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Published by: Ali Muhamad on Mar 07, 2014
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1 Background of Study In this globalization era, English is a means of communication plays an important role as international language. It is happened due to the fast changing of the world. For those reason, Indonesian government chooses English as the first foreign language to be taught in schools. English is introduced as a compulsory subject to be taught from elementary level till high school level. In addition, in the fast changing world of the early 21st century education is also changing. As part of the changes the role of schools will also be different both in the educational system and in the society. Together with them, the changes also have changed the roles of teachers, too. In this case, the writer wants to investigate about the roles of English teacher in teaching EFL context. Teachers use many metaphors to describe what they do. Sometimes they say they are like actors because „we are always on the stage‟. Others think orchestral conductors „because I direct conversation and set the pace and tone‟. Yet others feel like gardeners „because we plant the seeds and then watch them grow‟. The range of image-these and others-that teachers use about themselves indicate the range of views that they have about their profession. In the past teachers used to be the major source of knowledge because teachers spend time transferred information to students through direct instruction (teacher centered). Nowadays, teachers provide information and

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show their students how to tackle them (student centered). Another difference between the past and present tasks of teachers is represented by the technical background they need to be able to use and handle effectively (computer, projectors, etc). Teachers have students regularly use technology to find information, to produce and present their assignments, and etc. It‟s mean that technology fully integrated into the classroom. There is an old Chinese saying; “all the flowers of all the tomorrows are in the seeds of today.” This should be used as a philosophy of a great teacher because today's child will be a man of tomorrow, right? in the past, on the teaching content, the teachers focus on subject matter alone. But now, teachers should prepare students for the 21st Century workplace experiences and skills. For those reasons, as candidates of a teacher in the future, have to realize that the success of the student in this 21st century starts and ends with the teacher. This research aims to see the definition the English teacher and to cover up what they face in this 21st century. Through this paper the writers will explain the ways to become a good teacher. So the research questions in this research are: 1. What the definition of English teacher? 2. What the challenges and the goals of English teacher in this 21st century? 3. How to be a good English teacher? The findings of this research are purpose to make English teachers in Indonesia are better than before in term of to educate and teach the students.

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and language ability (knowledge of language). every teacher has the primary goal to shape the future of his/her learners. how the English language works. Page 3 . listing teaching ability. S. EFL teachers must have: 1) Good teaching skills. More specifically the teacher of English has more responsibilities on his/her part to teach the content in respect of grammar and pronunciation for accuracy and fluency body language in respect of decency and to train the students in a committed and devoted manner and transform into competent students to face challenges in career capture and life settlement. In order to attain perfection in any given field one need a guide.1 The Definition of Teacher Teacher is the pivot of civilization` as said by Dr. 2. teacher or a coach to mentor in the stages of learning. To achieve the goal of effective teaching. Radha Krishnan. His/her role begins with the student in particular and culminates in society in general.2 Teacher in EFL Context Effective English language teachers require a certain set of abilities.CHAPTER 2 FRAME OF THEORIES 2. and how people learn it and use it. language awareness (knowledge about language). first of all. 2) They should know quite a lot about the English language systems. Coniam and Falvey (1999) illustrated the core competencies needed by effective EFL teachers.

institutions. it is very crucial to do such kind like a reform to solve the problem that we‟ve already explained above. and systems. and language user (Edge. (2) The twenty-first century will see an increased information flow. (3) The twenty-first century will see rapid change and impermanence. The technological society has been identified as having the following 6 characteristics as cited by Lange (1990) from Mulkeen and Tetenbaum (1987) Tetenbaum and Mulkeen (1986) as follows: (1) The twenty-first century will be knowledge-based. developing all these competencies is especially challenging because of the multiple roles the teachers need to take on – those of language teacher. For non-native English speakers teaching EFL classes. (4) The twenty-first century will see an increase in decentralization of organization. (5) The twenty-first century will be people-oriented. language analyst. Moreover. Regarding of the 21st century education form. The reform is indeed in the direction of answering the question concerned with the characteristics of the coming era and possible problems to be encountered.3) They must have good English language proficiency. 1998). (6) The twenty-first century will see major Page 4 .

