Well-designed teaching strategies in involving the students in learning English

Santi Prastiyowati; Sri Hartiningsih; Riza Elfana; Miftahul Hamim

doi:10.22219/englie.v6i2.40062

Authors

Santi Prastiyowati English Language and Education Department, Faculty of Teaching Training Education, Universitas Muhammadiyah Malang, Malang, Indonesia
Sri Hartiningsih English Language and Education Department, Faculty of Teaching Training Education, Universitas Muhammadiyah Malang, Malang, Indonesia
Riza Elfana English Language and Education Department, Faculty of Teaching Training Education, Universitas Muhammadiyah Malang, Malang, Indonesia
Miftahul Hamim English Literature Department, Binus University Malang, Malang, Indonesia

DOI:

https://doi.org/10.22219/englie.v6i2.40062

Keywords:

English Learning, Students’ involvement, Teaching strategies

Abstract

Students’ involvement is essential in learning, as it fosters active participation and serves as a key indicator of success in classroom learning. This study aimed to explore the strategies applied by an experienced English teacher and identify the most effective approaches for enhancing student engagement in a private senior high school in Malang. A qualitative case study approach was employed, applying Miles and Huberman’s data analysis model. Data were collected through non-participative observation, structured interviews, and field notes. The findings revealed that the teacher implemented five main strategies: Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), pronunciation practice within a modified CLT approach, cross-linguistic transfer and language games. It was recognized that these strategies fostered interaction, collaboration, and engagement, effectively increasing student involvement—especially among students with lower proficiency or special needs. However, interview data highlighted cross-linguistic transfer and language games as the most effective strategies from the teacher’s perspective. These findings suggest that while classroom dynamics support student engagement through structured activities, the teacher perceives linguistic transfer and interactive games as more impactful for student participation. This study underscores the importance of combining multiple instructional strategies to enhance student involvement in English language learning and highlights the value of using multiple data sources to gain a more comprehensive understanding of teaching effectiveness.

Downloads

Download data is not yet available.

References

Adi, N. L. M. P., Artini, L. P., & Wahyuni, L. G. E. (2021). Self-directed learning in EFL during Covid-19 pandemic: Teacher’s perception and students’ learning autonomy. Indonesian Journal of Educational Research and Review, 4(1), 80–90. https://doi.org/10.23887/ijerr.v4i1.33519

Aini, F., Amin, M., & Saputra, A. (2022). Students’ perceptions toward collaborative learning strategy for overcoming speaking anxiety among students of an Islamic senior school. Journal of English Education Forum (JEEF), 2(2). 1-5 https://doi.org/10.29303/j.v2i2.357

Al Ghifarah, N., & Pusparini, R. (2023). Students’ perception towards the role of ice-breaking activities in learning English at senior high school. Journal of English Language Teaching and Literature (JELTL), 6(2). 118-128 https://doi.org/10.47080/jeltl.v6i2.2793

Arifani, Y., & Suryanti, S. (2019). The influence of male and female ESP teachers’ creativity toward learners’ involvement. International Journal of Instruction, 12(1). 237-250. https://doi.org/10.29333/iji.2019.12116a

Acosta-Manzano, I., & Mercer, S. (2024). English foreign language teachers’ beliefs about adult learners’ engagement. The Language Learning Journal, 1–21. https://doi.org/10.1080/09571736.2024.2370977

Bala, E. (2020). The impact of out-of-class language activities on English as a foreign language proficiency of private university students – (A case of Erbil). Journal of Education in Black Sea Region, 6(1). 27-40. https://doi.org/10.31578/jebs.v6i1.217

Casalis, S., and Louis-Alexandre, MF. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing, 12, 303-335. https://doi.org/10.1023/A:1008177205648

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.

Derakhshan, A. , Coombe, C. , Arabmofrad, A. and Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28. https://doi.org/10.22054/ilt.2020.52263.496

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 2011 Annual Conference on Human Factors in Computing Systems, 2425-2428. https://doi.org/10.1145/2181037.2181040

Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52(1), 189-204. http://dx.doi.org/10.1007/s11881-002-0012-y

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Ganna, M., Haryanto, & Salija, K. (2021). Teachers’ strategies in teaching speaking (A case study of an English teacher in SMA Negeri 1 Toraja Utara). Syntax Idea, 3(8). 1-10.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching ESL students in the mainstream classroom. Heinemann.

