an analysis of teachers’ strategies on...
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AN ANALYSIS OF TEACHERS’ STRATEGIES ON ENGLISH
E-LEARNING CLASSES DURING COVID-19 PANDEMIC
(A Qualitative Research at MTs Sudirman Getasan in the Academic Year
2019/2020)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements
for the degree of Sarjana Pendidikan (S.Pd)
By:
TARI PUTRI UTAMI
23030160016
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2020
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II
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III
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MOTTO
“Success needs a process, think, and believe that you can. Don’t delay anything,
because it will delay your success.”
(Tari Putri Utami)
♦♦♦
“Satisfaction lies in the effort, not the outcome. Tried hard is the ultimate victory.”
(Mahatma Gandhi)
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DEDICATION
Praise the presence of Allah SWT for all His gifts, this thesis is dedicated for:
1. My beloved Allah SWT and Prophet Muhammad SAW.
2. My beloved father Akum and my dear mother Isronah who always provides
support in my education with prayer, as well as moral and material support from
the past until now so that I can accomplish this graduating paper.
3. My little sister Rahma Dwi Lestari who always helps me under any situation
and always gives happiness at home.
4. My big family who have offered prayers and support.
5. My supervisor’s Heru Saputra. S. Pd.I., M.A. who has provided knowledge and
takes the time to guide me in the middle of the COVID-19 pandemic in
completing this graduating paper.
6. My best friend (Rahma and Tata) who always pay attention, give support to
each other for 4 years.
7. My beloved friends from the GREAT organization that I love and all those who
always support, entertain, and help me.
8. My beloved friends who always around me when I was finishing the research.
9. All of my friends TBI 2016 who are struggling together from the beginning to
the end for study at this beloved campus.
10. My beloved college, IAIN SALATIGA.
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum, wr. wb.
In the name of Allah, the most gracious and the most merciful,
Praise the researcher give to Allah SWT who has bestowed His grace and
affection so that the researcher can finish this graduating paper. Sholawat are always
presented to the lord of the Prophet Muhammad SAW who has led his people in the
right way.
This thesis the researcher arrange to meet the obligations and terms of use
obtained a bachelor’s degree in education. The title of the thesis is “An Analysis of
Teachers’ Strategies on English E-learning Classes during the COVID-19 pandemic at
MTs Sudirman Getasan in the Academic Year 2019/2020.
This graduation paper will not be completed without the support and guidance
of individuals and institutions. Therefore, researchers would like to express special
thanks to:
1. Prof. Dr. Zakiyuddin, M. Ag., as the Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
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2. Prof. Dr. Mansur, M. Ag., as the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Norwanto, M.Hum, Ph.D., as the Head of English Education Department of
States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all his
suggestions, and recommendations for this graduating paper from the beginning
until the end.
4. Heru Saputra. S. Pd.I., M.A., as a counselor who has educated, provided advice
and recommendations to researchers for this graduating paper from the
beginning until the end. Thank you for your sincerity in taking the time even
with online guidance. Without him, this graduating paper seemed will not be
finished.
5. All lecturers in the English Education Department of IAIN Salatiga who has
given knowledge, guidance, and support to the author so that this study can be
completed.
6. Dra. Hj. Aminatun as the principal of MTs Sudirman Getasan who has
collaborated with the researcher.
7. Fitri Ariyani, S. Pd. I. and Sri Suharmi, S. Pd. I., as an English teacher at MTs
Sudirman Getasan who has collaborated with the researcher, and become the
subject of this study.
8. All those who have helped me in completing this paper that I cannot mention
one by one. Thank you for your support and suggestions. The researcher hopes
this study will be useful for everyone.
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Salatiga, Mei 4th 2020
The Researcher,
Tari Putri Utami
23030 16 0016
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ABSTRACT
Utami, Tari Putri. 2020. An Analysis of Teachers’ Strategies on English E-learning
Classes during COVID-19 Pandemic. A Graduating Paper. English Education
Department. Teacher Training and Education Faculty. State Institute for Islamic
Studies (IAIN) Salatiga. Counselor: Heru Saputra. S. Pd.I., M.A.
The COVID-19 pandemic situation made the Government announce the
learning activities into e-learning. This policy and its relation to teachers’ strategies in
teaching are interesting to be studied. This research focused on the teachers’ strategies
used in teaching English with e-learning classes during the COVID-19 pandemic. This
study aimed at answering the following research questions: (1) What are the strategies
on English e-learning classes during the COVID-19 pandemic at MTs Sudirman
Getasan? (2) To what extent do the strategies help the teachers in English e-learning
classes?
This type of research was field research with qualitative approach. Data
collection techniques in this study are observation, interview, and documentation.
The results of the study show that (1) The teachers use different strategies
because the expected skill output are different, for writing skills the teacher uses 3
strategies namely planning, drafting, and editing. As for listening skills, the teacher
applies several strategies such as listening to songs, writing song lyrics, matching
lyrics, and finally sing a songs. But both of them use the video-based learning model
and also virtual education through WhatsApp. (2) Strategies in teaching through e-
learning classes during the COVID-19 pandemic greatly assisted teachers in the
teaching and learning process to achieve learning goals.
Keywords: English Teaching, Teaching Strategy, E-learning.
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TABLE OF CONTENTS
TITLE ..................................................................................................................... i
DECLARATION ................................................................................................... i
ATTENTIVE COUNSELOR NOTE ..................................................................... ii
CERTIFICATION PAGE ...................................................................................... iii
MOTTO ................................................................................................................. iv
DEDICATION ....................................................................................................... v
ACKNOWLEDGEMENT ..................................................................................... vi
ABSTRACT ........................................................................................................... ix
TABLE OF CONTENTS ....................................................................................... x
LIST OF TABLE ................................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................ 1
B. Problem of the Study .................................................................................. 5
C. Objective of the Study ................................................................................ 5
D. Significance of the Study ........................................................................... 5
E. Limitation of the Study ............................................................................. 6
F. Operational Definition of Key Terms ........................................................ 6
G. Organization of Graduating Paper ............................................................. 7
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CHAPTER II LITERATURE REVIEW
A. Theoretical Framework .............................................................................. 9
1. Definition of Teaching Strategy ........................................................... 9
2. Kinds of Teaching Strategies ............................................................... 12
3. Teaching Approaches ........................................................................... 18
4. Teaching Mtehods ................................................................................ 19
5. Speaking Strategy................................................................................. 23
6. Listening Strategy ............................................................................... 27
7. Reading Strategy .................................................................................. 29
8. Writing Strategy ................................................................................... 32
9. Definition of E-Learning ...................................................................... 35
10. E-Learning Elements ............................................................................ 36
11. E-Learning Models............................................................................... 37
12. The Role of The Teacher in E-Learning .............................................. 38
13. Advantages of E-Learning ................................................................... 30
14. Disadvantages of E-Learning ............................................................... 40
15. COVID-19 ............................................................................................ 41
B. Previous Study ........................................................................................... 43
CHAPTER III RESEARCH METHODOLOGY
A. Type of the Study ....................................................................................... 46
B. Research Setting ......................................................................................... 47
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C. Source of the Data ...................................................................................... 48
D. Technique of Data Collection .................................................................... 48
E. Technique of Data Analysis ....................................................................... 52
F. Validity of the Data .................................................................................... 55
CHAPTER IV FINDING
A. Data Presentation ....................................................................................... 57
B. Dara Analysis ............................................................................................. 63
CHAPTER V CLOSURE
A. Conclusion ................................................................................................. 72
B. Suggestion .................................................................................................. 74
REFERENCES
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
A. Table 2.1 Example of Dialogue ................................................................. 24
B. Table 2.2 Example of Rhymes and Tounge Twisters ................................ 26
C. Table 3.1 Coding of Teacher and Strategy................................................. 53
D. Table 4.1 The Result of Teacher 1 ............................................................. 57
E. Table 4.2 The Result of Teacher 2 ............................................................. 61
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LIST OF FIGURES
A. Figure 2.1 Communicative Skiils ............................................................... 23
B. Figure 2.2 Example of Dreams and Ambitions Technique ........................ 25
C. Figure 2.3 Comprehensive E-Learning Solution ....................................... 36
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CHAPTER I
INTRODUCTION
This chapter is an introduction to the research. It describes how and why the writer
chooses this topic. The basic details of the research are described as following topics:
Background of the Study, Problem of the Study, Objective of the Study, Significance
of the Study, Operational Definition of Key Term, and Organization of Graduating
Paper.
