Teacher’s Challenges and Strategies in English Language Teaching (ELT) in Large Class

By Zainollah

English is categorized as international language. It is widely used in various fields, from mass-media to scientific field. English is one of the major language used by many people in the world, it is significant in international relation as means of communications among countries. Today rapid technological development inevitably makes English more and more important. English is used in many aspects of life, such as economic, politic and education. In the field of economic, it is known that English is used in trade; in politic English is used to communicate the idea or the opinion of the people, and in education, it is known that many literatures are written in English. Mastering English passively and actively is very significant in today’s civilization.

In Indonesia, English is taught in all formal educational institutions, from elementary school to university. The major purpose of English teaching in Indonesia is to acquire ability in reading, listening, writing, and speaking English. It is proved by the curriculums that applied in school in Indonesia that consist of listening, reading, listening and speaking. Considering the importance of English for job opportunity, many students take an extra English class such as private course; English course to master English well.  English is a second language in where Indonesian people learned it after they mastered their first language. Because of it, many people in Indonesia including students find several problems in mastering it. They consider that English is quite difficult to learn and even they think that it is the most difficult one to master.

The difficulties in mastering English as foreign language may be trigged by various factors. Those could be from the English language its self, or from the learners themselves or obviously from the learning process itself. Obviously the role of the teacher also plays a crucial effect (Nunan, 1993, p. 93). Many people in Indonesia say that English is a complex language because it contains various patterns, the unique spelling and pronunciation or it can be said that English is difficult to spell.

Speaking is one of the objectives in foreign English language teaching in Indonesia, it is to improve students’ speaking skill accurately and fluently. To reach objectives of teaching there are many strategies and various teaching used because most of people think that speaking is the single most important aspect of learning foreign language. Therefore, there are an assumption in the reality that the success of learning English is measured in terms of speaking ability to carry out English conversation in daily activities.

Creating environment conducive for English language teaching is very important because classroom environment can determines the success of teaching and learning especially speaking skill. Mistar (2012, p. 23) argues that creating environment conducive for language teaching and learning is really important. One of the important things to note in creating classroom environment is physical component. The physical components cover class size, seating arrangement, and whiteboard position. It means that class size is one of important components for language teaching and learning.

Ahmadin (2012, p. 13) describes the possible challenges in large classes; it can be in the forms of lack of control, discomfort of both learners and teachers, difficulty of evaluation, and absence of learning. Besides that, Brown lists some challenges concerning English language teaching in large classes. 1) proficiency and ability vary widely across students, 2) individual teacher-students attention is minimized, 3) Student opportunities to speak are lessened, 4) teacher’s feedback on students’ written work is limited. Therefore, English language teaching must consider the size of the class to achieve conducive and effective language teaching.

English language teaching (ELT) in large classes is the reality of education in Indonesia. It is indicated that there are many schools still have been conducting English language teaching in large classes, especially school that does not have enough budget to pay teachers in conducting English language teaching in small classes. Private schools are the most preferred one to select English language teaching in large classes, it is because of poorness of budget and media in conducting teaching and learning many classes.

The concept of large class varies; even there is no quantitative definition concerning large class. It means that there is no specific rule concerning ideal/standard and not ideal class in English language teaching. However, several English practitioners deduce some concepts of large classes. One class ideally consists of 12 students (Brown, 2000). Another one says that ideal class must consist of 20 students (Nolasco and Arthur, 1988). A person who teaches English more than 20 students is challenging and categorized as large class. In some countries, 25 – 30 students per teacher is still categorized as small class. There are many English language teaching in some countries consists of 25 – 30 students. In Pamekasan regency even in Madura Island, most of teachers in school handle 20 – 45 students in every class.

Madrasah AliyahMambaul Ulum Bata – Bata is one of Islamic private school in Pamekasan Madura. This school located in big and popular Islamic Boarding School in Pamekasan Madura, it is Mambaul Ulum Bata – Bata Islamic Boarding School who has millions students (Santri). From the data of pre-study, this school has been conducting teaching and learning in large class for more than 10 years. It means that for 10 years every class consists of 80 – 90 in average. In academic year 2013-2014, the data showed that the maximum class of in every class consists of 91 students from different towns, places and archipelagos in Indonesia.