Godwin-Jones, R. (2015). Contributing, creating, curating: Digital literacies for language learners. Language Learning & Technology 19(3), 8–20. http://dx.doi.org/10125/44427

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.

Harmanto, B., Anwar , K., Arifani , Y., Basri , H., & Nuruddin , M. (2023). The Relationship Between Attitudes, Motivations and Gender in Learners of English for Academic Purposes. International Journal of Instruction, 16(3), 971–990. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/117

Kusuma, L., & Syam, Z. B. (2022). Using YouTube to improve students’ speaking skill in teaching procedure text. Proceedings Series on Physical & Formal Sciences, 3. https://doi.org/10.30595/pspfs.v3i.257

Khodabakhshzadeh, H., Hosseinnia, M., Moghadam, H. A., & Ahmadi, F. (2018). EFL teachers’ creativity and their teaching’s effectiveness: A structural equation modelling approach. International Journal of Instruction, 11(1). 227-238. https://doi.org/10.12973/iji.2018.11116a

Li, L. (2023). An overview on task-based language teaching. Frontiers in Sustainable Development, 3(10), 24-29. https://doi.org/10.54691/fsd.v3i10.5672

Littlewood, W. (2007). Communicative language teaching: An introduction. Cambridge University Press.

Metruk , R., & Kováčová , P. (2025). The impact of innovative reading comprehension strategies on reading literacy of Slovak EFL learners. International Journal of Instruction, 18(1), 667–678. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/717

Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis. Sage Publications.

Muna, H., Mardhiah, A., Juliana, J., & Setiyana, R. (2024). EFL learners’ perspectives on the utilization of ice breakers in grammar class: Is it necessary?. IJELR: International Journal of Education, Language, and Religion, 6(2), 201-216. https://doi.org/10.35308/ijelr.v6i2.10530

Nguyen, V. D. N., & Nguyen, N. N. Q. (2021). Task-based language teaching to enhance learner communicative competence in Vietnam: A matter of opinion? International Journal of Linguistics, Literature and Translation, 4(8), 151-159. https://doi.org/10.32996/ijllt

Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Nurdianingsih, F. (2021). Teachers’ strategies in teaching reading comprehension. PROJECT (Professional Journal of English Education), 4(2). 285-289. https://doi.org/10.22460/project.v4i2.p285-289

Nurjanah, R. L. (2023). Self-regulated learning strategy in learning activities of literal reading course to build learning independence. SALEE: Study of Applied Linguistics and English Education, 4(1), 296–314. https://doi.org/10.35961/salee.v4i1.636

Reinhardt, J., & Sykes, J. M. (2014). Language, mobility, and study abroad: A social semiotic approach. John Benjamins Publishing.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.

Siregar, Y., Iskandar, I., & Dewanti, R. (2022). Teaching Indonesian speaking skills with a gamification approach. English Education Journal, 13(3), 361-372. https://doi.org/10.24815/eej.v13i3.26190

Vasileva, O., & Balyasnikova, N. (2019). (Re)Introducing Vygotsky’s thought: From historical overview to contemporary psychology. Frontiers in Psychology, 10, 1515. https://doi.org/10.3389/fpsyg.2019.01515

Wei, et al., (2024), Effects of learning strategy and self-efficacy on speaking competence of higher vocational college students: Anxiety as a mediator, Educational Administration: Theory and Practice, 30(5), 13243-13253, https://doi.org/10.53555/kuey.v30i5.4194

Yang, M., Cooc, N., & Sheng, L. (2017). An investigation of cross-linguistic transfer between Chinese and English: A meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education, 2(1). 1-21. https://doi.org/10.1186/s40862-017-0036-9

Yaccob, N., Rahman, S., Mohamad, S., Rahim, A., Rashid, K., Aldaba, A., … & Hashim, H. (2022). Gamifying ESL classrooms through gamified teaching and learning. Arab World English Journal, (8), 177-191. https://doi.org/10.24093/awej/call8.12

Yuzulia, I. (2020). EFL teachers’ perceptions and strategies in implementing learner autonomy. Linguists: Journal of Linguistics and Language Teaching, 6(1), 36-54. http://dx.doi.org/10.29300/ling.v6i1.3937

Zhi, R., & Wang, Y. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49, 101370. https://doi.org/10.1016/j.tsc.2023.101370