A. Background of the Study
Learning foreign languages, especially English, has been used as a
strategic tool and strategy for human resource development at various time in
the history of education in this world. Indonesia education system obliging,
students at junior high school and senior high school level must pass an English
examination for graduating. That means learning English as a foreign language
is very important especially in the world of education. This is also based on the
explanation from Balan (2011:189) which states the importance of English as
an international language whereby education and cultures are exchanged at all
levels.
In educating students, the teacher plays an important role in the school.
The teacher in interactive teaching does not have only educational and
vocational roles but he/she has to be a designer, programmer, diagnostician,
researcher, organizer, manager, innovator, educator, and advisor (Illic,
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1999:141). More specifically, the teacher is the organizer of teaching and
partner during the communication with his/her pupils.
Teaching English is not easy. With different levels of skill in each class,
teachers must use effective strategies that allow students to learn the material.
Teachers must be creative in choosing materials and be able to stimulate student
interest. Therefore, the teacher needs to manipulate several strategies to support
the teaching and learning process. Strategies can make learning “easier, faster,
more enjoyable, more self-directed, more effective, and more transferable to
new situations” (Oxford, 1990:8).
Since the end of 2019, the world has been rocked with a coronavirus or
COVID-19. This virus was first discovered in Wuhan, Hubei, China. Until now,
there are 95.124 people throughout the world exposed corona (CNN, 2020). A
total of 3.254 people died, while 51.171 others were declared cured. In
Indonesia the number of positive cases of coronavirus infection continues to
grow. As of Wednesday (8/4/2020), positive cases of COVID-19 infection
reaches 2.956 people, 240 died, and 222 patients were cured.
As a result of the COVID-19 pandemic, the entire system that runs like
a government, the economy, including education in Indonesia are disrupted. As
of March 11, 2020, the president of the Republic Indonesia adopted a policy of
temporarily closing the teaching and learning process at schools and
universities urged them to study at home, and replacing them with online
learning to break the chain of viruses.
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Minimizing the transmission of infectious diseases, the public takes
action to limit social distancing and also self-quarantine. Social distancing is a
term applied to certain actions that are taken by public health officials to stop
or slow down the spread of a highly contagious disease (Yuliana, 2020). While
quarantine is a system of separating and limiting the movement of people for
some time to prevent transmission of disease. It lasts long enough to ensure the
person has not contacted an infectious disease. (cited in report of the WHO-
China Joint Mission on Coronavirus Disease, 2019) people with COVID-19
generally develop signs and symptoms, including mild respiratory symptoms
and fever, on an average of 5-6 days after infection (mean incubation period 5-
6 days, range 1-14 days).
This is a challenge for all of the teachers, especially English teachers
because language is a study that requires mastery of four skills. English learning
can be defined as mastery of four skills. According to Richard & Schmidt
(2002:330), skills in language teaching are the mode or way in which the
language is used. The four language skills are listening, speaking, reading, and
writing. The four skills are categorized into two categories namely speaking
and writing are called active or productive skills, while reading and listening
are called passive or receptive skills. Mohan (1986:32) explains that, in a
segregated skill approach, the mastery of discrete skills, such as reading and
writing, or reading and speaking are considered as the key to successful
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language learning and language learning is typically separated from content
learning (Oxford, 2001).
With that, the teachers inevitably have to apply and adapt to e-learning
classes in conveying English material from listening, speaking, reading, and
writing so that the teaching and learning process can keep going. According to
Abbad (2009:398) e-learning refers to the use of information an communication
technologies to enable the access to online learning or teachinf resources. A
teacher’s confession that she experienced a little difficulty in implementing e-
learning classes because she rarely used it. With a short time and without
training, the teacher must directly apply it. Of course, here the teacher requires
adaptation and also a strategy to teach English.
Based on the explanation above, the researcher is interested in observing
and finding what strategies used by teachers’ in teaching English with the e-
learning method. Therefore, the researcher became curious and try to
investigate this with a research entitled “AN ANALYSIS OF TEACHERS’
STRATEGIES ON ENGLISH E-LEARNING CLASSES DURING
COVID-19 PANDEMIC AT MTS SUDIRMAN GETASAN IN THE
ACADEMIC YEAR 2019/2020”.
B. Problem of the Study
Based on the background of the study, the researcher formulates some
problems as follow:
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1. What are the teacher’s strategies on English e-learning classes during the
COVID-19 pandemic at MTs Sudirman Getasan?
2. To what extent do the strategies help the teachers in English e-learning?
C. Objectives of the Study
The objectives of the study are listed below:
1. To know the teaching strategies in English e-learning classes during the
COVID-19 pandemic at MTs Sudirman Getasan.
2. To know the extent of the strategies help the teachers in English e-learning
classes during the COVID-19 pandemic at MTs Sudirman Getasan.
D. Significances of the Study
1. Theoretical Benefit
This research will give good information related to the teachers’
strategies on English e-learning classes. Also this study provides a favorable
description for further research that wants to study the same case, so this
research becomes helpful information and a useful reference for the next
study.
2. Practical Benefit
a. For the English teacher
The researcher hopes that the result of this study will be useful
for the other teacher in applying strategies for teaching English with e-
learning methods. So, the teacher can improve teaching and learning
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English to become more active, effective, and efficient even through e-
learning methods.
b. For students
By using e-learning methods and appropriate strategies, the
researcher hopes that students will get enjoyable in the teaching and
learning process. The students will not feel forced in learning English
but they will feel happy to learn since they are put in an enjoyable
situation.
E. Limitation of the Study
In this research, the researcher focuses on the teacher’s strategy in
teaching English using the e-learning method during the COVID-19 pandemic
at Mts Sudirman Getasan in the Academic Year 2019/2020. The subjects of this
study were English teachers who taught in the middle of the COVID-19
pandemic.
F. Operational Definition of Key Terms
By knowing the key terms, it makes this research is easier to be
understood by other researcher and readers. Many key terms are related to this
research such as teaching, strategy, e-learning, and methods.
1. Teaching Strategy
Stone and Morris (as quoted in Issac, 2010), teaching strategies are a
general description of learning that includes the structure, outline of planned
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tactics, and the teaching objectives needed to implement the strategy.
Furthermore, Issac (2010:358) explains that tactics are manifested in the
classroom as a process or series of ways in which the teacher teaches.
2. E-learning
E-learning refers to the use of information and communication
technology that makes it possible to access online learning or teaching
resources. According to the OECD (2005) defining e-learning as a use of
technology and information in various educational processes to improve
and support learning in higher education institutions and includes the usage
of information and communication technology as a complement to the
traditional classroom, online learning or mixing the two modes.
G. Organization of Graduating Paper
This study contains five chapters: introduction, literature review, research
methodology, research findings and data analysis, and closure.