Therefore, based on the research context presented above, the researcher really interested in studying about the process of English language teaching of Speaking in large class. This study is focus on ‘(1) What are the teacher’s challenges in English language teaching in large class at the first grade of MA Mambaul Ulum Bata-Bata Pamekasan? (2) What are the teacher’s strategies to cope the challenges? By conducting this study the researcher do expect to find the teacher’s challenges or classroom’s challenges and strategies in English language teaching in large class at MA Mambaul Ulum Bata – Bata Palengaan Pamekasan Madura.  By conducting this study, hopefully the challenges and strategies of English language teaching of speaking in large class can be described.

Method

Based on the research focus of the research, this study tries to describe the teacher’s challenges and strategies in English language teaching (ELT) in large classes. Therefore, the approach of this study is categorized as qualitative research; and descriptive is the research kind because this study is to find and describe the teacher’s challenges and strategies. The choice of research setting is based on several considerations.

1.       The school is categorized as the biggest private school in Pamekasan in where it has been conducting English language teaching in large class for many years.

2.       The class is categorized as large class in where that school consists of 50 – 91 students per-teacher in the classroom. 

3.       This school is located at the biggest Islamic boarding school in Madura. It is Mambaul Ulum Bata – Bata Islamic Boarding School Palengaan Pamekasan Madura. The condition of the students is heterogeneous that they came from different background of education, family, districts/archipelagos and level of English language ability.

Teacher and students are the source of data in this study. The data collection procedures covers three instruments, they are: unstructured interview, non-participant observation, and documents. The data is analyzed by using Miles and Huberman model that covers three steps, there are: data reduction, data display, and drawing conclusion/verification.

Result

The data from observation, interview, and documents are analyzed by using Mile Huberman analysis (data reduction, data display, and drawing conclusion/verification). The result of study indicated that there are four challenges faced by teacher in teaching English language at the first grade of MA Mambaul Ulum Bata – Bata Islamic Boarding School Pamekasan. The followings are the teacher’s challenges in English language teaching in large class:

1)     Classroom Management (class control, class organization and discipline)

Based on investigated and analysis of data, it is showed that one of the teacher’s challenges in English language teaching of speaking in large class classroom management. Classroom management deals the teacher’s challenges in class control, class organization, and class discipline. According the teacher, classroom management is the major challenges in English language teaching in large classes. In reality of class activities, the students are difficult to control several students are noise and does not pay attention to teacher’s instruction. Classroom organization in managing speaking activities is very difficult since the class is too large and discomfort so that it is very difficult for teacher to create teaching and learning conducive and effective in the classroom, in this case teacher need hard work and serious effort to manage, control and create discipline speaking class.

2)     Lack of Media (Language Laboratory)

Media is also as one of the teacher’s challenges in English language teaching of speaking in large class. Based on the investigated data, both teacher and students agree the important of using media in English language teaching in large class. They argued that media in this case language laboratory have significant role in English language teaching. The teacher hopes that the school principal considers the language laboratory as media in teaching language at school.

3)     Assessment or Evaluation (Assessing students’ speaking ability)

One of teacher’s challenges in teaching English language in large class is assessment or evaluation. According to large class English teacher, assessment is the second major challenges in teaching language in large classes. It is very difficult for teacher to assess the student’s speaking ability. According to teacher, it is very difficult to assess their speaking that includes content, fluency, pronunciation and vocabulary. The class environment and time allotment is not supported.  Teacher has limited interaction with students and students are lack of chance to have speaking presentation because the class is too large and the time allotment is not supported.

4)     Students’ interest and motivation is poor

The next teacher’s challenge in English language teaching and learning of speaking is students’ interest and motivation. Based on the data, there are many students who have poor interest and motivation in learning English, especially learning speaking skill that needs students’ active participation in the classroom. The students are poor of interest and motivation is caused by the students’ misperceptions of English, they said that English is not important, English is very difficult to spell, the class is not conducive, etc. According teacher, interest and motivation is crucial challenges for students in learning foreign language.

Some of mentioned teacher’s challenges in teaching English language in large class are responded by the teacher by applying some strategies to cope the challenges. The followings are the teacher’s strategies:

Teacher’s Strategies in Classroom Management

1.     Teaching by using group leader

The first strategy that was used by teacher in overcoming classroom management in large class is making group leader. The position of group leader is as teacher’s assistance in the classroom activities. Teacher divides the class into several groups and makes group leader in every group. This strategy is aimed at helping teacher’s challenge in managing, controlling and discipline classroom activities. According teacher, this strategy is very effective to be implemented in large class in where all group leaders have responsible to their teacher to make maximum and perfect English teaching and learning in the classroom.

2.     Lecturing Strategy

Lecturing is as dominant strategy in presenting speaking material in the classroom. This strategy is the most suitable strategy to be implemented in the large classroom. Actually cooperative learning is also as strategy in organizing and managing classroom speaking activities, however lecturing strategy is the most frequently used by teacher in presenting material in the classroom.

