Students' perception on English teacher's teaching performance in speaking class (A descriptive research of twelfth grade in SMA 09 Muhammadiyah Makassar). The researcher applied descriptive qualitative method as a research design because it was comparable to collect data from students' perception, and gave them questionnaire for data collection. We hope that the thesis of the title “Students' perception of the teaching performance of the English teacher in the speaking classroom will provide more than information on the teaching performance, then it can be in development and moreover for the preparation of the thesis.
The components of the willingness to speak carried out with standard performance are lesson planning, teaching delivery and assessment, learning environment, professionalism and student progress. Regarding the above explanation, the researchers will research information about the English teacher's teaching performance in the speaking class through students' perception. Performance refers to performance standards that are lesson planning, teaching delivery, assessment, learning environment, professionalism and student progress.
INTRODUCTION
- Problem Statement
- Objective of Study
- Significance of Study
- Scope of Study
Along the students' perception; According to student "S" this was the lesson that was rarely repeated, the students had difficulty understanding the point; student. According to the perception of the participants above, the teacher has given a game as a technique to get the students' focus as long as the learning process. According to student “S” who provided dialogue section for each other to increase students' interest; student "AA" said that the learning process contained the model of games;.
Based on participant's perception of students' speaking skills above; The teacher used the conversational task to increase the students' speaking skills. In short, build on the perception of the students; the classroom restriction should be changed as recommendation with “U” of bench position. The opening step referred to instructional planning, where the teacher gave instructions about what the students did based on the subject matter.
REVIEW OF LITERATURE
Some Pertinent Ideas
- The Concept of Perception
- Teaching Performance
- English Teaching
In biology, perception is understood as "the mental interpretation of physical sensations produced by stimuli from the external word". Here, "mental interpretation" has been interpreted as a process of constructing an internal model of the environment. Although necessarily based on incomplete and unverified (or unreliable) information, perception is "reality" and guides human behavior in general.
In the second theory on businessdictionary.com, it states that perception refers to 'reality' and guides human behavior in general through human translation. The students' perception is the students' observation about their teacher relationship with the personality, attitudes, emotion, experience and expectation, or the perception of the student about the teacher's competence (Musdahariah, 2017: 9). The combination of the intellectual and moral aspects of teaching only adds to the complexity.
Through such interactions, students can play an important role in providing questions, ideas and explanations that can stimulate thinking and understanding by other students in the classroom (Penelope. L, 2006: 4). Performance indicators are examples of the change in performance that will occur if a teacher standard is successfully met. A key factor here is the suitability of the criteria for the purpose of the assessment.
The criteria on which these evaluations are made must correspond to the purpose of the evaluation. Why this term TEFL is composed from the word "Foreign" is especially to remind the users in non-immigrant countries that there are invisible controversies on the issue of using English as a common tool of international communication. Most of the students will participate in the English lessons if they choose activities that involve them.
To make the next teacher have to make their classes fun, but also to emphasize the benefits of the approach. Students must be aware of the need to develop two major communication strategies (Shamala Paramasivam, 2009): active listening and managing a conversation. Development of understanding of the connection between language and culture as well as cross-cultural understanding.
Conceptual Framework
RESEARCH METHOD
- Participant
- Instrument
- Procedure of Collecting Data
- Data Analysis
AA” said that the teacher was faster at speaking English than that the students did not understand what the teacher explained; student "AP" had a notion that English mastery of teacher was once good with the result so easy to understand;. AA” said the teacher was too strict in English lessons; student "AP" had a notion to increase students' focus with created interactive games; students "I" said it was to take students' focus, teacher-made activities were questions answers;. The third aspect was the students' interest directed to the creativity and interactiveness of the teacher using technology to stimulate them to participate in the learning process.
Through the above perception of students' interest; the teacher eventually used the game to make it fun for the students to attend each meeting. As a result, the teacher could see that the students' need for the next session could be a reflection journal that would develop their teaching skills. A fourth aspect was the mood of the students; it affected their emotional state, where the learning space affected the teaching performance.
According to student “S”, the games boosted the mood of the students; student “AA” said that students' negative mood could be reduced with a joke; an "AP" student had the idea of supporting students to be comfortable learning; "I" students. Building on the above participant's perception of students' moods, the teacher often used play to reduce their negative moods. However, this game was different from the previous technique of explaining the students' interest.
