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STRATEGIES TO HANDLE A LARGE CLASS IN

TEACHING ENGLISH FOR THE FIFTH GRADE

STUDENTS OF SD KRISTEN MANAHAN

SURAKARTA

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree

in the English Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

By:

Yessy Monica Sari

C9308125

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2011


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MOTTO

:: Everything happens for a reason, don’t ever be worried ::

-Onecubedtv-

:: God may delay or deny our request but He will never disappoint our trust ::

-Our Daily Bread-

:: You will when you believe ::

-Mariah Carrey-


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DEDICATED

I would like to dedicate this final project for:

My beloved parents,

My brother and sister,

My dearest sister, Chrisinta Anggraeni.


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PREFACE

First of all, I would like to say thank you to my Almighty God, Jesus

Christ, for the guidance and blessing. This project report is written to fulfill the

requirement in obtaining English Diploma Program Degree.

I also would like to say thank you to everyone giving me an

encouragement in writing and finishing the final project report entitled “Strategies

to Handle a Large Class in Teaching English for the Fifth Grade Students of SD

Kristen Manahan Surakarta.” In this report, I discuss the problems in handling a

large class of the fifth grade students in SD Kristen Manahan. I also present the

strategies for handling a large class during the job training activity.

Last but not least, I believe that this final report is far from being perfect;

however, it is able to give some benefits to the readers hopefully.

The writer,


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ACKNOWLEDGEMENT

All praise to Jesus Christ, the Almighty. I also would like to say thank you

to:

1. The Dean of Faculty of Letters and Fine Arts Sebelas Maret University, Drs.

Riyadi Santosa, M. Ed, Ph.D

2. The Head of English Diploma Program, Yusuf Kurniawan, S.S, M.A. for the

highest dedication to English Diploma Students.

3. My Academic Supervisor, Taufiq Al Makmun, S.S. I thank you for your

support during my study.

4. My Supervisor, Ida Kusuma Dewi, S.S, M.A. I thank you for your advice and

guidance in finishing this final project report.

5. All Lecturers of English Diploma Program for giving me valuable knowledge.

6. The Headmaster of SD Kristen Manahan Surakarta, Y. Sukiya, S. Th. I am

grateful to you for accepting me to have the job training.

7. Mr. Heru Sri Widodo, A. Md and Mr. Henry Iwan Hartanto, S.S., all of the

teachers and staffs of SD Kristen Manahan Surakarta. I am so grateful for

your help, guidance, and support. I do apologize if I did some mistakes during

the job training.

8. All of the students of SD Kristen Manahan Surakarta, thanks for our

togetherness and being good students during the job training.

9. My beloved parents, Hartanto and Hermini. Thanks for your support and love.

I am so grateful for everything you’ve done for me.


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10. My beloved brother and sister, Raju and Yasica. Thanks for your support.

11. My dearest sister, Chrisinta. I am so grateful to have you in my life. Thanks

for all.

12. My beloved friends, Wiwik, Sonia (Genduk), Azizah, Wisnu, Kholisoh, and

Nurul. Thanks for our togetherness.

13. The Big Family of 2008 year especially in class C and class teaching

mainstream. Thanks for these three years. God bless you.

Finally, I realize that this report still have mistakes and errors, I apologize

for it.


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ABSTRACT

Yessy Monica Sari. 2011. Strategies to Handle Large Class in Teaching

English for the Fifth Grade Students of SD Kristen Manahan Surakarta.

English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret

University.

This project report is written based on the writer’s job training as an

English teacher in SD Kristen Manahan Surakarta which was done for two

months. The objectives of this report are to explain the problems in handling a

large class for the fifth grade students of SD Kristen Manahan and to describe the

strategies to handle those problems.

During the job training, the writer did an observation to gain information

of the school. The writer also did a discussion with the English teacher to know

the teaching and learning process in the class.

This final report project finds that there are some problems in handling a

large class during the teaching and learning process for the fifth grade students of

SD Kristen Manahan Surakarta. Those problems are uncontrolled condition; the

students find it difficult to understand the material, individual attention, lack of

confident and inefficient learning. Having a large class during the teaching

learning process, the writer also presents the strategies to handle a large class

related to those problems such as controlling the class by giving some rules and

stopping the class, making pairwork, establishing a good relationship with the

students, making groupwork and paying attention to the transition.


