Universidad Antonio Nariño

Seminario II. Experiencias de enseñanza y aprendizaje del inglés como lengua extranjera.

Christian David Ochoa Bustos

Summary about teaching and learning strategies practiced by language teachers to actively
engage their students in learning

It is established that learning is essentially a process of process of interaction between the

students and their environment and in this way developing knowledge in relation to their
lives. Taking into account the above Garrett (2013) mentions that teachers have a central
role where they maintain the participation of their students in learning.

This is due to the fact that learning is a conscious effort made by teachers to conscious
effort that teachers make to help students learn according to their interests and needs by
according to their interests and needs. role of the teacher is to act as a facilitator to provide
and create situations that support the situations that support the improvement of students'
learning skills. (Mantra, Astawa, & Handayani, 2019).

Expanding the subject a little more, the learning process is also an invisible mental activity,
which means that the process of changes that take place in a person's mind cannot be
clearly witnessed. It can only be seen in the symptoms of a visible change in behavior. So,
the term of learning is interpreted as an activity performed by the teacher in such a way that
the learner's behavior changes for a better condition of life (Mantra, Suparsa, & Widnyana,
2019).

The development of learning nowadays is increasing rapidly, along with sources of

knowledge. For language learning, it has its own peculiarities because it involves the
essence of learning in various knowledge through the process of communication in which
makes language learning become vast and complex.
The importance of researching teaching methodologies is an urgent matter to be carried out
by academic researchers and educators, in addition teacher development programs should
also include enhancing teachers' cooperative learning through learning strategies that can be
fully understood holistically and practiced in the classroom (Juste, Lopez, 2010; Wegner,
Minnaert, Strehlke, 2013).

Careful studies on teaching and learning strategies, it allows educators to see that the
demands for changes in the language learning process require a process of self-learning and
the development of students' potential in a holistic manner through the learning process
carried out by each teacher in the classroom.

The language learning process expected in this new paradigm shift is a process that can
develop students' potential in a holistic and integrated manner.

However, the process of developing the individual dimensions can be realized in various
ways due to many factors that can influence the learning process both internally and
externally. Therefore, in the learning process, teachers are not only required to deliver the
subject matter, but must be able to actualize their strategic role in an effort to mold the
character of students through personality development and prevailing meaningful values.

In addition, in relation to language teaching, teachers should intensify their learning

activities to teach the four language skills, such as listening, speaking, reading and writing.
The four skills are interrelated and integrated. Therefore, these skills should be taught in an
integrative manner. In addition, all learning processes should be properly assessed to
achieve learner improvement (Widiastuti, Pramerta, Suparsa, Sukanadi, 2020).

Considering the above the study aims to further uncover the hidden shields of teaching and
learning strategies employed by language teachers in a real classroom learning
environment.

The object of investigation of this research was the didactic strategies of teachers employed
in language teaching in real classroom contexts, which were analyzed in terms of their
intensive classroom implementation.

When teaching, teachers have to deal with a group of students, not only as individuals with
all their uniqueness, but also as social creatures with different backgrounds.
Therefore, teachers are required to be equipped with diverse knowledge to understand the
personality of their students in order to conduct the teaching-learning process in a
professional manner.

Language teachers are responsible for the quality of students' language proficiency
achievement. Language teachers generally seem to have a different understanding of
language learning strategies. Furthermore, language learning needs to be revitalized so that
language learning is truly correlated with improving students' language skills without
overburdening students with a variety of tedious linguistic and literary theories.
Consequently, language learning must return to its real goal of improving students' ability
to communicate effectively.

The emphasis on language learning should refer to the initial concept of learning in the
lower grades, which means that language teaching should be carried out or completely in
integrative teaching, giving a similar portion to all language skills.

There are several problems presented by teachers and these are mainly related to classroom
management and teaching approach and to give solution to this it is important to raise the
didactic strategy as it is a way to go in the teaching process. teachers whose poor teaching
strategies can make students feel uncomfortable to achieve their learning objectives.
Consequently, in teaching, teachers use more than one strategy, using combined strategies
to make learning activities much better because the strategy excites students in learning.

. By achieving the learning objectives, teachers can be said to have been successful in
teaching. This success can be seen after the language assessment with various learning
objectives is conducted. In the learning process, various strategies should be implemented.
Some of the language learning strategies usually carried out by teachers include: 1)
Instruction), 2) Cooperative Learning Strategy, 3) Problem Solving Learning Strategy, 4)
Repetition Strategy, 5) Elaboration Strategy, 6) Organizational Strategy.

Cooperative learning enhances students' learning motivation because in cooperative

learning, rewards are given to the group which means that each member of the group is
equally rewarded by the teachers. Thus, the success of each individual is basically the
success of the group. This kind of thing encourages each group member to work hard to
succeed. In addition, the social perspective means that through cooperation, each student
helps each other learn because they want everyone in the group to succeed.

Problem solving is another teaching strategy that is commonly implemented in language

teaching. Problem solving is teaching students how to solve a problem. Students are trained
to understand the problems and how to solve them properly to get the correct solution.

Another strategy used by language teachers in teaching is the repetition strategy. This
strategy is simply used to practice students' memorization of certain learning materials.
There are several learning that students' activities. enhance those are, for example,
memorization of memorizing words, language structures, construction, paragraph features,
language usage etc.

Another strategy used by teachers is the elaboration strategy. This strategy is the process of
adding details so that new information becomes more meaningful. With an elaboration
strategy, encoding is easier to do and provides more certainty. The elaboration strategy
helps transfer new information from short-term memory to long-term memory in the brain
by creating links and combinations of new and existing information.

Another commonly used strategy is an organizational strategy. This strategy helps learners
learn the content of the learning material by organizing all their ideas accordingly. The
organizational strategy consists of regrouping ideas or terms into smaller subsets. The
strategy also serves as identification of key ideas or facts from a larger set of information.

The use of appropriate learning strategies commensurate with the needs of students in
school in the learning process can provide students with a good understanding of the
learning material and develop their skills.

In addition, it can be said that the increase in student learning outcomes in schools provides
concrete evidence of the teacher's ability to manage the learning process, viewed from the
teachers' ability to apply the learning methods used during the learning process, as well as
the teachers' understanding. and skills to apply appropriate learning strategies as needed.
This study suggests that teachers should continuously improve their ability to select and
implement effective teaching and learning strategies.