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 views on teaching methods and the challenges associated with instructing first-year students. While three lecturers noted little difference between teaching first-year and more advanced students, one highlighted distinctions in the approaches and materials used. The challenges identified included students' limited vocabulary, lack of confidence, and low motivation. To address these, lecturers primarily utilized active learning, discussions, and multimedia resources, tailoring these strategies according to 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 enjoyed the variety of strategies, found them effective, and experienced little boredom or confusion. Group discussions were common and well-received, whereas games, experiments, or simulations were less frequently employed, reflecting their sporadic use by lecturers. Overall, the research emphasized the positive influence of diverse teaching strategies on student comprehension and engagement, highlighting potential areas for improvement in language teaching methods.