EXPLORING TEACHERS’ STRATEGIES IN TEFL
DOI:
https://doi.org/10.31851/esteem.v8i1.16690Abstract
This research explores the teachers’ teaching strategies in teaching English as a foreign language at SMP Bethesda Palembang. Kayi’s theory has fifteen strategies that can be applied by English teachers to teach speaking in the teaching and learning process. Several teaching methods include discussion, role-play, simulation, information gap, brainstorming, story-telling, interview, story completion, reporting, card games, picture narration, picture description, and spotting the differences. A qualitative descriptive method was utilized for this research, and two teachers as samples. To gather data, the researcher used questionnaires, interviews, and documentation as instruments in this research. The results of this research show that Teacher 1 employed strategies such as conversation, speeches, interviews, and discussions. In contrast, Teacher 2 used presentations, reporting, project-based learning, games, interviews, and story retelling. Teachers use those strategies because the strategy makes the students participate in teaching and learning activities. Overall, the teachers implemented a variety of strategies to teach speaking skills.
References
Andika, A., Tahrun, T., & Firdaus, M. (2023). Developing English grammar instructional materials oriented to Constructivism Theory. Journal of Languages and Language Teaching, 11(2), 286. https://doi.org/10.33394/jollt.v11i2.6838
Anggraeni, W., Wahibah, W., & Faqihuddin Assafari, A. (2020). Teachers’ strategies in teaching speaking skills at SMAN 1 Palopo. FOSTER: Journal of English Language Teaching, 1(1), 83–97. https://doi.org/10.24256/foster-jelt.v1i1.9
Apriyani, D., Sari, A. P., & Firdaus, M. (2023). Implementation of role-playing method to improve eleventh grade students ’ speaking. Journal On Teacher Education, 4(3), 730–736.
Davis, D., & Tahrun, T. (2022). The implementation of project-based learning in increasing speaking achievement and self-confidence of eleventh grade students of SMK Negeri 1 Sanga Desa. Esteem Journal of English Education Study Programme, 5(1), 77–84. https://doi.org/10.31851/esteem.v5i1.7455
Et.al, G. V. (2021). A Review of Studies on Cooperative Learning Strategy to Improve ESL Students’ Speaking Skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 63–68. https://doi.org/10.17762/turcomat.v12i3.466
Hayati, A. R., Afriani, Z. L., & Akbarjono, A. (2021). Teacher’s teaching strategies in EFL class. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 330–341. https://doi.org/10.52690/jadila.v1i3.126
Jaya, A., Hermansyah, & Rosmiyati, E. (2019). Redefining Project Based Learning In English Class. Esteem Journal of English Education Study Programme, 2(https://jurnal.univpgri-palembang.ac.id/index.php/esteem/issue/view/304). https://doi.org/https://doi.org/10.31851/esteem.v2i2.2423
Kiruthiga, E., & Christopher, G. (2022). The impact of affective factors in English speaking skills. Theory and Practice in Language Studies, 12(12), 2478–2485. https://doi.org/10.17507/tpls.1212.02
Purnama, Y. I., & Nurdianingsih, F. (2019). The impact of higher order thinking skills (HOTS) instructions in teaching EFL speaking skill from the perspective of students’ motivation. Lingua Cultura, 13(4), 313. https://doi.org/10.21512/lc.v13i4.6105
Razi, F., Muslem, A., & Fitrisia, D. (2019). Universitas Syiah Kuala, Banda Aceh, Indonesia. English Education Journal (EEJ), 12(4)(October 2021), 540–557.
Ria Rezeki, Sujarwo, & Muliaty Ibrahim. (2022). The teacher’s strategies in overcoming students’ speaking problems at SMAN 1 Selayar. Edulec : Education, Language and Culture Journal, 2(1), 67–79. https://doi.org/10.56314/edulec.v2i1.33
Thohirah, K. (2024). An analysis of employing communicative learning strategies to increase students’ HOTS in speaking skills. 4(01), 112–121.
Veto Mortini, A., Jaya, A., & Akbar Zam, M. A. (2023). the Effect of Map Libs Technique on Students’ English Learning Achievement in Learning Personal Pronoun. Esteem Journal of English Education Study Programme, 6(2), 216–225. https://doi.org/10.31851/esteem.v6i2.12316
Yukamana, H. (2024). Teachers ’ reported belief about teaching, knowledge, and student’ ability: case study of four senior high school teachers in Palembang, This study aimed to explore teachers ’ beliefs about teaching , knowledge ( epistemic beliefs ), and student ’ s ability.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Rofriyanti Veronika Tambunan, Masagus Firdaus, Hanni Yukamana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
