Fun teaching strategies: experienced and novice English teachers’ poisnt of view

Fuleni, Msy Ramadani (2024) Fun teaching strategies: experienced and novice English teachers’ poisnt of view. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Teaching a language has many different features to be concerned with. As teachers, we not only teach and pay attention to students’ language skills but also helps, facilitate, and encourage students to have enthusiasm, good attitude, and motivation toward English. However, teachers often do not pay attention to the classroom situation and only concern themselves with delivering materials. This situation causes students to become disengaged and less motivated to learn. It can also lead to behavioral issues, such as talking out of turn, not following directions, and showing disruptive behavior. Thus, the aim of this study was; (1) to find out the differences between experienced and novice English teachers’ perspectives on using fun teaching strategies in teaching English (2) to find out the fun teaching strategies experienced and novice English teachers in their English lessons. In this study, the qualitative method was used as the research strategy and observation and interview was used as the data sources. Mts Ar-Rosyidiyah Bandung was the location where the research was carried out. In addition, 2 teachers were involved in this study as a respondent. The data are obtained through the use of observations and interviews. The findings of this study indicated that fun teaching strategies that experienced teachers implement in their English classes are joking, collaborative learning (student study in groups), playing games, interactive activities using digital media, using Technology, ice breaking, prizes and rewards, and support and feedback. Fun teaching strategies notice teacher implement in their English class are the main activities are joking, collaborative learning, interactive activities, playing games, digital media, using technology, ice breaking, prizes and rewards, support, and feedback.

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