Analysis of Teaching Methods Used by English Teacher at the Eighth Grade of MTsN 3 Mataram in Academic Year 2017/2018

Introduction

English has become increasingly important in Indonesia's education system, being taught as a compulsory subject from primary to tertiary levels. The mastery of English is considered essential for academic advancement and future career opportunities. However, teaching English effectively remains a significant challenge, particularly in Indonesian Islamic secondary schools like MTsN 3 Mataram.

Teaching methods significantly influence language acquisition and student engagement. An appropriate teaching method can facilitate meaningful learning experiences and enhance students' proficiency. Therefore, understanding the teaching methods employed by English teachers is crucial for pedagogical development and curriculum improvement.

This study focuses on analyzing the teaching methods used by the English teacher at MTsN 3 Mataram for eighth-grade students during the 2017/2018 academic year. The research examines how these methods are implemented, their effectiveness, and the challenges encountered in their application.

Context of the Study

MTsN 3 Mataram is a public Islamic junior high school located in Mataram, Lombok, West Nusa Tenggara. The school follows the Indonesian national curriculum, which requires English to be taught as a compulsory subject from seventh to ninth grade. Eighth-grade students typically receive three English lesson hours per week.

During the 2017/2018 academic year, the English department at MTsN 3 Mataram faced several challenges, including varying levels of student proficiency, limited instructional resources, and the need to prepare students for national examinations. The classroom environment was characterized by students with mixed English abilities, ranging from basic to intermediate levels.

Literature Review

English language teaching (ELT) has evolved through various methodologies, each with distinct theoretical foundations and practical applications. Understanding these methods provides a framework for analyzing the teaching approaches observed at MTsN 3 Mataram.

Communicative Language Teaching (CLT)

CLT emphasizes interaction as both the means and the ultimate goal of learning a language. This approach focuses on developing communicative competence through meaningful communication rather than rote memorization. In CLT classrooms, students engage in activities that prioritize authentic language use and real-life contexts (Richards & Rodgers, 2014).

Task-Based Language Teaching (TBLT)

TBLT centers on the use of authentic language through meaningful tasks. Students complete activities that have specified outcomes, language being the vehicle to achieve these goals. This method promotes student-centered learning, collaborative work, and problem-solving (Willis, 1996).

Grammar-Translation Method

Though considered traditional, the grammar-translation method remains prevalent in many English language classrooms in Indonesia. This approach emphasizes the explicit teaching of grammatical rules, translation exercises, and vocabulary memorization. While often criticized for limited focus on communicative skills, it can be effective for developing reading comprehension and metalinguistic awareness (Prator & Celce-Murcia, 1979).

Situation of English Teaching in Indonesia

English teaching in Indonesian secondary schools faces unique challenges, including large class sizes, limited exposure to English outside the classroom, and examination-oriented curricula. Teachers often employ eclectic approaches, combining various methodologies to address these constraints (Lauder, 2008).

Methodology

This qualitative case study employed multiple data collection methods to gain comprehensive insights into the teaching practices at MTsN 3 Mataram.

Research Design

The study adopted a qualitative case study approach, allowing for in-depth investigation of the teaching methods within their natural context. This design facilitated understanding of not only what methods were used but also how they were implemented and perceived.

Participants

The primary participant was the English teacher responsible for eighth-grade classes at MTsN 3 Mataram during the 2017/2018 academic year. Additionally, 35 eighth-grade students from two classes participated in the study through questionnaires and informal interviews.

Data Collection

Data were collected through:

1. Classroom observations: Six English lessons were observed during the first semester of the 2017/2018 academic year.
2. Teacher interviews: Three semi-structured interviews were conducted with the English teacher.
3. Student questionnaires: 35 students completed questionnaires regarding their perceptions of the teaching methods.
4. Document analysis: Lesson plans, teaching materials, and student work samples were examined.

Data Analysis

The data were analyzed thematically, following a grounded theory approach. Initial coding identified common patterns and categories related to teaching methods, their implementation, and effectiveness. These codes were then grouped into themes and verified through triangulation of data from different sources.

Findings

Teaching Methods Identified

Three primary teaching methods were observed in the English classes at MTsN 3 Mataram:

1. Communicative Language Teaching (CLT): This was the most frequently employed method, particularly in speaking and listening activities. The teacher created opportunities for students to engage in meaningful communication through pair work, group discussions, and information-gap activities.
2. Task-Based Language Teaching (TBLT): The teacher regularly incorporated task-based activities, especially in project assignments and speaking assessments. Students worked collaboratively to complete tasks such as conducting surveys, making posters, and creating role-plays.
3. Grammar-Translation Method: While the teacher attempted to focus on communication, grammatical accuracy remained important. Direct instruction of grammar rules, translation exercises, and vocabulary memorization were commonly observed, particularly in reading and writing sessions.

Implementation of Teaching Methods

The teacher demonstrated flexibility in adapting different methods based on lesson objectives and student needs. In speaking classes, CLT and TBLT predominated, with students engaging in interactive activities. In reading and writing sessions, the teacher frequently employed elements of the grammar-translation method.

