PROS Putu D Kanserina, Muhammad A Budiman Problem in Teaching English Full text
PROBLEM IN TEACHING ENGLISH AND THE
SOLUTIONS
Muhammad Arief Budiman
(absolutegreen@gmail.com)
IKIP PGRI Semarang
Putu Diah Kanserina
(pdkanserina@gmail.com)
IKIP PGRI SEMARANG
ABSTRACT
English is an international language. In this modern era, every field has been touched by
globalization. In the globalization era, every individual is demanded mastering English.
English is needed in all aspects, including education field. The students of IKIP PGRI
Semarang are practitioner that will directly ply in education world. They get teaching practice
program in their curriculum. They have direct contact with teaching and learning process in
the real world. In this opportunity certainly the students get the time to practice themselves to
be a real teacher. In this process certainly the students face many kinds of obstacles in the
field.
The students who are good in practice, maybe is not good in theories. And vice versa, the
students who are good in theories, maybe is not good in practice. Not only the two problems
mentioned above, but the students will also face many kinds of other problems. The theories
which they get in campus, do not one hundred percent mirror reality. Sometimes in reality
they face new challenges which they do not get the theories yet.
Here the writers conduct field study about IKIP students who experience teaching in real
schools. The problems are gathered from their experiences. They are also asked to give the
solution for their own problems. The writers also give some other suggestion to solve the
problem which the students face in the real world.
Keywords: problem in teaching, possible solutions
I.
INTRODUCTION
English teaching in Indonesia has been started after independence era. Many
curriculum and method has been developed to increase the students‘ skill in
acquiring English. But the result is considered not being maximum in making
students can communicate well using English. There are many problems and
factors which cause the result which is assumed as not expected.
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
163
One of the ways the government in increasing students‘ skill in English is by
introducing English in early stage of education, which is elementary school. This
program is done based on curriculum of 1994 for elementary school. Officially the
regulation about English for elementary school is in accordance with policy of
Culture and Education Department of Republic of Indonesia
No. 0487/1992,
chapter VIII, which states that elementary school can add subjects in its
curriculum as long as the subject does not in conflict with the goal of national
education.
Then, this policy is accompanied by decree of Culture and Education Minister No.
060/U/1993 dated 25 February 1993 about the possibility of English subject as
local
content
of
elementary school
and
is
started
in
fourth
grade
(Http:www.depdiknas.go.id/selayangpandangpenyelenggaraanpendidikannasional
). The school has authority about English subject to be included in local content
based on the consideration and the need of situation and condition from both
parents and environment. This policy has positive impact on both the school and
the society which conduct the mentioned program. In recent years, there is
increasing trends for elementary school to include English subject into their
curriculum.
In the development, this program faces problems both from the school and
teachers. One of the problems is there is no available syllabus specialized in
English subject. Although it is local content, English subject should have its own
syllabus. The government, in this case national education and ministry on
elementary and middle school, does not provide syllabus on English subject. This
task is submitted to the provincial government to make their own syllabus
according to their situation and condition. The other problem is the method and
strategy of teaching by teachers which is not in accordance with students‘
development.
In this opportunity, the writers want to present other problems which are faced by
English teachers and how do they conduct their teaching and learning process in
class. This research is using qualitative method by elaborating teachers‘ argument
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
164
on the problems which they face in teaching and learning process. The result of
the collected data will be stated in narrative and descriptive as one of the
prominent factor in research which uses qualitative method.
II.
FAILURE IN ENGLISH TEACHING
English teaching is not a strange thing for Indonesian people. Even they who do
not go to school know what is English. But not all people understand the position
of English in Indonesia and what is the appropriate approach to teach it. It has
been a while since English become compulsory subject in school and university.
Event recently English become compulsory subject in elementary school. Do not
want to lose, kindergarten also introduce English whether the reason and program
is clear or not. Praise is deserved to be given for all these efforts in making
children to be able to speak English. Apart from the above efforts, the big question
is whether all English teaching (from kindergarten to university) capable in
making students having good skill in English.
