Teachers’ Strategies to Promote Active Learning in Teaching English at SMAN 1 Rejang Lebong

Lumayanto, Dwi and Anshori, Sakut and Edy, Sarwo (2019) Teachers’ Strategies to Promote Active Learning in Teaching English at SMAN 1 Rejang Lebong. Sarjana thesis, IAIN Curup.

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TEACHERS' STRATEGIES TO PROMOTE ACTIVE LEARNING IN TEACHING ENGLISH AT SMAN 1 REJANG LEBONG.pdf
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Abstract

This research aimed to investigate: 1) Teachers’ Strategies to promote active learning at SMAN 1 Rejang Lebong, and 2) the implementation of the strategies in order to promote the active learning in teaching English at SMAN 1 Rejang Lebong. The design of this research was descriptive research which was presented in a qualitative way. The researcher involved 3 English teachers at SMAN 1 Rejang Lebong. The instruments for collecting data were: observation checklist and interview guideline. The techniques of data analysis were organizing and preparing the data, reading the data, coding the data, describing and interpreting data. The findings showed that 1) the strategies to promote active learning at SMAN 1 Rejang Lebong extended to be clear on the learning goal, clarify the role, activate prior learning, teach for retention, provide opportunities for guided practice and rehearsal, organize learning in ways that promote active learning, use reverse or inverted classroom organization. Teacher reads the students’ submissions and uses rubrics to give learners frequent and useful feedback. 2) For the implementation of teachers’ strategies to promote the active learning in teaching English at SMAN 1 Rejang Lebong, all of the teachers implemented all of the types of strategies but they had different ways of implementation. For example: a) teacher explained how to use learning strategies, teacher explained the material based on the handbooks/textbook having been provided. b) Teacher helped students develop learning strategies: teacher had implemented metacognitive skill by monitoring the students in learning process. c) Teacher helped students participate in activities that activated prior knowledge, teacher stimulated students’ works by correction or assessment d) Teachers promoted a variety of learning methods. e) Teacher taught for retention which made classroom comfortable by creating the cozy atmosphere when teaching was taking place. f) The test had been done when the teaching was finished or on the last meeting. It was called summative test. g) The teacher made students stress-free in learning so that students were not afraid of making mistake. h) Teacher gave learners frequent and useful feedback toward the activities in teaching material in the classroom learning.

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Thesis (Sarjana)

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