The Implementation

And Development of Teaching-Learning Strategy

This paper was made to fulfill Seminar in TEFL course assignment

Lecturer: Dr. Fahriany, M.Pd.

Arranged by:

Lulu Alpina Dewi 11200140000111

Frizky Hijrotul Khotimah 11200140000100

Annisa Auliaa Zahra 1120014000115

Nova Riani 11200140000095

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA
 2023

PREFACE

First of all, we would like to praise and give thanks to the Almighty, Allah (SWT) in
allowing us to complete this paper entitled: “The Implementation and Development of
Teching-Learning Strategy”. Also Shalawat and salam for our prophet Muhammad SAW.
The purpose of this paper is to fulfill and complete the assignment that was given to us by our
Seminar in TEFL lecturer, Dr. Fahriany, M.pd.

In writing this paper, the writers faced many obstacles, obstructions and challenges,
but with the help of many individuals and advisors, we were able to surpass those difficulties.
We are open and enthusiastic to receive additional information, opinions, and criticism from
the readers in hopes of perfecting this paper. The authors of this paper do realize that there
are still many mistakes that are made in the making of this paper.

We would in advance like to thank all those individuals who help in the process of
perfecting this paper. The authors of this paper do realize that there are still many mistakes
that are made in the making of this paper. Last but not least, we hope that this paper can help
the readers gain more knowledge and insight about how to implementing and developing
teaching learning strategy.
 The Implementation of a Teaching-Learning Strategy
Definition of implementation

The act of implementing, or putting into effect; fulfillment: Definitions according to

scholars

Definition of teaching-learning strategy

Teaching strategies are the techniques and methods that a teacher applies to support student

learning. A teacher selects the teaching strategy most suited to the current level
of knowledge of the students, the concept being studied, and the stage in the learning journey
of the students. A learning strategy is a learner's way to organize and use a specific range
of skills to learn curriculum content or complete other tasks more efficiently and effectively
in a classroom setting as well as in non-academic settings.

An effective teacher applies the most innovative and creative teaching methods to

teach academic concepts and meet the individual needs of students. However, the demands of
ever-expanding curricular means that educators often stick to their favoured teaching
methodology. We all have our preferred teaching methodology but it is important to explore
evidence-informed pedagogical ideas that have the potential to expand our repertoire in
the classroom.

Learning strategy becomes an essential factor in the success of language learning. It is the
first step for language learners to enhance their own learning because the learning strategies
are tools for active, self-directed involvement, and essential to develop communicative
competence (Oxford, 1990).

In the global communication people are highly demanded to be able to communicate in

English. One of the indicators that people can communicate with others is to have
communicative competence. According to Hymes (cited in Brown, 2007), communicative
competence is the competence people have to be able to deliver and understand messages and
to negotiate interpersonally in a certain context. Communicative competence consists of four
aspects, i.e. grammatical competence, discourse competence, sociolinguistic competence, and
strategic competence. Those aspects are intertwined one another.

Teachers who are responsible for preparing students who can meet the global era demands
have to have those aspects of communicative competence, both in spoken and written
communication. The students of English Education Department, Yogyakarta State University
are also prepared to be good teachers. Consequently, they also are highly required to have
communicative competence. To prepare them, the institution has developed a curriculum in
which the students have to take some compulsory subjects, such as language skills (listening,
speaking, writing, and reading), structure, translation, and so on.

Implementation of teaching-learning strategy

The teachers implement the teaching strategies in the teaching and learning process in the
classroom. The strategies are applied in the activity of English teaching and learning process.
The activity of English teaching learning process including to the activities are done by
teacher and students in the class. The researcher carried out the observation in the classroom
to observe what the teacher and students did in the English teaching and learning process in
the classroom. In the implementation of teaching and learning in the classroom, there are
several factors that should be considered by the teacher. English as foreign language is a part
of the educational curriculum. Particularly, in formal learning setting learners may shows
different level of proficiency even though they get similar treatment from their teacher.
Factors may influence Second Language Acquisition (SLA) are age, motivation, and
intelligence, and also learning styles, personality, learner belief, attitude and aptitude
(Nurhayati, et. al, 2008: 6). According to the statement above, it can be known that learning
styles have the influence in teaching and learning process.

