IMPLEMENTATION OF INTEGRATED LEARNING STRATEGIES TO OVERCOME GRAMMAR, VOCABULARY, AND PRONUNCIATION DIFFICULTIES IN ENGLISH LEARNING IN SECONDARY SCHOOL

Abstract

This classroom action research aims to implement and evaluate the effectiveness of integrated learning strategies in overcoming grammar, vocabulary, and pronunciation difficulties experienced by grade VII students of MTs Darul Hikmah. The problems of English learning in these institutions show significant difficulties in mastering the three fundamental components of language, with conventional approaches that separate language elements proving to be less effective in creating comprehensive understanding. The research method uses a classroom action research design with two cycles, involving 36 students from classes VII A and VII B as research subjects. The implementation of integrated learning strategies is carried out through a communicative approach that combines grammar, vocabulary, and pronunciation in meaningful and contextual learning activities. The data collection technique uses triangulation through direct observation, English language proficiency tests, and documentation of the learning process. The results showed a significant increase in students' English language skills from an average of 50.5 in the pre-cycle to 82.0 in the second cycle, with the level of learning completeness increasing from 19.4% to 80.6%. The vocabulary aspect showed the most noticeable improvement with an increase of 75.8%, followed by grammar and pronunciation which experienced substantial progress. The findings confirm the effectiveness of integrated learning strategies in creating positive synergies between language components, increasing students' motivation and active participation in communicative and meaningful English language learning.

Keywords: integrated learning; English language proficiency; classroom action research.