Teachers’ Perception towards Teachers’ Role in Teaching EFL

Students

SKRIPSI

BY
NURSADILA SENDA
NPM 216.01.7.3105

UNIVERSITAS ISLAM MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2021
Teachers’ Perception towards Teachers’ Role in Teaching EFL
students

SKRIPSI
Presented to
Faculty of Teacher Training and Education
Universitas Islam Malang
in partial fulfillment of the requirements for the degree of
Sarjana in English Languange Education

BY:
NURSADILA SENDA
NPM 216.01.7.3105

UNIVERSITAS ISLAM MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
JANUARY 2021
This is to certify that the skripsi of Nursadila Senda has been approved by
the advisors for further approval by the Board of Examiners.

Malang, 22 January 2021

Advisor I,

Diah Retno Widowati, S.Pd., M.Pd.

NPP. 151201199032231

Malang, 22 January 2021

Advisor II,

Fitri Awaliyatush Sholihah, S.Pd., M.Pd.,

NPP. 150605198932221

iii
This is to certify that the skripsi of Nursadila Senda has been approved by the
Board of Examiners on January, 2021

Malang, 22 January 2021

Main Examiner,

Kurniasih, S. Pd., M.A

NPP. 121501196432264

Examiner I,

Diah Retno Widowati, S.Pd., M.Pd.

NPP. 151201199032231

Examiner II,

Fitri Awaliyatush Sholihah, S.Pd., M.Pd.

NPP. 150605198932221

Acknowledged by
Faculty of Teacher Training and
Education
University of Islam Malang
Dean,

Dr. Hasan Busri, M. Pd

NPP 1930200044

iv
 MOTTO AND DEDICATION

“KEEP MOVING FORWARD TO DO THE BEST BY YOUR VERSION”

This skripsi is dedicated to:

My beloved heroes in the world,
(Alm) Arsyad Sidho Mane Tima
and Saleha Arsyad, the greatest
parents who always give me the
best things in my life.

v
 DECLARATION OF AUTHORSHIP

Bismillahirohmanirohim

Herewith, I:

Name : Nursadila Senda

NPM : 21601073105

Department : English Education

Address : Flores, Nusa Tenggara Timur

Declare that:

1) This skripsi is the sole work of the author and has not been written

in collaboration with any other person, nor does it include, without due

acknowledgment, the work of any other person.

2) If a later it is found that this skripsi is a product of plagiarism, I am willing to

accept any legal consequence that may be imposed to me.

Malang, 22 January 2021

vi
 Nursadila Senda

NPM 21601073105

vii
 ACKNOWLEDGEMENT

Allhamdulillahirobil’alamin, I would like to express my highest gratitude

to Allah SWT for blessing love, opportunity, health, and mercy to complete this
graduate thesis. In arranging this thesis, a lot of people have provided motivations,
and supports for me. This valuable chance, I intended to express my gratitude and
appreciation for all of them.

1. The most incredible parents in the world, (Alm) Arsyad Sidho Mane Tima
and Saleha Arsyad, the greatest mother who always gives me the best things
in my life. They always support and pray for my success and happiness.
2. Diah Retno Widowati, S.Pd., M.Pd., my first advisor, she always give me her
valuable guidance, encouragement, patient, correction, advice, and
suggestion which are very helpful in finishing this skripsi. Thank you very
much for your time to share your knowledge and experiences to me.
3. Fitri Awaliyatush Sholihah, S.Pd., M.Pd., my second advisor who has guided
me with his worthy correction and suggestion to improve the quality of this
skripsi.
4. All the lectures of English education department of FKIP UNISMA, they
have transferred a lot of knowledge to me. Thanks for the guidance,
instruction, and help during studying at the UNISMA.

5. Ir. H. R. Iman Santoso, M.Si and Ir. Hj. Nilawati, as my second parents in
Malang. Thanks for your guidance, support, advise, and prayer for me during
studying in UNISMA.

6. All my classmates from English education department ‘16’, thanks for your
jokes, noises, supports, and everything for about 4 years.
7. Together in Jannah, my beloved best friends Aprhy, Mitha Astri, Icha, Iwi,
Anisa , and Fira who always support, help, and make me strong.

viii
8. Desy, Adel, kk sarina, Zulfi and other friends who always support and help
me to finish this skripsi.
9. Naudzubillah squad, my close friends of 2016 generation at Al-Amin,
Sulfiana, Uswah, Astuti, Nurul, Dini and Ufairoh who have faithfully
accompanied and helped me since I came until I graduated from Al-Amin.
10. Thanks for my entries sisters in Al-Amin who has made my life in Al-Amin
color full and cheerfulness.