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TABLE OF CONTENTS

TITLE .................................................................................................................. i

APPROVAL OF CONSULTANT ...................................................................... ii

APPROVAL OF THE BOARD OF EXAMINERS ........................................... iii

MOTTO .............................................................................................................. iv

DEDICATION .................................................................................................... v

PREFACE ........................................................................................................... vi

ACKNOWLEDGMENT ..................................................................................... vii

ABSTRACT ........................................................................................................ ix

TABLE OF CONTENTS .................................................................................... x

CHAPTER I: INTRODUCTION

A. Background ................................................................................................ 1

B. Objectives .................................................................................................. 2

C. Benefits ...................................................................................................... 3

CHAPTER II: LITERATURE REVIEW

A. Teaching and Learning .............................................................................. 4

B. Teaching Young Learners ......................................................................... 5

C. Teaching Large Classes ............................................................................. 7

D. Strategies to Handle Large Classes .......................................................... 9

CHAPTER III: DISCUSSION

A. SD Kristen Manahan Surakarta ................................................................. 12

B. Job Training Activities .............................................................................. 17


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1. Observation ......................................................................................... 17

2. Making Lesson Plan ............................................................................ 20

3. Teaching Activity ............................................................................... 21

C. Problems in Handling a Large Class for the Fifth Grade Students of

SD Kristen Manahan Surakarta ................................................................. 22

D. Strategies for Handling a Large Class for the Fifth Grade Students of

SD Kristen Manahan Surakarta ................................................................. 24

CHAPTER IV CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................. 27

B. Suggestion ................................................................................................. 30

BIBLIOGRAPHY

APPENDICES


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STRATEGIES TO HANDLE A LARGE CLASS IN

TEACHING ENGLISH FOR THE FIFTH GRADE

STUDENTS OF SD KRISTEN MANAHAN SURAKARTA

Yessy Monica Sari1

Ida Kusuma Dewi, S.S, M.A2

ABSTRACT

2011. English Diploma Program, Faculty of Letters and Fine

Arts, Sebelas Maret University.

This project report is written based on the writer’s job training as

an English teacher in SD Kristen Manahan Surakarta which was

done for two months. The objectives of this report are to explain

the problems in handling a large class for the fifth grade students of

SD Kristen Manahan and to describe the strategies to handle those

problems.

During the job training, the writer did an observation to gain

information of the school. The writer also did a discussion with the

English teacher to know the teaching and learning process in the

class.

This final report project finds that there are some problems in

handling a large class during the teaching and learning process for

the fifth grade students of SD Kristen Manahan Surakarta. Those

problems are uncontrolled condition; the students find it difficult to

understand the material, individual attention, lack of confident and

inefficient learning. Having a large class during the teaching

learning process, the writer also presents the strategies to handle a

large class related to those problems such as controlling the class

by giving some rules and stopping the class, making pairwork,

establishing a good relationship with the students, making

groupwork and paying attention to the transition.

1 Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9308125

2 Dosen Pembimbing


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CHAPTER I

INTRODUCTION

A. Background

In this globalization era, most countries use English as an international

communication tool. English plays an important role as communication media in

the field of technology, education, business, tourism, and so on.

Therefore, many countries introduced English to the students since the

early age. The Indonesian government has a right step to include English in a

curriculum. English has been taught in elementary school. In SD Kristen Manahan

Surakarta, English has been taught from 1st until 6

th grader. Learning a first

foreign language should start straight away at the beginning of the first year when

the pupils are generally eleven or twelve years old (Brewster, 1992). It means that

the elementary school is a proper level to learn a second language.

Learning second language is not easy because it cannot be learned simply

through imitation and mechanical repetition. However, learning does include

imitation and repetition (Brewster, 1992). In the process of teaching and learning

English, the teacher and the students have to support each other so that the

teaching and learning English can run well. Teacher has a role to manage the class

in order to make them follow the activities in the class.

Nowadays, most of the elementary school has a large class. SD Kristen

Manahan Surakarta has more or less 55 students each class. Teaching in a large

class is challenging. The teacher has to work hard to handle the class. Teaching


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students of elementary school, the teacher can not expect that the students will

always stay on their seat during the lesson. Due to the fact that the children are

very active, various activities should be given by the teacher.

During the job training in SD Kristen Manahan Surakarta, there were some

problems faced by the writer in handling the students. The students certainly have

different ability in English, knowledge of language, motivation in study, attitude,

personality, confidence and interests. Those factors can affect the situation in the

class during the learning and teaching process while English is something new for

them. In handling a large class, English teachers should have good strategies to

solve some problems that may occur in the class.

The above phenomena leads the writer to write a report about strategies to

handle a large class, entitled “Strategies to Handle a Large Class in Teaching

English for the Fifth Grade Students of SD Kristen Manahan Surakarta”.

The report contains the problems and the strategies to handle large class based on

the writer’s experience during the job training in SD Kristen Manahan Surakarta.

B. Objectives

The objectives of this final report are:

1. To explain the problems in handling large class for the fifth grade students

of SD Kristen Manahan Surakarta.

2. To describe the strategies to handle the large class in teaching English for

the fifth grade of SD Kristen Manahan Surakarta.


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C. Benefits

The writer hopes that this final project gives advantage to:

1. English teachers

This final project can be useful for English teacher, especially for the

elementary school teachers. It is hoped that this report can help the teacher

to handle the large class during teaching English. This report can be a

reference for the teacher teaching in large class.

