THE ROLES OF THE ENGLISH TEACHERS IN WHILST TEACHING ACTIVITY
( A case study at Junior High School 10 Padang)
Lidya *
English Department, STKIP PGRI SUMBAR, [email protected]
Sri Imelwaty**
Mayuasti**
[email protected] ABSTRACT
This qualitatif research aims to describe how the role of the English teachers in whilst teaching in the classroom. This research is interpretative study. Participants of the research were two English teacher in SMP N 10 PADANG which has a different characteristic, one tends humoris in teaching and the other one tends explicit selected by the instrument observation cheklist, field notes and video. Then, the instrument is used to describe what the roles of an English teacher when teaching. After observation three times during one week, the researcher obtained the findings of the data analysis is deductive that of two teachers who have different characteristic turned out to have the same role. According to Brown and Harmer (2007) there are 10 teacher roles needed when teaching in the classroom. The conclusion is teacher 1 and teacher 2 have a good roles as resource, controller, corrector, director, participant, and tutor and teacher 2 fulfilled a part of the roles as assessor, prompter and organizer. But, both of them not have roles teacher as observer in the classroom.
Key words:The Roles of The English Teachers, Categories of Teacher Roles and Whilst Teaching Activity INTRODUCTION
In the classroom, teacher has role more than the students, because the teacher was not only give knowledge but also should manage their classroom activities. Classroom activities divides into three part of teaching, the first is pre teaching that the teachers checked the readiness of students, and the second is whilst teaching which is the process of teaching and learning it self, then post teaching or called by feedback or concluding of the teaching and learning process. In the same line with the idea, Harden (2000:5) stated that“6 categories of the teacher roles.
Unfortunatelly, based on the researcher experienced when having teaching practice in SMP N 10 PADANG on july 2014, many problems were most emerging in teaching process. Firstly, there were considerable problems existing in the learning English. In the classroom, teachers did not explain the lesson systematically and it was too monotones which cannot arouse students’ interest. It was clear to see that they were just pay attention on the first stage of lesson or called by pre teaching when the teacher checked students’ attendance to the lesson. After that, when the teacher started to explain the lesson in stage of whilst teaching, the pupils were just busy with them self, talking with their friend, reading another subject. In fact, they got lower mark in mid term test even final semester.
Secondly, there were serious problems existing in giving instruction English. English teachers always made some grammatical mistakes when speaking too fasting explaining some grammar rules or texts. In fact, many students had difficulties studying English system.
Thirdly, teachers tend to talk too much in class while their students had fewer opportunities to practice, which was not helpful to develop students’
communicative ability.
Based on the three problems, it can be assumed that students had lack of motivation in studying English. It because of the teacher did not keep their role to facilitate their difficulties even their needs in the best way. Thus, the teacher should know how to prevent pupils with these difficulties from experiencing problems and showed them a way to manage to accommodate the language. Strategies adopted”. It means that the teacher should have strategies in the classroom. However, teachers’ roles are not statis and may change from one activity to another in the classroom (Harmer: 2001: 57). In hence, the variety of roles ensures that teachers can find ways to lead that fit their talents and interests.
Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence
Categories Of Teachers Roles
The teacher’s role goes well beyond information giving with the teacher having a range of key roles to play in the education process. Some teachers will have only one role, and sometimes a few of teachers will have several roles. All roles, however, need to be represented in an institution or teaching organization (school) especially in the classroom while they are teaching.
Harrison and Killion (2007:74) clarify more about teachers’ roles which English teachers have 10 categories of roles in an article reprinted by the Association for School Curriculum Development.
Furthermore, there are several roles of teachers in order to make conducive to teaching and learning process and to create interactive classroom which concluded by Brown and Harmer (2007:108). His theories could be relevant with this research because He classified about the teachers’ roles in detail so that it will make the researcher get easier in conducting the studies.
After combining their theories, it can be summarized as follows:
1. Teacher as Controller: They are in charge of the whole class and of the activity-taking place and are often 'leading from the front', telling students instructions, organizing drills, reading aloud.
