Strategi Guru dalam Pembelajaran Bahasa Inggris di Sekolah Menengah Kejuruan

Moh. Fuadul Matin

Abstract


abstrak—Artikel ini memaparkan analisis strategi pengajaran guru bahasa Inggris di Sekolah Menengah Kejuruan di Bojonegoro. Metode kualitatif digunakan untuk menganalisis strategi yang diterapkan oleh seorang guru bahasa Inggris di jurusan multimedia di Sekolah Menengah Kejuruan. Data menunjukkan bahwa guru tersebut mengikuti kurikulum 2013 dengan menerapkan pendekatan pembelajaran ilmiah yang terdiri dari pengamatan, pertanyaan, eksperimen, mengasosiasikan, dan berkomunikasi sebagai kegiatan inti dalam proses pembelajaran. Selain itu, guru umumnya menggunakan metode pembelajaran kooperatif, seperti diskusi kelompok kecil dan kerja berpasangan. Model pembelajaran bahasa Inggris yang diterapkan sama seperti bahasa Inggris umum, padahal pembelajaran bahasa Inggris di sekolah menengah kejuruan seharusnya mempertimbangkan bahasa Inggris untuk tujuan tertentu. Selain itu, guru menggunakan buku teks yang sama seperti sekolah menengah umum di mana isinya sering tidak memadai untuk kebutuhan siswa kejuruan. Guru berpendapat bahwa dia memiliki waktu terbatas dan kurang pemahaman tentang bagaimana merancang materi pengajaran khusus untuk siswa.

Kata kunci—Strategi Guru, Pembelajaran Bahasa Inggris, Bahasa Inggris Khusus.

 

Abstract—This article discusses an examination of the teaching approaches employed by an English instructor at Bojonegoro Vocational High School. A qualitative approach was utilized to assess the methods implemented by the English teacher within the Multimedia Department at the Vocational High School. The data suggests that the teacher adhered to the 2013 curriculum by employing a Scientific Learning Approach, encompassing activities like observation, questioning, experimentation, association, and communication as fundamental components of the learning process. Additionally, the teacher frequently incorporated cooperative learning techniques, such as small group discussions and collaborative tasks. Regrettably, the instructional model for English mirrored that of general English, neglecting the consideration of English for Specific Purposes in vocational secondary education. Furthermore, the teacher used the same textbooks as traditional high schools, often inadequately addressing the specific needs of vocational students. The teacher asserted that time constraints and a lack of comprehension regarding the development of tailored teaching materials were limiting factors.

Keywords— Teaching Strategy, English Teaching, English for Specific Purpose.


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References


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DOI: http://dx.doi.org/10.30734/jr.v2i2.4112

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