Table 1 illustrates the frequency of various teaching activities observed across different lessons:

Teaching Activity	Frequency (High/Medium/Low)	Associated Method
Group discussion	High	CLT
Grammar explanation	Medium	Grammar-Translation
Vocabulary drills	Medium	Grammar-Translation
Role-plays	Medium	CLT/TBLT
Translation exercises	Medium	Grammar-Translation
Project work	Low	TBLT
Information-gap activities	Low	CLT

Student Perceptions

Student questionnaires revealed generally positive attitudes toward the teaching methods employed. 85% of respondents expressed enjoyment of interactive activities such as group discussions and role-plays. However, some students (40%) expressed difficulties with grammar explanations and translation exercises, noting that these activities sometimes felt monotonous.

Students particularly valued activities that allowed them to practice speaking skills in a relaxed environment. One student commented: "I like when we work in groups because I can practice speaking without feeling nervous about making mistakes."

Teacher Perspectives

In interviews, the English teacher expressed awareness of various teaching methodologies and consciously selected methods based on lesson objectives. The teacher stated: "I try to balance communicative activities with grammar instruction because students need both language skills and structural knowledge."

The teacher identified several challenges in implementing communicative approaches, including large class sizes, time constraints, and students' limited vocabulary. To address these challenges, the teacher employed strategies such as structured group work, clear instructions, and scaffolding tasks.

Challenges and Adaptations

The study identified several challenges in implementing innovative teaching methods at MTsN 3 Mataram:

1. Large class sizes: With 35-40 students per class, individual attention and monitoring during communicative activities proved difficult.
2. Limited resources: Scarcity of teaching materials and equipment constrained the variety of activities that could be implemented.
3. Time constraints: The curriculum's breadth required teachers to cover substantial content within limited time, making it challenging to devote sufficient time to communicative activities.
4. Student proficiency levels: Mixed proficiency levels required the teacher to differentiate activities to accommodate diverse needs.

To address these challenges, the teacher employed various adaptations, including structuring group work with clear roles, using peer assessment to manage workload, and creating simplified versions of tasks for lower-proficiency students.

Discussion

Effectiveness of Identified Methods

The combination of teaching methods employed by the teacher appears particularly suited to the context of MTsN 3 Mataram. While CLT and TBLT promoted engagement and communication skills, the grammar-translation method provided structured understanding of linguistic forms that students needed for examination success.

This eclectic approach aligns with recommendations by Malaysian scholars (Teh, 2016) who suggest that English teachers in Southeast Asia should adapt methodologies to local contexts rather than strictly adhering to one approach. The balanced combination of methods appears to address both communicative needs and examination requirements effectively.

Factors Influencing Method Selection

Several factors influenced the teacher's selection of teaching methods:

1. Curriculum requirements: The need to prepare students for national examinations influenced the emphasis on grammar and writing skills.
2. Student characteristics: The varying proficiency levels and learning styles in the classroom necessitated a range of approaches.
3. Resource availability: Limited access to multimedia resources and authentic materials shaped the choice of activities.
4. Institutional expectations: School policies and administrative priorities affected teaching practices.

Comparison with Previous Studies

The findings of this study resonate with those of similar research conducted in Indonesian contexts (Dardjowidjojo, 2000; Musthafa, 2001). Like previous studies, this research reveals the prevalence of eclectic approaches combining traditional and innovative methods. The continued use of grammar-translation alongside communicative approaches reflects the complex position of English in Indonesia as both a subject of academic study and a tool for communication.

Conclusion

This study provides insights into the teaching methods employed by an English teacher at MTsN 3 Mataram for eighth-grade students during the 2017/2018 academic year. The research reveals an eclectic approach that combines communicative language teaching, task-based learning, and grammar-translation methods based on lesson objectives and contextual constraints.

The teacher demonstrated flexibility in adapting various methodologies to enhance student learning while addressing examination requirements. Students generally responded positively to communicative activities, though some challenges persisted with grammar instruction.

The study highlights the importance of context-responsive language teaching in Indonesian Islamic junior high schools. Rather than adhering to a single methodology, successful English teaching in this context appears to require an adaptive approach that considers student needs, examination demands, and resource limitations.

For future research, longitudinal studies examining the long-term effects of these teaching methods on student achievement would be valuable. Additionally, comparative analyses of English teaching practices across different regions of Indonesia could provide further insights into effective methodologies in diverse educational contexts.

References

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2. Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. MAKARA, 12(1), 9-20.
3. Musthafa, B. (2001). Communicative language teaching in Indonesia: A case study in the implementation of competency-based curriculum. TEFLIN Journal, 12(2), 129-138.
4. Prator, C. H., & Celce-Murcia, M. (1979). An outline of language teaching approaches. In M. Celce-Murcia & L. McIntosh (Eds.), Teaching English as a second or foreign language (pp. 1-17). New York: Newbury House.
5. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
6. Teh, G. S. (2016). Teaching English language in Malaysian classrooms: The challenges. English Language Teaching, 9(2), 45-51.
7. Willis, J. (1996). A framework for task-based learning. Harlow: Longman.