2. The readers

This final project can improve the knowledge of the reader about the

problems and the strategies to handle a large class in teaching English for

the fifth grade students.


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CHAPTER II

LITERATURE REVIEW

This chapter contains several theories related to this report. It discusses

teaching and learning, teaching young learners, teaching large class, and strategies

to handle large classes. All of the topics will be explained in more details below.

A. Teaching and Learning

The term of education can not be separated with teaching and learning.

According to Cole and Chan, teaching is a complex phenomenon that takes into

account a wide range of personal characteristics, professional skills and

specialized bases of knowledge (Cole and Chan, 1994:2). Brewster and Girard

define that teaching means facilitating discovery, not presenting knowledge

(1992:31). Meanwhile, according to Howard, teaching is an activity that tries to

help someone to acquire, change, or develop skills, attitudes, ideals, appreciation,

and knowledge (Howard, 1968:18). In other words, teaching is some activities

that need professional skills to help someone in acquiring knowledge.

Teaching is the facilitation of learning. Brown defines that learning is

acquiring or getting knowledge of a subject or a skill by study, experience, or

instruction (Brown, 2000:7). Driver and Oldham cited by Biggs and Watkins

(1995:13) suggest that learning is an ongoing process; it is continuous and active.

Meanwhile, Klein suggests that learning can be defined as an experiential process

resulting in a relatively permanent change in behavior that cannot be explained by


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temporary states, maturation, or innate response tendencies (Klein, 1996:2). In

other words, learning is a continuous process of getting knowledge by something

found in someone’s experience that can change the behavior.

B. Teaching Young Learners

Young learners are children from the first year or formal schooling (five or

six years old) to eleven or twelve years of age (Philips, 1996:5). Scott and Yteberg

in their book have divided the children into two main groups, the five to seven

year olds and the eight to ten year olds (Scott and Yteberg, 1998:1). According to

Scott and Yteberg, children of ten are relatively mature children with an adult side

and a childish side. The characteristics can be listed below (Scott and Yteberg,

1998:3):

Their basic concept is formed. They have very decided views of the world.

They can tell difference between fact and fiction.

They ask questions all the time.

They rely on the spoken word as well as the physical world to convey and

understand meaning.

They are able to make some decisions about their own learning.

They have definite views about what they like and don’t like doing.

They have a developed sense of fairness about what happen in the classroom

and begin to question the teacher decisions.

They are able to work with others and learn from others.


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According to Brown, there are some points that may help to give some

approaches to teaching children (Brown, 2001:87-90):

1. Children are centered on the here and now, on the functional purposes of

language. It means that a teacher cannot explain grammar directly using the

terms related to grammar.

2. One of the differences between adult and children is the attention span.

Short attention span does not play into children when the teacher can

present the material attractively. The lesson needs various activities.

3. Children need some activities that have all five senses stimulated, such as

role play or play games and making. The teacher’s facial features, gestures

and touching is also important because children will notice very sensitively.

4. Children have an ego that still being shaped. The teacher should help the

students to laugh each other at various mistakes that they make. The teacher

also has to be patient and supportive to their students then give the

opportunities to quieter one for trying things out.

5. Children are focused on what this new language can actually be used for

here and now. Therefore, language needs to introduce in context embedded.

It can be concluded that teaching young learners, the teachers should

prepare themselves to deal with the children that have special characteristics in

their age for learning English. The lesson arranged also should appropriate to their

characteristics.


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C. Teaching Large Classes

A large class is a common phenomenon in Indonesia, as it seen in

elementary school. It usually has more or less fifty students each class. According

to Nunan and Lamb, classrooms of more than fifty are considered large (Nunan

and Lamb, 1996:147).

Brown defines that there are always imperfect institution, imperfect people

and imperfect circumstances related to teaching-learning context. Teaching large

class is one of an adverse circumstance that may be faced by the teachers (Brown,

2001:196). They may get difficulties to manage the class. It can affect the success

of teaching and learning process.

Having a large class, the teachers faced some problems during the teaching

and learning process. According to Brown, large class presents some problems

such as the students get difficulties in understanding the material, getting less

attention between the teacher and the student, the students have less opportunities

to speak, and the teacher’s feedback is limited (Brown, 2001:196-197).

Meanwhile, David Hayes states that the problems in teaching a large class

can be divided into five areas; they are discomfort, control, individual attention,

evaluation, and learning effectiveness. Discomfort happens when the teachers feel

unable to promote student interaction, since there is no room to move about. They

feel that there is not enough room to do the activities in the class or overcrowded.