Education should fair and prevalent. Indonesian education is not only school in
big cities which have complete facilities, but also school in remote area. There is a
big gap between school in cities and school in remote area, between state school
and private school. Students in cities are luckier than students in remote area. For
example, students in big cities can take English course both by local teacher and
native speaker, easy access on material, etc. on the contrary, students in remote
area study with limited access. From the above explanation we can conclude why
big cities students have better skill in English compare to remote area students.
One of the reasons is availability of the access to be actively involved in using
English. Thus the conclusion is that one of the key successes to master English
well is by actively and continuously using English as big cities students do. This
cannot be done by remote area students due to the lack of access.
We should concern to those who unlucky in studying English, that is students who
fully depend on English class in school and its curriculum. Meanwhile the
curriculum in school is unable to make student actively using English. Teachers
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
165
also admit that the existed curriculum is not able to make students having good
English skill.
III.
CHALLENGES
Students‘ competence in English is not gained in school, but in English course.
There are two kinds of English course. The first kind is those which teach English
the same as in school, such as Primagama, Suaragama, Ganesha Operation, etc.
The second kind is those which teach English that focuses on communication
skill, such as English First, LIA, Easy Speak, etc. Both kinds of courses are only
available in big cities.
The manager of the course does not want to speculate and take risk as he assumes
that in the small cities there will be lack of enthusiasts and teachers. Seeing this,
teachers in small cities (without course institution) should apply teaching method
as in these institutions which are focus on solving test questions. If it is done, it
can be predicted that there will be high percentage of graduation which can
communicate in English.
The above problem is challenge for all parties which are involved in English
education, especially English teachers. English teachers are demanded to create
learning process which is able to make students can communicate using English.
Regarding this, the learning and teaching process should be accommodated with
the concept of interrelation between language material and supporting
environment where the language is being used. It means that the skills of listening,
speaking, writing, and reading must be integrated. After having enough skill in
listening and reading, the students are tutored to master speaking and writing skill.
This model will help the process of language acquiring because students are in the
stage of low anxiety to produce language which is being studied.
Teachers are also demanded to facilitate an environment where the students can
use English. It can be done if teachers design teaching process which tutor
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
166
students to communicate using English in class and not only focus on text and
grammar. It is proposed that at the low level teachers use body movement to
integrate in their English teaching. While in the middle level teachers should use
content-based instruction.
The above changing is not easy and surely need time for adjustment. Teachers are
required to always learn and develop their skill in teaching. It can be gained
through class action research, discussion with partner/academics/students, reading
books/references in internet which give the newest info about good teaching
strategy which enable students evolve in accordance with the goal of language
learning. The students are expected to use their skill in communicating using
English. Learning indicator should be directed toward the above aim and no more
towards preparation on test, in this case national test.
Although there has been pro and contra for many years, the government always
held national test. Regarding the effect of national test, especially on English class
which makes students and teachers stuck on text learning and not focuses on
communication skill, thus national test is needed to be evaluated. National test is
not disaster, but it is like medicine which we take which have side effect. If
national test is meant for upgrading quality, we see in English class that national
test is contributed in the different way than that of language learning goal. Thus it
is righteously that national test is changed into another form which measures
students‘ skill in accordance with language learning goal.
IV.
PROBLEMS
From the questionnaire which the writes spread to the students of IKIP PGRI
Semarang, it can be analyzed that the problems faced by teachers can be classified
into three groups. They are problems on students, problems on teachers, and
problems on material.
a. Hyperactive students
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
167
This kind of students mostly found in elementary level. They are all doing
everything to get attention from the teacher. It can be analyzed that these
students need special attention from the teacher. The teacher should know
what the reason behind such kind of behaviors is.
b. Noisy and naughty students
These kinds of students are difficult to handle because they are always talking
to each other when teachers give explanation. They usually sit on the back row
of the class, far from the teachers. For the naughty students, sometimes they
dare to trick teachers (especially young teachers).
c. Not serious and not interesting students
These kinds of students are usually the ignorant students. They are not
interested in the subject being taught. Thus they are not serious in participate
the teaching and learning process in the class.
d. Passive students
The passive students are lack of enthusiasm in take part in the class activities.
