Katemi, M.Pd., as the English teacher at Grade Ninth Students of SMP N 236 Jakarta who helped the researcher to conduct this research. An analysis of teacher strategies in teaching listening to ninth grade students of SMP N 236 Jakarta in the academic year 2022/2023. This research describes teacher's strategies in teaching listening to ninth grade students of SMP N 236 Jakarta in the academic year of 2022/2023.
- Background Study
- Identification Of the Problems
- Limitation Of the Problems
- Formulation Of the Problems
- Objectives Of the Study
- Benefit of the Study
- Definition Of the Key Terms
How the teacher solves the problem in teaching listening to ninth grade students of SMP N 236 Jakarta in the academic year 2022/2023. To find out how the teacher solves the problem in teaching listening to ninth grade students of SMP N 236 Jakarta in the academic year 2022/2023. This research can give more knowledge to the readers about the teacher's strategies in teaching listening to ninth grade students of SMP N 236 Jakarta.
Theoritical Review
Previews Related Studies
The first previous study was conducted by Artika Ayu Hb from Makassar Muhammadiyah University (2017) titled “The Strategy Used by the English Teachers in Teaching Listening in SMA Negeri 18 Gowa”. The differences are that the previous study took place in high school and took data from observation and interview, but this research study took place in junior high school and took data from observation, interview and documentation. The similarity between the previous study and this study is that they both have the same focus on identifying teaching and learning processes.
The differences are the previous study used quantitative research method and questionnaire for data collection. The similarity between the previous study and this research study is that both focus on the teaching and learning process in teaching listening and used qualitative research method. The result of this previous study is that teachers in SMA Muhammadiyah 1 Ponorogo prefer top-down activities instead of bottom-up activities when teaching listening class.
The differences are that the previous study took place in high school and in a bilingual classroom during the pandemic era, but this study took place in high school and regularly in the classroom under normal conditions; it means that the conditions are before the COVID-19 pandemic. The latest previous research was written by Tamara Oktaviani Putri from Pancasakti University Tegal (2021) entitled “A descriptive study on teachers' strategies in teaching audio media listening in secondary school”. The result of this previous research is that several strategies have been used to teach listening through audio media.
The differences are that the previous study took place in vocational high school and focused on describing teachers' strategies and teachers' problems in teaching listening through audio media, but this research study took place in junior high school and focuses only on analysis teaching strategy that by the teacher.
- Research Design
- Research Instrument
- Techniques of Collecting the Data
- Trustworthiness of the Data
- Techniques of Analyzing the Data
Based on the statements above, the researcher used a descriptive qualitative method because the data analysis is presented descriptively. Because the researcher analyzes the teacher's strategy in teaching English, the subject chosen is obviously English teacher. Based on the observation of the event, the researcher would learn about the process by which something occurs.
The researcher learned about the students' activities and how the teacher solved it, as well as the teaching strategies to make the teaching listening class successful. From the students, the researcher could obtain information about the teaching strategies in the teaching of listening through interviews. Sugiyono (2016, p. 222) states that the instrument or research tool in qualitative research is the researcher himself.
In this research, the researcher observes the process of teaching English five times to know the teacher's strategy in teaching listening, what technical problems the teacher faced in the implementation of the teaching strategy, and how the teacher solves the problem of teaching listening in students in ninth grade. of SMP N 236 Jakarta. The researcher used different data collection techniques to obtain information from the same source and then combine to form a conclusion. This process continues throughout the research, even before the data is collected, as evidenced by the research's conceptual framework, research problems, and the researcher's approach to data collection.
It is the researcher's interpretation of findings from an interview, observation, or document review.
Findings
Discussion
The teacher gave the correct answer and asked the students to write the difficult word. After that, the teacher tells the students about the material that will be delivered and asks them to prepare all the learning tools. Next, the teacher asks the students to read the 4 examples of advertisements in the student textbook on pages 257-258.
Next, the teacher asks the students to read the results of their group discussions in front of the class, the teacher gives feedback in the form of The researcher also found that the teacher used additional strategy in teaching listening such as question and answer and discussion. On the fifth observation day, the teacher used song as material for listening.
Based on the third and fourth days of observations, the researcher observed that the teacher used a discussion strategy in the form of a small group discussion. Based on the interview and classroom observation, the researcher found that the teacher's way of solving the problems. The above statement describes in detail the types of problems the teacher faces in learning to listen.
This is consistent with the results of the teacher's use of the question and answer strategy during the observation. As a result, we can conclude that the teacher implements question and answer in the form of a bottom-up strategy. The last strategy used by the teacher is discussion in the form of a small group discussion.
Conclusions
Suggestion
The effectiveness of a teacher's use of demonstrations to improve students' understanding and attitudes toward learning the concept of oxidation-reduction. Teacher's Strategies in Teaching Listening ENGLISH EDUCATION English Journal for Teaching and Learning Teacher's Strategies in Teaching Listening. An investigation of listening comprehension difficulties experienced by Saudi students in an EL listening classroom.