2. Teacher as Prompter: The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.
3. Teacher as Participant: The teacher sometimes wants to join the activity done in teaching and learning process. In this stage, the teachers are expected to take part during the classroom activities.
4. Teacher as Resource: In this stage, the teacher can be one of the most important the sources in the teaching and learning process. She / he can provide all information needed by students. In another words, resource acts as students’ reliable resource when they encounter difficulties.
5. Teacher as Tutor: acting as tutor, the teacher can combine both prompter and resource role during the teaching and learning process. In this case, tutor works with students individually or in small groups if they undertake challenging learning programs.
6. Teacher as Assessor: Provides students with feedback regarding their performance and grades them in distinct ways. Teachers as assessor means giving evaluation about how well students are performing or how well they performed. In addition, many things should do by teacher such as assesing their students, giving correction, Extending of success or
failure, solving problem content, focusing linguistic perfomance, recording of errors.
7. Teacher as organizer: Perhaps the most difficult and important role the teacher has to play. Teacher organize activities depend on good organization lead in instructions initiate in the classroom. The success of many activities depends on good organization and on the students knowing exactly what they are to do. Giving instructions is vital in this role as well as setting up activities.
8. Teacher as Corrector: Offers students correction of their linguistic errors while assessing their language learning competence.
9. Teacher as Observer: Observes students’
performance to offer them individual or group feedback.
10. Teacher as director : teachers is like conductor in a drama who keep the process of teaching and learning efficient.
Based on the theories above, it can be summarized that teacher as one of essential components to the quality of teaching and learning process should consider many aspects in order to be an ideal teacher for the learners. The teacher should know well how
Stage of English Teaching Activity in junior High School
Based on Satria’s idea (2012), it is emphasize that there are three stage of teaching activity which are pre teaching activity, whilst teaching activity and post teaching activity. For more explanation can be seen as follows:
1. Pre Teaching activity
Pre – teaching is the first stage in teaching and learning process. In this stage, the teacher checks the students’ readiness to study and also guide them to the topic that they are going to learn.
2. Whilst teaching activities
Whilst-teaching is the core of teaching and learning process because in this part the teacher does some steps in order to explain the topic deeply. They are Exploration, Elaboration and Confirmation.
a. Exploration
Exploration is a stage where the teacher does brainstorming or checks about students’
background knowledge and their experience about the topic. In exploration the teacher may show pictures, play videos and give a leading question to the students in order to lead them to the lesson.
b. Elaboration
The second stage in whilst-teaching is elaboration. This stage is the main stage in the teaching and learning process.
c. Confirmation
Confirmation is a stage where the teacher gives affirming or emphasizing the topic by giving quiz
or exercise for the students. It has purpose to see students’ understanding to the topic. This activity is also aims to give reflection to the teacher whether the teaching and learning process is success or fail.
3. Post teaching activities
In this activity, the teacher evaluates the students’ understanding after teaching and learning process. In this stage we called reflection. Teacher and student reflect to what they are learned.
Teacher can give the student task or exercises related to the topic lesson in order to check their understanding.
In hence, from the explanation above in can be inferred that every stage of teaching activity have details or description about what teachers should do in the classroom. Furthermore, by knowing teacher’s job, he or she should relate their roles with teaching activity. Because, when teacher know her or his roles in teaching process, it can make meaningful learning and fulfilling students’ need while learning.
METHOD
The approach of this research is qualitative research and this research used interpretative design. Since the aim of this research was to describethe roles of English teacher in whilst teaching activity at Junior High School 10 Padang.
Moreover,a basic interpretative studies research is just describe the phenomena without giving treatment or manipulation data.
In this research, observation was used in collecting the data. It was supported by Ary et al (2009:453) “who stated that basic interpretative study may use a variety of data collection techniques, including interviews and observations as well as review documents, and they may draw from diverse theoretical orientations”.