Everybody who loves me, trust me, prays for me, supports me, whom I do
not tell his/her name. Thanks that you have painted my life.

Finally, the writer hopes that this skripsi will be useful for everyone who
reads it.

Malang, 22 January 2021

The writer,

Nursadila Senda

ix
x
 ABSTRACT

Senda, Nursadila. 2021 Teachers’ Perceptions towards Teachers’ Role in

Teaching EFL Students. Skripsi, English Education Department
Faculty of Teacher Training and Education University of Islam
Malang. Advisor I: Diah Retno Widowati, S.Pd., M.Pd; Advisor II;
Fitri Awaliyatush Sholihah, S.Pd., M.Pd.

Keywords: teachers’ perceptions, teachers’ role, EFL students

This study aims at describing English teachers’ perceptions of teachers’

role in teaching EFL students at the classroom. Therefore, the researcher
conducted a research to know the roles that most frequently and roles that least
frequently performed by English teachers in the classroom. The researcher used
quantitative method by applying survey design. The subjects of the study were 50
English teachers as the participants. The data of the study were collected by
teachers’ perceptions of teachers’ role questionnaire in an online way using
google form. The data were analyzed by tabulating manually, then the researcher
categorized based on the tabulation.

The result of the study showed that the English more apply the role of
teacher as a facilitator in teaching EFL students; it showed 87%. The next finding
showed 86, 5% for motivator role used by the English teachers to motivate the
students in learning. Furthermore, the controller role got 84, 4%, it assists the
English teachers to control the students in learning. The next is tutor role, which
got 82%, it means that the teachers help the students to improve their skill in a
specific subject. The next role is resource that showed 81, 2%, it refers how the
teachers give the information from the internet that related with the material in
learning process. The assessor role got 74, 8%, it showed that the English teachers
have to evaluate, give the task, and feedback. The last result showed 54% for
organizer, which showed that organizer role is least used by English teachers in
teaching EFL students.

Based on the result, it was suggested for the English teachers to

understand well how to apply every teachers’ role in different situation. Future
researcher also be able to conduct similar research about teachers’ role by offline
way to do the observation and interview directly for collecting the data.

xi
 TABLE OF CONTENTS

Cover........................................................................................................................i
Approval Sheet......................................................................................................iii
Motto and Dedication............................................................................................v
Declaration of Authorship....................................................................................vi
Acknowledgement................................................................................................vii
Abstract..................................................................................................................ix
Table of Contents...................................................................................................x
CHAPTER I INTRODUCTION...........................................................................1
1.1 Background of the Study...........................................................................1
1.2 The Problem of the Study..........................................................................4
1.3 Objectives of the Study..............................................................................4
1.4 Scope and Limitation of the Study............................................................5
1.5 Significance of the Study...........................................................................5
1.6 Definition of Key Terms............................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE..................................7
2.1 Teachers’ Role...........................................................................................7
2.2 The Types of Teachers’ Role.....................................................................8
2.2.1 Controller...................................................................................................9
2.2.2 Assessors....................................................................................................9
2.2.3 Resource...................................................................................................10
2.2.4 Tutor.........................................................................................................11
2.2.5 Organizer.................................................................................................12
2.2.6 Facilitator.................................................................................................13
2.2.7 Motivator.................................................................................................13
2.3 Previous Studies.......................................................................................14
CHAPTER III RESEARCH METHOD............................................................17
3.1 Research Design......................................................................................17

xii
 3.2 Population and Sample............................................................................17
3.3 Research Instrument................................................................................19
3.4 Data Collection Technique......................................................................20
3.5 Data Analysis Technique.........................................................................21
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION........................22
4.1 Research Finding.....................................................................................22
4.2 Discussion................................................................................................24
CHAPTER V CONCLUSION AND SUGGESTIONS.....................................27
5.1 Conclusion...............................................................................................27
5.2 Suggestion................................................................................................27
REFERENCES.....................................................................................................29
APPENDICES......................................................................................................31
APPENDIX II.......................................................................................................34

xiii
 CHAPTER I

INTRODUCTION

This chapter sets out the background of the study, statement of the study,

the objective of the study, scope and limitation, significance of the study, and the

definition of the key terms.