Page 5 .3 A Good English Teacher Criterion “How to be a good teacher?” this kind of question always takes a place in every teacher minds. 2. the following answers are representative of the many that were given 1.2. A teacher must love her job. they put on a good „teacher‟s face‟ when they enter the classroom. Teachers who look fed up or unhappy with what they are doing tend to have a negative effect on their students. When you observe good teachers you will notice that. The writers want to help the teachers to figure it out that question. even when/if they are feeling terrible (outside the classroom). They should make their lessons interesting so you don‟t fall asleep in them. If she/he really enjoys her job that will make the lesson more interesting. From young teachers until the professional teachers sometime cannot figure it out that question. I like the teacher who has his own personality and doesn‟t hide it from the students so that he is not only a teacher but a person as well – and it comes through the lessons. 3. This was said by an adult student at a private language school in England. According to Harmer (2001:7) he explained to us how to be a good teacher.

I like a teacher who has lots of knowledge. Students enjoy being entertained and amused. Teachers should not be afraid to bring their own interests and lives into the classroom. However. not a negative sense. 5. 4. a balance has to be struck between entertainment (which often gives teachers enjoyable feedback) and teaching/learning. the former can overwhelm the latter.Students tend to be interested in their teachers – at least at first. Sometimes. The ones who share their personality with their classes often have better results than those who don‟t. not only of his/her subject. A good teacher is an entertainer and I mean that in a positive sense. Page 6 .

CHAPTER 3 DISCUSSION 3. The content of lessons varies depending on the reason why the students are learning English. Teachers of English as a foreign language use a range of course books and materials and also a variety of audiovisual aids. There is a strong emphasis on dialogue and role-playing. Terms of English Teacher Term of English teacher is someone who had particular English skill in teaching the pupils whose first or main language is not English. but more formal exercises. parents and other teachers.1. school work for children. communication skills are also valuable because the teacher must successfully disseminate information to students. etc. The aim of each lesson is to encourage the students to communicate with each other using the structures and vocabulary they have learnt. This touches on both oral and written abilities as these are a fundamental part of the curriculum. An English teacher must be particularly adept with communication skills. and to Page 7 . It is also vital for these individuals to have a great deal of patience as working with teenagers from many different backgrounds can be singularly challenging. English educators must also have the ability to break down complex subject matter in a manner that is suitable for the ability levels of the students with whom they work. e. language games and literature are also used. However. whether it is for business use for adults.g.

even with beginners. creative writing and advanced placement courses. High school English teachers spend the majority of their work hours in the classroom instructing students. To the writer's observation. English is one of the international languages used for various international communication purposes trading. a good mastery of English will indeed help accelerate the development of the country for two major reasons. This can include commercial language school. contact parents or meet with other teachers. These may include basic English grammar and reading classes as well as specific concentration areas like American literature.improve the four basic language skills: listening. while others self-employed. reading. During the day. school and institutions of further and higher education. First. most of the books of science and technology are written in English and much scientific information available on electronic media is also presented in English. the development should be supported by the mastery of science and technology. Teachers of English can work in a variety of settings with different age ranges. At the high school level. These hours are typically used to grade papers. Some may also teach in industry. speaking. they may have one or two periods when they are not teaching. Page 8 . 3.2 The goal and the challenge of English teacher in teaching EFL Context In the Indonesian context. Second. Classes are usually taught in English. and writing. English teachers may teach a myriad of different classes.

and how people learn it and use it. For non-native English speakers teaching EFL classes. 5) They should know quite a lot about the English language systems. politics and education. So a good mastery of English can be said to be a prerequisite for the success of developing this country. Unfortunately. listing teaching ability. A layman's observation has indicated that secondary school learners who have learned this language for 6 years. and language ability (knowledge of language). Coniam and Falvey (1999) illustrated the core competencies needed by effective EFL teachers. first of all. the teaching of English in Indonesia has so far been unable to achieve its declared goals despite the many efforts made to improve its quality. To achieve the goal of effective teaching. EFL teachers must have: 4) Good teaching skills. 6) They must have good English language proficiency. are unable to use this language for communication purposes. developing all these competencies is especially challenging because of the multiple roles the Page 9 . language awareness (knowledge about language). with almost 900 hours of school teaching. Effective English language teachers require a certain set of abilities. it is very important for the English teacher to be effective in teaching English. how the English language works.diplomacy. This phenomenon can also be observed among university graduates and even among faculty members. From those brief illustrations of the condition of Indonesian EFL learners.

