Female and Male Teachers' Strategies for Teaching English in Senior High School
DOI:
https://doi.org/10.23887/jpbi.v12i3.92161Keywords:
Teaching Strategies, Male Teachers, Female Teachers, English Learning, Merdeka CurriculumAbstract
Teaching strategies play an important role in language learning, but gender is also a factor in implementing teaching strategies. This study aims to identify teaching strategies applied by male and female teachers in English learning based on the Merdeka Curriculum in high schools. This study uses a qualitative descriptive method with data collection techniques through self-administration questionnaires, observations, and interviews. The subjects of the study consisted of four teachers, namely two male teachers and two female teachers. The results showed that female teachers applied Computer-Assisted Language Learning (CALL) and Discovery Learning strategies. CALL allows the use of technology in learning, while Discovery Learning encourages students to discover concepts independently. On the other hand, male teachers use the Project-Based Learning (PjBL) strategy, which emphasizes the active involvement of students in real projects to improve their understanding and language skills. The conclusion of this study is that there are differences in the strategies used by male and female teachers in teaching English. Although the approaches applied are different, all of these strategies have the same goal, namely to improve students' English language skills effectively in accordance with the learning principles in the Merdeka Curriculum.
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