Allah SWT as the only one of my God, I would like to say Alhamdulillah to Allah SWT who has given me blessing, healthy, strongest and patience in completing the thesis. Feny Martina, M.Pd, as Head of English Education Program Study at IAIN Bengkulu. Riswanto, Ph.D., as the first advisor for his guidance, valuable advice and motivation for the researcher.
INTRODUCTION
- Background of the Research
- Problem Identification
- Limitation of the Problem
- Research Questions
- Research Objective
- Significance of the Research
- Definition of Key Term
Besides that, the teacher's role is also very important to make the learning process smooth. It is the teacher's responsibility to make the class effective by managing the class directly. This study focuses on the teacher's strategies and problems in managing a large class of office administration students in SMK N 01.
LITERATURE REVIEW
English Teacher
Definition of English Teaching Strategies
Teaching strategies refer to methods used to help students learn the desired course content and be able to develop achievable goals in the future. Furthermore, Issac (2010) explains that teaching tactics are those behaviors of the teacher that he manifests in the class, i.e. the development of the teaching strategies, which give proper stimulus for timely responses, reinforce the learned responses, increase the responses through extra activities and so on. Based on the explanation above, the researcher can conclude that English teaching strategy is the way teachers adopt the learning process to promote and develop the potential that exists in students, through planning, class management, the use of various methods and media, and giving praise. for good behavior.
Classroom Management
Large Class
To create engaged students in the classroom, the teacher must encourage the students. This research only deals with the classroom management strategies used by the teacher in managing a large class and the problems faced by the teacher and students in implementing English teaching strategies. The researcher chooses this school because the teacher must be able to differentiate teaching strategies.
In addition, students tend to be noisy and do not pay attention to the teacher's explanation. The teacher felt that it was difficult to overcome everything that happens in the class when the number of students exceeds a certain limit.
Previous Related Studies
Based on the above explanation, the researcher can conclude that Large Class is the way teachers take into the learning process, where there are teachers and students, classroom, learning media, communication between teacher and students. The similarities are the subject of research is the classroom teachers' strategy and the study is focused on the English teacher and the differences in this study is that the researcher used the qualitative method through observation and interview, which was the same as the researchers above, but in this thesis, the researcher analyzed. The last previous study is done by Nuri (2013) analyzed the classroom management strategies used by the teacher to manage a large class and the problem faced by the teacher and the students during the implementation of the teaching.
However, the researcher's study has some differences from Nuri's study; are particularly concerned with the teacher's management of a classroom and the problem of subject data. The result of the study, the research finally revealed the strategies mainly used by the teacher in teaching English in SMP Inclusi TPA Jember, namely the strategy of imitation and modeling. Teachers' strategies in teaching speaking (A case study of an English teacher in Sma Negeri 1 Toraja Utara).
English Teacher and consists of 30 first grade students from SMA Negeri 1 Toraja Utara in the academic year 2017/2018. The strategies of English 2 English teachers at Descriptive Based on the result of the study, there are some. Firstly, strategies in classroom management organization include three sub-themes, there are; prepare lesson plans, create well-established routines in the classroom, and teach to make students comfortable in the classroom.
They control the students in large classes, use English to teach English in extended categories, making students active in the process.
RESEARCH METHOD
- Research Design
- Research Subjects
- Data Collection Techniques
- The Trustworthiness of the Data
- Data Analysis Technique
Based on the words of the participants above, the researcher discussed that student activity in class is the difference between teachers and students who want to be active in class. Teachers use flexible methods to help students learn better. From the above participants, the researcher discussed that teachers use flexible method to improve the students in learning.
I will adjust the seating position of the students (unite the smart and the weak so that the weak are motivated to study harder by studying with their peers). The teacher was sometimes exhausted, so the teacher would give punishment to the students based on the rules that had been made. When teaching the students in large classes, the teacher felt difficult, especially to keep them involved in the learning process.
I thought it was difficult to get students used to using English and to involve them more in the learning process.). Based on the teacher's comment above, it was difficult for the teacher to engage the students in the learning process. The teacher was sometimes exhausted, so the teacher punished the students based on the rules that were set.
Give opportunity to the students to ask some questions while teaching and. at their level and ability.
FINDINGS AND DISCUSSION
English Teachers’ Strategies In Managing a Large Class
For these subthemes, participants mentioned that they used this strategy in their learning process. From the above findings, it can be seen that the participants used the curriculum strategy in class management. For this subtheme, participants mentioned that they used this strategy in their learning process.
From the above findings, it can be seen that the participants used a disciplinary strategy in their classroom activities with rules, which means that the teachers believed that discipline could help students to be aware of their tasks and responsibilities. From the above findings, it can be seen that the participants used the formulation of an attractive strategy in classroom management rules. This strategy is a classic strategy in classroom rules, from one of the participants who used this strategy.
From the above statements of the participants, the researcher discussed that students tend to be enthusiastic about attending classes, as they believe that without the motivation and support of teachers, students would not be enthusiastic about attending classes. From the above findings, it can be seen that the participants used the grouping strategy in classroom management rules. Research participants implemented this strategy in their classroom management rules process.
For this subtheme, participants mentioned that they used this strategy in their classroom management process.
Problems Faced by The Teacher
The first problem is that because there were many students in the class, the teacher has to have extra energy when explaining the learning material, especially when the students are making noise. The teacher found that it was difficult to control the students because the number of students was too large. And in class, it is still difficult to guide and control the students because they still don't understand English, so the teacher should teach them slowly.
To manage the problem, the teacher should give feedback, when the students face problems, the teacher gave some clues to the students to help them remember the material given. The teaching evaluation the teacher was given a task about the hortatory outline identified the title, thesis, argument, recommendation and translation and the teacher gave motivations for the students. From Wang and Zhang, the researcher found that the teacher gives time feedback, when the students have problems, the teacher gives a clue to the students to help them remember the material given.
The teacher had to have extra energy in explaining the learning material because there were many students in the class, especially when the students were making noise. Students do not have enough space to move or do other activities because the classroom is not big enough. 1 tell the students about the objectives for each lesson in the class 2 stick to the rules that have been set 3.
1 tell students about the objectives for each lesson in class √ 2 consistently maintain the rules that have been set √ 3.
CONCLUSION AND SUGGESTIONS
CONCLUSION
According to Harmer (2003), there are many metaphors to describe the teacher, such as teachers are actors because they are always on stage, teachers are orchestra conductors because of direct construction and set pace and tone, and the last one is teachers are gardeners because they planting the seeds and then watching them grow. Based on the results of the survey, there are some strategies that teachers use to manage large classes. Strategies in classroom management rules include five sub-themes which are; making students disciplined in the classroom, making students enthusiastic in the classroom, making group discussions for students in the classroom, giving punishment to students in the classroom is strategy in communication with a sub-theme, it is bilingual strategy.
The problems faced by the teacher in the implementation of the strategies were the lack of ability of the teachers to maximize the use of media as teaching material and difficult to find them. Because the teacher made rules but sometimes the teacher broke the rules, such as playing on the cell phone during class and being late, so the teacher could not always be a good role model for the students. Finally, they need more time to know the names of all students and should be fair in teaching.
SUGGESTIONS
Teacher's Strategies in Managing a Large Class in Teaching English at the Eleventh Grade of SMA Muhammadiyah 1 Karanganyar in 2012/2013 Academic Year, pp. Usually I first make sure that the classroom atmosphere is comfortable for the teaching and learning process, then make sure that I have an interesting strategy in the teaching process of the material to be discussed.). To get them enthusiastic, I repeat what I said or call students forward, ask and respond, choose the students I call to read the material and have conversations with students).