The data of this research had obtained through observation in the classroom that it was aim to see the English teachers’ roles in whilst teaching activity in SMP N 10 Padang. The data was analyzed through observation checklist format. The respondents in this research were the English teachers in SMP N 10 Padang. Therefore, the total of population of this research was 8 English Teachers and they teach in different level of classes. The researcher had used purposive sampling that is believed to be are presentatif of the population. The researcher have taken 2 (two) English teachers who had different characteristics each other.
Creswell and Plano Clark in Soiferman, L.
Karen (2010:3) say that the deductive researcher
“works from the ‘top down’, from a theory to hypotheses to data to add to or contradict the theory”. finally, deductive approach used for giving evident in several types of qualitative data analysis to reach a conclusion the extend of the roles of the English teacher in whilst teaching activity.
To get more detail, Gay, L.R, Geoffrey E.
Mills, Peter Airasian (2002:467) explore three steps of analyzing the data; reading or memoing, describing, categorizing and coding the data.
1. Data managing, reading/ memoing, becoming familiar with the data and identifying the main theme. In this stage the researcher watch the video that the researcher collect, transcribe the actions of the English teachers that show of video and watch and read more to make the researcher familiar enough with the data gotten.
2. Describing, examining the data in depth to provide detailed of the setting, participants, and activity. In this stage the researcher describe the English teachers’ roles in whilst teaching activity in SMPN 10 Padang based on the video show.
3. Categorizing and coding pieces of data and grouping them into themes. In this stage the researcher classified the data and ten categorize them based on the main themes of teachers’
roles in whilst teaching activity, they are Controller, Prompter, Participant, Resource, Tutor, Assessor, Organizer, Corrector, Observer, Director.
DISCUSSION
a. Teacher as resource
According from the theory of harmer and brown (2007), many task to do when the teacher as resource. From the finding, it can be explained that the two English teachers keep the role in very good way. The teachers did all the aspect of teachers’
roles as resources. Then, when the teacher taught in the classroom, the two teachers provided all information needed by the students, they can be the vital a source of information about the lesson, and they helped their students when they did not understand about the lesson.
b. Teacher as prompter
From the finding above, it can be summarized that the two teachers have the role. From two sub indicator, there were only one criterion was not fulfilled by the teachers. By doing observation in the classroom, it is found that the teacher try to encourage the students to participate the learning by facilitating them with questions which related to the lesson. Next, they also explored how to involve learning the activity to the students.
c. Teacher as tutor
Based on finding above, it can be interpreted that there were two times researcher found that teachers as tutor. Tutor means working together with the students. The teachers take more time to explain the lesson than gave exercise to the students
d. Teacher as assesor
Brown and harmer had explored what should the teachers did if they were as assessor. Many tasks should be done by the teacher and they did not only give explanation about the lesson, but also assess their job or task. Based on finding, the two teachers as assessor is low level. When teaching process, teachers recorded the students’ errors and directly correct them. They also provided students with feedback regarding their performance and grade them. After that, teachers did not extentof succes or failure the students. Even, the teachers just focused on exercise in the LKS.
e. Teacher as controller
Controller is a vital role in the classroom.
Teachers must have roles as controller, if we wanted learning and teaching effective and efficiently to conducive. Mostly, the teachers took the control all of activities in the classroom, and finally the students can follow the learning process well in the classroom. Moreover, the two teachers also controled the students in doing task or exercise, so that the teacher could find which part did not understand or difficult by the students.
f. Teacher as participant
Related to the finding, teacher 1 and 2 had different level of roles as participant. Teacher 1 was categorized good role as participant, beside teacher 2 could have low role of teacher as participant. Mostly teacher I was actively participating in the learning process. In this role, teachers had several task such as: teachers should join the activity done in teaching and learning process, and teachers were expected to take part during the classroom activity.
g. Teacher as corector
Teacher as corrector means offering students correction their linguistic errors while assessing their language learning competence. Based on finding, it can be interpreted that the two of English teachers were a good corector in whilst teaching activity.
h. Teacher as organizer
Organizer can be said as teacher roles in the classroom to organize the lesson in leading with several activities in order to had understand able students with the English. Teacher I and II were in the average roles as organizer. They could organize students to know exactly what they were going to do and the teacher gave clear instruction in doing activities.
i. Teacher as director
The last role was teacher as director. Director means keeping the process of teaching efficient.