with the global challenge facing us today. consequently we have to think and work very hard and responsibly in seeking for the fundamental solution to the problems of EFL teaching and learning. Regarding of the 21st century education form. Since the EFL teaching and learning should focus on the development of communicative skills. Moreover.teachers need to take on – those of language teacher. Page 10 . and systems. 1998). The technological society has been identified as having the following 6 characteristics as cited by Lange (1990) from Mulkeen and Tetenbaum (1987) Tetenbaum and Mulkeen (1986) as follows: (1) The twenty-first century will be knowledge-based. (6) The twenty-first century will see major The last aspect is concerned with EFL teacher education. language analyst. The reform is indeed in the direction of answering the question concerned with the characteristics of the coming era and possible problems to be encountered. (4) The twenty-first century will see an increase in decentralization of organization. (3) The twenty-first century will see rapid change and impermanence. it is very crucial to do such kind like a reform to solve the problem that we‟ve already explained above. institutions. Besides that. and language user (Edge. (2) The twenty-first century will see an increased information flow. (5) The twenty-first century will be people-oriented.

Additionally. In other words. and (3) The development of positive attitudes towards professional development. the goal of the English teacher in the EFL context should focus on: (I) The development of EFL communicative competence and skills of executing this competence. another challenge that nonnative-English speaking teachers in second. but giving tools to practicing teachers to deal with the variety of issues presented in modern classrooms around the world.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.1 Teacher’s Training Teacher training programs need to focus on not only training novice teachers. 3. Training program can give good impact in teacher‟s improvement. Allen (2007) in his research finding told that teacher training is a kind of Page 11 .2. One problem currently facing institutions which prepare ESL/EFL teachers is the ability to meet the demand for teachers and the needs of potential teachers. (2) The development of communicative EFL teaching competence and skills in executing this competence. This is the standard to be considered and this requires that the existing EFL teacher education curriculum be redesigned.and third-circle countries face is a lack of professional support in their home countries.

It is also stated that training can be “transfer of learning” – an important element in any leadership development initiative.. communication technology is key to increasing the program‟s accessibility (especially for students in remote locations). Based on this theory. to a somewhat lesser extend. skills and knowledge) include: a) increasing opportunities for practical application of innovative methodologies. One of the theories is constructivism which concerned with construction of reality and how individuals make meaning from experiences. Two strategies for increasing accessibility of instruction (i. it is an underlined mark that what the teachers got from the training experience is the essential part of concern in planning teachers training program.e. Second. they must think about the problems that will be possible occur in the class. These strategies provide additional practical opportunities for methodological applications. when and where learning takes place. Marriam & Caffarella in Allen (2007) highlight a number of adult learning theories. Page 12 . and b) integrating a wide array of communication technologies prior to. The participants must involve themselves in problem of knowledge transfer.adult learning that needs personal process. and allow students to select varied yet challenging opportunities supported by a mentor. during. and following the training period combined with personal face-to-face support. It means that the training must give the context shape what the teachers needs and wants to learn and. When teachers learn new skill or attitude.

2. Controllers take the roll. the activity may be wasted.3. The following roles will be discussed below. and in various other ways exemplify the qualities of teacher-fronted classroom. It is vitally important for teachers to get this role right when it is required if the students do not understand what they are supposed to do they may well not get full advantage from an activity. This often involving giving the students information. The Roles of the Teacher According to Harmer (2001). read aloud. Page 13 . there are several important roles of the teacher in the classroom. chaos can ensue. and finally closing things down when it is time to stop. Organizer One of the most important roles that teachers have to perform is that of organizing students to do various activities. tell students things. If we have not spent some time engaging the students‟ interest and ensuring their participation. Controller When teacher act as controller. 1. putting them into pairs or groups.3. they are in charge of the class and of the activity taking place in a way that is substantially different from a situation where students are working on their own in groups. organize drills. If we don‟t explain clearly the ways pairs or groups should be organized. telling them how they are going to do the activity. So that‟s way the roles of teachers as organizer is very important.

