CHAPTER 1 BACKGROUND 1.

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. Its 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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CHAPTER 2 FRAME OF THEORIES 2.1 The Definition of Teacher Teacher is the pivot of civilization` as said by Dr. S. Radha Krishnan, every teacher has the primary goal to shape the future of his/her learners. His/her role begins with the student in particular and culminates in society in general. In order to attain perfection in any given field one need a guide, teacher or a coach to mentor in the stages of learning. 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. 2.2 Teacher in EFL Context Effective English language teachers require a certain set of abilities. Coniam and Falvey (1999) illustrated the core competencies needed by effective EFL teachers, listing teaching ability, language awareness (knowledge about language), and language ability (knowledge of language). To achieve the goal of effective teaching, first of all, EFL teachers must have: 1) Good teaching skills. 2) They should know quite a lot about the English language systems, how the English language works, and how people learn it and use it.

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3) They must have good English language proficiency. For non-native English speakers teaching EFL classes, developing all these

competencies is especially challenging because of the multiple roles the teachers need to take on those of language teacher, language analyst, and language user (Edge, 1998). Moreover, Regarding of the 21st century education form, it is very crucial to do such kind like a reform to solve the problem that weve already explained above. 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. 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; (2) The twenty-first century will see an increased information flow; (3) The twenty-first century will see rapid change and impermanence; (4) The twenty-first century will see an increase in decentralization of organization, institutions, and systems; (5) The twenty-first century will be people-oriented; (6) The twenty-first century will see major

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2.3 A Good English Teacher Criterion How to be a good teacher? this kind of question always takes a place in every teacher minds. From young teachers until the professional teachers sometime cannot figure it out that question. The writers want to help the teachers to figure it out that question. According to Harmer (2001:7) he explained to us how to be a good teacher, the following answers are representative of the many that were given 1. They should make their lessons interesting so you dont fall asleep in them. This was said by an adult student at a private language school in England. 2. A teacher must love her job. If she/he really enjoys her job that will make the lesson more interesting. 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, even when/if they are feeling terrible (outside the classroom), they put on a good teachers face when they enter the classroom. 3. I like the teacher who has his own personality and doesnt hide it from the students so that he is not only a teacher but a person as well and it comes through the lessons.

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

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CHAPTER 3 DISCUSSION 3.1. 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. An English teacher must be particularly adept with communication skills. This touches on both oral and written abilities as these are a fundamental part of the curriculum. However, communication skills are also valuable because the teacher must successfully disseminate information to students, parents and other teachers. 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. 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. 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, but more formal exercises, language games and literature are also used. The content of lessons varies depending on the reason why the students are learning English, e.g. whether it is for business use for adults, school work for children, etc. The aim of each lesson is to encourage the students to communicate with each other using the structures and vocabulary they have learnt, and to

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

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diplomacy, politics and education. So a good mastery of English can be said to be a prerequisite for the success of developing this country. Unfortunately, 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. A layman's observation has indicated that secondary school learners who have learned this language for 6 years, with almost 900 hours of school teaching, are unable to use this language for communication purposes. 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, it is very important for the English teacher to be effective in teaching English. Effective English language teachers require a certain set of abilities. Coniam and Falvey (1999) illustrated the core competencies needed by effective EFL teachers, listing teaching ability, language awareness (knowledge about language), and language ability (knowledge of language). To achieve the goal of effective teaching, first of all, EFL teachers must have: 4) Good teaching skills. 5) They should know quite a lot about the English language systems, how the English language works, and how people learn it and use it. 6) They must have good English language proficiency. For non-native English speakers teaching EFL classes, developing all these

competencies is especially challenging because of the multiple roles the

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teachers need to take on those of language teacher, language analyst, and language user (Edge, 1998). Besides that, 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. Moreover, Regarding of the 21st century education form, it is very crucial to do such kind like a reform to solve the problem that weve already explained above. 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. 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; (2) The twenty-first century will see an increased information flow; (3) The twenty-first century will see rapid change and impermanence; (4) The twenty-first century will see an increase in decentralization of organization, institutions, and systems; (5) The twenty-first century will be people-oriented; (6) The twenty-first century will see major The last aspect is concerned with EFL teacher education. Since the EFL teaching and learning should focus on the development of communicative skills,

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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 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, (2) The development of communicative EFL teaching competence and skills in executing this competence, and (3) The development of positive attitudes towards professional development. This is the standard to be considered and this requires that the existing EFL teacher education curriculum be redesigned. 3.2.1 Teachers Training Teacher training programs need to focus on not only training novice teachers, but giving tools to practicing teachers to deal with the variety of issues presented in modern classrooms around the world. 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. Additionally, another challenge that nonnative-English

speaking teachers in second- and third-circle countries face is a lack of professional support in their home countries. Training program can give good impact in teachers improvement. Allen (2007) in his research finding told that teacher training is a kind of

