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Mixed-ability classes have been found in any kind of classes at the level
of senior secondary schools. It has to be one of the difficulties that EFL teachers
faced. There has been growing concerns over the effects of the mixed-ability
classes calling for a study attempted at solutions for teaching mixed-ability
classes. This study, therefore, aimed at investigating teachers’ challenges in
teaching at senior secondary classes. it also aimed at investigating the strategies
that teachers apply in order to relieve and overcome those challenges, as well as
the teachers’ perceptions in teaching mixed ability classes at senior secondary
schools. In order to investigate these three aspects, a qualitative study with case
study method was employed. This study involved seven teachers who work as
English teachers at senior secondary schools in Tangerang. The participants’
feedback was obtained through questionairre, journals, and in depth-interview.
The data were then analyzed. The findings indicated that the frequency of the cases of challenges in teaching mixed ability was high. The teachers experienced those challenges such as students differ from their ability, background, behaviour and motivation, as well as the teachers’ teaching such as teaching techniques, time constraint and lesson plan. Moreover, the teachers reported that some strategies have been used to reduce the challenges, such as pair work, group work, peer teaching, discussion. The teachers also perceived that every class is mixed ability.
Based on the findings, there were some recommendations provided for the
teachers. Teachers need to have more knowledge and information about the use of
different strategies suitable for the classes. In addition, providing the teachers with
some training in order to deal with mixed-ability classes is necessary to improve
the quality of teaching.
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