They do not have the will to answer the question being asked orally to the
class. They also do not want to participate in group work.
e. Bad class condition
The condition of the class is the important factor in teaching and learning
process. It should accommodate the activities thus the students could involve
actively. Teachers found that students become less interesting when the
condition of the class is not supporting their learning activities, such as noisy
environment, dim light, the class lay out etc.
f. Hard to explain
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
168
This problem occurs when teachers are not prepared with their material.
Teachers come to the class unaware of what will they teach. Thus they just fill
the time with everything they found in their surroundings.
g. Hard in listening and speaking
These problems are not only experienced by students but also by teachers.
They find it is difficult to speak up their mind in foreign language although
they already have sentence in their brain. They also find it is difficult to listen
and catch the student‘s sentence because the students have the local dialect
that is very different from the native speaker.
h. Difficult in creating lesson plan and syllabus
This problem appears because the concerned teachers are fresh graduated.
Thus they are lack of experience in making the lesson plan and syllabus. They
just copy the material from their senior or friends from other schools without
revising what is in it. They do not give adjustment to the material thus it is in
accordance with their own school.
i. Not having experience in class management
For fresh graduates, it is a new thing for them to face many children in front of
the class. Every student has unique personality. Teachers should be aware of
this condition. Teachers cannot generalize all students in certain aspects and
handle them in exactly the same way.
V.
SOLUTION
As mentioned above that there are three kinds of problem face by teachers. Thus
the solution is also grouped into three categories. Different problems have
different solutions.
a. Be patient and firm
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
169
In facing the hyperactive students, teachers are demanded to be patient.
Teachers are required not to lose control in the class. They should find the
right way to correct the students‘ behavior. And teachers are also demanded to
be firm in handling the naughty students. They cannot be soft in front of
naughty students. If they are soft, the naughty students will disrespect them
entirely.
b. Being fierce
Sometimes being fierce is needed in handling the noisy students who always
disturb the process of teaching and learning process in class. If we let go such
kind of behavior, they will be more severe in the next meetings.
c. Spotting the troublemaker
Usually there is one student who becomes the source of the naughtiness in the
class. If teachers can face this student one on one, it will make other respect
you more for having special skill in handling special situation.
d. Being friendly
Teachers are required to give compliment to students who have success in
finishing their task. It will encourage them to be better in the future. If teachers
just ignore the result of the students, it will make them ignore the task in the
future.
e. Knowing the class
It means that teachers should understand that every student in the class is
unique and has their own personality which is differ from one student to
others. Grasping this condition thus teachers should be aware too how to
handle students in different ways according to their unique personality.
f. Be creative and active
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
170
Teachers should appear active in front of the student. They cannot just sit in
their chair and give command from there. They cannot avoid being involved
with students in order to make students feel comfortable with the process.
g. Using creative media
Many people assume that creative media means technology. Nowadays
students bring their cell phone to the class. Teachers can utilize this situation
by implementing technology into their teaching material.
h. Creating variety method (using game, jokes)
Repeating the same method over and over again will make students get bored.
To avoid this situation, teachers are asked to implement variety methods in
their teaching. They can adopt many kind of method they found in the book,
internet, or through other teachers.
i. Creating new innovation
If we are teaching in senior high level, it means that the students already
passed the elementary and junior high level. Even some of them passed
kindergarten and pre-school level. Students who have already passed many
level of education will evaluate their own education experiences. They have
already faced teachers in the previous levels. Maybe those teachers have the
same method in delivering the material. Thus it will be benefit for teachers in
senior high level to create a new innovation in teaching and learning process
that will make students become interesting.
j. Study better
The knowledge never stops expanding. We should always learn and study to
be better. We should never stop to do that in order to expand, broaden, and
develop our horizon. As the wise said it is never too late to learn.
k. Analyzing our teaching daily
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
171
After finishing our day, teachers should evaluate themselves what has they
done in their daily activity. They should maintain the good stuffs and
eliminate the bad ones. They should find solution for the obstacle they found
that day. It will improve their skill in teaching process.
l. Discuss with other teachers
Other colleague will help us if we find difficulties in teaching process. The
senior who have more experiences will share their knowledge in handling the
class. It will open our mind that there is always a way to solve every problem.