1. Chapter I: Introduction
This chapter contains the background of the study, problem of the study,
objective of the study, significance of the study, limitation of the study,
operational definition of key terms, and organization of the graduating
paper.
2. Chapter II: Literature Review
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This chapter presents the theoretical framework which will be the basis of
the research, and also consist of the previous research studies.
3. Chapter III: Research Methodology
This chapter tells about the type of the study, research setting, source of the
data, technique of data collection, technique of data analysis, and validity
of the data.
4. Chapter IV: Research Findings and Data Analysis
This chapter consist of the data presentation and data analysis about the
teacher strategies in teaching English with e-learning methods at MTs
Sudirman Getasan.
5. Chapter V: Closure
This chapter contains the conclusions of the study and suggestions.
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CHAPTER II
LITERATURE REVIEW
This chapter presents the theoretical framework of the related literature that
relevant to the topic that is about the definition of teaching strategy, kinds of teaching
strategies, definition of e-learning, advantages and disadvantages of learning. Also this
chapter consists of the previous research studies.
A. Theoretical Framework
1. Definition of Teaching Strategy
In the study of educational technology, the strategy is included in the
realm of learning design. The development of strategy as a science has
developed starting from the military world and then used in education. In
warfare, s strategy is needed to obtain victory. Likewise with the learning
process, educators must identify all those related to the learning process that
will be carried out. Educators need to know who will be their students, how
different levels of intelligence, from what background they come from, how
they are motivated, and so forth. Haidir and Salim (2012:99) states the word
strategy is often interpreted by technique or method, which is a way to
convey a message in this case subject matter to students to achieve the stated
learning goals. Thus, the word strategy is related to the way, tactics or
methods to do something.
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MacDonald (1986:514) defines strategy as the art of carrying out a plan
skillfully. Strategy is the art of doing something skillfully. Seels and Richey
(1994:31) define strategy as s pecifications for selecting and sequencing
events and activities within a lesson. In line with this opinion, David (1976
as quoted in Sanjaya, 2006) strategy is a method, plan, or series of activities
designed to achieve a particular educational goals.
Meanwhile, if interpreted broadly, “the strategy can include, among
others: 1) methods, 2) approaches, 3) the election of sources including the
media used in learning, 4) grouping students, and 5) measurement of
success” (Haidir and Salim, 2012:100).
According to Djamarah and Zain (1997:5) writes there are four basic
strategies in learning activities that include in the following:
a. Identify and determine the specifications and qualifications of the
behavior and personality changes of students as expected.
b. Choosing a teaching and learning approach system based on people’s
aspirations and views of life.
c. Choosing and determining the procedures, methods, and learning
techniques that are considered the most appropriate and effective so that
they can be used as a guide by the teachers in carrying out their teaching
activities.
d. Establishing norms and minimum limits of success or criteria and
standards of success so that it can be used as a guide by the teachers in
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conducting, evaluating the results of teaching and learning activities
which will then be used as feedback to improve learning.
Whereas teaching is a series of events experienced by a teacher to
present and want change in students’ behavior. It brings changes in
thinking, feeling and student actions. This helps them to adapt to their
environment.
Brown (2000:7) states that teaching means guiding and facilitating
learning, enabling the learner to learn, setting the condition of learning.
Teaching can be done without a teacher. They can use anything such as
nature, books, teaching machines, etc., which can act as teachers. Smith
(1963), consider teaching as a tripolar process which involves:
1) An agent, a source, human or material that tries to produce learning.
2) The objectives to be achieved through the teaching process.
3) Intervening variables consisting of teaching and learning situations.
This may involve physical or human material conditions and teaching
methods.
From some of the definitions above, it can be concluded that the
teaching strategy is a method, technique, and tactic used by a teacher to
teach students in the class. Teaching strategies have been designed before,
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and this is very necessary so that a learning goal can be achieved, and the
material can be delivered easily.
2. Kinds of Teaching Strategies
a. Cooperative Learning
Cooperative learning comes from the word cooperative it means
maximizing students learning to improve academic and understanding
both individuals and groups as well as helping one another (Trianto,
2009:75). Cooperative learning models is one of supportive learning
contextual learning.
Amri and Ahmadi (2010:90) defines cooperative learning
teaching system as a work or learning system structured group and
cooperative learning is a teaching and learning strategy that emphasizes
attitude or shared behavior in regular workgroups, that is consisting of
two or more people. Furthermore, Wena (2009:94-96) cooperative
learning is one of a group learning model that has rules certain. The
basic principle of cooperative learning is students form small groups
and teach others to achieve common goals, even in this learning smart
students teach students who are not smart without feeling
disadvantaged.
Cooperative learning is also a model that prioritizes cooperation
among students to achieve learning goals. Cooperative learning, this
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learning can also create interdependence between students, so learning
resources for students are not just teachers and textbooks but also fellow
students.
b. Inquiry Based-Learning
In this case, Haidir and Salim (2012:115) defined the inquiry as a
process of teacher and student interaction at a very high level, between
teacher, student, subject matter, and the environment is very needed. An
important part of the inquiry process is that between the teacher and the
students both are questioners, seekers, interrogators, answerers, and also
as an analyst (Orlihch, 1981:252-253). The inquiry learning process can
be marked by the emergence of differences in views as a result of
students’ creative thinking in studying something. Steps in inquiry
learning:
1) Observing (observation)
2) Classifying using numbers (classify facts)
3) Space-time relationship (connect the time)
4) Predicting (make estimates)
5) Inferring (temporary conlusions)
6) Defining operationally (formulate an operational definition)
7) Formulating hypothesis (make temporary conjectures)
8) Interpreting data (interpret data)
9) Controlling variables (control variables)
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10) Experimenting (try out)
11) Communicating (communicating the results or findings obtained)
c. Graphic Organizer
Graphic organizers are information with a visual display that is
designed to benefit students who are having difficulties in organizing
information (Fisher & Schumaker, 1995). Graphic organizers are also
referred to as concepts, cognitive maps, or web content, which have the
same goal: Graphs the organizers are intended to help students visualize
clearly how ideas are organized in a text or surround a concept. Through
the use of graphic organizers, students have a structure for abstract
ideas. Graphic organizers can be categorized in many ways according
to how they organize information: hierarchical, conceptual, sequential,
or cyclical (Bromley, Irwin-DeVitis, & Modlo, 1995).
Types of graphic organizer:
1) Concept map
2) Flow diagram or sequence chart
3) Compare/contrast or Vena diagram
4) Cause and Effect diagram
5) Main idea and details chart
6) Attribute chart
7) Story map
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d. Differentiated Instruction
Hockett (2018) differentiation is a guide to teaching life. Many
teachers practice some form of differentiation for various proactive
student needs. At the same time, differentiation is a complex endeavor
that requires a variety of sophisticated skills develop over time and with
practice. This handbook provides teachers at all levels of expertise with
insights and tools for their professional growth.
According to Hamruni (2009: 8-9), teaching strategies are
classified into five parts, namely:
1) Direct Instruction teaching strategy
Direct instruction teaching strategy is teaching directed by the
teacher directly. This strategy is effective to determine information
or to build a skill step by steps. The direct instruction usually has
deductive character. The superiority of Direct Instruction Teaching
Strategy is this strategy so easy to be planned and used, while the
core important weakness in the developing ability, the process and
the attitude that needed in critical idea and interpersonal relation also
learn.