Learning styles is used to describe an individual natural, habitual, and preferred way of
absorbing, processing and retaining new information and skill. Teacher, as a person who
teaches students in diversity should know the characteristic of their own students. It may help
the teacher itself for facing their differences character in language teaching and learning. In
this case, teacher use some strategies in language teaching and learning process. Before the
teachers formulate the teaching strategies for English learning, teachers need to know the
students’ characteristic and preferences in order they can formulate the strategy properly.

Teaching strategies are teaching behavior designed to help the students 74 reach the
identified learning goals. Franzoni and Assar (2009) states that “teaching strategies are the
elements given to the students by the teachers to facilitate a deeper understanding of the
information. Moreover, Oxford (1991: 359) states that language learning styles and strategies
are among the main factors that help determine how -and how well- the students learn a
second or foreign language. So, the use of strategies for teaching and learning process is one
of aspects that can determine the success of language learning.
The Development of A Teaching-Learning Strategy

- Definition of development
Development is a complex and multidimensional process that involves positive
change and progress over time, often involving biological, psychological, economic,
social, political, and environmental factors. Its definition varies depending on the
context and discipline, but generally emphasizes the promotion of well-being, growth,
and sustainability.

- The development of a teaching-learning strategy

The development of a teaching-learning strategy involves the systematic and
evidence-based design and implementation of a set of activities and methods aimed at
facilitating student learning and achievement of specific learning outcomes. It requires
a deep understanding of the learners' needs and characteristics, as well as the learning
objectives, content, and context. The development process involves selecting
appropriate teaching methods, designing effective learning activities, and assessing the
effectiveness of the strategy.

Here are some definitions of the development of a teaching-learning strategy from

different sources:

The Association for Supervision and Curriculum Development (ASCD) defines

instructional design as "a systematic process of translating general principles of
learning and instruction into plans for instructional materials and learning" (Dick,
Carey, & Carey, 2015, p. 7). This definition emphasizes the importance of a systematic
approach to designing instructional materials and activities based on sound principles of
learning and instruction.

According to Marzano, Pickering, and Pollock (2001), "instructional strategies are sets
of methods and techniques that a teacher uses to instruct students. They are designed to
help students achieve specific learning objectives and are based on theories of learning
and best practices" (p. 4). This definition highlights the importance of aligning
instructional strategies with specific learning objectives and adapting them to the needs
of individual students.

Davis (2016) defines a teaching-learning strategy as "a set of related activities and
methods that aim to facilitate student learning and achievement of specific learning
outcomes. It involves selecting appropriate teaching methods, designing effective
learning activities, and assessing the effectiveness of the strategy" (p. 3). This definition
emphasizes the importance of a comprehensive approach to teaching and learning that
integrates multiple components into a coherent whole.

In summary, the development of a teaching-learning strategy involves a systematic and

evidence-based approach to designing and implementing instructional materials and
activities aimed at facilitating student learning and achievement of specific learning
outcomes. It requires a deep understanding of the learners' needs and characteristics, as
well as the learning objectives, content, and context.

The Kind of Teaching-Learning Strategy

Here are the types of learning strategies.

1. Expository Teaching-Learning Strategies

Expository learning strategy is a learning strategy in which the teacher has a dominant
role, while students tend to accept and follow what is presented by the teacher. In this
strategy, the process of delivering material is carried out by teachers orally to students in
order to understand and master the subject matter optimally.

Therefore, the explanation of the teacher in this expository learning strategy must be clear
so that it can be understood by students easily. Less clear explanations can make students
confused and hinder their learning process.

In this expository learning strategy, the teacher can use textbooks, references or personal
experiences as his source of information. Other Media, such as educational videos and visual
aids (diagrams, physical examples, drawings, and maps) can also be used to support the
explanation of the material to make it easier for learners to understand.