3.     Cooperative Learning

Cooperative learning is one of teacher’s strategies in organizing and managing speaking activities in the classroom. According to the teacher, cooperative learning is often used for organizing and managing speaking activities in large class. The teacher also said that using cooperative learning and group leader is very effective, but it takes long time when teacher give all students chance to speak. They have a little chance to convey their ideas or speaking.

4.     Punishment

Punishment is also as teacher’s strategy to make the class conducive, silent and discipline class. This strategy can minimize the classroom condition, so that the students have high discipline in joining and pay attention to teacher’s instruction in the classroom. According to the teacher, this strategy is very effective to minimize sleeping students, the noise and non-discipline students. The teacher also says that this strategy categorized as educative punishment. The teacher write down the names of the students and give it to guide and counseling center (BK) to get guide and punishment if the students do it three times.

Teacher’s Strategies in Lack of Media

1.     Teaching Speaking by using media LCD projector and Sound

Teaching English by using this media always apply by the teacher to change language laboratory. Because teaching by using this media is very effective to invite the students’ interest in learning English. Creative and joyful English learning is very urgently applied in large class in order to the teaching style is not monotonous on lecturing, cooperative learning, etc.

Teacher’s strategies in Assessment and Evaluation

1.     Group Assessment

In assessing speaking ability, teacher uses group assessment because the time is not enough to assess individually. In this assessment strategy, the teacher divided the class into several groups (8 groups) then teacher give assessment to every student who speaks in that group. It means the active student who has good score. The teacher considers this strategy because the time is not supported to be applied in the classroom.

2.     Individual Assessment

Besides group assessment, individual assessment is also applied in assessing speaking ability (content, fluency, vocabulary, and pronunciation) because the teacher also think that understanding students’ ability individually is very important despite the class is very large. However, consequently this assessment strategy needs a long time event the class time allotment is enough for assessment only not for another classroom activities. This individual assessment strategy is often conducted; the most frequently used is group assessment strategy.

Teacher’s strategies in Students’ Interest and Motivation

1.     Giving Motivational Therapy Simultaneously

This strategy is aimed at overcoming the students who have poor motivation in learning speaking in large class. The teacher gives motivational therapy simultaneously in the classroom. The form of motivation is by informing the students concerning the importance of English in modern era, the strategies to master English well and quickly, suggestion to study hard, etc. In the process of teaching and learning of speaking, the teacher always gives motivation to students. The teacher hopes that by giving motivational therapy simultaneously, the students’ misperception toward English is solved.

According to teacher, students poor of motivation is because of misperception of English, they think that English especially speaking skill is not important, difficult to spell, difficult to master, so that they are lazy to study speaking skill. Therefore, by giving motivational therapy simultaneously these perceptions hopefully can lose from students’ mind.

2.     Using Various Teaching like Music & Movies

This strategy is aimed at arousing students’ interest in learning English by using different teaching like pictures, music and movies. By using this strategy, the teacher think that the students’ interest will increase and better so that they can learn English fun and joyfully.

3.     English Consultation

English consultation is one of teacher’s strategy provided to increase students’ English ability, especially speaking skill. The factor of the students’ poor of interest and motivation is because the students think that English is very difficult to master especially in speaking skill (pronunciation, fluency and vocabulary). Therefore, teacher provides English consultation for those who want to consult their English challenges to their English teacher in the classroom. This activity usually conducted outside the class, such as in the office, computer laboratory, etc

Discussion

Based on the findings mentioned above, it can be concluded that English language teaching challenges at the first grade of MA MambaulUlum Bata-Bata Pamekasan is in the aspect of class management, teaching media, assessment and students’ interest and motivation in learning English speaking in large heterogeneous class.

Ur (1995, p. 303) presents seven challenges that’s very possible to be faced by English teacher in teaching language in large heterogeneous classes: (1) discipline, (2) correcting written assignment, (3) interest, (4) effective learning for all, (5) Materials, (6) individual awareness, (7) and participation.

Besides that, Ahmadin (2012, p. 13) also describes the possible challenges in teaching language in large classes. Four challenges may be occurs in large class teaching and learning: (1) in the forms of lack of control, (2) discomfort of both learners and teachers, (3) difficulty of evaluation, (4) and absence of learning.

Brown lists some challenges concerning English language teaching in large classes. (1) Proficiency and ability vary widely across students, (2) Individual teacher-students attention is minimized, (3) Student opportunities to speak are lessened, and (4) Teacher’s feedback on students’ written work is limited.