THE STRATEGY USED BY THE ENGLISH TEACHERS TO TEACH LISTENING IN SMA NEGERI 18 GOWA (A Descriptive Research). AN ANALYSIS OF TEACHERS' STRATEGIES IN TEACHING LISTENING TO BILINGUAL CLASS OF XI IPA 2 DURING PANDEMIC ERAAT SMA MUHAMMADIYAH 1 PONOROGO. Effectiveness of using technology in English language classrooms in government primary schools in Bangladesh.
The teacher reminds the students not to forget their homework and reminds the students to pay attention to their health. The teacher then ends the lesson with a greeting. The teacher explains the generic structure and language features of advertisements, then the teacher asks students to read 2 examples of advertisements on pages 252-253 of the student textbook. To check students' understanding, the teacher asks students to analyze the two advertisements separately by writing down the information in the advertisements in a tabular form.
To check students' understanding, the teacher asks students to analyze the two ads in groups by writing down the information contained in the ads in a table. Then the teacher asks the students to read the results of their group discussions in front of the class, the teacher provides feedback in the form of comments, corrections and applause. The teacher also reminds the students of the task in individual or group format that they must complete.
At the end, the teacher reminds the students to take care of their health and not to forget to study at home. The teacher briefly explains the text of the report to refresh the students' memory, and then asks the students questions to check the students' understanding. The teacher also warned the students to take care of their health and always study at home, as they have some exams ahead of them.
Finally, the teacher reminds the students to take care of their health and don't forget to study at home, because next week is the midterm exam.
T: Ya, terkadang saya menggunakan bahasa Inggris penuh di kelas untuk membiasakan siswa berbicara bahasa Inggris dan membiasakan siswa mendengarkan bahasa Inggris. T: Penting sekali untuk memilih strategi yang tepat agar siswa tertarik, senang dan memahami materi yang kita sampaikan, khususnya materi menyimak. Saya menggunakan strategi mendengarkan audio dan menonton video YouTube melalui speaker sebagai perantara. Dengan mendengarkan audio dan menonton video YouTube, siswa akan lebih tertarik dalam belajar.
Saya cenderung menggunakan strategi yang sama untuk setiap kelas ketika mengajar mendengarkan, sehingga tidak ada perbedaan untuk setiap kelas. Strategi-strategi ini meningkatkan kemampuan berbahasa Inggris siswa, membantu siswa berpikir aktif, bertanya tentang hal-hal yang tidak mereka pahami, mengemukakan pendapat, dan mendengarkan pendapat orang lain. Secara alami, siswa memiliki keterampilan mendengarkan dan penguasaan kosa kata yang baik.
T : Tentu ada, seperti anak-anak yang belum familiar dengan kosa kata baru, jadi saya ulangi mendengarkannya paling banyak tiga kali agar terbiasa, lalu ada masalah dengan tempat dan internet yang terkadang bermasalah. Untuk mengatasi kesulitan yang dialami siswa yaitu dalam hal kosa kata, beberapa siswa terlihat mempunyai kosa kata yang terbatas sehingga terkadang mereka kurang memahami materi yang diberikan karena tidak familiar dengan kata-kata yang didengarnya. Untuk mengatasi masalah ini, saya sering menggunakan bahasa Inggris full selama proses pengajaran, menyarankan siswa untuk menonton film berbahasa Inggris atau mendengarkan lagu berbahasa Inggris.
R: Halo, mari kita mulai wawancaranya, pertanyaan pertama: apakah kamu menyukai pelajaran bahasa Inggris?
Siswa ditugaskan untuk membuat teks terkait resep makanan/minuman, kemudian membuat video dan mengunggahnya melalui Google Classroom. Barang dan jasa yang bersifat umum atau berkaitan dengan kehidupan siswa di sekolah, rumah, dan masyarakat dengan memberikan contoh perilaku jujur, disiplin, percaya diri, dan bertanggung jawab. Untuk mengenalkan siswa pada suatu masalah atau tugas yang akan dilakukan untuk mempelajari materi dan.
Memberikan gambaran tentang ruang lingkup materi dan penjelasan mengenai kegiatan yang akan dilakukan siswa untuk menyelesaikan masalah atau tugas. Guru melakukan tanya jawab atau berinteraksi dengan siswa dengan menanyakan hal-hal yang belum diketahui atau ingin diketahui. Guru memberikan umpan balik berupa komentar, koreksi dan apresiasi terhadap prestasi siswa secara umum.
Mengarahkan siswa pada suatu masalah atau tugas yang harus diselesaikan untuk materi pembelajaran dan menjelaskan tujuan pembelajaran atau kompetensi inti yang ingin dicapai serta penilaian yang harus diselesaikan/diterima. Dengan penuh tanggung jawab dan sopan santun, siswa bersama kelompoknya membuat iklan lisan berdasarkan situasi yang diberikan oleh guru. Siswa dan kelompoknya bekerja sama mencari sumber atau bahan referensi mengenai topik mereka dari internet atau buku-buku di perpustakaan.
Dengan penuh tanggung jawab dan sopan santun, siswa menampilkan iklan kelompok yang telah mereka siapkan. Membimbing siswa terhadap permasalahan atau tugas yang akan dilaksanakan untuk materi pembelajaran dan menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapainya; Siswa mengerjakan soal-soal latihan periklanan produk dan jasa dengan penuh tanggung jawab yang terdapat pada buku ajar siswa.