2) Indirect Instruction teaching strategy
Indirect instruction teaching strategy often referred as inquiry,
inductive, problem solving, decision making and invention. Contrary
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to direct instruction teaching strategies, indirect instruction teaching
strategies put students as a centers, even though both of them can
complement each other. In this strategy the role of the teacher moves
from the speaker to the facilitator. The teacher manage learning
environment and give the students an opportunity to involve in the
environment. The advantages of Indirect instruction teaching
strategies are:
a) Pushing interest and curiosity of the students
b) Creating the alternative and solving the problem
c) Pushing creativity and developing interpersonal skill and the
other ability
d) Better understanding
e) Expressing understanding
This strategy takes a long time, and the results are difficult to
predict. This strategy in not appropriate if students need a memory
quickly.
3) Interactive teaching strategy
Interactive teaching strategy emphasizes on discussion and share
between the learners. It will encourage of learner to create new an
idea or concept, reacting on experiences, approach and developing
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alternative mindset. The superiorities of interactive teaching strategy
are students can improve their social skill and their ability,
developing of rational argument. The weaknesses of this strategy is
depend on the creativity of teacher to arrange and develop the group
dynamics
4) Experiential/ empirical teaching strategy
Empirical teaching strategies have orientation in inductive
activities. In this case students as the center. Self reflection about
their experience, is a planning formulation to achieve
implementation based on context. The advantages of this strategy are
able to increase student participation, as well as increase in student
analytic aspects. While the disadvantages of this strategy are a high
cost, and takes a long time.
5) Independent teaching strategy
The purposes of independent teaching strategy are developing of
individual initiative, able to develop themselves and students must
be active in learning. The advantage of this strategy is create student
respect, while the disadvantage is that implementation is difficult for
young students.
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3. Teaching Approach
According to Arvind (2017) there are various approaches which are used
in teaching learning process. The following are the main approaches of
teaching learning:
a. Teacher centered approach
Teacher centered approaches are more traditional in nature,
focusing on the teacher as instructor. They are sometimes referred to as
direct instruction, deductive teaching or expository teaching, and are
typified by the lecture type presentation. In these methods of teaching,
the teacher controls what is to be taught and how students are presented
with the information that they are to lean.
b. Student centered approach
Student centered approaches (sometimes referred to as discovery
learning, inductive learning, or inquiry learning) place a much stronger
emphasis on the learner’s role in the learning process. When you are
using student- centered approaches to teaching, you still set the learning
agenda but you have much less direct control over what and how
students learn.
c. Inductive and Deductive approach
In inductive approach students moves towards specified
(example) to general (rules). At first many examples are put forward to
student and then he draws out a conclusion on the basis of these
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examples. Deductive approach is opposite to inductive approach
because in it first a principle or rule is put in front of students and then
it is clarified by giving examples.
d. Herbartian approach
This approach was provided by Johann Friedrich Herbart. He
suggested that teaching must be actively planned if we were to do it.
This approach is based on the theory of appreciative learning.
4. Teaching Methods
Vikoo (2003), discusses the types of teaching methods and explains that
teaching methods can be presented in three main categories:
a. Cognitive development methods
Here, if the focus of the instructional goals is to develop
intellectual skills in students, then the cognitive development method of
teaching is recommended. This method helps student to understand,
analyze, synthesize and evaluate information. It helps learners develop
good cognitive abilities. Though the cognitive development methods
are essentially didactic.
Some of the teaching methods includes:
1) Discussion Method
2) Questioning/Socratic Method
3) Team Teaching Method
4) Talk Chalk/Recitation Method
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5) Field Trip/Escortion Method
6) Team Teaching Method
b. Affective development methods
This domain includes objectives which describe changes in
interest, attitudes and values. It further deals with the development of
appreciation and adequate adjustment. Education has a lot to give the
learner in order to assist him/her develop in these areas, hence teachers
are encouraged to include learning experiences that are worthwhile,
teach in ways that arouse interest and develop proper attitude in
learners. This mode of teaching are basically Philetic, here students
feelings or opinion are aroused. Some teaching methods under includes:
1) Modelling Method
2) Simulation Method
3) Dramatic Method
4) Simulation Games
5) Role-Playing Method
c. Psychomotor development methods
These are activity based methods of teaching that aim at motor
skills development in learners. This method requires that learners are
able to illustrate, demonstrate, or perform certain skills using their
manual dexterity. It is a heuristic method of teaching that involves
inquiry and discovery methods of teaching. This method includes:
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1) Inquiry Method
2) Discovery Method
3) Process Approach Method
4) Demonstration Method
5) Laboratory/Experimentation Method
6) Programmed Learning Method
7) Dalton Plan/Assignment Method
8) Project Method
9) Microteaching Method
10) Mastery Learning
As already mentioned, there are several methods of teaching; the
following methods will be discussed in this paper:
a) Discussion method
Discussion is usually at a higher cognitive level and it develops
critical thinking. Student’s participation is necessary for a
successful classroom discussion. It is a student centered teaching
technique but requires careful planning by the teacher to guide
discussion. Successful discussions are guided by specific teaching
goals. It involves a process of free guided discussion and expression
of views and ideas on a given topic, question or problem by the
teacher.
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b) Questioning Method
Questioning method of teaching aids learners in connecting
concepts, increasing awareness, encouraging creative and
imaginative thought, making inferences etc. Questioning generally
helps learners to explore deeper level of thinking, knowing and
understanding. Questioning, though it is more of a technique than a
method of teaching, it is used during various methods of teaching.
Questioning aids in sensitizing the inquisitive mind of the learner.
c) Role Playing
This method of teaching can be used for solving real life
situational problems. The technique of role lay develops practical
professional skills and functioning knowledge. It enables students
in the classroom to act as stakeholders in an imagined scene. In a
play role, the teacher selects an event that illuminates the topic of
study and students are assigned roles, which will be played out, the
role play will be concluded, with a reflection stage that reinforces
the concepts introduced by the role play.
d) Games/Simulation Method
Omieibi-David (2001) conceptualizes simulations as an imitation
of real life situations that requires participants to play a role that
involves them in interaction with other people or with elements of
the environment concerned.
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e) Demonstration Method
A demonstration involves showing, doing or telling the students
the point of emphasis. It is mostly used as a technique within a
method of teaching and a times as a method of teaching itself.
5. Speaking Strategy
Faucette (2001:272) states that speaking strategies can be seen as the
ways in which an individual speaker manages to compensate for this gap
between what she wishes to communicate and her immediately available
linguistics resources. It can thus be assumed that they play a predominantly
reactive role by helping learners to deal with problems with getting their
messages across in the course of communication. However, in the case of
communication classes, the available student environment is surrounding
the mother tongue, therefore teaching and learning strategies must be
different. According to Suchdeva (2011:14), there is a huge need for a
paradigm shift in teaching and learning speaking skills through focus
deviations from oral orientation, training teachers, and develop an
appropriate curriculum.
Figure 2.1
Communicative skills
Adopted from Rao & Jyotsna (2009)
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a. Classroom Activities and Tasks for Practicing Speaking Skills
According to Kumari (2014:16), a variety of activity and task-
based functions can be used to develop the speaking skills given below:
1) Dialogue
Dialogue is a classroom technique used for practicing functions
of language like greeting, agreeing, disagreeing, apologizing,
suggesting, asking inf ormation, etc.
Table 2.1
Example of dialogue
Adapted from Hussain (2017)
A B
Hello Workenish! Hello Asanti!
How are you doing? Fine, thank you.
Where are you going? To the library, will you come
with me?
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I am sorry; I am going to submit
my assignment.
Okay, no problem. Can you
come to my home this
evening?
Anything special? Yes, today is my birthday
Oh really, Happy birthday to
you!
Thank you. Don’t forget to
come.
Okay, bye! See you.
