Analisis Strategi Guru SDN 4 Sibangkaja, Badung, Bali dalam Mengintegrasikan Aspek Linguistik pada Pembelajaran Bahasa Inggris: Penelitian Deskriptif Kualitatif

Abstract

This study aimed to analyze teacher strategies for integrating linguistic aspects into English learning at SDN 4 Sibangkaja, Badung, Bali. This study employed a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. The subjects were English teachers and elementary school students. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicated that teachers have integrated linguistic aspects, including phonology, morphology, syntax, and semantics, into the learning process, although this was predominantly done implicitly. Phonology and semantics were the primary focus through repetition activities, the use of audio-visual media, and the association of vocabulary with students' daily life contexts. Meanwhile, morphology and syntax were taught simply through sentence patterns and contextual exercises without in-depth theoretical explanations. The learning strategies employed tended to be based on a communicative approach (Communicative Language Teaching) supported by interactive learning media such as songs, educational games, and realia, which increased student engagement.

The findings of this study also revealed that the use of contextual and communicative strategies can help students understand language more naturally and meaningfully. However, several obstacles to implementation exist, such as time constraints, varying student abilities, and minimal teacher training related to linguistic aspects. Therefore, it is necessary to strengthen teachers' competencies in understanding and integrating linguistic aspects more systematically so that learning is not only oriented towards communication but also towards appropriate language structure. This research implies that the integration of linguistic aspects in English learning in elementary schools needs to be carried out in a balanced manner between a communicative approach and strengthening language structure. Thus, it is hoped that students will not only be able to communicate but also have a strong linguistic foundation as a foundation for language learning at the next level.