Meanwhile, control means that the teachers are often worried by the discipline

aspects of large classes. They feel unable to control what is happening and that the

classes become too noisy. Another problem defined by Hayes is individual


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attention which many teachers are concerned that they are neglecting the needs of

their students as individuals. The teachers are worried that they can not give the

attention to them well. Meanwhile, evaluation means that teachers have a

responsibility for checking all of their students’ work and the teachers are worried

if they can not do so. The last problem presented by Hayes is learning

effectiveness. It means that the students may not get what the teachers have taught

exactly. (available in http://203.72.145.166/ELT/files/51-2-2.pdf). It can be

concluded that teaching a large class arises many problems. Those problems can

affect the success of teaching and learning process.

Another expert who concerns about teaching a large is Jainling Pen (2006)

states that there are some problems in large classes. The first one is the difference

of the students’ level in understanding the material. It means that some students

can follow their teacher; others may find it difficult to understand what the teacher

says. The next problem is the difference of the students’ family and environment

background. It means that the students’ background may be on obstacle for the

teachers in reaching the students. Another problem is the students may find that

their textbook is boring. The students may have different reaction to their textbook

because of their individual differences. Having different interests in learning

English is also one of the problems in teaching large classes. This problem may

arise due to the difference interest such as some students do not like English at all

and some students may find lessons boring if they find the topic have no

familiarity with their own life or their interests. The last problem presented by

Peng is lack of confident that makes some students do not participate in doing

http://203.72.145.166/ELT/files/51-2-2.pdf


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activities in the classroom and there is a superiority & inferiority complex among

the students in the classroom (available in

http://www.linguist.org.cn/doc/su200605/su20060516.pdf).

D. Strategies to Handle Large Classes

Having a large class, the teachers can be frustrated to handle the class.

However, a teacher should have strategies to deal with some problems occurred

during the teaching and learning process. According to Cole and Chan (1994),

strategies used by the teachers in the classroom should be prepared well before

teaching.

In teaching a large class, there are some strategies to solve the problems.

They are using worksheet, using pairwork and groupwork, using chorus reaction,

using group leader, controlling the classroom, and managing interaction. Each

strategy is discussed in more detail below in the following part:

1. Using worksheet

According to Harmer, worksheet can be used for the whole class.

Therefore, all of the students can do that worksheet at the same time (Harmer,

1998:128). The students can focus on their work and the teacher can give

feedback to them.

2. Using pairwork and groupwork

Pairwork can be put into a great activity for the students in the classroom

including writing and reading. It can encourage the students’ co-operation that is

important to affect the atmosphere of the class and give a motivation to learn each

http://www.linguist.org.cn/doc/su200605/su20060516.pdf


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other (Harmer, 1991:244). It can be used for dialogues, substitution drill, grammar

practice, informal tests, describing pictures, and question answer works (Todd,

1999:44).

Groupwork is also an extremely attractive idea in handling a large class. It

can maximize students’ participation in the classroom (Harmer, 1998:129).

Groupwork can be used in various activities such as games, question construction,

guided practice, dictation, and discussion (Todd, 1999:44).

In other words, pairwork and groupwork can give more opportunities to

perform in English and make a good the classroom atmosphere.

3. Using chorus reaction

The teacher divides the students into some groups. It helps the teacher to

control activities in the class. The activities can be done by speaking a part of

dialogue, and repeating sentences or words. The teacher is easier to check the

participation of each group (Harmer, 1998:129).

4. Using group leader

The teacher can optimize the role of group leader. The leaders can help to

distribute and collect the task in the class. The teacher can check if everyone in a

group has understood and give feedback (Harmer, 1998:129)

5. Controlling the classroom

Uncooperative students may be found in a large class. The teacher can

solve this problem with establishing good relationship with the children. It can

make warmer atmosphere between the students and teacher. (Brewster and Girard,

1991:131).


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Control can be solved by maintaining discipline in the class. Arend in

Todd suggests that the teachers need clarity, firmness and roughness

commensurate with their level anger (Arend in Todd, 1999:101). Meanwhile,

Harmer in Todd suggests that there is variety of strategies used to control the

surface behavior of students. For example, suggests a model which involves

stopping the class, re-seating the students, changing the activity and talking to the

students after the class (Harmer in Todd, 1999:101-102)

6. Managing interaction

Getting interaction to the students, the teachers should pay attention on the

management of transition. For instance, a change of activity, a change of

participation (from whole class to group), and a change of medium (from spoken

to written language). Giving attention to those transitions, the teachers can keep

their interaction with the students. (Todd, 1999:42-43)

Those strategies above can help the teachers to deal with a large class in

handling the classroom. Having strategies in teaching large class makes the

process of teaching and learning runs successfully.


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CHAPTER III

DISCUSSION

There are four subchapters discussed in this chapter. They are the

description of SD Kristen Manahan Surakarta, the job training activities, the

problems and the strategies to handle a large class in teaching English for the fifth

grade students of SD Kristen Manahan Surakarta.