2) Role Play
Roleplay is a popular technique and is often used in class to
practice speaking skills. There are three types of role play, i.e. with
instructions, fully guided, and free type.
3) Opinion/Ideas
When we ask for opinions on controversial topics or situations,
a lot of discussion can be generated. The learners may be divided
into groups who discuss and come out with their opinions. Here,
students have a lot of language to communicate their ideas.
4) Dreams or Ambitions
Every student must have their dreams and ambitions. This can
be used as a good interaction. This activity ended openly which
caused many students to speak.
Figure 2.2
Example of dreams and ambitions technique
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Adapted from Kumari (2014)
5) Rhymes and Tongue Twisters
This is a way of playing to acculturate English. We can teach
students through poetry reading in a fun way. This can add value
to speaking skills.
Table 2.2
Example of rhymes and tongue twisters
Adapted from Hussain (2017)
Rhymes Tongue Twisters
It’s fun to be this
It’s fun to be that
To leap like a lamp
To climb like a cat
To swim like a fish
To hop like a frog
To trot like a horse
Betty bought some butter
But the butter was bitter
So, Betty bought some better butter
To make the bitter butter better.
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To jump like a dog.
6) Songs
The learners enjoy songs and it can be used for developing EFL
speaking skills. There are key activities in which songs are used to
promote speaking skills. Lindstromber (2004:49), propose some
activities using songs in English, and Philips (2003) states that many
English pop songs are well known even by the youngest learners,
especially theme songs of films or television series.
6. Listening Strategy
Hidayat (2013:21), listening is considered as an important ability that has
to be mastered. How well someone listens has a majorr impact on the quality
of their relationship with others. It means that listening is the ability to
understand the messages being expressed by the speaker through the sond.
One of the listening strategies is through song, as defined by Lynch
(2008:23) almost everyone loves music, it is a part of our language and life
from before birth onwards.
a. Listening Activity through Song
Harmer (2001:242) says that a song or a piece of music can
change the atmosphere in the classroom. As defined by Ocak
(2012:333) song is one of the important teaching tools in teaching EFL
(English Foreign Language) because most teachers know it, and
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students like it listen to music in the classroom. Furthermore, Harmer
(2000:242) said that music is powerful stimulus for students
engagement precisely because it speaks directly to our emotions while
still allowing us to use our brains to analyse it and its effect if we so
wish. A piece of music can change the atmosphere in the classroom or
prepare students for a new activity.
1) Procedure in Applying the Songs
To apply songs in the classroom, the teacher should also plan
the application sequence of the songs. In applying songs, the writer
offers two procedures suggested by Ur and Haycraft (1993:77-78)
as follows:
a) Preparation, select a tape recording of a song so that you can
sing it. Prepare an overhead transparency (or a poster/ hand out)
of the words of the song.
b) Procedure, first, play the song on a tape or sing it to yourself;
second, show the words of the song; third, ask the students to
follow the words; fourth, sing while you play it again.
2) Some Suggested Activities when using Songs in the Classroom
Murphey (1992:9-10 as quoted in Rosova, 2007:20-21) suggests
the following activities that teachers can do with students when teaching
English through songs.
1) Listen to the songs.
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2) Sing without listening to any recording.
3) Talk about songs.
4) Write songs.
5) Perform songs.
In my view, using songs in the classroom is a great way to
motivate students, and students generate enthusiasm in what they learn.
Songs give a positive value to the environment that can enhance student
interaction.
7. Reading Strategy
In teaching reading, teachers are required to be creative in applying
strategies for achieving the objectives of the reading process in class.
Several strategies are usually used by teachers such as visualization
strategies, highlighting strategies, and anticipatory guidance strategies. The
following explains in detail:
a. Visualization Strategy
Paris (2011:69) states that visualization is a strategy that can help
students in turning words into higher concepts, and improving student
focus, as well as attention to independent reading skills. In short, this
strategy helps students to improve their understanding of ideas and
easily find everything students want to read. Here are some of the steps
proposed by Antonacci (2009:155) by using the visualization strategy:
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1) Introduces the topic to the students
Teacher provides topics through brainstorming activities.
2) Model analysis of the text features
The teacher analyzes the text before reading it hard, there are no
maps and visual aids. The selected vocabulary is served in context
and discussed.
3) Read aloud selected passage
The teacher reads hard the selected part and directs students to
sketch their ideas when listening.
4) Discuss version of illustration
Students share the image and discuss variations between them. The
teachers ask students to record patterns throughout images such as
scenes, objects, and emotions.
5) Facilitate students’ application to text
Teachers asks students to write summaries based on discussion.
Then students read text using the visualization strategy to process
information.
Based on several descriptions above, it can be concluded that the
visualization strategy is one of the strategies that can be applied by the
teacher to help students in reading. This can make students easily find
important information without reading stories so often. This strategy can
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also help students develop their ideas and imagination in the story and also
help students increase their understanding of reading. In short, this strategy
can help students increase their understanding of ideas.
b. Highlighting Strategy
According to Cerveny et al (2003:114), highlighting is a strategy
that uses highlighting the main idea to help teachers teach students to
increase students in reading. This means that this strategy can make
students will easily find important information in the text and make
students understand the text too. To run this strategy, some of the
following procedures can be considered as proposals by Hervey et.al
(2007:157)
1) Pay attention carefully to the first row and the last row of each
paragraph: important information is often contained there.
2) Only required words and phrases, not all sentences.
3) Jot notes in the margin or on the stick notes to consecrate
information.
4) Do not be disturbed by interesting details. Even though they are
interesting, they often obscure important information.
5) Make notes on the margin to emphasize the words or phrases that
have been highlighted.
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6) Signal words record: they are always followed by important
information.
7) Pay attention to a variety of significant nonfiction features.
8) After completion, check to see that no more than half a paragraph is
highlighted. As a reader becomes more proficient, a third paragraph
is a good size to highlight.
c. Anticipation Guide Strategy
The anticipation guide strategy is one of the strategies in
teaching reading which with the target of students getting an
understanding at the end of reading activities. This strategy is used in
teaching reading before students read the text in the teaching and
learning process and is done to enable student background knowledge
about the topic read. Richardson et.al (2009:71) states that the
anticipation guide is an active pre-read strategy used to enable
knowledge about a topic before students start reading text, and to
provide strengthening the main concept after reading.
8. Writing Strategy
Richards (2002:316-319) describes the process of teaching writing
approaches has four basic stages namely planning, drafting, editing the final
draft.
a. Planning
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According to Richards (2002) states the experienced writes will
plan what they will write. Before starting to write, they will try and
decide what will be said. For some writers they might make detailed
notes of just a few words. They will plan, however, as the writer thought
before writing it on a piece of paper. He say that when planning, the
writer must think about it three main problems. First they must consider
the purpose of the writing because this will affect the type of text they
use as well as the language they use. Second, experienced writers think
of the intended audience, because of this will affect the form of writing
(how it is arranged, how the paragraphs are structure, etc.). Third, the
author must consider the structure of the work’s content is, how it is best
to order the fact, ideas, or arguments they have decided to include.
b. Drafting
The first version of a paper is called a concept. The first ‘go’
from a text assuming that it will be changed later. As the writing process
continues to be editing; several drafts can be produced on the way to the
final version.
c. Editing (Reflecting and Revising)
The earliest model by Flower & Hayes (1980:18) includes two
different reviewing processes:
”We distinguish between Reviewing and Editing as two distinct
modes of behavior. On the one hand, editing is triggered
automatically and may occur in brief episodes interrupting other
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processes. Reviewing, on the other hand, is not a spur-of-the-
moment activity but rather one in which the writer decides to
devote a period to systematic examination and improvement of
the text. It occurs typically when the writer has finished a
translation process rather than as an interruption to that process”.
d. Monitoring
Monitoring is a function th at allows writers to move process;
respond to task needs. According to Flower & Hayes (1980:72) the
model of monitor production rules, after writers produce their design
later they read what has been written to see where it works and where it
doesn’t. maybe the way something is written is ambiguous or confusing.
