AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING ENGLISH USING KURIKULUM MERDEKA OF SEVENTH GRADE STUDENTS AT SMPN 3 TARAKAN | ELECTRONIC THESES AND DISSERTATION
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AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING ENGLISH USING KURIKULUM MERDEKA OF SEVENTH GRADE STUDENTS AT SMPN 3 TARAKAN

Pengarang : Abdul Rajab Alim - Personal Name;

Perpustakaan UBT : Universitas Borneo Tarakan., 2025
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Abstract

Penelitian ini bertujuan untuk menganalisis strategi mengajar guru yang diterapkan di kelas untuk mengajarkan mata pelajaran Bahasa Inggris. Penelitian ini menggunakan penelitian kualitatif (Qualitative Research). Sampel dari penelitian ini adalah 1 orang guru mata pelajaran Bahasa Inggris yang mengajar siswa kelas tujuh di SMPN 3 Tarakan. Untuk mengambil data, peneliti menggunakan 3 instrumen penelitian, yaitu catatan lapangan observasi (Observations Field Note), panduan wawancara (Interviews Guide), dan dokumentasi (Documentation). Untuk menganalisa data, peneliti menggunakan metode yang didasarkan pada teori Creswell (Creswell's theory). Hasil penelitian ini menunjukkan bahwa ada enam strategi pengajaran yang digunakan di kelas, yaitu model pembelajaran instruksi digunakan sebanyak 24%, Desain Proyek Menggunakan Pembelajaran Komunikatif (Project Design Using Communicative Learning) 19%, dan Model Pembelajaran Diskusi (Discussion Instructional Model) 17%. Model Example Non-Example dan Model Pembelajaran Investigasi Group (Group Investigation (GI) Instructional Model) masing-masing digunakan sebanyak 14%, sedangkan Model Pembelajaran Problem Posing digunakan sebanyak 12%. Penelitian ini menunjukkan bahwa strategi pembelajaran yang paling sering digunakan guru di kelas saat mengajar mata pelajaran Bahasa Inggris adalah Model pembelajaran instruksi (Direct Instruction (DI) Instructional Model) dalam mengimplementasikan Kurikulum Merdeka. Model pembelajaran instruksi (Direct Instruction (DI) Instructional Model) adalah strategi pengajaran yang sangat efektif, terutama dalam mengembangkan keterampilan dasar seperti penguasaan kosakata dan kompetensi berbahasa dalam pengajaran bahasa Inggris. Model pembelajaran instruksi (Direct Instruction (DI) Instructional Model) memiliki dampak yang signifikan terhadap prestasi Bahasa inggris siswa.


Kata kunci: Kurikulum Merdeka, Strategi Pengajaran, Mata Pelajaran Bahasa Inggris

The objective of the research was to analyze the teaching strategies applied by English teacher in the classroom to instruct English subject. This research used qualitative research. The sample of this research was one English teacher who teaches seventh-grade at SMPN 3 Tarakan. To collect data, the researcher used three instruments, namely observations field note, interviews guides, and documentation. To analyze the data, the researcher used a method based on Creswell's theory. The result of the research showed that six teaching strategies are employed in the classroom. The Direct Instruction Model is utilized approximately 24% of the time, followed by Project Design Using Communicative Learning (19%), and Discussion Instructional Model (17%). The Example Non-Example Instructional Model and Group Investigation (GI) Instructional Model are each employed 14%, while the Problem Posing Learning Model is used at 12%. This research indicates that the learning strategy most frequently employed by teachers in English subject instruction is the Direct Instruction (DI) instructional model in the context of the Merdeka Curriculum. Direct Instruction (DI) Instructional Model is a highly effective teaching strategy, particularly in developing of fundamental skills such as vocabulary acquisition and English language competence in the context of language teaching. Direct Instruction (DI) Instructional Model exerts a substantial impact on students’ English language achievement. Keywords: Kurikulum Merdeka, Teaching Strategies, English Subject

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