ENGLISH TEACHERS' STRATEGIES IN OPENING THE LESSON: EFL PRE-SERVICE TEACHERS' OBSERVATIONAL EXPERIENCES

Nurul Fadhilah Alza. SID. 19010106031, N (2023) ENGLISH TEACHERS' STRATEGIES IN OPENING THE LESSON: EFL PRE-SERVICE TEACHERS' OBSERVATIONAL EXPERIENCES. Other thesis, IAIN Kendari.

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Abstract

ABSTRACT
Nurul Fadhilah Alza. SID. 19010106031. English Teachers' Strategies in Opening
the Lesson: EFL Pre-Service Teachers' Observational Experiences. Supervised by:
Sarjaniah Zur, S.Pd.I., M.Pd., and Nur Hasanah Safei, M.Pd.
This case study aims to explore the English teacher's strategy in opening
classroom lesson activities based on the experience of pre-service teacher
observations. The study involved fifteen EFL pre-service teachers as participants.
In this study, participants were selected through the online survey that the
researcher held. This study only selected the participants who witnessed the
teachers‟ activities and techniques in the opening lesson. Focus group discussion
(FGD) reflection questions and in-depth interviews were used to obtain qualitative
data for this study. The data were analyzed using the thematic analysis technique
to identify the emerging themes. The data analysis results show three strategies in
opening the lesson activity carried out by teachers at the beginning of learning:
greeting, reviewing the lesson, and warm-up activity consisting of games. The
result showed that the most dominant strategy an English teacher uses in opening
learning at school is reviewing the lesson. Teachers use these strategies to
evaluate students' understanding.
Keywords: EFL pre-service teachers; opening the lesson strategies; teacher
strategy

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