m. Always learning and improving our teaching methods
After we evaluate our daily activities, we will find part of our method that
does not suit for our class. Finding this, we should search other method or
improve the existing one that we already used. We should give adjustment the
method we find in order to suit to our class.
n. Believe in yourselves
Before we teach, we should prepare ourselves. We should read and understand
the material. We also should believe in the material we teach. If we do not
believe what we teach, it will affect the students‘ behavior.
o. Teaching with heart
We should teach with all our heart. We should not do everything in half. We
should dedicate our time in order the students understand the material being
taught. It will affect the atmosphere of the class. The students will feel the
difference when the teachers teach with heart or not.
p. Teaching with loud voice
Usually the students in the back row are having difficulty in hearing our voice.
If we do not increase our volume, they will talk to each other. Their voice will
affect the others. it will disturb those who really want to learn in the class.
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
172
q. Don‘t give students too much homework
Teachers should understand that students are children. It is their nature to play
all along. Thus teachers should prevent in giving them too many homework
that it will confiscate their time.
r. Creating interactive, attractive, fun, comfortable, interesting and enjoyable
atmosphere
The supporting atmosphere will increase students‘ enthusiasm in participate in
teaching and learning process in class. To gain this supporting atmosphere,
teachers should make the class be interesting and boring. Teachers should
convey the material in interactive way. The material should be presented in an
attractive way. The communication between teachers and students should be
fun. Teachers should build comfortable interaction between students.
s. Talking, advising, sharing with the students
Sometimes teachers should position students as their friend. Teachers do not
always cleverer in all aspect compare to the students. Sometimes teachers can
also gain some new knowledge from their students about what is up to date in
the teenagers‘ world.
t. Don‘t give up
Last but not least is that teachers should never give up no matter what. The
world is evolving around us. We should evolve with it. Everything is
progressing into the future. If we stuck in the past, we will be left behind.
VI.
CONCLUSION
The teaching world is full of challenges. As the world never stop evolve, so does
the knowledge that goes with it. Teachers are required to evolve with it. They are
demanded to change as the world change too. The problem which exists in
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
173
education world many years ago is different with the problem which exists in
education world nowadays.
This paper is analyzing the current problems which exist in education world
today. The data is compiled from the students who conduct teaching practice
program. This program put the student to face the real class. Thus they directly
face with the up to date obstacle that appear in their class.
After organizing the data, the writers found that the problem could be grouped
into three categories: the problem concerning the students, the problem
concerning the material, and the problem concerning the teachers. As the problem
categorized in three groups, so does the solution.
The main problem concerning the students is about the students‘ attitude in the
class. Some of them are hyperactive, and the others are passive. The solution is
that teachers should handle them in different way as student is also an individual
who are unique and has characteristic of their own.
The main problem concerning the material is there is a monotonous method in
conveying them. It will make the students boring. The solution to avoid this
situation is that teachers should create variety in their method in delivering the
material. Teachers could use joke, game, technology etc.
The main problem concerning the teachers is that as fresh graduate teachers, they
feel unconfident in front of the class. The lack of experiences makes them unable
to create a good lesson plan. The solution for this is that teachers should prepare
well before they teach in front of the class. Thus they can master the material and
feel confident in delivering them to the students. The other solution is sharing with
senior who already had experiences in handling many kinds of problem in their
classes. It will give teachers a new perspective and a wider horizon.
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
174
BIBLIOGRAPHY
Allen, Harold Byron. 2006. Teaching English As A Second Language: A Book Of
Readings. New York: McGraw-Hill International
Brown, H. Douglas. 2004. Language assessment: principles and classroom
practices. London: Longman
Brown, H. Douglas. 2010. Principles of language learning and teaching. New
York: Prentice Hall Regents
Brown, H. Douglas. 1994. Teaching by principles: an interactive approach to
language pedagogy. New York: Prentice Hall Regents
Choudhury, N.R. 1998. Teaching English In Indian Schools. New Delhi: APH
Publishing
Celce-Murcia, Marianne. 2008. Teaching English as a second or foreign
language. London: Newbury House Publishers
Elizabeth, M.E.S. 2010. Methods Of Teaching English. New Hampshire:
Discovery Publishing House
Harmer, Jeremy. 2008. The practice of English language teaching . London:
Longman
Harvey, Stephanie. 2008. Strategies that work: teaching comprehension to
enhance understanding. Michigan: Stenhouse Publishers
Heidinger, Virginia. 1984. Analyzing Syntax & Semantics Textbook. Illinois:
Gallaudet University Press
Kumari, M. A. Raj. 2004. Methods Of Teaching Educational Psychology. New
Hampshire: Discovery Publishing House
Marburg. 2007. On English schools and their methods of teaching English.
