AZIZAH, Finolia Nur (2025) TEACHER’S TEACHING STRATEGIES IN TEACHING ENGLISH AT ARABIC ENGLISH DEVELOPMENT SKILLS (AEDS) PROGRAM OF PONDOK PESANTREN AL IKHSAN BEJI KEDUNGBANTENG BANYUMAS (Descriptive Research at the Eight Grade Students of AEDS Program in Pondok Pesantren Al-Ikhsan Beji Kedungbanteng Banyumas in Academic Year 2024/2025). Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

Azizah, Finolia Nur. 2025. Teacher’s Teaching Strategies in Teaching English at Arabic English Development Skills (AEDS) Program of Pondok Pesantren Al￾Ikhsan Beji Kedungbanteng Banyumas. Thesis Supervisor 1: Slamet Riyadi, S.S., M.Pd., Thesis Supervisor 2: Drs. Ashari, M.Pd., External Examiner: Muhammad Ahsanu, S.Pd., M.Sc., M.Hum., Ph.D., External Examiner: Laxmi Mustika Cakrawati, S.Pd., M.Pd. Ministry of Education, Culture, Research, and Technology, Jenderal Soedirman University, Faculty of Humanities, Department of Language Education, English Education Study Program, Purwokerto. This research is about the teaching strategies used by English teachers, how they implement them in the classroom, and the challenges they face during the English learning process in the Arabic English Development Skills (AEDS) program at the Pondok Pesantren Al-Ikhsan Beji Kedungbanteng, Banyumas. This research uses the theory of Saskatchewan (1991) in Nasarudin et al (2023) on types of teaching strategies, as well as the theory of Marsono (2024) on common challenges in teaching and learning. The data collection method used was descriptive qualitative, with observation and interviews. The sampling method used was purposive sampling for the interviews, involving two English teachers. To validate the data, the researcher employed methodological triangulation using different data collection methods. Furthermore, to analyze the data, the researcher employed thematic analysis by Braun and Clarke (2006) in Caulfield (2019). This study involved two English teachers of a total twenty English teachers and two classes of a total ten junior high school English classes in the AEDS program. This study found that teachers used a variety of teaching strategies, primarily combining direct instruction with interactive methods such as games, brainstorming, and role-playing. They also frequently applied the Communicative Language Teaching (CLT) method to improve students’ speaking skills. The teachers explained that they often blended these strategies to keep students engaged. The study also revealed several common challenges faced by the teachers, including managing large classes, addressing diverse student needs and abilities, and maintaining student motivation. Keywords: AEDS Program, teaching strategies, teacher challenges, English teaching, descriptive qualitative xiv ABSTRAK Azizah, Finolia Nur. 2025. Teacher’s Teaching Strategies in Teaching English at Arabic English Development Skills (AEDS) Program of Pondok Pesantren Al�Ikhsan Beji Kedungbanteng Banyumas. Pembimbing 1: Slamet Riyadi, S.S., M.Pd., Pembimbing 2: Drs. Ashari, M.Pd., Penguji: Muhammad Ahsanu, S.Pd., M.Sc., M.Hum., Ph.D., Moderator: Laxmi Mustika Cakrawati, S.Pd., M.Pd. Ministry of Education, Culture, Research, and Technology, Jenderal Soedirman University, Faculty of Humanities, Department of Language Education, English Education Study Program, Purwokerto. Penelitian ini membahas tentang strategi pengajaran yang digunakan oleh guru bahasa Inggris, bagaimana mereka menerapkannya di kelas, dan tantangan yang mereka hadapi selama proses pembelajaran bahasa Inggris dalam program Arabic English Development Skills (AEDS) di Pondok Pesantren Al-Ikhsan Beji Kedungbanteng, Banyumas. Penelitian ini menggunakan teori Saskatchewan (1991) dalam Nasarudin dkk. (2023) tentang jenis-jenis strategi pengajaran, serta teori Marsono (2024) tentang tantangan umum dalam pengajaran dan pembelajaran. Metode pengumpulan data yang digunakan adalah deskriptif kualitatif, dengan observasi dan wawancara. Metode pengambilan sampel yang digunakan adalah purposive sampling untuk wawancara, yang melibatkan dua guru bahasa Inggris. Untuk memvalidasi data, peneliti menggunakan triangulasi metodologis dengan menggunakan metode pengumpulan data yang berbeda. Selanjutnya, untuk menganalisis data, peneliti menggunakan analisis tematik oleh Braun dan Clarke (2006) dalam Caulfield (2019). Penelitian ini melibatkan dua guru dari total dua puluh guru Bahasa Inggris dan dua kelas dari total sepuluh kelas bahasa Inggris sekolah menengah pertama dalam program AEDS. Penelitian ini menemukan bahwa guru menggunakan beragam strategi pengajaran, terutama menggabungkan instruksi langsung dengan metode interaktif seperti permainan, curah pendapat, dan bermain peran. Mereka juga sering menerapkan metode Pengajaran Bahasa Komunikatif (CLT) untuk meningkatkan keterampilan berbicara siswa. Para guru menjelaskan bahwa mereka sering memadukan strategi-strategi ini agar siswa tetap terlibat. Studi ini juga mengungkapkan beberapa tantangan umum yang dihadapi para guru, termasuk mengelola kelas besar, memenuhi beragam kebutuhan dan kemampuan siswa, serta mempertahankan motivasi siswa.

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