AN ANALYSIS OF EFFECTIVE STRATEGIES EMPLOYED BY TEACHING ASSISTANTS TO ENHANCE STUDENTS’ UNDERSTANDING OF LECTURE MATERIAL AT ITBA DCC

Abstract

Teaching Assistant (TA) programs in Indonesian higher education are still developing and often lack structured training and clear role definitions. This study aims to analyze the effective strategies employed by teaching assistants to enhance students’ understanding of lecture material at the Institute of Technology Business and Language Dian Cipta Cendikia (ITBA DCC). The study also investigates factors influencing the effectiveness of these strategies.

This research applied a quantitative descriptive method involving second-semester non-English students from three classes at ITBA DCC. A total of 23 students were involved as the population, with 18 students actively responding to the questionnaire. Data were collected through Likert-scale questionnaires, structured interviews with lecturers, and participant observation. The data were analyzed using descriptive statistics, including frequency, percentage, and mean scores, and supported by qualitative interpretation from interviews and observations.

The findings show that teaching assistants effectively support students by summarizing key points, clarifying difficult materials, providing individual assistance, and creating a supportive learning environment. However, strategies such as the use of visual aids, real-life examples, and encouraging student questions were applied inconsistently. Factors influencing effectiveness include language use, communication skills, student motivation, classroom environment, and the absence of formal TA training. The study concludes that while teaching assistants positively contribute to student learning, institutional support and structured training are needed to maximize their effectiveness.