Students’ Perceptions on Teachers’ Teaching Strategy and Their Effects towards Students’ Achievement

M Zaim ,Refnaldi Refnaldi,Ria Rahmiyanti

doi:10.24036/00207za0002

Abstract

Teaching strategy is necessary for the teaching and learning process. It is used as a way to present learning content in a way that engages the learners. It is assumed that applying appropriate teaching strategies has a positive impact on students' achievement. This study aimed to analyze students' perceptions of teacher's teaching strategy and its effect on students' achievement in learning English. This study was an Ex-post Facto study. The population of this study was the students who had studied English as a general subject at Universitas Negeri Padang in the academic year of January-June 2019. Cluster random sampling was used with 150 students as the sample of this study. Then, for collecting the data, two questionnaires and documents of students’ final scores were used as the instruments. The data was analyzed by using a Likert-type scale and regression linear statistical analysis through IBM SPSS Statistics 22 Software. The results showed that generally, students' perception of the teacher's teaching strategy was High. Then, based on the statistical analysis, it was found that thevalue of F-count was lower than F-table. It meant that the null hypothesis (H0) was accepted, and the alternative hypothesis (Ha) was rejected. Thus, there was no significant effect of student's perception of teaching strategy towards students' achievement in learning English as a general subject.

Highlights

Studies on teaching strategies have been widely found in the context of teaching English as a foreign language (Takac, 2008; Mehrgan, 2013; Daddi & Haq 2014; Lubis, 2017)
The average scores and the category for each indicator in using teaching strategy by the lecturers for teaching English as a general subject at Universitas Negeri Padang can be seen in the table below
Students’ perception on teacher’s teaching strategy used by the lecturers was generally good. Their perception was in the High category. They perceived that the teaching strategies were useful and helpful for them in learning speaking, writing, reading, listening skills, grammar, and vocabulary in English as a general subject

Summary

Introduction

Studies on teaching strategies have been widely found in the context of teaching English as a foreign language (Takac, 2008; Mehrgan, 2013; Daddi & Haq 2014; Lubis, 2017). This study investigated the effect of students’ perception on teachers’ teaching strategy on students’ achievement of English as general English at university. Takac (2008) states that teaching strategy refers to everything teachers do or should do in order to help the students to learn. Teaching strategy can be referred to as the methods used by the teacher in helping the students learn the desired course contents and able to develop achievable goals (Armstrong, 2013). It becomes learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Brown (2007) proposes that teachers should concern about the use of resources in terms of time, space, and equipment, the interactional pattern observed in the lesson when the strategy is being used

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