They can move paragraphs around to write a new introduction. They
can use different tenses for certain sentences. Reflection and revisions
are often helped by other readers or editors who comment and make
suggestions. Other readers’ reactions to the piece writing will help the
writer to make appropriate revisions.
e. Final Version
After the authors edited their draft, for changes they considered
necessary, the produced their final version. This might look very
different both from the initial plan and the first concepts because
everything has changed in the editing process. Flower & Hayes (1980)
the process can be described as follows: planning the final draft editing
the initial an influential model of the writing process is that Flower &
Hayes (1980) who describes the process of writing in terms of the task
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environment, which includes writing assignments, texts procedure so
far, lengthy authors of memory terms, including knowledge of the topic,
knowledge of the audience, stored writing plans, several cognitive
processes, including planning, translating thoughts into text, and revise.
9. Definition of E-Learning
The development of information and communication technology that
very rapidly encourages various educational institutions to use the e-
learning system to increase the effectiveness and flexibility of learning.
Through e-learning, learning material can be accessed anytime and from
anywhere, in addition to the material that can be enriched with various
learning resources including multimedia which can quickly be renewed by
the teacher.
Udan and Weggen (2000:21) mention that e-learning is part of distance
learning whereas online learning is part of e-learning. Also, the term e-
learning includes various applications and processes such as computer
based-learning, web-based learning, virtual classroom, etc. Meanwhile
online learning is part of technology-based learning that utilizes the internet,
intranet, and extranet resources. More specifically Rosenberg (2001:22)
defines e-learning as the utilization of internet technology for distributing
learning material, so students can access anything.
According to Khan (2005:22), e-learning refers to delivering learning
material to anyone, anywhere, and anytime with using various technologies
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in an open learning environment, flexible, and distributed. Furthermore, the
terms of learning are open and flexible refers to the freedom of students in
terms of time, place, speed, content material, learning style, type of
evaluation, collaborative or independent learning.
From some definitions above, it can be concluded that e-learning can be
done anywhere and anytime using available technology so that learners can
access anything they want to know.
10. E-Learning Elements
According to Clark & Mayer (2008:11) that interpreted the term, e-
learning refers to several elements, where “E” on e-learning refers to
“How”: how this learning is digitized so that it can be stored in electronic
form “Learning" on e-learning refers to “What”: this learning includes what
content and how to help someone study the knowledge, and “Why” refers
to the goal to help individuals achieve educational build skills related to
work performance.
Therefore, it is not surprising that thousands of vendors began to enter
or migrate in the e-learning industry era that offered three important key
elements as shown in the image below (Paul, 2001:18).
Figure 2.3
Comprehensive E-learning solution
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11. E-Learning Models
E-learning implementation varies greatly, but all it is based on a
principle the e-learning is hosted as an effort to disseminate information in
the form of learning material through electronic or internet media so that
students can access it anytime and anywhere. The characteristic of e-
learning is the creation of a flexible and distributed learning environment.
Based on the definition, e-learning can be divided into four models, namely:
a. Web-Based Learning
Web-based learning is a remote learning system based on
information technology and communication with the web interface
(Munir, 2009:231). In the web-based learning, learners do online
learning through a website. They can communicate with each other with
colleagues or learners through the facilities provided by the website.
Content
Technology
Service
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b. Computer-Based Learning
Computer-based learning can be defined as a self-learning
activity that can be done by learners using a computer system. Rusman
(2009:49) suggests that computer-based learning is a learning program
used in the learning process using computer software containing titles,
goals, learning materials, and learning evaluations.
c. Virtual Education
Based on the definition of Kurbei (2001:10), the term virtual
education refers to learning activity that occurs in a learning
environment where teachers and learners are separated by distance and
time. The teacher provides learning materials through the use of several
methods such as LMS applications, multimedia materials, internet
utilization, or video conferencing. Learners receive the material and
communication by utilizing the same technology.
12. The Role of The Teacher in E-Learning
Heather Fry, Steve Ketteridge, Stephanie Marshall (2009:93)” the
widespread use of e-learning can break down the traditional academic role
into several functions, which can be carried out by more than one person.
For example, having an online class where there are:”
a. Lectures, who work with professionals to produce appropriate online
content.
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b. E-moderators, who are teaching assistants responsible for organizing
course discussion forums, to stimulate discussion, and to carry out
learning activities based on lecture and reading material (Salmon,
2000).
c. Group facilitators, who work with small groups of students on specified
collaborative activities, and maybe students on the path itself.
d. Technical or administrative, roles are responsible for answering
practical student questions about the technology of courses.
e. Assessors, who can be brought from outside the course to mark student
work.
f. Academic guests, who supply more detailed information on the alley,
may organize courses and give students a feeling of being part of larger
faculty.
13. Advantages of E-learning
The advantages of e-learning are to provide flexibility, interactivity,
speed, visualization through various advantages of each media (Sudjana,
2005:253). According to L. Tjokro (2009:187) e-learning has many
advantages, namely:
a. It's easier to absorb, meaning it is to use multimedia facilities in the form
of an image, text, animation, sound, and also video.
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b. It is more effective in the cost, meaning that it does not need an
instructor, there is no need for a minimum of hearings, can be anywhere,
and so on.
c. It is more concise, meaning that it does not contain a lot of class
formality, directly into a subject, subjects that are suitable for needs.
d. Available in 24 hours per day, meaning is mastery in the material
depending on the spirit and also the absorption of students, can be
monitored, can be tested with e-test.
14. Disadvantages of E-learning
According to L. Gavrilova (2006: 354), lack of e-learning is a learning
using the e-learning model requires more additional equipment (for
example computers, monitors, keyboards, etc.). The lack of e-learning
described by Nursalam (2008:140), among others, as follows:
a. The lack of interaction between learners and also students or even the
learning themselves.
b. These trends can ignore the academic aspects or also social aspects and
otherwise make the growth of business aspects or commercial.
c. The teaching and learning process tends to be towards training from
education itself.
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d. Changed in the role of learners from the beginning of mastering
conventional learning techniques, is now also required to be able to
know the learning techniques using ICT (information, communication,
and also technology).
e. The lack of human resources that understand the internet.
f. Lack of mastery in computer language.
g. Access on the adequate computer can be a problem for learning.
h. The learning may be frustrating if it cannot access graphics, images, and
videos due to inadequate equipment (software and hardware).
i. Availability of an infrastructure that can be fulfilled.
j. This information varies in quality and also accuracy so that the guide
and the question features are needed.
15. COVID-19
Coronavirus disease 2019 (COVID-19) is a type of virus (SARS-CoV-
2) that is known to originate from Wuhan, China, and was discovered at the
end of December 2019. Until now it has been confirmed 65 countries have
contracted with this virus. The World Health Organization names the new
virus Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) and
names the disease as coronavirus disease 2019 (WHO, 2020). At first the
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transmission of this virus could not be determined whether it could be
through between humans. The number of cases continues to increase over
time. Finally confirmed that the transmission of pneumonia can spread from
human to human (Relman, 2020). Until now this virus is quickly spreading
still mysterious and research is still ongoing.
COVID-19 infection can cause mild, moderate, or severe symptoms.