Oxford: Oxford University Press
Mayer, Richard E. 1999. The Promise of Educational Psychology: Learning in the
Content Areas. New York: Pearson Educación
Reaman, George Elmore. 2007. A Method Of Teaching English To Foreigners.
California: T. H. Best printing co. limited
Satya, R.k. 2000. Modern Methods of Teaching English. New Delhi: APH
Publishing
Taguchi, S. 2003. Chemistry In Aqueous & Non-Aqueous Solvents. New
Hampshire: Discovery Publishing House
Tiwari. 2010. Teaching of English. New Delhi: APH Publishing
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
175
SOLUTIONS
Muhammad Arief Budiman
(absolutegreen@gmail.com)
IKIP PGRI Semarang
Putu Diah Kanserina
(pdkanserina@gmail.com)
IKIP PGRI SEMARANG
ABSTRACT
English is an international language. In this modern era, every field has been touched by
globalization. In the globalization era, every individual is demanded mastering English.
English is needed in all aspects, including education field. The students of IKIP PGRI
Semarang are practitioner that will directly ply in education world. They get teaching practice
program in their curriculum. They have direct contact with teaching and learning process in
the real world. In this opportunity certainly the students get the time to practice themselves to
be a real teacher. In this process certainly the students face many kinds of obstacles in the
field.
The students who are good in practice, maybe is not good in theories. And vice versa, the
students who are good in theories, maybe is not good in practice. Not only the two problems
mentioned above, but the students will also face many kinds of other problems. The theories
which they get in campus, do not one hundred percent mirror reality. Sometimes in reality
they face new challenges which they do not get the theories yet.
Here the writers conduct field study about IKIP students who experience teaching in real
schools. The problems are gathered from their experiences. They are also asked to give the
solution for their own problems. The writers also give some other suggestion to solve the
problem which the students face in the real world.
Keywords: problem in teaching, possible solutions
I.
INTRODUCTION
English teaching in Indonesia has been started after independence era. Many
curriculum and method has been developed to increase the students‘ skill in
acquiring English. But the result is considered not being maximum in making
students can communicate well using English. There are many problems and
factors which cause the result which is assumed as not expected.
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
163
One of the ways the government in increasing students‘ skill in English is by
introducing English in early stage of education, which is elementary school. This
program is done based on curriculum of 1994 for elementary school. Officially the
regulation about English for elementary school is in accordance with policy of
Culture and Education Department of Republic of Indonesia
No. 0487/1992,
chapter VIII, which states that elementary school can add subjects in its
curriculum as long as the subject does not in conflict with the goal of national
education.
Then, this policy is accompanied by decree of Culture and Education Minister No.
060/U/1993 dated 25 February 1993 about the possibility of English subject as
local
content
of
elementary school
and
is
started
in
fourth
grade
(Http:www.depdiknas.go.id/selayangpandangpenyelenggaraanpendidikannasional
). The school has authority about English subject to be included in local content
based on the consideration and the need of situation and condition from both
parents and environment. This policy has positive impact on both the school and
the society which conduct the mentioned program. In recent years, there is
increasing trends for elementary school to include English subject into their
curriculum.
In the development, this program faces problems both from the school and
teachers. One of the problems is there is no available syllabus specialized in
English subject. Although it is local content, English subject should have its own
syllabus. The government, in this case national education and ministry on
elementary and middle school, does not provide syllabus on English subject. This
task is submitted to the provincial government to make their own syllabus
according to their situation and condition. The other problem is the method and
strategy of teaching by teachers which is not in accordance with students‘
development.