A. SD Kristen Manahan Surakarta

SD Kristen Manahan Surakarta is an independent school under an

institution called Perhimpunan Pendidikan Kristen Surakarta (PPKS). This school

is located on MT. Haryono Street 12, Manahan, Banjarsari, Surakarta. SD Kristen

Manahan Surakarta was built in 1952 and it was officially opened as a formal

elementary school in 1955 by Suyoko Sastrosuwignyo as an officially members of

the institution. The school’s statistic number is 102036105053.

The building of this school is permanent and owned by the institution. It is

about 1756 m². This school has twelve classes consisting of the first up to the

sixth grade and each class has two classes, class A and class B. This school has

635 students consisting of 304 boys and 331 girls. There are some supporting

rooms at SD Kristen Manahan Surakarta such as teacher’s room, headmaster’s

room, library, computer and language laboratory, school health unit, art room,

toilets, canteen, etc.


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SD Kristen Manahan Surakarta has two floors. The first floor consists of

the teacher’s and the headmaster’s room, rooms for class 1A, 1B, 2A, 2B, 3A and

3B, art room, and school health unit. The following is a map of the school as a

description.

The First Floor

s

N

MT.

Har

yon

o S

tree

t 1

2

School Guard’s House

Teachers’ Toilet

Main Entrance

The Yard of SD Kristen Manahan

Flag pole

Small Door

1

K

e

l

a

s

I

B

Security

1

Kelas

I B

Kelas

I B

Kela

s

I B

Kelas

I B

Art

Room

Class 2A

Headmaster room

Sekolah

Teacher’s

room

Toilet

Class

3B

Class

3A

Class

2B

Class

1A

Class

1B

UK

S

Par

kin

g A

rea

Par

kin

g A

rea

War

eho

use

Canteen

Information Board


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The following is the second floor of SD Kristen Manahan Surakarta. There

are some rooms such as rooms for class 4A, 4B, 5A, 5B, 6A and 6B, computer

laboratory, language laboratory, and library.

The Second Floor

Class

4A

Class

5B

Class

6A

Class

6B

Class

5A Language Laboratory

Kelas

I B

Toilet Computer

laboratory

Class

4B

Rea

din

g

Ro

om

MT.

Har

yon

o S

tree

t 1

2

N

Library


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SD Kristen Manahan Surakarta is led by a headmaster, Y. Sukiya, S. Th.

He is responsible to manage and to supervise all the activities in SD Kristen

Manahan Surakarta. In doing his jobs, the headmaster is supported by seventeen

teachers helping him to teach the students and three staff helping as an

administration staff, a security and a school guard.

There are twelve teachers who are responsible for handling each class.

Besides, there are eight teachers for teaching certain subject in the class such as

three English teachers, two computer teachers, one traditional dance teacher and

one religion teacher. The Headmaster also teaches Seni Suara Daerah in the class.

In applying the school programs, SD Kristen Manahan Surakarta has

vision and mission. The vision is excellent in achievement and motivation and

behave in Christian value. The missions are to carry out the basic education

oriented on a good achievement in knowledge, skill and behavior; to grow strong

motivation to contribute to the society, country and nation and to develop loving

and serving attitude.

The following is the organization structure of SD Kristen Manahan

Surakarta:


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ORGANIZATION STRUCTURE OF SD KRISTEN MANAHAN SURAKARTA

ACADEMIC YEAR 2010 / 2011

This school has some extracurricular activities offered to the students to

join. They are English, vocal group, Boy Scout, ensemble, painting, sports, and

singing Javanese songs or called macapat.

The English extracurricular is held on Saturday. It is divided into two

classes, for the third and fourth grade students and the fifth grade students. It is

Headmaster

Teacher

Class 1A

Teacher

Class 2A

Teacher

Class 3A

Teacher

Class 1B

Teacher

Class 2B

Teacher

Class 3B

Teacher

Class 4A

Teacher

Class 5A

Teacher

Class 6A

Teacher

Class 4B

Teacher

Class 5B

Teacher

Class 6B

English

Teacher

English and

Sport Teacher

Computer

and Sport

Teacher

Traditional

Dance

Teacher

Computer

Teacher

School Guard

Students

Society


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organized by two English teachers. Some students who are interested in English

have joined this extracurricular activity.

B. Job Training Activities

During the job training, there were some activities done to support the job

training such as observation, making lesson plan, and teaching activity. This job

training was started on January 31st, 2011 until April 2

nd, 2011. Doing the job

training, I had to come to the school everyday, from 07:00 a.m. until 01:30 p.m.

1. Observation

The observation should be done in the process of the job training because

it is important to know well about the school where I did the job training. I did an

observation in SD Kristen Manahan Surakarta for about four days on the first

week.

On the first day, I started my job training by following the ceremony in the

morning. I was introduced as a student of Sebelas Maret University who was

doing job training as an English teacher. Then, I was given an opportunity to do

an observation. Firstly, I observed the school environment of SD Kristen

Manahan Surakarta. I found that the school is large enough. It has two floors.

