GRDS International Conferences

1. Irma Windy Astuti
English Language Education Department
Universitas Islam Indonesia
irma.windya@gmail.com

2. Problem Area
• Challenges faced by new/ novice teachers in
general
• One of the challenges faced novice EFL teachers:
Teaching a foreign language in large class setting
• Finding out: How EFL teachers give meanings to
it?
r & p

3. Inputs/ Methodology
• Two novice teachers / participants’ narrative
inquiry:
– EFL teachers in secondary schools
– Re-current interview segments (preliminary, semi-
structured and structured interviews)
– Classroom observations
*The vast array of data from different sources were analyzed
and confirmed to ensure its trustworthiness (Creswell, 2003
and Bogdan and Biklen, 2003)
-5

4. Outputs
FINDING #1
 Challenges in catering students’ various language
proficiency/ level, needs, interests & motivation
 Potentials for teachers’ self and professional
empowerment through reflections
FINDING #2
 Teachers’ roles :
a. Thoughtful classroom manager & learning
facilitator  Material developer (negotiating
content & mode of delivery)
b. Teachers as peer
Fr. T’s
nrrtv

5. Outputs
FINDING #3
Participants’ perceptions of Theory-Practice
Mismatch  Teacher’s maxim
FINDING #4
Participants’ perceptions of their status &
professional development:
a. Gaining trust and respects from the pupils
(The importance of being resilient)
b. Limited professional enhancement from the
school  Teachers’ readiness for continuous
professional improvement & development
Bst
prc.

6. Take Aways
Many of the aspects involved in teaching large EFL
classes as experienced & perceived by the novice teacher
participants have validated the results of some earlier
studies within similar topic:
– Problems and potentials of large language classes
– Identification of novice teachers’ special roles
– Initiative/ inventiveness for early professional
development