problem in teaching english and the solutions

Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW 163

PROBLEM IN TEACHING ENGLISH AND THE

SOLUTIONS

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.

Muhammad Arief Budiman ([email protected]) IKIP PGRI Semarang

Putu Diah Kanserina ([email protected]) IKIP PGRI SEMARANG

mailto:[email protected]

mailto:[email protected]


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


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


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


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


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


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


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


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


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.


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


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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problem in teaching english and the solutions

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