There are plants surrounding the school yard. Going to the back of the school,

there is a small canteen and I found some parents who were waiting for their

children there. Beside the school guard’s house, there are some toilets for the

students and the teachers. There is a parking area for the teachers and the students

that is large enough.


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I continued the observation on the first day by joining the class 3B.

Although it was Mathematic class, I could do the observation. I observed the class

condition. Since the class 3B has 54 students, it looked so crowd. During this

class observation, I learnt from the teacher how to treat the students in the class

and how to keep the good atmosphere. I also helped the students who got

difficulties in order to make a contact to each student. The next class I observed

was class 2B. It has a large class of 55 students. The students of class 2B were

very active although they had a lot of movement in the class. Sometimes it made

the class teacher was frustrated to this situation.

I also had a discussion with the headmaster on the first day. He gave me

some advices to do the job training. He asked me to make a list of planning

activity during my job training. It would help me to prepare what I had to do

everyday in the school. He also asked me to make a list of teaching schedule

planning to know how many hours I had to teach English in the class.

On the second day, I got an opportunity to observe English class for class

1B, 4A and 4B. The English class for class 1B was handled by Miss Veronika,

S.H. Class 1B has 50 students. The material taught was about things in the

kitchen. The teacher started the meeting with mentioning the things in the kitchen

in Indonesian and English. Then she went to the student’s book. She read the

vocabulary and asked the students to repeat after her. After repeating the

vocabularies, she gave a game for the students. It was a game group. The teacher

asked the students to say the thing in English. The students had to answer together

with their group. The students of class 1B were quite active. They could follow


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the lesson well although there were some students did not pay attention to their

teacher. In teaching English for class 1B, the teacher used Indonesian and English.

I continued to observe class 4A during English class. This English class

was handled by Mr. Heru Sri Wododo, A.Md. and Mr. Henry Iwan Hartanto, S.S.

Class 4A has 50 students. The students of class 4A were very crowded. They even

did not care of their teachers’ attendance. It was so hard to attract the attention of

the students. The material taught was about identity. There was a dialogue activity

in front of the class. Actually, they were active but too crowded. The next English

class I observed was class 4B. This class was handled by the same English

teacher. Class 4B has 55 students. They were active and more calm than the

students of class 4A. The material taught was the same with that in class 4A, that

was about identity. The way the teacher explained the material was enjoyable.

On the third day, I observed English class in class 5B. The English class

was only did some assignments from the teacher. Class 5B has 52 students. It

looked so crowded. I used this chance to observe the condition of the class. I also

made a contact with the students to get a warmer relationship.

During the class observation, I can conclude that each class in SD Kristen

Manahan is a large class so that I should prepare everything well. Each class is

completed by some facilities such as a whiteboard, cupboard, a clock, a fan, and

an information board. Each class is also clean enough because the students have a

duty to clean their class everyday. The class is comfortable enough so that the

teaching and learning process can run well.


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The next observation was language laboratory. I was accompanied by the

English teacher, Mr. Heru Sri Widodo, A.Md. The language laboratory has 30

seats completed with headset and keyboard. It has machine control, a computer

and a television for supporting the teaching learning process. I learnt how to

operate the machine from the English teacher. Since the laboratory has limited

seats, the students have to be divided into two groups. While the first group is in

the laboratory for speaking and listening skill, the others are studying reading and

writing skill in the class.

The rest of the week in my observation, I used to find some references to

make a lesson plan and find information about the material I supposed to teach to

the students.

2. Making Lesson Plan

Making lesson plan is so useful because it can help in preparing and in

organizing the teaching learning process so that the process could be done well. I

was also asked to make a lesson plan during my job training. Before making

lesson plan, I had a small discussion with the English teacher about how to make a

lesson plan. I got some points that in making lesson plan, it must cover four skills,

they are listening, speaking, reading and writing. I had to make a lesson plan for

each meeting. Every meeting had not to cover the four skills but at least there are

two skills, such as listening & speaking or reading & writing. Then, I had to find

by my self how the lesson plan supposed to be arranged.


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In making lesson plan, the material was taken from the students’ textbook

entitled “Student’s Book English for Real Communication” combined with the

other books that are suitable with the competence. I had to make lesson plans for

class two until class five. I had to prepare materials about transportation for the

class two, preposition for class three, identity for class four, and clothing for class

five. The material should be made attractively so that the students were eager to

study.

3. Teaching Activity

The teaching activities were started on the second week. Based on the

planning of teaching schedule that I had made, I got an opportunity to teach

English for class 2B, 3A, 3B, 4A, 4B, 5A and 5B. I taught English from Tuesday

until Friday. On Tuesday, I taught class 4A at 09:35 a.m. until 10:10 a.m. and

class 4B at 11:00 a.m. until 11:35 a.m. Then on Wednesday, I had to teach class

5B at 11:00 – 11:35 a.m. and class 5A at 12:10 – 12:45 p.m. The English class for

class 3A was on Thursday at 09:35 - 10:10 a.m. The last was on Friday, there

were class 2B at 09:00 – 09:35 a.m. and class 3B at 09:35 – 10:10 a.m.