The main clinical symptoms are there are fever (temperature>38 degrees
Celcius), cough, and difficulty breathing. Moreover, it can be accompanied
by weight tightness, fatigue, myalgia, gastrointestinal symptoms such as
diarrhea, and other respiratory symptoms. Half of the patients develop
shortness in one week. In severe cases worsening rapidly and progressive,
such as ARDS, septic shock, metabolic acidosis that is difficult to correct
and coagulation system bleeding or dysfunction within a few days. In some
patients, symptoms appear mild, not even accompanied by fever. Most
patients have a good prognosis, with a small percentage in critical condition
even dying. The following clinical syndromes that can appear if infected
(PDPI, 2020).
Quoted from CNBC Indonesia, the government stated the total positive
cases of coronavirus (COVID-19) in Indonesia until Tuesday (4/14/2020)
as many as 4.839 people. The number increased by 282 positive case-
patients compared to the previous day. Government spokesman for
handling COVID-19, Achmad Yurianto said the number of death cases had
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also increased by 60 people bringing the total to 459 people. The number of
patients recovering reached 426 people, an increase 0f 46 people compared
to the previous day.
With this pandemic, the Minister of Education and Culture Nadiem
Makarim issued a circular handling of the COVID-19 outbreak. The
handling instruction was aimed at the Department of Education at the
provincial, district, and city levels, higher education institutions, higher
education leaders, and principals through SE Number 3 of 2020 concerning
prevention of COVID-19 on the education unit. In circulars listed 18
instructions that must be obeyed by the education unit (cited in CNN
Indonesia, 2020).
B. Previous Study
Previously, to avoid unnecessary replication, the writer reviewed
several studies that have correlated with this study. The researcher can make a
comparison of the result of each strategy used by the teacher in the English e-
learning class method, and also the researcher can conclude what extend the
strategy helps the teacher in e-learning classes.
Several studies are relevant to this research, including Fitri Yani (2016)
conducted a research on analysis of teachers’ teaching strategies and students’
different learning styles in English teaching-learning process. Her objective of
the study was to know how the English teachers formulate and implement the
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teaching strategies in the English teaching-learning process regarding students’
different learning styles. Based on the result of this study showed that the
teachers used some strategies for covering the differences in students’ learning
styles. The strategies used upon the consideration of students’ character, the
learning objectives would be achieved by student and the characteristic of
learning material. Teaching strategies used by the teacher such as
demonstration, videos, reading text, lecturing/storytelling, cooperative
learning, discussion, and games. In other words it can be concluded that the use
of the strategy used is based on the consideration of different learning
preferences and styles. The teacher accommodates student learning styles by
giving different instructions for each learning style. From the this study, there
is a similar ity of focus with the research to be carried out, which is related to
teachers’ strategies in the English learning. While the difference in the study
examines the teachers’ strategies in teaching English with e-learning classes.
Al-maqtri (2014) analyzed how effective is e-learning in teaching English. His
objectives of the study are to answer eight questions about teaching English
with e-learning method. Results of displaying data that students are not
motivated to work with the e-learning. The results also show that students
misuse the Blackboard system in large-scale plagiarism. An online quiz is
found to be more effective than the assignment even though some students
dislike it. Some of the students said they did not have access to the internet. As
a result, e-learning was found not to make learning English better. This finding
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recommends that teachers need to increase their knowledge and experience to
understand concepts, implementations using strategies. In this paper, the writer
will focus on teachers’ strategies in English with e-learning classes during the
COVID-19 pandemic.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter the writer would like to explain the methods of this research. It
consists of the type of the study, research setting, the source of the data, the technique
of data collection, the technique of data analysis, and the validity of the data.
A. Type of the Study
In this research, the writer used descriptive qualitative research that
focuses on the teacher’s strategies on English e-learning classes. It describes
the technique used by the teacher in MTs Sudirman Getasan. Qualitative
research is used to describe and analyze the abilities, forms, uniqueness,
variations of words produced by teachers in e-learning classes.
According to Creswell (2014:2) qualitative research is a research with
an approach to understanding the meaning of individual or group and exploring
social or human problems. Furthermore, Sutopo and Arief (2010:1) writes that
qualitative is a study aimed at doing a description and analysis of a
phenomenon, event, social activity, attitude, perception of each individual or in
a particular group. This type of research was inductive, where data at the
location would be the main source of the phenomenon and problems in the
observation process.
So it can be concluded that descriptive qualitative trying to describe a
social phenomenon in the form of words. The main purpose of descriptive
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47
research is to describe the state of view as it exists today. Simply stated, this is
a fact-finding investigation. In descriptive research, conclusions can certainly
be accepted, but it doesn’t build a cause and effect relationship.
B. Research Setting
1. Research Place
The research location was the coverage area on which the research is
based. In this study, because of the existence of COVID-19, which requires
learning activities to be online learning, so the researcher conducted this
research in terms of the teaching strategies of English teachers at MTs
Sudirman Getasan with online method.
2. Research Time
This research was conducted from the beginning to the end of April
2020. With the enactment of WFH (Work From Home) so researcher
conducted this research by online. The researcher also conducted directly
interviews on April 21, 2020.
3. Research Subject
The selection of subject is based on the uniqueness of the case. In this
study, the subject taken are someone related to English. Because here the
researcher will analyze the teacher’s strategy in teaching English, obviously
the subject taken are English teacher. The research subjects are two people,
they are Fitri Ariyani, S. Pd. I. and Sri Suharmi, S. Pd. I., as an English
teachers at Mts Sudirman Getasan.
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C. Source of the Data
1. Data
Data is interpreted as a representation of information or notes on a
collection of facts in the form of text or numeric forms (sequence of
numbers, letters, images, etc.). According to Mohajan (2016:31) normally,
data is structured but does not cover any information for using it in certain
contexts. Data in this research were in the form or written text in the field
notes, and interview transcipt. Data is an important aspect in conducting
qualitative descriptive research. From these data, researcher obatined
information about the teacher’s strategy in teaching English using e-
learning classes at MTs Sudirman Getasan.
2. Data Source
Data source is a person, something, or a place that provides information
related to research. According to Moleong (1989:97) the primary data
sources in qualitative research is words and actions. More than that is
additional data such as documents and other. The primary data sources in
this research were interview and WhatsApp chat from English teachers at
MTs Sudirman Getasan.
D. Technique of Data Collection
In this research the data was collected using observation, interview, and
documentation.
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1. Observation
Gor man and Clayton (2005:40) defines observation is a study that
involves a systematic recording of a phenomenon or a certain behavior that
can be observed in the natural environment.
Observation is one way of collecting data by someone with the intention
that someone can feel and then understand the knowledge of a phenomenon.
The number of periods and the length time in the observations made
depends on the type of data collected. In this case, the researcher observed
the way the teacher teaches English with e-learning classes through videos
that have been made by the teacher.
2. Interview
For a study, interviews or question and answer sessions are one of the
best ways to learn or explore profound information from someone. An
interview is a conversation that aims to gather information in a description
of the life of the person being interviewed in connection with the
interpretation of the meaning of the ‘described phenomena’ (Kvale,
1996:174). Furthermore, Schostak (2006:54) adds that interviews are
extended conversations to get in-depth information about a particular topic
or subject, and through which phenomena can occur and be interpreted in
the sense of meaning carried by the person being interviewed. In this case,
the interview was done in the middle of a pandemic by face to face interview
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when the teacher got a picket schedule at school. This interview was
conducted to get an oral response from English teachers.