In this opportunity, the writers want to present other problems which are faced by
English teachers and how do they conduct their teaching and learning process in
class. This research is using qualitative method by elaborating teachers‘ argument
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
164
on the problems which they face in teaching and learning process. The result of
the collected data will be stated in narrative and descriptive as one of the
prominent factor in research which uses qualitative method.
II.
FAILURE IN ENGLISH TEACHING
English teaching is not a strange thing for Indonesian people. Even they who do
not go to school know what is English. But not all people understand the position
of English in Indonesia and what is the appropriate approach to teach it. It has
been a while since English become compulsory subject in school and university.
Event recently English become compulsory subject in elementary school. Do not
want to lose, kindergarten also introduce English whether the reason and program
is clear or not. Praise is deserved to be given for all these efforts in making
children to be able to speak English. Apart from the above efforts, the big question
is whether all English teaching (from kindergarten to university) capable in
making students having good skill in English.
Education should fair and prevalent. Indonesian education is not only school in
big cities which have complete facilities, but also school in remote area. There is a
big gap between school in cities and school in remote area, between state school
and private school. Students in cities are luckier than students in remote area. For
example, students in big cities can take English course both by local teacher and
native speaker, easy access on material, etc. on the contrary, students in remote
area study with limited access. From the above explanation we can conclude why
big cities students have better skill in English compare to remote area students.
One of the reasons is availability of the access to be actively involved in using
English. Thus the conclusion is that one of the key successes to master English
well is by actively and continuously using English as big cities students do. This
cannot be done by remote area students due to the lack of access.
We should concern to those who unlucky in studying English, that is students who
fully depend on English class in school and its curriculum. Meanwhile the
curriculum in school is unable to make student actively using English. Teachers
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
165
also admit that the existed curriculum is not able to make students having good
English skill.
III.
CHALLENGES
Students‘ competence in English is not gained in school, but in English course.
There are two kinds of English course. The first kind is those which teach English
the same as in school, such as Primagama, Suaragama, Ganesha Operation, etc.
The second kind is those which teach English that focuses on communication
skill, such as English First, LIA, Easy Speak, etc. Both kinds of courses are only
available in big cities.
The manager of the course does not want to speculate and take risk as he assumes
that in the small cities there will be lack of enthusiasts and teachers. Seeing this,
teachers in small cities (without course institution) should apply teaching method
as in these institutions which are focus on solving test questions. If it is done, it
can be predicted that there will be high percentage of graduation which can
communicate in English.
The above problem is challenge for all parties which are involved in English
education, especially English teachers. English teachers are demanded to create
learning process which is able to make students can communicate using English.
Regarding this, the learning and teaching process should be accommodated with
the concept of interrelation between language material and supporting
environment where the language is being used. It means that the skills of listening,
speaking, writing, and reading must be integrated. After having enough skill in
listening and reading, the students are tutored to master speaking and writing skill.
This model will help the process of language acquiring because students are in the
stage of low anxiety to produce language which is being studied.
Teachers are also demanded to facilitate an environment where the students can
use English. It can be done if teachers design teaching process which tutor
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
166
students to communicate using English in class and not only focus on text and
grammar. It is proposed that at the low level teachers use body movement to
integrate in their English teaching. While in the middle level teachers should use
content-based instruction.
The above changing is not easy and surely need time for adjustment. Teachers are
required to always learn and develop their skill in teaching. It can be gained
through class action research, discussion with partner/academics/students, reading
books/references in internet which give the newest info about good teaching
strategy which enable students evolve in accordance with the goal of language
learning. The students are expected to use their skill in communicating using
English. Learning indicator should be directed toward the above aim and no more
towards preparation on test, in this case national test.
Although there has been pro and contra for many years, the government always
held national test. Regarding the effect of national test, especially on English class
which makes students and teachers stuck on text learning and not focuses on
communication skill, thus national test is needed to be evaluated. National test is
not disaster, but it is like medicine which we take which have side effect. If
national test is meant for upgrading quality, we see in English class that national
test is contributed in the different way than that of language learning goal. Thus it
is righteously that national test is changed into another form which measures
students‘ skill in accordance with language learning goal.
IV.