Related to the finding above, the two of English teacher were good director. They can regulate the students in activities learning. It can be found that all of the students kept attention well when the teachers’ explaination about the lesson and all of
the students also did the task were given by the teacher.
Related to the research questions was stated in chapter I “How English teachers’ roles in whilst teaching activity?” from the data that the researcher got, English teachers’ roles in whilst teaching activity at SMPN 10 Padang was based on the finding state that was average roles of teachers from theory of Brown and Harmer (resource, prompter, observer, tutor, assessor, controller, participant, corrector, organizer, and director) CONCLUSIONS
Based on findings, there are several conclusion could be derived. The first is from two different characteristic of English teacher also has different way of showing their role in the classroom. The second is, there were 10 roles should have by English teacher, even thought, the two teacher had only fulfilleda part of them. Both of them had high teachers’ roles as resource, director, and corrector.
Next, they had average teachers’ roles as organizer, controller, tutor and prompter. whereas, they can be said as fail teachers’ roles as an observer. The last is teacher 1 and 2 had different percentage of roles as participant. Teacher 1 was higher level than teacher 2. Then, they are also failed as assessor in the classroom
As stated previously, it described the English teachers’ roles in whilst teaching activity in SMPN 10 Padang. Based on the research finding and the conclusion in this study, the researcher would like to give the several suggestions. Since students had problems in learning English. The teacher should know what roles used for helping students difficulties and how to cope their problems.
ACKNOWLEDGMENT
A very special thanks, the researcher also expresses her gratitude to heradvisors; Sri Imelwaty,P.hD and Mayuasti, M.Pd, for their valuable time, guidance, motivation, immense knowledge during the process of writing this and correcting the draft till become a thesis. Then, the researcher would like to thank you very much for contributors, M. Khairi Ikhsan, M.Pd, Hj. Rini Dwintya Sani, M.Pd and Melati Theresia, S.S, M.Hum who have given valuable contribution and suggestion for this thesis.
REFERENCES
Ary, Donald, Cheser, Lucy, Jacobs, Sorensen, Chris and Razavieh.(2009). Introduction to Research in Education. Canada:
Wadsworth Cengage Leaning.
Brown, H douglas.(2007).Teaching by princilple (An interactive approach to language
pedagogy) second edition. Malaysia:
Longman
Cameron, Lynne. (2001). Teaching languages to young learners. Cambridge: University Press.
Gay, L. R, Mills, Geoffrey, E, Airasian, Peter, W.
(2012). Educational Research Competencies for Analysis and Application.New York: Pearson.
Harmer, Jeremy. (2007). How to Teach English.
Edinburgh: Pearson Education Limited.
Harden,RM. (2000).The good teacher more than a lecturer-the twelve roles of the teacher.
United Kingdom: AMEE.
Harrison,Cindy,Killion,Joellen. (2007). Ten Roles for teacher leader.Retrieved From:
http://www.ascd.org/publications/educatio nal-leadership/sept07/vol65/num01/Ten- Roles-for-Teacher-Leaders.aspx.April 7 2015.
Satria, Ardo. (2012). Using Mnemonics Tevhnique to Teach Vocabulary for young Learnes.
(Unpublished Paper) . Stated University of Padang
Soiferman, L. Karen.(2010). Compare and Contrast Inductive and Deductive Research Approaches.University of Manitoba.
files.eric.ed.gov/fulltext/ED542066.pdf Richards, J. C. & Rodgers, T. (2001). Approaches
and Methods in Language Teaching. USA:
Cambridge University Press.
Zevin,Jack (2001). Teaching on a tightrope : the diverse roles of a great teacher. United kingdom: Rowman & Littlefield Education
