TEACHER’S STRATEGIES IN OVERCOMING THE STUDENTS’ BOREDOM IN LEARNING ENGLISH OF FIFTH GRADE AT SDN 1 GEDANGSEWU

CINDY KUMALASARI, 126203203195 (2024) TEACHER’S STRATEGIES IN OVERCOMING THE STUDENTS’ BOREDOM IN LEARNING ENGLISH OF FIFTH GRADE AT SDN 1 GEDANGSEWU. [ Skripsi ]

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Abstract

Kumalasari, Cindy. NIM. 126203203195. 2024. Teacher’s Strategies in Overcoming the Students’ Boredom in Learning English of Fifth Grade at SDN 1 Gedangsewu. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd. Keywords: The Teacher’s Strategies, Students’ Boredom, Learning English, and Young Learners The success of teaching and learning process cases is determined by one of them is the teacher in overcoming the students’ boredom during the process of teaching and learning. In fact, the feeling of being bored is natural. However, it is important to be given attention by the teacher to minimize or overcome it, so that the students can participate actively. Learning boredom is a common problem experienced by students in an educational-environment, and then it affects their ability to learn, especially in English learning. The formulation of research and question were: (1) What factors make students to be bored in learning English of fifth grade at SDN 1 Gedangsewu? (2) How does teacher overcome the students’ boredom in learning English of fifth grade at SDN 1 Gedangsewu? (3) To what extent are the teacher’s strategies contributive to overcome the students’ boredom in learning English of fifth grade at SDN 1 Gedangsewu? The study belonged to descriptive phenomenology with qualitative approach. Data collection applied in the study were doing observation and doing interview. The qualitative data were analyzed by following the three procedures of data analysis, they were data condensation, data display, and drawing or verifying conclusion. The study revealed that (1) the boredom experienced by students came: monotonous method of teaching, lack of challenge and motivation from the teacher, and unconducive classroom environment. (2) The English teacher’s strategies in overcoming students’ boredom were of grouping students in a small group discussion, applying contextual teaching and learning, and managing classroom environment. (3) The contributions of the applied strategies were the students were able to increase discipline and responsibility, they fostered a positive learning atmosphere, the teaching and learning activities run smoothly, the students were able to develop their think critically, the students respected other people’s opinion, the students could develop collaboration abilities, the students did the task effectively, they increased the students interest during teaching and learning activities, and they developed students creativities.

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