PROBLEMS
From the questionnaire which the writes spread to the students of IKIP PGRI
Semarang, it can be analyzed that the problems faced by teachers can be classified
into three groups. They are problems on students, problems on teachers, and
problems on material.
a. Hyperactive students
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
167
This kind of students mostly found in elementary level. They are all doing
everything to get attention from the teacher. It can be analyzed that these
students need special attention from the teacher. The teacher should know
what the reason behind such kind of behaviors is.
b. Noisy and naughty students
These kinds of students are difficult to handle because they are always talking
to each other when teachers give explanation. They usually sit on the back row
of the class, far from the teachers. For the naughty students, sometimes they
dare to trick teachers (especially young teachers).
c. Not serious and not interesting students
These kinds of students are usually the ignorant students. They are not
interested in the subject being taught. Thus they are not serious in participate
the teaching and learning process in the class.
d. Passive students
The passive students are lack of enthusiasm in take part in the class activities.
They do not have the will to answer the question being asked orally to the
class. They also do not want to participate in group work.
e. Bad class condition
The condition of the class is the important factor in teaching and learning
process. It should accommodate the activities thus the students could involve
actively. Teachers found that students become less interesting when the
condition of the class is not supporting their learning activities, such as noisy
environment, dim light, the class lay out etc.
f. Hard to explain
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This problem occurs when teachers are not prepared with their material.
Teachers come to the class unaware of what will they teach. Thus they just fill
the time with everything they found in their surroundings.
g. Hard in listening and speaking
These problems are not only experienced by students but also by teachers.
They find it is difficult to speak up their mind in foreign language although
they already have sentence in their brain. They also find it is difficult to listen
and catch the student‘s sentence because the students have the local dialect
that is very different from the native speaker.
h. Difficult in creating lesson plan and syllabus
This problem appears because the concerned teachers are fresh graduated.
Thus they are lack of experience in making the lesson plan and syllabus. They
just copy the material from their senior or friends from other schools without
revising what is in it. They do not give adjustment to the material thus it is in
accordance with their own school.
i. Not having experience in class management
For fresh graduates, it is a new thing for them to face many children in front of
the class. Every student has unique personality. Teachers should be aware of
this condition. Teachers cannot generalize all students in certain aspects and
handle them in exactly the same way.
V.
SOLUTION
As mentioned above that there are three kinds of problem face by teachers. Thus
the solution is also grouped into three categories. Different problems have
different solutions.
a. Be patient and firm
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In facing the hyperactive students, teachers are demanded to be patient.
Teachers are required not to lose control in the class. They should find the
right way to correct the students‘ behavior. And teachers are also demanded to
be firm in handling the naughty students. They cannot be soft in front of
naughty students. If they are soft, the naughty students will disrespect them
entirely.
b. Being fierce
Sometimes being fierce is needed in handling the noisy students who always
disturb the process of teaching and learning process in class. If we let go such
kind of behavior, they will be more severe in the next meetings.
c. Spotting the troublemaker
Usually there is one student who becomes the source of the naughtiness in the
class. If teachers can face this student one on one, it will make other respect
you more for having special skill in handling special situation.
d. Being friendly
Teachers are required to give compliment to students who have success in
finishing their task. It will encourage them to be better in the future. If teachers
just ignore the result of the students, it will make them ignore the task in the
future.
e. Knowing the class
It means that teachers should understand that every student in the class is
unique and has their own personality which is differ from one student to
others. Grasping this condition thus teachers should be aware too how to
handle students in different ways according to their unique personality.
f. Be creative and active
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Teachers should appear active in front of the student. They cannot just sit in
their chair and give command from there. They cannot avoid being involved
with students in order to make students feel comfortable with the process.
g. Using creative media
Many people assume that creative media means technology. Nowadays
students bring their cell phone to the class. Teachers can utilize this situation
by implementing technology into their teaching material.
h. Creating variety method (using game, jokes)
Repeating the same method over and over again will make students get bored.
