EFL Teachers Teach Heterogeneous Classroom in One Junior High School in Medan: A Phenomenological Study

Risa Anggraini


Teachers, of course, need to have some ways in handling students with various skills in a classroom. This research was done in One Junior High School in Medan. There were five EFL teachers participated in this study. Researcher used a qualitative which focused on phenomenology as the research method. Some findings were categorized into some themes. The findings showed some students’ diversity aspects such as Current Level of English, Potential Learning Ability, Motivation, Learner Independence and Autonomy Personality, Learning Style, Confidence, Discipline and Interest. These aspects of diversity were according to Goncharova’s theory (2003). These findings also indicated that teachers ought to motivate their students to result on the performance of the students in teaching and learning process and  Furthermore, teachers should have strategies that can take students’ interests to study. Most importantly, teachers needed to be able to understand each of their students well because teachers have to cooperate with all mixed-ability students well during the teaching and learning process. In short, teachers can take advantage of approaching and talking in personal, creating more enjoyable activities and making a contract of language-learning with the students whose very uncooperative. EFL teachers who face the heterogenous classes do not need to be perturbed on how to manage students with different ability. The more teachers apply a mixture of strategies, the easier they teach the heterogenous classes and the better the learning outcome will be.

Kata Kunci

EFL Teachers, Heterogeneous Classroom.

Teks Lengkap:

PDF (English)


Ajmal, Muhammad et.al. (2013). Teaching of Spoken English to A Mixed Ability Class. Interdisciplinary Journal of Contemporary Research In Business. Institute of Interdisciplinary Business Research VOL 5, NO 3.

Ansari, U., & Malik S, K. (2013). Image of an effective teacher in 21st century classroom. Journal of Educational and Instructional Studies in the World, 3(4), 61-68.

Bremner, Susan. (2008). Some thoughts on teaching a mixed ability class. Scottish Language Review Issue 18.

Bowen, Tim. (2013). Classroom management: teaching mixed-ability classes. Retrieved from http://www.onestopenglish.com/methodology/methodology/classroom management/classroom-management-teaching-mixed-ability-classes/146453.article

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. San Francisco: Addison Wesley Longman, Inc.

Carpenter, P., Bullock, A., & Potter, J. (2006). Textbooks in teaching and learning: The views of students and their teachers. Brooks eJournal Learn Teach, 2, 1-10.

Christin Svard, Anna. (2006). The challenge of mixed-ability classes. Högskolan för lärande och kommunikation.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.

Harmer, J. (2007). How to teach English. Harlow: Pearson Education Limited.

Hess, N. (2001). ‘’Teaching large multilevel classes’’. Cambridge: Cambridge University Press.

Holesinka, A. (2006). Teaching English as a foreign language to students with learning difficulties. Brno: Masaryk University.

Goncharova, Olga. (2003). Mixed abilities in the young learners classroom. Moscow: Teacher Training Department.

Iloanya, Jane. (2014). How Mixed-Ability Grouping Works in Botswana’s Schools?. International Journal of Technology and Inclusive Education (IJTIE), Special Issue Volume 1, Issue 3, 2014

Johnson, B. and L. Christensen (2008). Educational research: Quantitative, qualtaive and mixed approach. United Stated of America: Sage Publication, Inc.

Karea, Syahrial. (2016). Indonesian secondary-trained EFL teachers teaching English to primary-age children: a study of motivational factors and EFL teaching knowledge. Australia: Australian Catholic University.

Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.

Ling-Ying, Huang. (2014). Investigating mixed-ability teaching in taiwanese primary schools. United Kingdonm: International Education Studies Vol. 7, No. 5.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.

Moutakas, Clark. (1994). Phenomenological research methods. California: Sage Publication.

Mukminin, A. (2012a). From east to west: A phenomenological study of Indonesian graduate students' experiences on the acculturation process at an American public research university (Unpublished Doctoral Dissertation). Florida State University, Tallahassee, Florida.

Mukminin. A. (2012b). Acculturative experiences among Indonesian graduate students in US higher education: Academic shock, adjustment, crisis, and resolution. Excellence in Higher Education Journal, 3(1), 14-36.

Mukminin, A., Ali, R. M., & Ashari, M. J. (2015). Voices from within: Student teachers’ experiences in English academic writing socialization at one Indonesian teacher training program. The Qualitative Report, 20(9), 1394-1407. Retrieved from; http://nsuworks.nova.edu/tqr/vol20/iss9/2.

Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., &Maimunah. (2015). EFL Speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning, (3), 217-225.

Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers’ motives in Indonesia: A case study. The Qualitative Report, 22(1), 309-326. Retrieved from: http://nsuworks.nova.edu/tqr/vol22/iss1/18.

Mukminin, A., Rohayati, T., Putra, H. A., Habibi, A., & Aina, M. (2017). The long walk to quality teacher education in Indonesia: Student teachers’ motives to become a teacher and policy implications. Elementary Education Online, 16(1), 35-59. [Online]: http://ilkogretim-online.org.tr doi:http://dx.doi.org/10.17051/io.2017.16366.

Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7 (8), 94-105. Retrieved from http://dx.doi.org/10.5539/elt.v7n8p94

Patel, M.F., & Jain, Praveen M. (2008). English language teaching (methods, tools & techniques). Jaipur: sunrise publishers.

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (Fourth edition). SAGE Publications, Inc.

Rodriguez, V. and S. L. Solis (2013). Teachers' awareness of the learner-teacher interaction: Preliminary communication of a study investigating the teaching brain. Cambridge: Harvard University.

Smith, M. K. (2016). ‘What is teaching?’ in the encyclopaedia of informal education. Retrived from http://infed.org/mobi/what-is-teaching/.

Tomlinson, C.A.(2001). How to differentiate Instruction in mixed-ability classrooms. USA: ASCD Publicati

Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice scale. Journal of Experimental Education, 75 (3), 167-202.

DOI: http://dx.doi.org/10.22303/melt.7.1.2022.83-94


  • Saat ini tidak ada refbacks.



Kantor Redaksi Journal MELT (Medium For English Language Teaching) . Gedung LPPM Lt2, Kampus Universitas Potensi Utama. Jl. K.L. Yos Sudarso Km 6,5 No.3-A Telp. (061) 6640525 Ext. 214 Tanjung Mulia Medan 20241


Qries Qries Qries QriesQries Qries


Creative Commons License
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.