The title of Skripsi: An Analysis of Teaching Strategies in English, Teaching through Online Classes during COVID-19 Pandemic at UPT SMA Negeri 4 Parepare. AN ANALYSIS OF EDUCATIONAL STRATEGIES IN ENGLISH THROUGH ONLINE LESSONS DURING PANDEMIC COVID-19 AT UPT SMA. An analysis of teaching strategies in teaching English through online classes during COVID-19 pandemic at UPT SMA Negeri 4 Parepare.
Thesis Title: An Analysis Teaching Strategies In English Teaching Through Online Classes during Pandemic COVID-19 at UPT SMA Negeri 4 Parepare.
- Background
- Research Question
- The Objective of the Research
- Significance of the Research
In which the role of the teacher as an educator, motivator and even as a facilitator essentially remains a teacher even without face-to-face learning. Since the emergence of the outbreak in the form of this virus that we often call COVID-19 at the beginning of March, only a short period of time has caused many people to suffer from this virus, both in general health, finance and even education, various policies have been implemented by the government so that learning must be carried out continuously at a distance or online. How is the effectiveness of teachers' teaching strategy to teach English during pandemic COVID-19 at UPT SMA Negeri 4 Parepare.
The result of this study is useful for authors as an additional insight and knowledge of the teaching area.
- Review of Relevant Research Results
- Some Pertient Ideas
- Conceptual Definition
- Conceptual Framework
Strategy is an outline of the course of action in managing the learning process to achieve teaching objectives effectively and efficiently. Teaching strategies through online classes during pandemic COVID-19 During the COVID-19 pandemic, there was a change in the implementation of the learning process. Second, lacking or limited opportunity teachers and students interact directly and freely during online learning, leading to disruption of the learning process.
This teaching strategy will look at the dimensions of planning or implementing teaching.
- Research Design
- Location and Duration of the Research
- Population and Sample
- The Focus of the Research
- Types and Data Source
- Data Collection Techniques
- The Technique of Data Analysis
- Conclution and Verification
- Validity of Data
The population and sample in this study are from all English teachers in UPT SMA Negeri 4 Parepare. Data sources are any information obtained from the respondent, as well as that from documents, whether in the form of statistics or in other forms for the purpose of the research.26 The data interpreted as facts or information obtained on the basis of what was heard, observed, felt, and imagined by the researcher of the activity and place being investigated.27 Thus, the data source consists of all data obtained directly from anything related to research. Primary data is data obtained directly from the source, observed and recorded for the first time.28 These data are obtained directly from the object of the study, without the intervention of anyone.
It means that the research itself, which remains the research focus, chooses the informant as the researcher of the data source, collects data, evaluates the quality of the data, analyzes the data, interprets and collects the data. Observation is an activity observation (data collection) to record the extent to which the effect of the action has achieved the goal. Phones can also be used by an experienced researcher with little data loss and at a tenth of the cost.
The interview is conducted using a discussion guide that facilitates eliciting the respondent's views through open-ended questioning. The form of analysis is determined by a specific qualitative recording (field study, substantive analysis of ethnography, oral history, biography, unobtrusive research) and the form of data (field notes, documents, audio tape, video tape). 32. In simpler language, codes are short words or phrases that contain the essence of a data segment.
The researcher can analyze some data that is code, such as statements of meaning, behavior, events, feelings, actions of the informant, and other dependent. The purpose of the data collection technique with triangulation is to find out the data that is widely distributed, consistently and reliably obtained.
Data Presentation
I don't use specific strategies in teaching, sometimes I give students the questions to work on, sometimes I also give videos depending on the material. After the syllabus material is provided with expressions. After checking the attendance of students in the group and greeting and asking how the students are doing, FN immediately asks questions to the students. The questions she asked were about expressions, to more precisely match expressions with their targets as written in the textbook on page 68.
In teaching, I use online book resources and collect material that I will provide myself because the curriculum material is not listed in the book. After checking the presence of the students in the group and greeting and asking how the students are doing, the CM continues his material and gives the student more examples to help him remember the material that was explained last week. KN re-explained the material so that the students could remember the lessons that had been done the previous week without forgetting that KM had given examples of conditional sentences.
This strategy can help the student understand the material because the teacher uses recall so that the student can easily remember the material he has previously learned. But again, the student cannot function well if the student does not take the lesson seriously. If there are still students who do not understand the video, they usually ask questions or discuss it in the WhatsApp group. After students understand the material in the video, students are given the task of AT.
This web-based learning form of video can help students because they can think more broadly related to the material and learning through video can make students not get bored in learning quickly. But, usually I explain the material first, after the children understand, I will give them the assignment that is in a printed book, sometimes I also give a video to watch to ask their opinion.
