Professional Documents
Culture Documents
The first aspect that will be discussed in order to understand the teaching-
1991, cited in Suherdi, 2007:73) is the complex concept and not only involve the
information and concrete data such as, eye contact, rising hand, oral answer, etc.
Hilman (1996) in Suherdi, 2007:73) argued that the difference of pattern influence
teacher who beliefs that teaching is transfer of knowledge from teacher to students
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will choose the speech method in his teaching. Moreover, there are several
teachers who think that students have the right for choosing teaching material. In
this case, teacher will give the guidance and student will explore their ability by
themselves.
appropriate with the situation in the class as long as they realize the strengths and
the weakness each pattern, also they have to know the appropriate pattern which
they choose with the competence that will be developed. In addition, the
students’ level.
When first grade teachers use practices that demonstrate caring toward
students and practices that foster interpersonal skills among students, students are
less likely to reject one another (Donahue et al, 2003:65). Also, aggressive
students who have positive relationships with teachers are more likely to be
accepted by peers than aggressive students who lack positive relationships with
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Improving teacher-student relationships is only the first step toward meeting
& Pianta, 2005; McCombs, 2004; Meece, 2003; Meece et al., 2003; Weinberger
designed to create more caring school and classroom communities; each has
making, and teaching students to better understand the feelings, needs, and
perspectives of others.
build upon their strengths. Students exposed to this intervention feel more positive
about school and are more motivated (e.g., showed more task orientation and
greater intrinsic motivation) than their counterparts not receiving this intervention
students enrolled in the CDP elementary schools were less antisocial and more
district that pressed for high achievement, CDP was linked to positive effects on
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Another example is the Responsive Classroom (RC) approach. This is a
When RC was examined to determine whether there were links between the use of
its approach and the quality of teacher-student relationships, it was found that
teachers using more RC practices had closer relationships with students in their
English-speaking region. Study can occur either in the student's home country, as
part of the normal school curriculum or, for the more privileged minority, in an
the teaching of English as a foreign language; note that this sort of instruction can
with an international focuses (Paul, 2003:10). EFL may be part of the state school
generally assume that students are literate in their mother tongue. The Chinese
EFL Journal and Iranian EFL Journal are examples of international journals
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dedicated to specifics of English language learning within countries where
Furthermore, unity is our greatest strength and given the present political
individual citizens within the framework of national unity, the educational system
total persons with their own unique characteristics (Rimm-Kaufman & Chiu,
2007:20).
formulated, but the ways to reach the standards should be left with the teachers
and other related parties concerned. Regarding the diversity and existing
hope and challenge the students. In this way, everyone will have opportunity to
learn in the true sense. In other words, the minimum standard should be
diversified but each group's standard should be improved with different its
The term standard (plural) implies a passion for excellence and habitual
1995:8). Persons or institutions with high standards are those who live by a set of
mature, coherent, and consistently applied values evident in all their actions.
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Higher standards are not stiffer test results quotas but a more vigorous
entropy, fatalism, and the occasional desire on everyone's part to not give a damn.
Decide the EFL standard depends on many factors, of which one is the
quality of the related people. Moreover, Indonesian EFL teachers hardly have time
to think about setting the standards in EFL on their own initiatives since many of
them have to find additional work to get more money to support their families. In
many parties concerned with education as possible, including EFL teachers, EFL
makers, teacher educators, and teachers are all of high quality understanding of
the nature of EFL teaching and learning, its technical know-how, and interactive
and human skills. Therefore, the minimum qualification of these people should be
in EFL education. The next standard to be formulated is concerned with class size.
The formulator should refer to results of studies about effective EFL class size.
communicative skills. For consideration, the class size likely to meet this
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requirement is around 20. To ensure the success of EFL teaching and learning in
the true sense, adequate teaching and learning materials and facilities should be
dictionaries and reference books available in the library both for students and
1999:6).
