Lailah, Nikmatul (2022) THE ANALYSIS OF TEACHERS’ DIFFICULTIES IN ENGLISH LEARNING PROCESS AT SMKN-PP PELAIHARI. Skripsi, Tarbiyah dan Keguruan.

	Text SURAT PERNYATAAN KEASLIAN.pdf Download (66kB)
	Text AWAL.pdf Download (628kB)
	Text ABSTRAK.pdf Download (115kB)
	Text BAB I.pdf Download (556kB)
	Text BAB II.pdf Restricted to Repository staff only Download (365kB)
	Text BAB III.pdf Download (310kB)
	Text BAB IV.pdf Download (729kB)
	Text BAB V.pdf Download (302kB)
	Text DAFTAR PUSTAKA.pdf Download (422kB)
	Text LAMPIRAN.pdf Download (3MB)

ABSTRAK

The International Test Center (ITC) report based on the TOEIC exam for vocational high school students in 2016, the average English language ability of students is at the elementary level. On a larger scale, the ITC using the vocational Institutions English Readiness Assessment (VIERA) revealed that more than 70% of vocational high school students were difficult achieving the intermediate level. This shows that there are problems in the English learning process. Therefore, it is of interest to analyze the teachers' difficulties in teaching English at vocational high school. This study aims to analyze the difficulties and how the teacher overcomes them in teaching English for vocational students in the field of animal husbandry. This research is a case study research with a qualitative approach. This research was conducted at SMKN-PP Pelaihari, Tanah Laut, South Kalimantan. The subjects of this research are two English teachers of class X from each expertise program. Data collection in this study was conducted by interviews, observations, and documentation. The results of the study revealed the difficulties faced by the teachers including: a) students‟ lack of basic knowledge, b) students‟ lack of interest, c) students‟ lack of motivation, d) determining appropriate method, e) determining appropriate strategy, f) availability of relevant materials, g) limited time, h) lack of facilities, i) technologically illiterate. In overcoming the difficulties, teachers re-explained the material to overcome the students‟ lack of basic knowledge; used games, jokes, ice breaking, and daily stories to attract students' interest; provided an understanding of the urgency and benefits of learning English to increase student motivation; did not explain the material in full English so that students understand the material well; implemented a punishment system to discipline students about their assignments; often appointed students randomly, especially students who did not focus on the lesson; asked students to memorize terms related to their expertise program; searched for additional material from the internet and other books; utilized technology to overcome time constraints and the unavailability of the necessary facilities; and asked students to help each other and teach them how to use technology they could not.

Actions (login required)

View Item