Some theories mentioned above stated that there are many challenges in teaching large classes, from several theories mentioned above it appears that management and classroom activities is one of the serious challenges for teachers in teaching language in large classes. The teacher challenges in this case, teacher gets difficulty to control students’ activities, manage speaking activities and organizing in the classroom because the class is too large.

The findings of the study also indicate that class management is the most significant challenge for teacher in teaching language at the first grade of MA MambaulUlum Bata-Bata Palengaan Pamekasan. In this case, teacher gets difficulty in managing, controlling, and organizing speaking activities in the classroom. It is because the class is too large, noise, discomfort, and class environment is not conducive for students to learn foreign language. Physically, the condition of class environment is not supported because of the pace, so that teacher cannot implement activities maximum because the condition of the class and time allotment cannot cover all students to speak English in the classroom

Classroom environment should support the process of teaching and learning of foreign language because good and conducive environment can support the success of teaching and learning process. Mistar argues that creating environment conducive for language teaching and learning is really important. One of the important things to note in creating classroom environment is physical component. The physical components cover class size, seating arrangement, and whiteboard position (Mistar, 2012, p. 23). Therefore, classroom environment in this case class size must be considered before conducting teaching a foreign language.

Assessment and evaluation is one of the teacher’s challenges in teaching English language at the first grade of MA MambaulUlum Bata-Bata Palengaan Pamekasan. In this case, teacher difficult to assess students’ speaking ability because some factors: (1) the class is not conducive for learning, and (2) the time allotment is not enough for evaluating students’ speaking ability. In assessing speaking ability teacher must give opportunities for students to speak English so that teacher can assess students’ speaking ability in terms of content, fluency, vocabulary and pronunciation. The reality in the classroom, teacher has difficulty in giving many opportunities for students to speak English, the students have little chance to speak so that the assessment is not maximum. This challenge has been stated by Ahmadin (2012, p. 13) that in teaching English language teacher get difficulty in evaluation and assessment.

Besides that, interest and motivation is one of teacher’s challenges in teaching language in large class at the first grade of MA MambaulUlum Bata-Bata Palengaan Pamekasan. Teacher finds many students in the classroom that has poor interest to learn English language and their motivation is also poor. According to teacher’s analysis, the students’s interest and motivation is caused by several factors, (1) the class environment is not conducive, (2) students thinks that English is very difficult to master, (3) and they also thinks that English is not important to learn. This misperception of English becomes factor of poorness of students’ interest and motivation.

Based theories deduced by researcher, it is very right that motivation and interest sometimes appear as teacher’s challenges in teaching foreign language in large classes. Ur stated that students sometimes feel bored learn English in large class, Ur (1995, p. 303) also said that students’ participation in large heterogeneous class is very poor. Based on the statement presented above, interest and motivation to learn English becomes significant challenge in teaching English language.

There are many strategies used by teacher to cope/overcome the challenges: (1) group leader, lecturing strategy, cooperative learning strategy and punishment, (2) LCD projector and sound, (3) group assessment and individual assessment, (4) and giving motivational therapy simultaneously, using different teaching like pictures, music and movies and English consultation. 

Teaching by using cooperative learning strategy is one of teacher’s strategies in teaching large class at the first grade of MA MabaulUlum Bata-Bata Palengaan Pamekasan. In this case, group work and pair work are very dominant in managing speaking activities in large class. In implementing cooperative learning strategy, teacher uses group leader to control their friends in a group, so that this strategy can minimize the challenge in class management. Ur (1981, p. 306) said that if we cannot get interaction with all students in the classroom, collaborations technique is very available to get learner work cooperatively with their group in the class.

In the previous chapter Ahmadin (2012, p. 19) also suggest that group work can be applied as solution in teaching language in large class. In the same context, he also deduces that assistance teaching technique can be applied in teaching large class. According to researcher, group leader and assistance teaching technique is very different because teacher cannot have full interaction with all students in the classroom, those strategy can help teacher to control the speaking activities in the classroom. Harmer (1998) also suggested teacher of large classes to use students’ leader in managing activities and discipline large classes.

Group leader, assistance teaching technique or students’ leader are the students who have more competence and motivation are appointed by English teacher to coordinate, control, and manage friends to study English in group during the process of teaching and learning speaking. The existence of group leader helps teacher’s challenges in teaching language in large class.