To avoid this situation, teachers are asked to implement variety methods in
their teaching. They can adopt many kind of method they found in the book,
internet, or through other teachers.
i. Creating new innovation
If we are teaching in senior high level, it means that the students already
passed the elementary and junior high level. Even some of them passed
kindergarten and pre-school level. Students who have already passed many
level of education will evaluate their own education experiences. They have
already faced teachers in the previous levels. Maybe those teachers have the
same method in delivering the material. Thus it will be benefit for teachers in
senior high level to create a new innovation in teaching and learning process
that will make students become interesting.
j. Study better
The knowledge never stops expanding. We should always learn and study to
be better. We should never stop to do that in order to expand, broaden, and
develop our horizon. As the wise said it is never too late to learn.
k. Analyzing our teaching daily
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After finishing our day, teachers should evaluate themselves what has they
done in their daily activity. They should maintain the good stuffs and
eliminate the bad ones. They should find solution for the obstacle they found
that day. It will improve their skill in teaching process.
l. Discuss with other teachers
Other colleague will help us if we find difficulties in teaching process. The
senior who have more experiences will share their knowledge in handling the
class. It will open our mind that there is always a way to solve every problem.
m. Always learning and improving our teaching methods
After we evaluate our daily activities, we will find part of our method that
does not suit for our class. Finding this, we should search other method or
improve the existing one that we already used. We should give adjustment the
method we find in order to suit to our class.
n. Believe in yourselves
Before we teach, we should prepare ourselves. We should read and understand
the material. We also should believe in the material we teach. If we do not
believe what we teach, it will affect the students‘ behavior.
o. Teaching with heart
We should teach with all our heart. We should not do everything in half. We
should dedicate our time in order the students understand the material being
taught. It will affect the atmosphere of the class. The students will feel the
difference when the teachers teach with heart or not.
p. Teaching with loud voice
Usually the students in the back row are having difficulty in hearing our voice.
If we do not increase our volume, they will talk to each other. Their voice will
affect the others. it will disturb those who really want to learn in the class.
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q. Don‘t give students too much homework
Teachers should understand that students are children. It is their nature to play
all along. Thus teachers should prevent in giving them too many homework
that it will confiscate their time.
r. Creating interactive, attractive, fun, comfortable, interesting and enjoyable
atmosphere
The supporting atmosphere will increase students‘ enthusiasm in participate in
teaching and learning process in class. To gain this supporting atmosphere,
teachers should make the class be interesting and boring. Teachers should
convey the material in interactive way. The material should be presented in an
attractive way. The communication between teachers and students should be
fun. Teachers should build comfortable interaction between students.
s. Talking, advising, sharing with the students
Sometimes teachers should position students as their friend. Teachers do not
always cleverer in all aspect compare to the students. Sometimes teachers can
also gain some new knowledge from their students about what is up to date in
the teenagers‘ world.
t. Don‘t give up
Last but not least is that teachers should never give up no matter what. The
world is evolving around us. We should evolve with it. Everything is
progressing into the future. If we stuck in the past, we will be left behind.
VI.
CONCLUSION
The teaching world is full of challenges. As the world never stop evolve, so does
the knowledge that goes with it. Teachers are required to evolve with it. They are
demanded to change as the world change too. The problem which exists in
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education world many years ago is different with the problem which exists in
education world nowadays.
This paper is analyzing the current problems which exist in education world
today. The data is compiled from the students who conduct teaching practice
program. This program put the student to face the real class. Thus they directly
face with the up to date obstacle that appear in their class.
After organizing the data, the writers found that the problem could be grouped
into three categories: the problem concerning the students, the problem
concerning the material, and the problem concerning the teachers. As the problem
categorized in three groups, so does the solution.
The main problem concerning the students is about the students‘ attitude in the
class. Some of them are hyperactive, and the others are passive. The solution is
that teachers should handle them in different way as student is also an individual
who are unique and has characteristic of their own.
The main problem concerning the material is there is a monotonous method in
conveying them. It will make the students boring. The solution to avoid this
situation is that teachers should create variety in their method in delivering the
material. Teachers could use joke, game, technology etc.
The main problem concerning the teachers is that as fresh graduate teachers, they
feel unconfident in front of the class. The lack of experiences makes them unable
to create a good lesson plan. The solution for this is that teachers should prepare
well before they teach in front of the class. Thus they can master the material and
feel confident in delivering them to the students. The other solution is sharing with
senior who already had experiences in handling many kinds of problem in their
classes. It will give teachers a new perspective and a wider horizon.
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