Problems of Large Class in Indonesia and Strategy to Overcome It
Failure in Indonesia Teaching and Learning context may
be due to several problems that occur in classroom. One of the problems that
often being neglected is the overwhelming number of students in classroom. Most
schools in Indonesia, especially public schools have approximately 30-50
students in one classroom. These numbers of students will give more demand on
teacher’s performance in delivering the content of subject. In fact, the appropriate
number of students in classroom based on Permendiknas no.24 & 41 year 2007,
emphasized that according to (SSN)
Standar Sekolah Nasional (National School Standard), each grade has
their own suitable number of students. For instance: elementary level is not
more than 28 students per class and for secondary is 32 students per class. As
for international standard, each class should only consist of 28 students. In
the real situation most of schools do not even achieve the international as
well as national standard.
Many researchers argued that large class can decrease
students learning quality. Ijaiya (1999) has proved that crowdedness in
classroom will reduce the quality of teaching and learning process. As a
result, it gives serious implication in attaining educational goals. Problems
in crowded classroom are often neglected in educational “plans and reports”
(Adesina, 1990)( as cited in Ijaiya, 1999). Based on what I observed during
school experience programme showed that teacher did not consider number of
students as part of teaching problem. They are accustomed to the crowded
situation. Ironically, teacher did not use various strategies in teaching.
Monotone teaching strategy (which is teacher-centered) often uses as a method.
Another problem is the situation of the seating
arrangement was very poor. Each chair is placed too closed from one chair to
another. Effective classroom activity that requires movement cannot be
implemented. Cohen and Manion (1983) (as cited in Ijaiya, 1999) argued that
giving attention to seating arrangement will give benefits to teaching and
learning process as another aspect of classroom management. In Line with
Adesina, she stated that “the quantity and quality of interaction in the class
are likely to be adversely affected due to the lack of space moving round class
and overwhelming number of students that teacher has to deal with 40 minutes
lesson”. Therefore, providing some free space between each chair will be needed
in order to create a “flexible” classroom.
The
Advantages and Disadvantages of Large Class
According
to McLeod (1998) (as cited in Carpenter, 2006), there are 4 advantages of large
class: decreased instructor costs, efficient use of faculty time and talent,
availability of resources and standardization of learning experience.
Despite those advantages, large class gives more
disadvantages than the advantages. First is the limited range of teaching methodology.
In small class, teacher have chances to implement variety of methods, such as
learning center, higher order questions and other active approach. Second is
the strained impersonal relation between students and the instructor. For a new
teacher, memorizing student’s name might be the first job that they have to do.
If it deals with numerous numbers of students, then their job will become
tougher. Personal interaction with students will take time, especially if one
teacher has to deal with 3 classes consist of 40 students in each class. If it
is in smaller number of students, teacher will be able to pay closer attention
to each student. Students participation will be more significant and become
more engaged both in academically and socials (Finn, 2003). In addition, large
class is noisier than small class. Wilson (2006) reported that pushing,
crowding and hitting take place more often in large class. The last point is
class size impact teacher motivation and job satisfaction. Finn (2003) found
that teacher perceive their job as an enjoyment of their profession. Dealing
with number of students’ assessment forced teacher to work harder. As a result,
they might have not adequate time for themselves and it ends up to stress.
Students’ behavior in classroom also gives impact to teacher. If number of
students are too big, behavior disorder cannot be solved instantly, e.g:
cheating. If the class is crowded and the seating arrangement is too close, the
examination malpractices is hard to be avoided (Ijaiya, 1997).
Strategies
in Teaching Crowded Class
There is no one absolute method in teaching crowded
class. The strategy should be varied from one meeting to another meeting. Traditional
ways of teaching use to be implemented in classroom where lesson is delivered
to student using teacher-centered format. On the other hand, modern view of
teaching which is constructivism, expect student to be active by participating
in discussion and/or collaborative activity (Fosnot, 1989) ( as cited in
Carpenter, 2006). Here I tried to explain some of the strategy in dealing with
big class.