But it can be made far more acceptable if it is given with sensitivity and support. 5. A bad grade is a bad grade.3. the teacher can enliven things from the inside instead of always having to prompt or organize from outside the group. This is where we have to act as an assessor. If. offering feedback and correction and grading students in various ways. When it goes well. however it is communicated. and for the teacher. Assessor One of the things that students expect from their teachers is an indication of whether or not they are getting their English right. participating is often more instantly enjoyable than acting as a resource. the teachers not fully act as a controller. 4. In that activity. the teachers make a group discussion in the classroom. Participant Sometimes. we are too retiring. But above all with discretion. When the teacher acts as assessors. By involved in the discussion. students enjoy having the teacher with them. we must always be sensitive to the students‟ possible reactions. sometimes they were involved in that discussion. Prompter When the teachers prompt something to the students. the teachers need to do it sensitively and encouragingly. on the other hand. we may not supply the right amount of encouragement. Page 14 . If we are too adamant we risk taking initiative away from the students.

by getting too close to them. pointing the students in directions they have not yet thought of taking.The danger of teachers as participants is that we can easily dominate the proceedings. the teachers should be careful not to be too intrusive by hanging on their every word. In such situations the teachers are combining the roles of prompter and resource. Above the teacher should avoid drawing attention to themselves since to do so may well distract them from the task the students are involved in. but at the same time they have to resist the urge to spoon-feed our students so that they become over-reliant on the teacher. 8. Working with individuals or small groups. This is hardly surprising since we usually have more English at our disposal than our students do. Observing for success often gives us a different feel for how well our students are doing. Page 15 . the teacher can act as a tutor. Tutor When the students are working on lo9nger projects. such as pieces of writing or preparations for a talk or a debate. 7. Observer When observing students. or by officiously writing things down all the time. they will want to be helpful and available. Observing the students. the teacher can take a note. acting as a tutor. Resource When the teacher acted as a resource. 6.

On what it is the teacher wishes the students to achieve. these teachers are still relevant to their students' lives. Whatever their age. They're always reading something. literature. but there are the simple way to be a great English teacher. based on Barton (2011) there are twelve ways to be a great English teacher. 3. theatre. So many references that the writers read toward how to be a good teacher. They're people to be reckoned with.3 How To Be a Great English Teacher The writers believe that every English teacher wants to be a great teacher for their students. film. people you can't ignore. so the teacher should be smart to teach them especially in English subject. They're passionate about many things books. 2. They couldn't live if they Page 16 . Based on the writers opinions. they are: 1. what the strategy. They're people who students want to listen to and ask questions of. to be a great English teacher. how the environment of students. Where some activities are difficult to organize without the teacher acting as controller. teacher should know what students‟ needs.The role that the teacher takes on is dependent. wine. As we know that every students has different need. people with opinions. Great English teachers are passionate. others have no chance of success unless the teacher takes a less domineering the role. their classes. Great English teachers are text maniacs. They'd never say they don't have time to read anything anymore because of the weight of marking. The teacher should make English as fun learning. technique and method that suitable for students.

didn't read. When students are reading in lessons. write plays. If they look like they're not working hard. They say when they're disappointed about something a student has done. unpredictable. give detailed feedback.open-ended. You only have to note the way ex-students send Page 17 . They'll talk to students about what they're currently reading. ongoing learning. 4. messy. They'll divert the course of an entire lesson because of something they read last night in bed. 5. They write out advice-sheets for their classes. but through sheer enthusiasm for a job well done.the naughty ones as well as the paragons. Great English teachers don't pretend to know all the answers. direct. you're being conned. 3.not in some phoney saccharine way. They call them out and talk about their work one-to-one. They exemplify real learning . Great English teachers work too hard. but mostly they celebrate success . Great English teachers love individualism. take coachloads of kids to the theatre. The naughty ones will often only behave for these teachers. They relish being asked questions they can't answer because it gives them something to find out. sample essays. They exemplify the relevance of written texts in life: they don't just quack the rhetoric of being seen reading: they actually can't avoid doing it. These teachers have something individual to say to each student. these teachers will usually be reading. They relish the eccentrics in a class . Students know when a teacher really knows them: a great English teacher invariably does.

But chiefly they use texts to excite and challenge young minds. what she needs to work on to improve. And yet it will all feel so fluid. reading their stories. 7. like watching their drama. 6. They may complain that they don't.a love of the intangible processes of the classroom. Great English teachers love the process of teaching: they like its creative opportunities. deep down. It's a sign of their selfconfidence. even when they know that the texts may be a little high level. This is the great English teacher's gift. A student will know where she's heading. They have high ideals about students gaining a love of literature and a relish for the infinite complexity of language. Great English teachers balance spontaneity with structure. Yet they fit into an overall developmental pattern. They like listening to students talking. Their lessons can feel hugely creative and unpredictable. and to simplify language to a series of accessible rules if that will help their students' progress. But they're happy to read Joby. but. it's what drives them . so unforced. where the half-terms' lessons are heading.cards or make visits to be reminded that great English teachers change people for life. They have their own favourite texts but they frequently try out new finds. Page 18 . They're not afraid to use a grammar or punctuation exercise if that's what's going to clarify the thinking of the class. 8. so natural. They mix idealism and pragmatism. Great English teachers are risk-takers. that they'd had enough. of their high expectations.

