LECTURERS' TEACHING STRATEGIES FOR FIRST-YEAR ENGLISH STUDENTS AT MUHAMMADIYAH ACEH UNIVERSITY

Abstract

This study investigated the teaching strategies employed by lecturers for first-year students at the University of Muhammadiyah Aceh. Through interviews with four lecturers, the research explored their perspectives on teaching methods and the challenges of instructing first-year students. While three lecturers noted minimal differences between teaching first-year and more advanced students, one highlighted distinct approaches and materials tailored to the needs of newcomers. The challenges identified included students' limited vocabulary, lack of confidence, and low motivation. To address these issues, lecturers primarily employed active learning, discussions, and multimedia resources, adapting these strategies based on class dynamics, student motivation, and vocabulary levels. The use of educational games was infrequent, as mentioned by one lecturer. The study also examined students' perceptions of these strategies, revealing generally positive feedback. Most students appreciated the variety of strategies, found them effective, and reported minimal boredom or confusion. Group discussions were common and well-received, while games, experiments, or simulations were less frequently utilized, reflecting their sporadic use by lecturers. Overall, the research emphasized the positive impact of diverse teaching strategies on students’ comprehension and engagement, highlighting areas for potential improvement in language teaching methods.