When I was assigned to public school, I was a little
bit shock because the numbers of students are too many. I just feel that 1
teacher is overwhelmed by 35 students and it is really frustrating. What I did
is by using two methods that have already tested to be successful for teaching
large class; peer tutoring and jigsaw. Those methods really help me in cater
students’ need. My burden is lessen due to all the methods are
students-centered, means that I just acted as the facilitator and they will
construct meaning based on discussion and explanation from me and their peers.
1. Peer tutoring
Peer tutoring is an
activity where students teach their peers. Many teachers feel that they do not
have adequate time to have one-on-one interaction with students (classwide peer
tutoring). Through peer tutoring, teacher can enlighten their teaching with
students as teaching assistant.
How to conduct?
Teacher asks some students as a tutor or master of
content. In peer, one student explains the content to another student. Then it
comes to questioning session and they will have discussion in peers.
This method is really useful, especially for slow
learners. It gives benefits not only for tutor but also for the student who is
being tutored by their peer. For the tutor student, they can master the content
deeper because they put the concept into practice. They teach and explain the concept
repeatedly. This activity makes them comprehend the concept better. Moreover,
for the student who is being tutored, they got persona assistant for learning.
It seems more like private class and for slow learners, they might be able to
catch up the materials.
I have an interesting experience in using peer
tutoring in one public school during school experience programme. There is a
student who did not want to speak or even ask question to teacher. What he did
is, he always ask his friend to explain the material to him. Then I initiate
peer tutoring session in the lesson and it works. I observed him and he asked
many questions to his peer. From my observation, peer tutoring gives student to
practice more on what they have learnt, ask questions when they are confused
and have someone to help and encourage them to learn. If we look from the
social aspect, peer tutoring strengthened students’ relationship with their
peers. The sense of self-relatedness may appear because they feel that they are
important and everyone care about their learning progress (Ormord, 2002).
What
teacher should do in peer tutoring?
1.
Make sure that
students understand on how to conduct peer tutoring. Give them the real
examples by model it out.
2.
Gives guideline
on how to become a good tutor. Tell them not to judge their peer and be more
patient. No one is superior than others. the most important thing is they learn
from each other. Remind the tutor that they have to master the content before
they give tutorial to their peers.
3.
Gives chances to
every student to become a tutor. If only several students are assigned, it is
not judicious enough to neglect other students. Gives each student equal
chances as a tutor.
4.
Always remember
to monitor students’ discussion and progress. There might be some wrong concept
or debate in the peer tutoring. Therefore, teacher presence in the class is
really needed.
2. Jigsaw
If
we heard about jigsaw, the first thing that came up to our mind is puzzle. We
need to find each pieces of puzzle and put it as a whole picture. The similar
thing goes to jigsaw method. Students are group into 3-5 students (it can be
more, based on teacher’s intention). Each of them will have different content
to be mastered. For instance: in grammar class, Susi is responsible to find out
what is the use of past tense. Another member of the group, Sharon, is
responsible to find the format of past tense; Mely is responsible to find what
are the time signal that is often use in past tense, and the last Budi is
responsible to find past tense in a text as an examples for the group.
Eventually they will gather again as a group and report it to their friends.
Each part of the task is important. Thus, every student need to pay attention
to their friend’s explanation in order to have a complete understanding of what
past tense is, how to use it, the format and the examples in the real context.
Another
activity is by using expert team. For examples: divide the class into 4 groups.
Each group will have to be an expert of one English grammar. Group 1 is
responsible for past tense. Expert group 2 is responsible for past tense; group
three is responsible for future tense and the last group is responsible for
present continuous. First each expert time will discuss the topic with their
own group members. After that they will go to another “mixed group” that
consists of one member from group 1, 2, 3, and 4. Each will take turn to
explain their content to other member. After that they go back to their team
and report their findings. They will explain what they have learnt and
understand from other expert group. By doing these, each students will have all
the understanding from different expert group. In order to make a clearer
understanding, teacher can explain the difficult concept again to the student.