2. Inquiry Learning Strategy

In contrast to expository learning strategies, in inquiry learning strategies, students have a

more active role in teaching and learning activities. This is in accordance with the definition
of inquiry learning strategy itself, which is a learning strategy that provides space for students
to find their own core of the subject matter.

That means that students not only receive explanations from the teacher, but also strive to
find the core of the subject matter independently. The purpose of this learning strategy is to
develop the ability to think systematically, logically, and critically or develop intellectual
abilities as part of mental processes.

Therefore, in this inquiry learning strategy, students are not only required to be able to
master the subject matter, but also to use their potential to the fullest.

3. Problem-Based Learning Strategy

 Furthermore, there are problem-based learning strategies that teachers can also use when
teaching in the classroom.

As the name implies, this strategy focuses on the process of solving problems using
scientific means. This problem can be taken from textbooks, events in the environment, and
events that occur in the community. This problem-based learning strategy is very suitable for
use when teachers want:

1. Students not only remember the subject matter, but also can understand it well.

2. Develop the ability to analyze situations, apply the knowledge that students have in certain
conditions, and find out the difference between facts and opinions.

3. Improve students ' ability to solve a problem.

4. Cooperative Learning Strategies

Cooperative learning strategies are learning strategies that place students in small groups of
5 to 6 people. Each group will get their respective tasks from the teacher to work together.

If there are group members who do not understand the task given by the teacher, then the
other group members are tasked to explain it, before asking questions to the teacher.

The purpose of this cooperative learning strategy is to foster a sense of responsibility in

students, provide equal opportunities for each student to succeed in learning, and develop
students ' social skills.

5. Affective Learning Strategies

The next type of learning strategy is the affective learning strategy. This strategy
emphasizes the formation of a positive attitude to students by exposing them to situations that
contain conflict or problematic situations.

By exposing students to the situation, it is expected that they will be able to make decisions
based on values that they consider good.

This affective learning strategy is very suitable to be applied to strengthen the character of
students, such as responsibility, cooperation, discipline, commitment, confidence, honesty,
respect for the opinions of others, and the ability to control themselves.

6. Contextual Learning Strategies

Contextual teaching and learning (CTL) is a learning strategy that emphasizes the process
of student involvement in finding the material learned and connecting it to events or
problems in real life. That way, students can apply the material they learn in school to their
daily lives.

7. Learning Strategies For Improving Thinking Skills

 Learning strategies improvement of thinking skills is a learning strategy that focuses on the
development of students ' thinking skills through the analysis of facts or student experience as
material to solve the proposed problem.

With this learning strategy, students ' thinking power will be better trained in solving
problems found in everyday life. Not only that, learning strategies to improve thinking skills
also help students to be better prepared to face any problems posed by teachers.

The Benefit of the Teaching-Learning Strategy

Teaching-learning strategies have numerous benefits that enhance the educational

process for both teachers and learners. One of the primary advantages of using effective
teaching-learning strategies is the improvement of the learning experience. According to the
Journal of Education and Practice, effective teaching strategies can increase student
engagement, motivation, and academic performance (Chikoko, et al., 2015). Additionally, the
use of varied teaching strategies can help learners with different learning styles to understand
the content better and enhance their critical thinking and problem-solving skills (Jasinski,
2019).

Another advantage of teaching-learning strategies is the development of a positive

learning environment that supports and encourages students to learn. This, in turn, leads to
increased confidence and self-esteem among learners, which can have a positive impact on
their academic performance and overall well-being (Chikoko, et al., 2015).

Furthermore, the use of effective teaching-learning strategies can promote active

learning, which involves students in the learning process through hands-on activities,
discussions, and group work. Active learning helps to develop students' cognitive skills, such
as memory retention, information processing, and application of knowledge (Jasinski, 2019).

In summary, the benefits of teaching-learning strategies include improved learning

experiences, increased student engagement, motivation, academic performance, enhanced
critical thinking, problem-solving skills, a positive learning environment, and active learning.
These benefits have been highlighted in various studies, including the Journal of Education
and Practice and the Journal of Effective Teaching.
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