The 1994 secondary school EFL syllabi have in fact been macro skill-
the target language throughout the country. This situation certainly has
skill areas. The important thing to remember is that the standard should both give
hope and challenge to students in striving for the better achievement. To ensure
assessment policy. It seems that the standardized testing applied to everyone at the
same time throughout the country is not empowering anyone. Instead, its wash-
back effect upon the teaching and learning practices has been too strong.
system should ensure that all the macro-skills are given equal attention, as has
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been required by the 1999 Supplementary Syllabi. For consideration, the receptive
skills of listening and reading should be mass- tested, though not necessarily
authentically assessed and also locally tested in the final year. The final grade
percentage should be given to the four macro skills (Rimm-Kaufman & Chiu,
2007:14).
The last aspect is concerned with EFL teacher education. Since the EFL
the EFL teacher education program should be directed towards helping the EFL
student teachers to acquire the necessary knowledge and skills as well as attitude.
In other words, the program should focus on (I) the development of EFL
that the existing EFL teacher education curriculum be redesigned (Snell, 1999:3).
decentralization context, however, a new hope has arisen. It is now left with all
One thing which seems to be certain is that success is a great possibility if all
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aspects of EFL teaching and learning meet the necessary standard and it is high
(Berg, 2004:77).
improving students’ relationships with their teachers will not produce gains in
achievement. However, those students who have close, positive and supportive
relationships with their teachers will attain higher levels of achievement than
2007:11).
communication with a teacher, and receives more guidance and praise than
criticism from the teacher, then the student is likely to become more trustful of
that teacher, show more engagement in the academic content presented, display
developmental, emotional and academic needs. Here are some concrete examples
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of closeness between a teacher and a student: 1) A seven-year-old girl who is
experiencing divorce at home goes to her former first grade teacher in the
mornings for a hug of encouragement, even though she is now in the second
admitting to his teacher that he needs help with multiplying and dividing
fractions; 3) A middle school girl experiences bullying from other students and
approaches her social studies teacher to discuss it because she trusts that the
teacher will listen and help without making her feel socially inept (Solomon,
know how to assess them. Several common and readily available instruments have
for research, these instruments can also serve as diagnostic tools to identify
strengths and weakness in your own teaching. Some of these instruments rely on
argue that one particularly innovative technique to use with young children relies
There are less formal ways to assess your relationships with children. If you
have a particular child with whom you have had a challenging relationship, you
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might invite a school psychologist into your classroom to observe your
interactions, take notes and reflect with you about the child. Alternatively, you can
set up a video camera and critique your own interactions with the student who is
causing you difficulty. Another strategy is to directly ask your students. You can
give them anonymous questionnaires or ask small groups of students about how
they feel while they are in your classroom. Through this process, it is important to
realize that even the best teachers have difficulties with a few students from time
to time. The reasons for these difficulties are numerous and getting help from a
offer you an outside view of what is occurring and help you improve your
Malmgren, 2005:112).
with a specific child. Another instrument, designed for teachers of middle and
measures teachers’ satisfaction with their students, the help they perceive they are
offering to their students, and their level of conflict with their students.
using the Classroom Assessment Scoring System (Pianta, La Paro & Hamre,
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2006:25). This system measures teachers’ sensitivity as well as positive and
negative climate in the classroom. Different forms of this instrument can be used
children with the Feelings about Scholl instrument (Valeski & Stipek, 2001:11)
and analyzing the picture for signs of negativity (Harrison, Clarke, & Ungerer,
Inventory” (Weinstein & Marshall, 1984:11); and in high school students with an
Another set of validated instruments designed for teachers and students are
each designed for a different age group (grades K-3, 4-8, and 9-12), provide
teachers with tools for self-assessment and reflection (McCombs, 2004:10). The
emphasis of this work has been to identify discrepancies between teacher and
student perceptions in order to assist teachers as they reflect upon and change their
practices (McCombs & Miller, 2006:18). The ALCP process focuses on student
Finally, this chapter has so far reviewed the theoretical concepts of the study.
The forthcoming chapter will explain the way how the study was designed and
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carried out by the researcher. Hence, the focus of discussion covers the research
procedures, instruments for collecting data, data analysis technique, and ethical
consideration.
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