Data Analysis
The success of teachers in conducting online learning in the Covid-19 pandemic situation is the ability of teachers to innovate in designing and implementing materials, learning methods, and which applications are consistent with the materials and methods. In addition, the success of online learning in the Covid-19 period depends on the discipline of all parties. They are for 7 days 24 hours continuously under the guidance and supervision of their parents as this online learning takes place.
Online learning requires facilitation such as a smartphone or laptop, but there are some students who do not have Smarthpnone or laptops plus again there is no internet quota to make this online learning becomes a big problem for both teachers and students. In addition, online learning teachers are also overwhelmed to apply what methods will be delivered in online learning so that students understand the material delivered because online learning is not face to face live. Online learning is less effective for one reason, students who have no network, no devices such as mobile phones or laptops.
Every student really wants to learn calmly and easily in the online learning process. But the teacher was also confused about how online learning can be implemented without any obstacles and not a burden on the students. It is necessary to realize that teachers and students are unprepared for online learning to become a problem as well.
Online learning is visible, not just one or two schools, but it is very comprehensive in many regions of Indonesia. So only this online learning needs to be continuously improved to overcome the obstacles that occur so that the learning is done online to be more effective and efficient.
Conclusion
Based on the results of research on the obstacles faced by online teachers at UPT SMA Negri 4 Parepare during the Covid-19 pandemic. Teaching through online classes is so difficult because the teacher cannot always follow the student while learning. Thus, it is really difficult for a teacher to evaluate his student because he does not know whether the student is cheating or not.
In online learning, students can become less active in expressing their wishes and thoughts, so it can lead to saturated learning. Learning is the driving force or drive that makes someone interested in learning so that they will learn continuously. Low motivation can lower student achievement due to low learning success.
From research on teacher strategies in teaching English through online classes at UPT SMA Negeri 4, it cannot be said that Parepare is effective. As mentioned above, the teaching strategy is said to be effective if teachers can innovate in designing and inventing materials, teaching methods and what applications are in accordance with the materials and methods. In this case, the strategy of English teachers in teaching English in online classes has not proven to be effective because they only provide insight into the material and then give assignments.
They also use videos, but the videos they use are usually from YouTube, not the video the English teacher made the video for. The better and more effective learning with the help of videos will be when the English teacher himself makes the video and then gives it to the students because as a teacher they should know more or less the nature of the students.
Suggestion
Encyclopedia.2020.TeachingEnglish,https://www.encyclopedia.com/humanities/ency clopedias-almanacs-transcripts-and-maps/teaching-english. Secara Daring”, https://www.oborkeadilan.com/2020/08/penulis-nur-susi-anggriani-m-edia.html (diakses pada Kamis October 1, 2020). Lorena Manaj Sadiku, "The importance of four skills reading, speaking, writing and listening in a lesson".
Zakky, Pengertian Strategi Pembelajaran Secara Umum dan Menurut Para Ahli, https://www.zonareFERen.com/pengertian-strategi-pembelajaran/, (diakses 23 September 2020). Menurut Anda, metode pengajaran manakah yang efektif atau efisien bagi siswa Anda? Misal saya kasih batas waktunya jam 23.00 malam, mereka baru bisa mengumpulkan tugasnya besok atau 2 hari setelahnya.
GTM (Metode Penerjemahan Tata Bahasa), biasanya saya gunakan jika teks KD sudah lengkap, karena targetnya perlu memahami isi teks dan struktur bahasanya, terkadang juga metode langsung, saya menggunakan ini sebagai tugas mereka dalam bentuk dialog.” Misal saya memberi tugas pada hari Kamis dan memperpanjang waktu penyerahan tugas hingga Minggu siang.” Saat mengajar, saya menggunakan sumber buku online dan meracik sendiri materi yang saya berikan, karena materi dari silabus tidak termasuk dalam silabus. buku.
Iya, aku pakai media, kadang aku kasih link nonton video, video YouTube, dan kadang aku kasih langsung videonya." "Aku ikut kelas, jadi aku kebanyakan pakai buku cetak, kadang aku mengarang pertanyaan dari buku-buku itu ." "Pertama-tama saya menyapa, menanyakan kabar saudara-saudara, kemudian saya absen, setelah absen saya memberi penjelasan materi, saya memberi contoh ketika masih ada waktu, saya memberi tugas ketika waktu habis, pada pertemuan berikutnya. Saya memberi tugas.”
Ya saya pakai buku, kadang paket dari sekolah, kadang buku bahasa Inggris lainnya, kadang saya juga mengambil materi dari internet, yang penting sesuai dengan perlakuan di kurikulum.