The interview design and the expression of questions will affect the
depth and freedom of the subject in response. Several interviews encourage
long and detailed reports while others are designed to obtain a short and
specific response. Based on (Edwards & Holland, 2013; Stuckey, 2013; Gill
et al., 2008; Jamshed, 2014; DiCicco-Bloom & Crabtree, 2006), there are
three types of general interviews including; structured, semi-structured, and
unstructured interviews.
In this case, the researcher used structured interviews with English
teachers at MTs Sudirman Getasan. Interviews were conducted to obtain
accurate responses and information about the strategies used in teaching
using the e-learning class method. The function of the interview in this
study is to check the data and ensure that the data is truly valid.
The list of interview questions:
a) Bagaimana pendapat Ibu tentang pembelajaran e-learning?
(what do you think about e-learning?)
b) Apakah materi yang disampaikan masih sama dengan silabus yang
lama atau tidak?
(did the material presented are the same as the old syllabus or not?)
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c) Strategi apa saja yang ibu lakukan/gunakan untuk mengajar bahasa
Inggris terkait kemampuan mendengarkan, berbicara, membaca, dan
menulis dengan metode kelas e-learning?
(what strategies did you use to teach English regarding to the listening,
speaking, reading, and writing skills with e-learning classes method?)
d) Sejauh mana strategi yang digunakan Ibu membantu dalam mengajar
bahasa Inggris dengan kelas e-learning?
(to what extent did the strategy you use help in teaching English with e-
learning classes?)
3. Documentation
Documentation comes from the word documents, which means goods-
written items. In carrying out the documentation method, researchers
investigate written objects such as magazines, notes, diaries, documents,
minutes of meetings, regulations and so on (Arikunto, 2010:201).
Furthermore, Arikunto (2010:274) writes the documentation method can be
implemented by (a) Guidelines for documentation which contains the
outlines or categories for which you want to look up data. (b) Check-list
research using this documentation method was used by the researcher to
obtain data in the form of photos which would be evidence that the
researcher properly conducts the research. In this case, the researcher made
a note, took photographs, and took a screenshoot chat as proof of teaching
learning activity.
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E. Technique of Data Analysis
This study used qualitative data analysis techniques. Data analysis is an
integral part of the research process which is poured either in writing or not.
Study with a qualitative approach, the focus of the research problems demanded
researcher conduct systematically, deep, and meaningful assessment as
confirmed by Burgess below. “In qualitative research, all investigators or
researchers focus on the problems studied, guided by the conceptual or
theoretical framework” (Sudarwan Dnim and Dervish, 2003:262).
Data analysis in qualitative research is often carried out simultaneously
or together with data collection. Then, Sirajuddin (2010:283) stated that the data
analysis in this study included several steps or stages; coding, data reduction,
data display, and make conclusions or interpretations. More clearly as follows,
1. Coding
In qualitative research, data coding plays an important role in the
process of data analysis and determining the quality of data abstraction of
research results. Codes in qualitative research are short words or phrases
that symbolically summarize, highlighting the message, capturing the
essence of a portion of data, this encoding can be based on language or
visual data. With simpler language, codes are short words or phrases that
contain the essence of a data segment.
In research, the researchers can analyze some data that is coded such as
meaning statements, behavior, events, feelings, action of the informant, and
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others depend on what contained in the data segment faced with. In this
stage after obtaining data, researcher collected data by placing all units that
have the same code. This would made it easier when reading data, in short
with this coding researcher could be underling significant data that
appropriate to the research topic.
Table 3.1
Coding of teacher and strategy
No. Sources Coding
1. Teacher 1 T1
2. Teacher 2 T2
3. Skill Sk
4. Strategy St
5. Material Mt
6. E-learning Model Em
2. Data Reduction
Reducing data means summarizing, choosing the main thing, focusing
on the things that are important, as well as being sought theme and pattern.
Thus the reduced data will provide a clearer view, and make it easier for
researchers to conduct further data collection, and look for it if necessary.
Data reduction can be assisted with equipment, such as computers,
notebooks, and so on. In reducing data, the researcher will be guided by the
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objectives to be achieved. In this stage, the researcher obtained data from
interviews with the teacher, which shows how the teacher’s strategies on
English e-learning classes. In this step, the required data is entered while
irrelevant data is not used.
3. Data Display
After the data is reduced, the next step is presenting data. According to
Miles and Huberman (2014:249), the most frequently used to present data
in qualitative research is with narrative text. With the presentation of data,
it will make it easier to understand what is happening and plan the next
work based on what has been done understood. In this study, the researcher
displayed data using an essay, this is the most commonly used display in
qualitative research.
4. Drawing Conclusion
The conclusion is the final stage in data analysis. The conclusion in
qualitative research is new findings that have never before existed. Findings
can be in the form of description or description of an object before still dim
or even dark, so after being investigated becomes clear. This conclusion can
be either a casual relationship or an interactive, as well as hypothesis or
theories. In the conclusion stage, the researcher began to see and examine
all data then tell the story by making a relationship between the story so that
the researcher got the results and conclusions from the study.
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F. Validity of the Data
Validity refers to the ability of data collection instruments to measure
what has to be measured, to get data relevant to what is being measured
(Dempsey, 2002:79). In other words an instrument is considered to have
validity high if the instrument can be used as a tool to measure something
precisely. Validity is a characteristic that must be owned by the measurement
instrument because it is directly related to whether the data can be trusted or
not. In this study, researcher tried to acquire data validity. The researcher was
chose triangulation to check the validity. Triangulation is interpreted as a data
collection technique that combines various data collection techniques and
existing data sources (Sugiyono, 2012:83). The purpose of the data collection
technique with triangulation is to find out the data obtained widespread,
consistent, and certain.
According to Patton on (Sutopo, 2002:78-82) stated that there were four
triangulation techniques, namely:
1. Triangulation of data is the same or similar data. It will be more steady the
truth when excavated from several different data sources.
2. Triangulation researchers are the results of research both data or
conclusions about certain parts or as a whole can be tested for validity from
several researchers.
3. Triangulation methodology is carried out by a researcher by collecting
similar data but by using different techniques or data collection methods.
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4. Triangulation of theoretical is carried out by researchers using more than
one theory in discussing the problems studied.
In this study, the researcher used data triangulation. In this data
triangulation was carried out by comparing the results of observation analysis,
interviews, and also documentation.
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CHAPTER IV
FINDING
In this chapter the researcher presents the result of the data presentation and findings
in the study itself. It presents the strategies used by the teachers in learning English
with e-learning classes during the COVID-19 pandemic at MTs Sudirman Getasan and
the result of an interview about the strategy in teaching English e-learning process.
A. Data Presentation
Teachers’ strategies on English e-learning classes according to the results of
observations and interviews that have been conducted with English teachers
about the strategies used in teaching English e-learning classes during the
COVID-19 pandemic there are several strategies used by the teacher in teaching
according to the material used.
1. Strategies of Teacher 1 (St of T1)
Table 4.1
No. Coding Information
1. T1 Teacher 1 (FA)
2. Sk Writing
3. St Writing: planning, drafting, editing
4. Mt Simple past tense, recount text
5. Em Web based-learning, and virtual education
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FA as a teacher at MTs Sudirman Getasan said that there are some
strategies used in teaching English e-learning classes during COVID-19
pandemic, one of the strategies is using video
“ ……….ada beberapa strategi yang saya gunakan dalam mengajar
bahasa Inggris selama pandemi COVID-19, salah satunya adalah
menggunakan video (there are several startegies that I used in teaching
English during the COVID-19 pandemic, one of them was using video).
Following the syllabus in delivering recount text material, before the
teacher conveys the tenses used in making recount text in advance, that is
simple past tense. FA makes videos related to the material to achieve
student understanding. In the video, the teacher gives a simple past tense
p