English teacher’s strategies in the offline learning after the pandemic in SMP N 3 Pleret
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Institusion
Universitas Ahmad Dahlan
Author
Annisa, Ratih Nur
Subject
L Education (General)
Datestamp
2024-05-15 06:41:26
Abstract :
A teaching strategy is a plan or pattern that can be used to achieve learning goals (long-term learning plans), design teaching materials and patterns and guide learning in the classroom. Therefore, teaching strategies are very necessary considering that learning is carried out using offline and online models which of course have different situations and strategies. This research was conducted with the aim of finding out the strategies implemented by English teachers in overcoming teaching obstacles in changing online to offline learning considering the pandemic at SMP N 3 Pleret. The study used a descriptive qualitative approach. Researchers focus on offline teachers' strategies and the obstacles that teachers face in English language learning activities after the pandemic. The subject of the study was English teacher at the SMP N 3 Pleret. The researchers focused only on two teachers who taught grades 8 and 9. In this study researchers conducted interviews with English teachers in SMP N 3 Pleret conducted in person.. There are three stages of analysis in this research namely data reduction, data presentation, and conclusion verification. From the results of interview data processing, strategies that have been implemented is motivating the students inside and outside the classroom, using interesting teaching media, ensuring the learning conditions, evaluating students' learning process, external and internal supporting factors which are also important in supporting students' interest in learning. However, there are also obstacles experienced by teachers during the transition phase between online to offline learning, namely students' previous learning habits which are still carried over to school learning, differences in the contents of online and offline lesson plans. Learning outcomes can be carried out quite effectively considering that there are no complaints from learning outcomes because teachers have more teaching strategies than teaching obstacles themselves.
A teaching strategy is a plan or pattern that can be used to achieve learning goals (long-term learning plans), design teaching materials and patterns and guide learning in the classroom. Therefore, teaching strategies are very necessary considering that learning is carried out using offline and online models which of course have different situations and strategies. This research was conducted with the aim of finding out the strategies implemented by English teachers in overcoming teaching obstacles in changing online to offline learning considering the pandemic at SMP N 3 Pleret. The study used a descriptive qualitative approach. Researchers focus on offline teachers' strategies and the obstacles that teachers face in English language learning activities after the pandemic. The subject of the study was English teacher at the SMP N 3 Pleret. The researchers focused only on two teachers who taught grades 8 and 9. In this study researchers conducted interviews with English teachers in SMP N 3 Pleret conducted in person.. There are three stages of analysis in this research namely data reduction, data presentation, and conclusion verification. From the results of interview data processing, strategies that have been implemented is motivating the students inside and outside the classroom, using interesting teaching media, ensuring the learning conditions, evaluating students' learning process, external and internal supporting factors which are also important in supporting students' interest in learning. However, there are also obstacles experienced by teachers during the transition phase between online to offline learning, namely students' previous learning habits which are still carried over to school learning, differences in the contents of online and offline lesson plans. Learning outcomes can be carried out quite effectively considering that there are no complaints from learning outcomes because teachers have more teaching strategies than teaching obstacles themselves.
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T1_1900004178_BAB_I__240226065740.pdf
T1_1900004178_BAB_II__240226065740.pdf
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T1_1900004178_BAB_V__240226065740.pdf
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T1_1900004178_LAMPIRAN__240226065740.pdf
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