This means to avoid misinterpretation of a concept.
The benefits of using jigsaw
Tewksburg (n.d) mentioned some of the benefits of
using jigsaw. First is student will have depth of understanding because they
have opportunity to teach themselves, instead of the teacher teach it to them.
Next benefit is each student has important role to contribute into a
discussion. They develop their expertise then contribute it to achieve a goal.
The third benefits is, it save time. The total amount of time devoted to the
topic is comparable to coverage in a traditional lecture format. Conducting
jigsaw takes time, but if it is planned well, the time will be more efficient
rather than using traditional technique. In addition Aronson (2012) stated that
jigsaw encourages student to listen, engage,and empathy by giving each member
of the group an essential part in academic scope.
What teacher should do in jigsaw?
1.
Do not forget to
give explanation at the end of the session. Some students might have different
concept in understanding the materials. Makes ure that they come up with same
definition of a concept.
2.
“Jigsaw is more
likely to succeed if used to practice, review and apply skills that have
already covered to some degree” (Parkins & Tagler, n.d).
3.
Jigsaw is
suitable for students who are comfortable with group work. Make sure that the
class situation and comfortable so they will have more responsibility in doing
their part in jigsaw. (Clark, 2004).
4.
Teacher should
give clear instruction for jigsaw technique. Make sure you model it in order to
give clearer picture to students on how to do jigsaw.
Conclusion
and recommendation
Looking
at the classroom situation in Indonesia, we as a teacher cannot blame anyone.
The situation may be due to several things such as: the lack of financial
support to make a new school and new class, limited financial sources to hire a
teacher and etc. It will not judicious, if teacher still blaming the
government. It will be better if they enrich their teaching method from teacher
centered to student centered. As a teacher, we have to take extra mile and do
the best that we can do to accommodate our student’s need.
Those
two methods can help teacher to make a meaningful 40-90 minutes lesson. Besides
that, teacher does not have to be “absolute content tutor”. Students can help
each other in learning. Make sure that you prepare yourself for the class. Teaching
is a matter of practice and preparation.
Therefore,
I strongly recommended peer tutoring and jigsaw to be implemented in large
class. These methods can cater students’ need, save more time and energy and
more to student centered. Teacher’ explanation is still important in order to
avoid misunderstanding of a concept among the students. Prepare all the
materials and content to make your teaching interesting and meaningful.
References:
Aronson,
E. (n.d). Jigsaw Basics. Retrieved
June 25, 2012 from http:jigsaw.org/pdf/basics.pdf
Carpenter,
J. (2006). Effective teaching methods for
large classes. Journal of family & consumer sciences education, vol.24,
no.2.
Chun.
(2011, June 23). Dinas pendidikan: Batasi Jumlah Siswa Per Kelas. Retrieved from: http://floresnews.com/fn1/index.php?option=com_content&view=article&id=3404:dinas-pendidikan--batasi-jumlah-siswa-per-kelas&catid=105:panduan-studi&Itemid=301
Finn,
J. (2003). The “why’s” of class size: student behavior in small classes. Review of educational research,73,321-268.
Holloway,
J. (2002). Do smaller class change instruction? Educational Leadership,
February 2002, 91-92.
Ijaiya,
Y. (1999). Effects of over-crowded
classroom on teacher_student interactions. Ilorin: Department of
Educational Management.
Ormrod, J. (2008). Educational Psychology. New Jersey: Pearson
Education
Perkins, D., & Tagler, M. (2011). Jigsaw Classroom. In R.
Miller, & B. Rycek (Eds.), Promoting Student Engagement,
Volume I: Programs, Techniques and Opportunities (195-197). Society for the
Teaching of Psychology.
Wilson,
V. (2006). Does small really make a
difference? An update: A review of the literature on the effect of class size
on teaching practice and pupil’s behavior and attainment. (SCRE research
report no.123). Glasgow, Scotland: SCRE Centre, University of Glasgow.