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

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3.3. The Roles of the Teacher According to Harmer (2001), there are several important roles of the teacher in the classroom. The following roles will be discussed below; 1. Controller When teacher act as controller, 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. Controllers take the roll, tell students things, organize drills, read aloud, and in various other ways exemplify the qualities of teacher-fronted classroom. 2. Organizer One of the most important roles that teachers have to perform is that of organizing students to do various activities. This often involving giving the students information, telling them how they are going to do the activity, putting them into pairs or groups, and finally closing things down when it is time to stop. 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. If we dont explain clearly the ways pairs or groups should be organized, chaos can ensue. If we have not spent some time engaging the students interest and ensuring their participation, the activity may be wasted. So thats way the roles of teachers as organizer is very important.

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

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

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The role that the teacher takes on is dependent. On what it is the teacher wishes the students to achieve. Where some activities are difficult to organize without the teacher acting as controller, others have no chance of success unless the teacher takes a less domineering the role. 3.3 How To Be a Great English Teacher The writers believe that every English teacher wants to be a great teacher for their students. Based on the writers opinions, to be a great English teacher, teacher should know what students needs, how the environment of students, what the strategy, technique and method that suitable for students. As we know that every students has different need, so the teacher should be smart to teach them especially in English subject. The teacher should make English as fun learning. So many references that the writers read toward how to be a good teacher, 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, they are: 1. Great English teachers are passionate. They're passionate about many things books, literature, theatre, their classes, film, wine. They're people to be reckoned with, people with opinions, people you can't ignore. They're people who students want to listen to and ask questions of. Whatever their age, these teachers are still relevant to their students' lives. 2. Great English teachers are text maniacs. They're always reading something. They'd never say they don't have time to read anything anymore because of the weight of marking. They couldn't live if they

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

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

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9. Great English teachers are undervalued. They should be showing teachers in all subjects how to teach - how to build students' confidence, how to structure lessons, how to assess skills and knowledge humanely and precisely. They should be our first choice of mentors, watching fledgling teachers and helping to shape their skills. Great English teachers are great teachers per se and schools should recognize this more. 10. Great English teachers have a powerful emotional impact. You walk out of their lessons feeling you can do things - can read better, write better, think better, learn better. The world seems a bigger challenge but we suddenly feel up to it. Great English teachers nourish our heroism. 11. Great English teachers get nervous on the day of exam results. They don't need to, but they do. It's a sign of their concern that their students should do well in exams, 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. 12. Great English teachers are more important than they realise. They teach the most important skills within the most important subject. They remind us of the power of language and the delights of literature. They help students to mediate a bewilderingly complex world, standing for certain values - for the confidence to ask questions, for the security of knowing there aren't always simple answers, for being prepared to argue your

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case, and doing so in a style that is powerfully appropriate. Great English teachers do all this and more. They have an impact beyond their knowledge, influencing generations of young people. They're the reason many of us are ourselves English teachers. They are, quite simply, great teachers in an age when teachers are almost automatically disparaged. We owe them a great deal - not least, our gratitude. 3.3 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. The teachers have to know how to teach English to students. The teacher should be the creative teacher to teach English, that can make students feel happy and they will see English as fun subject. There are the simple ways to teach English, they are: Immersion activities How can students access stories, 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, and excited, about the reading journey ahead of them. Through painting, music composition, a film project, in role drama or sculpture, the students have had a chance to shares vocabulary, ideas and concepts which gives their reading fresh meaning and purpose.

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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, 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. Recent examples include a whole school bookmaking project. Following a whole school Inset on bookbinding techniques, every class published their own shared book. The effort the students put into their work was immense, and the results were stunning as a result. The anthology has been enjoyed by parents and other pupils pride in their work is clear to see. Meaningful planning Where possible, learning in English is linked with subjects within the creative curriculum we follow: the international primary curriculum (IPC). Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process. Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the students will be learning and why. Inspirational learning environment Take a trip to our school and you'll find classroom environments that inspire adults and children alike. Not only is the students work displayed
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creatively, but there is a range of learning prompts to inspire and support all pupils. Drama to engage and inspire The use of drama is such a powerful tool. Taking the lead from our drama specialist, all teaching staff use a range of techniques to promote the exploration of characters, situations and historical events. This process expands the pupils' imaginations, and provides them with the ideas they need to give their writing that extra spark and flair.

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CHAPTER 4 CONCLUSION 4.1 Conclusion Based on the discussion above the writers can conclude that, there are so many definitions about English teacher. The important thing English teacher is used to teach and educate the students. The teacher should know the roles of teacher itself before they teach their students. English teacher should be a creative teacher to their students and be the reading maniac as a teacher. There are so many ways to make English fun learning, the teacher should be an innovative teacher to face the challenge in this 21st century. 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. 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.

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