The English lesson has 70 minutes per meeting but I only had 35 minutes

to teach and the rest was handled by the English teacher. However, in the end of

my job training activities, the teacher gave me a chance to teach the students for

70 minutes.


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C. Problems in Handling a Large Class for The Fifth Grade Students of SD

Kristen Manahan Surakarta

In this part, I discuss the problems I encounter in teaching classes of the fifth

grade of SD Kristen Manahan especially related to the large class. The following

are the problems that I can list based on my experiences during the job training.

a. Uncontrolled condition

I found certain conditions that became a problem when I came into the

class. It was the uncooperative students. Some students made a crowd situation in

the class. They chatted each other and didn’t care of my attendance. Moreover,

my voice could not make them pay attention on me. I had to make some code that

could make them pay attention on me. Some group of students became trouble

makers in the class. They caused their friends feel uncomfortable during studying

in the class. It took a long time to make them in control.

This problem was in line with what Hayes (1997) has stated that control

was one of the problems dealing with a large class. He argues that the teacher are

often worried about discipline aspects of large classes. “They feel unable to

control what is happening and that the classes become too noisy” (Hayes,

1997:109)

b. The students find it difficult to understand the material

In a large class, the material may only be understood by the students who

sat on the front rows. The students at the back usually could not understand the

material explained since they paid small attention to the teacher’s explanation.


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This problem was in line with the statement of Brown (2001) that

individual teacher-student attention is minimized. I found that the students got

minimum understanding about the material from their assignments which still

contained mistakes.

c. Individual attention

In a large class of fifty students, it was difficult to make a contact with all

students, especially for those who sat at the back. I could not help all of the

students because there was not enough time to do it. This problem was in line with

the statement of Hayes (1997) that individual attention is one of problems in a

large class. “Teachers are concerned that they are neglecting the needs of their

students as individuals”. (Hayes, 1997:109)

d. Lack of confident

Lack of confident was also found during teaching a large class. Not all

students were willing to participate in the class. For example, they are not willing

to practice in front of the class. They were not confident to do it. The activities in

the class were often dominated by some students. Meanwhile, when the other

students were pointed to speak up, they did not want to do it.

The problem above was in line with the theory of Jianling Peng (2006) that

lack of confident causes the different participation in the classroom.

e. Inefficient learning

Teaching in a large class took much time in controlling the students. It

affected the learning process of the students itself. I found that the students only

took a little material of my explanation. They tended to chat in the class rather


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than paying attention to the teacher. I often got my lesson plan failed because it

was difficult to keep the students quiet and keep their attention to my explanation.

I found each stage that I had arranged in the lesson plan could not be applied in

the class.

D. Strategies for Handling a Large Class for the Fifth Grade Students of SD

Kristen Manahan Surakarta

Dealing with a large class, a teacher should be aware of the problems that

might happen during the teaching and learning process. From the problems that I

had mentioned before, I found some strategies to handle the large class. The

following were the strategies I used.

a. Uncontrolled condition

There are two strategies to overcome the problem related to uncontrolled

condition, they are giving some rules and stopping the class. The rules were used

to control the class that is large and noisy. Control in the class was really essential

to handle the class. Being firm in the class was necessary but the teacher should

be still friendly to the students. Sometimes, some students still chatted with their

friends. In this situation, a warning should be given to them. If they were not

quiet, they would not follow the lesson in the class. This strategy is in line with

the statement of Arend in Todd (1999). He suggests that the teacher should have

firmness but still on the proper emotional level.

The other strategies used to control the students were dividing them into

four groups, group A, group B, group C and group D. One group who became


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quiet first would get 100 point. Another group certainly wanted the score then

they became quiet. It could work because children were happy when getting a

prize or high score. It could run from the beginning the lesson and during the

lesson.

Uncontrolled condition in the class during the process of teaching and

learning also could be overcome by stopping the class. The teacher stopped to talk

in front of the class until the students noticed about it. This strategy is in line with

the theory of Harmer about (1999) controlling the classroom. ”Harmer in Todd

suggests that there is variety of strategies used to control the surface behavior of

students, for example stopping the class.”

b. The students find it difficult to understand the material

The strategy to overcome the problem related to the students find it

difficult to understand the material was by making them into pairwork. Practicing

writing skill was one of activities that could be done in pairwork. In this case, the

students were given pictures and they were asked to describe what the people in

the picture were wearing. Moving around to the class was really important to

check their work. It was done during they discussed their assignment.

This strategy could handle the class as what Harmer (1991) stated that

pairwork can create a good atmosphere and the students can learn each other.

