation and collaboration among them and acquire the vocabulary easily. Using English teaching EFL games, in my opinion, can mitigate such difficulties facing Yemeni teachers in teaching English. Carefully choosing the right games can help a great deal in encouraging students to learn avidly. Furthermore, good EFL games have a great role to play in creating a stress-free learning atmosphere, and at the same time make it possible for students to practice the desired language skills. The key significance is that games are not mere time-fillers; rather, this study tries to guide and help teachers see when to use games, how to choose games that cater to students’ needs and interests. Based on these results, some practical recommendations were formulated in order to enhance Yemeni EFL teaching and learning through using games.

scholarly journals Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018 ◽  
Vol 42 ◽  
pp. 00046
Author(s):  
Ni Made Mestriani ◽  
I Ketut Seken ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Communication Strategies ◽  
Cultural Backgrounds ◽  
Qualitative Design ◽  
Know How ◽  
Native Speaker Teacher ◽  
English Native Speaker ◽  
Descriptive Qualitative

In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

scholarly journals effect of learning strategy and cognitive style on student’s narrative writing ability

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Tata Tambi ◽  
Fathiaty Murtadho ◽  
Zainal Rafli
Keyword(s):  
Cognitive Style ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Narrative Writing ◽  
Anova Analysis ◽  
Writing Ability ◽  
Factorial Anova ◽  
Field Independent

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2).  Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level  of ? = 0.05.

scholarly journals CODE-SWITCHINGS EMPLOYED BY TEACHER IN TEACHING ENGLISH

2018 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Ricky Andryanus Feldyan ◽  
Moh. Hanafi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teacher ◽  
Note Taking ◽  
Teaching English ◽  
Teaching Process ◽  
Eleventh Graders ◽  
Descriptive Qualitative

This research was designed to analyze the use of code-swtiching by teacher in teaching English. The subjects of this research were some English teacher of the eleventh graders of SMK Perwari Tulungagung, majoring in Office Administration. This class was chosen because the teacher used two languages (English and Indonesian) in the teaching process. Because the students had difficulties in understanding the teacher’ explanation if the teacher used English all the time,  the teacher sometimes needed to code-switch to Indonesian during the teaching and learning process. The method used in this research is descriptive qualitative because the data are in the form of words and sentences. The techniques of collecting the data are observation, interview, and note taking. The findings show that the English teacher sometimes code-switch to Indonesian in the teaching and learning process in order to ensure that their students can really understand the explanations being given.

scholarly journals Effectiveness of the serious game for learning in nursing: systematic review

2021 ◽  
Vol 42 ◽  
Author(s):  
Kleiton Gonçalves do Nascimento ◽  
Maria Beatriz Guimarães Ferreira ◽  
Márcia Marques dos Santos Felix ◽  
Juliana da Silva Garcia Nascimento ◽  
Suzel Regina Ribeiro Chavaglia ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Time Frame ◽  
Serious Game ◽  
Average Score ◽  
Quasi Experimental

ABSTRACT Objective To identify the effectiveness of the serious game in improving learning outcomes compared to the different teaching strategies used in the education of nursing students. Method Systematic review, conducted from July 2019 to May 2020, at PubMed®, Scopus, CINAHL, Web of Science and LILACS. Studies of experimental and quasi-experimental design were included, with no delimitation of time frame, aimed at nursing students, who approached the use of the serious game as the main teaching strategy compared with other pedagogical methods. Results Six articles were included, which compared the serious game with traditional and active teaching and learning strategies (expository class, text reading and simulation). The studies were considered of moderate quality, with an average score of 12.83. Nursing students submitted to the serious game showed better learning results. Conclusion The serious game proved to be more effective for learning in nursing when compared to other teaching strategies.

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

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