One of teacher’s challenges in teaching English speaking in large class is assessment or evaluation. The rubrics in assessing speaking ability are content, fluency, pronunciation and vocabulary. Teacher cannot reach all students to be assessed in the classroom based on several problems, limited time, effectiveness, etc. There are two kinds of strategies used by teacher in assessing speaking ability; the first is group assessment and individual assessment. However in assessing students’ speaking ability group assessment is more often used by teacher. Due to this strategy there is no relation between the real phenomenons with the theories stated in the chapter two.

Teacher’s challenge in the weakness of students’ interest in learning English is responded by teacher by using various teaching style, such as using media of LCD projector, sound speaker, and laptop. By using this simple media teacher makes effort to make students’ interest in learning English better. Using monotonous teaching method will make students’ interest will be worst. According to teacher the use of media is really support the teaching and learning of foreign language. In the previous chapter, Ur (1995, p. 303) stated that large heterogeneous class has challenge in students’ interest. Teaching large class is very difficult to satisfy all students with consist of different personalities, capabilities and interest.

Teacher’s challenge in the weakness of students’ motivation was responded by teacher by giving motivational therapy simultaneously to the students. Teacher always give motivation to students every teaching and learning of speaking skill. The weakness of students’ motivation in learning English is because of many factors such as: the difficulty of mastering English, class environment, misperception of English, etc. Therefore, teacher always give students motivational therapy concerning the important of English, the way to master English quickly and another, this strategy is intended to arouse students’ motivation in learning English.    

Teacher strategies in using media to make interesting learning is supported by Ur. Ur (1995, p. 303) argued that there several strategies that can be implemented in teaching large heterogeneous class, the class that consists of many students with different personalities, education background, capabilities, interest and motivation.  Using various teaching, interesting activities and collaboration learning is urgently needed to arouse students’ interest and motivation. Besides that, Nunan (1996) also argued that various teaching is very suggested in teaching language in large classes.

Conclusions

Based on the research findings in the previous chapter, it can be concluded that there are several challenges in English language teaching of speaking skill in large class at the first grade of MA Mambaul Ulum Bata – Bata Pamekasan. The challenges of teaching English speaking in large class covered four challenges; (1) teacher is difficult to manage, organize and control speaking class activities, (2) teacher cannot use Media (language laboratory), because the school does not have language laboratory, (3) assessment, teacher is difficult to assess students’ speaking ability, and (4) students’ interest and motivation is very poor.

To overcome the stated challenges above, the teacher takes some strategies or solutions. The strategies are: (1) teacher teaches by using group leader, lecturing and cooperative learning strategy and punishment, (2) teacher teaches by using media LCD projector, sound speaker and laptop, (3) teacher uses group assessment and individual assessment, and (4) teacher gives motivational therapy regularly, uses different teaching like pictures, movies and music, and English consultation.

Suggestions

The teachers are suggested to use various teaching and learning strategies, techniques and methods to create effective class in large class. The teachers must avoid the use of monotonous teaching style in large class because it is not bright solution in large classes. The teachers are suggested to always analyze the weakness or challenges in large class, and then solve the challenges. Classroom action research is very important here to diagnose the challenges and solve the challenges of teaching in large classes.

The teachers’ qualification must be increased by conducting trainings, seminars and workshops concerning English language teaching in large class. Through these programs, it is aimed at analyzing, evaluating and solving the possible challenges occur in English language teaching in large heterogeneous class. Therefore, English teachers can maximize the language teaching in large classes. 

Creating effective and efficient English language teaching in large classes is difficult therefore, the school must provide and establish new classes soon, it is to minimize the class size and conduct standard class for English language teaching based on mentioned theory stated in this thesis. Language laboratory and another teaching media must be considered by the school to be provided. It is because media is very urgently needed and have crucial effect in English language teaching and learning of speaking.

The findings of this research can probably become beneficial references to conduct similar or better studies by having more studies concerning English language teaching (ELT) in large heterogeneous classes. English language teaching in large classes is still preferred by several schools in Indonesia, especially in Islamic boarding schools which do not enough facilities and classes. Therefore, the study of large classes in different skills and methodologies is really suggested. 

References

Ahmadin, D. (2012). english language teaching in large class. Journal of English Teaching and Learning Islamic University of Malang (Unisma), 1(1):10-21

Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (2nd Ed.). New York: Addison Wesley Longman.

Harmer, J, (1998). The practice of English language teaching. Longman: Malaysia

Mistar, J. (2012). Creating environment conducive to English learning. Journal of English Teaching and Learning Islamic University of Malang (Unisma), 1(1):22-28

Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle.