The Factors Affect the Implementation of English Teaching Strategies before and during Covid- 19 Pandemic Era
DOI:
https://doi.org/10.35877/454RI.eduline1325Keywords:
Factors, Teaching, Strategies, Covid-19, Pandemic EraAbstract
This study was conducted to know and identify the challenges faced by teachers in teaching English in the current curriculum change. The research method that will be used is the descriptive qualitative method. The subjects are 102 teachers in SMA/MA/SMK/equivalent in South Sulawesi Province. Data obtained from essay questions were analyzed through qualitative data analysis techniques through coding. The results of the analysis were in the form of a description of the factors that affect the implementation of English teaching strategies before and during the Covid-19 Pandemic era. This description will be useful for learners, teachers, policymakers, and foreign language learning theorists. The results of the study indicate that many factors affect the teacher’s strategies in teaching English in the current curriculum change (before and during the Pandemic Covid-19 era). The factors come from students’ conditions, teachers’ conditions, school conditions, environmental conditions, materials conditions, learning process, administration process, and technology implementation.
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Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1(1), 24-36.
Sulistiyo, U. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 396-406.
Suryati, N. (2013). Developing an effective classroom interaction framework to promote lower secondary school students’ English communicative competence in Malang, East Java, Indonesia. The University of Newcastle, NSW.
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16.
Strauss, A., & Corbin, J. M. (1997). Grounded theory in practice. Sage.
Atmowardoyo, H., & Sakkir, G. (2021). Effects of best-practice based materials in receptive language learning behaviours in improving receptive language skills. Linguistics and Culture Review, 5(S1), 1313-1334.
Atmowardoyo, H., Weda, S., & Sakkir, G. (2020). Information Technology used by Millennial Good English Language Learners in an Indonesian University to Improve their English Skills. Solid State Technology, 63(5), 9532-9547.
Atmowardoyo, H., Weda, S., & Sakkir, G. (2021). Learning Strategies in English Skills used by Good Language Learners in Millennial Era: A Positive Case Study in Universitas Negeri Makassar. ELT Worldwide: Journal of English Language Teaching, 8(1), 28-40.
Dollah, S., Sehuddin, M. F., & Sakkir, G. (2021). Motivating EFL Learners to Write Using Padlet Application. ELT Worldwide: Journal of English Language Teaching, 8(2), 240-254.
Handayani, R., Sakkir, G., & Kasman, R. (2021). The Influence of Verbal-Linguistic Intelligence on Students Learning Outcomes in English at SMA Negeri 1 Sidrap. EduLine: Journal of Education and Learning Innovation, 1(2), 141-148.
Kasmawati, K., & Sakkir, G. (2020). Improving Students Reading Comprehension Through “Survey, Question, Reading, Recite, Review (SQ3R)” Strategy. Interference: Journal of Language, Literature, and Linguistics, 1(2), 92-99.
Rahman, H., Sakkir, G., & Khalik, S. (2020). Audio-Lingual Method to Improve Students’ Speaking Skill at Smp Negeri 1 Baranti. La Ogi: English Language Journal, 6(1), 15-21.
Ririantika, R., Usman, M., Aswadi, A., & Sakkir, G. (2020). PENERAPAN MODEL PEMBELAJARAN TIPE “MAKE A MATCH” TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VIII SMP NEGERI 1 BARANTI KABUPATEN SIDENRENG RAPPANG. Cakrawala Indonesia, 5(1), 1-6.
Sakkir, G., Dollah, S., & Ahmad, J. (2020). Favorite E-Learning Media in Pandemic Covid-19 Era. Jurnal Studi Guru Dan Pembelajaran, 3(3), 480-485.
Sakkir, G., Dollah, S., & Ahmad, J. (2020). Students’ Perceptions toward Using YouTube in EFL Classrooms. Journal of Applied Science, Engineering, Technology, and Education, 2(1), 1-10.
Sakkir, G., Dollah, S., & Ahmad, J. (2021). CHARACTERISTICS OF A GOOD EFL TEACHER: INDONESIAN EFL STUDENTS PERSPECTIVES. JURNAL NALAR PENDIDIKAN, 9(1), 52-59.
Sakkir, G., Dollah, S., & Ahmad, J. (2021). E-Learning in COVID-19 Situation: Students’ Perception. EduLine: Journal of Education and Learning Innovation, 1(1), 9-15.
Sakkir, G., Dollah, S., Arsyad, S., & Ahmad, J. (2021). Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students. International Journal of Language Education, 5(1), 542-551.
Sakkir, G., Abduh, A., Andrew, M., Muslim, A. B., & Yasdin, Y. The Challenges Faced by Teachers in Teaching English in The Current Curriculum Change. In Seminar Nasional LP2M UNM.
Sudding, F. H., Dollah, S., & Sakkir, G. (2021, March). Teachers’ Nonverbal Immediacy in English Language Learning. In PROCEEDING BOOK THE LANGUAGE TEACHER TRAINING AND EDUCATION INTERNATIONAL CONFERENCE (Vol. 1, No. 1, pp. 197-217). PROGRAM MAGISTER PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SEBELAS MARET.
Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: Findings from Indonesia. Relc Journal, 38(3), 302-323.
Jabbarov, U. A. (2018). Significance of Foreign Pedagogical Experience in Preparing English Language Teachers. Eastern European Scientific Journal, (2).
Kassing, R.B. "Perceptions of Motivational Teaching Strategies in an Efl Classroom: The Case of a Class in a Private University in Indonesia." Victoria University of Wellington, 2011. Print.
Kirkpatrick, A. World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press, 2007. Print.
Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN journal, 18(1), 01-15.
Mahmud, R., Bakhtiar, M. I., & Sakkir, G. (2021). Asistensi Akreditasi Dan Indeksasi DOAJ Bagi Pengelola Jurnal di Universitas Negeri Makassar. MATAPPA: Jurnal Pengabdian Kepada Masyarakat, 4(3), 478-483.
Rinantanti, Y., Rahman, M. A., Atmowardoyo, H., & Bin-Tahir, S. Z. (2017). Perception of Senior High School EFL Teachers in Papua, Indonesia towards Their Own competence. Journal of Language Teaching and Research, 8(6), 1181-1189.
Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1(1), 24-36.
Sulistiyo, U. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 396-406.
Suryati, N. (2013). Developing an effective classroom interaction framework to promote lower secondary school students’ English communicative competence in Malang, East Java, Indonesia. The University of Newcastle, NSW.
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16.
Strauss, A., & Corbin, J. M. (1997). Grounded theory in practice. Sage.
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Published
2022-11-25
How to Cite
Sakkir, G., & Abduh, A. (2022). The Factors Affect the Implementation of English Teaching Strategies before and during Covid- 19 Pandemic Era. EduLine: Journal of Education and Learning Innovation, 2(4), 472–480. https://doi.org/10.35877/454RI.eduline1325
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