write better. 10. Great English teachers get nervous on the day of exam results. They should be our first choice of mentors. for the security of knowing there aren't always simple answers. They remind us of the power of language and the delights of literature. as well as enjoy their subject. It's a sign also of their accountability: great English teachers don't automatically blame their students if a result is disappointing: they live the exams along with their students. learn better. how to assess skills and knowledge humanely and precisely. They don't need to. think better.how to build students' confidence. They help students to mediate a bewilderingly complex world. 12. It's a sign of their concern that their students should do well in exams. The world seems a bigger challenge but we suddenly feel up to it. for being prepared to argue your Page 19 . Great English teachers are great teachers per se and schools should recognize this more. They teach the most important skills within the most important subject. Great English teachers are undervalued. You walk out of their lessons feeling you can do things . standing for certain values . Great English teachers have a powerful emotional impact. watching fledgling teachers and helping to shape their skills. They should be showing teachers in all subjects how to teach .for the confidence to ask questions. how to structure lessons. 11.9.can read better. Great English teachers nourish our heroism. but they do. Great English teachers are more important than they realise.

They're the reason many of us are ourselves English teachers. and doing so in a style that is powerfully appropriate. The teachers have to know how to teach English to students. Page 20 . the students have had a chance to shares vocabulary. great teachers in an age when teachers are almost automatically disparaged. There are the simple ways to teach English.case. and excited. influencing generations of young people. they are:  Immersion activities How can students access stories. ideas and concepts which gives their reading fresh meaning and purpose. They are.not least.3 How to Teach English If English teacher want to be a great English teacher this topic still related to the ways that they used to teach English. Through painting. our gratitude. a film project. We owe them a great deal . in role drama or sculpture. about the reading journey ahead of them. Great English teachers do all this and more. poems and other texts if their minds and imaginations not fully engaged? We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared. that can make students feel happy and they will see English as fun subject. The teacher should be the creative teacher to teach English. 3. quite simply. They have an impact beyond their knowledge. music composition.

Following a whole school Inset on bookbinding techniques. every class published their own shared book. creative activities are planned for. Recent examples include a whole school bookmaking project. The anthology has been enjoyed by parents and other pupils‟ pride in their work is clear to see. Meaningful.  Meaningful planning Where possible. and especially writing tasks.  Professional publishing One effective way of valuing students work as well as providing a real incentive. is to plan for a range of ways to publish their writing. learning in English is linked with subjects within the creative curriculum we follow: the international primary curriculum (IPC). and the results were stunning as a result. ensuring that all staff members know exactly what the students will be learning and why. Not only is the students work displayed Page 21 . Clear purpose What's the point of reading and writing anything if you don't know why you're doing it? We aim to provide students with a clear purpose to all reading.  Inspirational learning environment Take a trip to our school and you'll find classroom environments that inspire adults and children alike. Well in advance of teaching. The effort the students put into their work was immense. teachers collaborate and share their ideas for planning through a mind mapping process.

creatively. Page 22 . all teaching staff use a range of techniques to promote the exploration of characters.  Drama to engage and inspire The use of drama is such a powerful tool. situations and historical events. and provides them with the ideas they need to give their writing that extra spark and flair. but there is a range of learning prompts to inspire and support all pupils. This process expands the pupils' imaginations. Taking the lead from our drama specialist.

CHAPTER 4 CONCLUSION 4. Besides that if the teacher is type of a great teacher. the students who teach by them will enjoy English and they will be easier to absorb the knowledge itself. Page 23 . English teacher should be a creative teacher to their students and be the „reading maniac‟ as a teacher. there are so many definitions about English teacher. Besides that so many ways to be a great English teacher. training program can be the way to train the teacher to be great English teacher. The teacher should know the roles of teacher itself before they teach their students. There are so many ways to make English fun learning.1 Conclusion Based on the discussion above the writers can conclude that. The important thing English teacher is used to teach and educate the students. the teacher should be an innovative teacher to face the challenge in this 21st century.

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