Meanwhile, Harmer (1991) suggested that writing and reading can be the

activities in pairwork. It helped the students to understand the material better.


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c. Individual attention

This problem can be solved by establishing a good relationship with the

students. Having communication with the students during the break time could be

the strategy to establish a good relationship with them. This chance was used to

have a talk with them. Remembering the students’ name one by one might be

really hard to do but the teacher had to memorize their name well so that they felt

that the teacher paid attention to them. Teacher should not call the students by

“Hey, you!” It would be better if the teacher could call their name. When the

students were comfortable with us, certainly there was a good relationship

between the teacher and the students. In line with this, Brewster and Girard (1991)

state that establishing good relationship with the children can make warmer

atmosphere between the students and teacher.

d. Lack of confident

The strategy to overcome the problem related to the students’ confidence

was by giving the activities that involved the students to be active. Making them

into groupwork could be used in the activities. It could motivate the students who

were less confident in classroom. Games were one of the best ways to handle the

students in the class. Brown (2001) states that children need activities that

stimulate their five senses, playing a game could be one of activities that can be

used in a large class. Working in group each activity could be used to maximize

the participation of each student in the class. This strategy is also in line with the

statement of Todd (1999) that games can be the activities for a large class. Games

give more opportunities to the students to be active in the class.


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e. Inefficient learning

Having a large class was not the reason to ignore the efficient learning in

the class. Paying attention to the transition of every stage of teaching process was

the strategy used to overcome the problem related to inefficient learning. By

paying attention to the transition or the change of activities, the class could be

manageable and interaction between the teacher and the students could be kept

during the process of teaching learning. This strategy was in line with the

statement of Todd (1999) that giving attention to those transitions, the teachers

can keep their interaction with the students.


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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the discussion in chapter III, there are some conclusions that can

be drawn from this final report. The conclusions are as follows:

1. Problems in Handling a Large Class for the Fifth Grade Students of SD

Kristen Manahan Surakarta.

There were some problems found in handling a large class of the fifth

grade students of SD Kristen Manahan Surakarta, they are uncontrolled condition,

the students find it difficult to understand the material, individual attention, lack

of confident and innefficient learning.

Uncontrolled condition is a condition where the students always chatted

each other in the class without any attention to the teacher’s attendance.

Meanwhile, since the teacher and student attention is minimum, it causes the

students find it difficult to understand the material. It can be seen by their

assignment which contained mistakes. In a large class, it is also difficult to make a

contact to the students and to help them one by one since the time is limited. It

causes the students get less individual attention. Another problem found is lack of

confident. It means that the students were not confident to practice in the class.

The last problem is inefficient learning. It means that each stage arranged cannot

be applied becuase it takes much time to make the students quiet.


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The problems mentioned above are in line with the statements of some

experts who present some problems in handling a large class. Another problem

found by the writer based on the experience during job training is about the

inefficient learning while the writer did not find it in the statement of the experts.

2. Stretegies for Handling a Large Class for the Fifth Grade Students of SD

Kristen Manahan Surakarta.

There are some strategies to overcome the problems related to a large

class. The problem related to uncontrolled condition, the strategies used are

controlling the class by giving some rules and stopping the class when the

condition is crowded. Meanwhile, solving the problem about the students find it

difficult to understand the material, the strategy used is making activities that

involve the students to work in pairs.

The strategy used to overcome the problem related to individual attention

is done by establishing a good relationship with the students. On the other hand, to

overcome the lack of confident problem, the strategy used is by giving games

activities that involve the students to be active. The last, the strategy used related

to the problem of inefficient learning is paying attention to the transition of every

stage so that the class can be manageable and the teacher-student interaction can

be kept.

Those strategies above are in line with the statement of the experts that

present those strategies to overcome the problems related to a large class.


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B. Suggestion

Based on the result of this final project report from the writer’s

experiences during the job training in SD Kristen Manahan Surakarta, the writer

presents suggestions to:

1. SD Kristen Manahan Surakarta

Having a large class may become a problem in teaching and learning

process in the class. Teaching English with a large class is also not easy to do but

it is not the reason not to make the teaching and learning process runs well. Some

teachers probably are not concerned to the problems that can arise in a large class.

In fact, there are some problems found in teaching a large class. The English

teachers of SD Kristen Manahan Surakarta should pay attention on those

problems. Some strategies also should be prepared to solve those problems.

The teachers should have a control to the students in the class. They also

should make various activities that involve all of the students to participate in

activities made in the class. It will help their confidence in practicing English.

2. The English Diploma of Sebelas Maret University

The English Diploma Program should pay attention on the need of the

students before doing the job training. The institution should prepare all the thing

needed such as giving more practical of teaching simulation beside giving some

theoritical materials of it. The simulation should not only focus on every stage that

should be applied in the class but also how the way to handle the students in such

condition so that the students of teaching mainstream are ready enough to face the

real condition of teaching and learning process during the job training.

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