According to student “S”, it was the teacher who convinced the students that they could do it to boost their confidence; student “AA” said that the teacher provided support to the students to increase their confidence; student “AP” had a notion of providing support to increase student confidence; the students' "I" said, to give spirit to increase students' self-confidence; student "BI" perceived to provide support to students;. In the course of it, the limiting view was overcome, after which the students would be reached while the materials were explained by the teacher. Throughout the participant's perception of students' progress focused on the development of students' performance in English subject, especially on speaking ability.
In other cases, the teacher provided warm-up such as reviewing material about daily events to stimulate the students' understanding beforehand. Teaching delivery was done to the teacher's explanation; demonstration and practice were implemented to improve students' proficiency in English, building on strategy used. Related to the students' state of mind with the model of bench design, it has the greatest effect to make students' focus in teaching performance.
FINDING AND DISCUSSION
Discussion
The convergence of Nasir research and the result of research on the procedure of teaching with used instruction on speaking lessons. The main activity was the focus on the standard implementation of teaching and assessment. The closing step was part of teaching to reinforce the students on the main point of the material so that each student could act as an instructor in the next meeting.
Underwood and Wallacae, 2012 on the research that reduced words in listing vocabulary has made students comfortable speaking up, then it was a way that seemed a habit to speak up every meeting about learning processes. Related to the outcome of the standard performance survey; teaching delivery that was significantly explained the specific materials needed English used naturally, then it was necessary to reduce words (simplification of words, expressions and sentence) with the result that the teacher had easily implemented English on teaching performance. The teaching style in teaching more focus on the application sheet and the quiz in teaching planning to stimulate students' understanding of the materials' earlier next to the delivery section refers to the English application in the teaching action, which is the implementation of English on explaining the materials.
The learning environment implements the design of the bench position, and then the teacher often uses the square model neatly in each meeting. The last one is proficiency and student progress is a priority for the development of students' English skills, especially speaking skills. The importance of implementing interest perception in lesson planning in English learning from the emotional aspect of students, active communication, such as mutual exchange in the perception and association section, so that each subject can be mutually appreciated.
All students need sensitivity. The teacher recognizes the students in two circumstances where they feel comfortable and uncomfortable, so the teacher must have sensitivity to the verbal and non-verbal activities of the students. Student and teacher perceptions of the role of ICTS in promoting instruction for quality teaching and learning in Central Sulawesi, Indonesia. Students' perceptions of teachers' characteristics in classroom teaching at the 4th semester of the Department of English at Muhammadiyah University of Makassar.
Effects of reduced-form instruction on the performance of low-proficiency EFL university students.
CONCLUSION AND SUGGESTION
Suggestion
Change the bench position decrease the monotonous section with the result that apparent interest situation as recommended the "U" position in the classroom triggers movement freely. Preservice EFL teachers' attitudes, needs, and experiences about teaching writing and learning to teach writing before their practicum: A case study in Vietnam. Education Policy and the EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores.
Kebijakan dan Kurikulum Pendidikan EFL di Indonesia: Antara Berkomitmen pada Kompetensi dan Mengupayakan Nilai Tes Lebih Tinggi Anita. Apakah kamu mengerti?”: Analisis pola pertanyaan guru EFL penutur asli dan non-penutur asli di sebuah sekolah kecil di Taiwan. Menurut Anda, jelaskan bagaimana tindakan guru mempersiapkan pembelajaran sesuai kebutuhan Anda untuk meningkatkan kemampuan berbicara bahasa Inggris Anda.
Bagaimana pendapat anda mengenai gaya mengajar guru dalam menggunakan bahasa Inggris dalam kegiatan mengajar khususnya Speaking (keterampilan berbicara). Jelaskan menurut pendapatmu sikap yang dilakukan gurumu untuk menarik perhatianmu terhadap mata pelajaran sehingga meningkatkan minat belajarmu sehingga kamu bersemangat. Bagaimana guru menjelaskan suatu topik pelajaran sehingga Anda memahami materi yang dipelajari. seperti cara berdialog atau cara mengucapkan kata-kata dalam meningkatkan keterampilan berbicara).
Apa tindakan guru terhadap anda untuk mengatasi mood belajar yang buruk? Bagaimana cara guru menangani kegiatan pembelajaran ketika diberi tugas seperti berdialog, mendeskripsikan gambar, berdiskusi dan sebagainya. Bagaimanakah posisi duduk yang sesuai dengan kebutuhan anda saat belajar bahasa inggris khususnya saat berbicara agar anda merasa nyaman dan rileks.