1.1 Background of the Study

It is mentioned in UU 14 years 2005 that teachers and lecturers are

professional educators with the main task of educating, teaching, guiding,

directing, training, and evaluating the students in early childhood education

through formal primary and secondary education. Furthermore, according to

(Harden & Crosby, 2000, p. 3) stated there are six roles of teachers in a learning

activity, namely; the teachers as an information provider, a role model, a

facilitator, an assessor, a planner, and a resource developer.

(Stojiljković et al., 2012, p. 961) defined that traditionally, the teacher’s

roles are divided into two main categories; firstly, the teachers’ role is related to

the general personal development of the students. Second, the teachers’ role is

attributed to acquire the knowledge of the students. So, teachers ‘role is the way

or technique applied by the teachers related to their position or profession that

have a responsibility to encourage the learners to learn, to impart knowledge, to

assist the students to grow up their creativity, to teach how to think instead of

what to think, to motivate them and build their confidence. The last, it makes the

1
 2

teaching-learning process joyful. (Harmer, 2007, p. 108) pointed out that all

dedicated teachers aim to support learning, but they do so, it makes more sense to

identify the positions of teachers’ role in more detail and to conclude what is

beneficial to them.

Based on (Harmer, 2007, p. 108) said that the teachers should be able to

adopt a type of roles in facilitating the learning process in the classroom.

According to (Kudryashova et al., 2015, p. 463) stated that motivator is motivates

learners to learn, authority is provides ready-made concepts for learners,

controller is controls students in learning activities and advances their

performance in the classroom, trainer is trains students to apply the previous skills

and knowledge acquired in practice, moderator is moderates student learning,

facilitator is facilitate es the use in new situations of previously acquired

knowledge and skills, leader is stimulates students to reflect on their progress.

The teachers’ role is the main point in the education system and also be

influenced by the learning activity of the students in the classroom. According to

(Rindu & Ariyanti, 2017, p. 85) said that good management of the classroom

would be so important to develop a great education, and by implementing this, the

teacher will control, organize, assess as well as prompt the classroom well. So, it

is not just about how students get their success in the learning process and how

they reduce their stress in learning and it feels joyful by the teacher explanation.

The role of the teachers is very influential in education. Especially on

the success in the learning and what has been done by the teachers in the learning

process to improve the quality of the students. Besides, the teachers must have a
 3

good personality; it means that education not only needs an intellectual mindset

but also a good attitude in teaching as an example for the students.

The study conducted by Wang and Du (2016) found that teachers

interpreted themselves as integrating multiple roles and tended to describe their

roles in terms of: (1) how they prepare and perform teaching activities, (2) what

they want to emphasize and accomplish in teaching, and (3) how they develop

relationships with learners and their working environments. Furthermore, Ariffin

et al, (2018) pointed that there are five themes identified concerning the Excellent

Teachers’ descriptions of their roles and responsibilities, specifically; Excellent

Teacher as a teacher, Excellent Teacher as a content expert, Excellent Teacher as

the facilitator, Excellent Teacher as mentor or leader, Excellent Teacher as

researcher, and innovator. Besides that, (Rindu & Ariyanti, 2017) stated there are

nine roles applied by an English teacher in managing the class during the teaching

and learning process, namely; teacher as a controller, teacher an assessor, teacher

as an organizer/manager, teacher as a prompter/motivator, teacher as a participant,

teacher a resource/informer, teacher as a facilitator, teacher as a demonstrator, and

teacher as a guide.

The uniqueness of this study is the researcher uses all the English

teachers who teach EFL students as the main subject and the field of the research

is to find out teachers’ role in teaching EFL students while previous studies

observed teachers’ beliefs about their roles in teaching in a Danish context, the

roles and responsibilities of excellent teachers, and the English teachers who teach
 4

at junior high school. Besides that, the researcher conducted a study that focused

on how teachers can apply for a different role in teaching EFL students.

There are three reasons why the researcher chooses the teachers’ role as

the topic, namely; a) The role of teachers in education is very necessary. It does

not only influence the learning processes but also it has an impact on the

performance of the students outside the class, b) Many teachers have not been

able to master their position as teachers. For instance, in all situations, the teachers

are not only one role model, but they also can be a parent, counselor, and friend to

the right situation, c) the function of the teachers will still be applied even though

there are many sophisticated technologies since the teachers must manage the

learning that uses these technologies.

1.2 The Problem of the Study

Based on the background of the study above, the problem of the study

can be formulated as follows:

1. What roles are most frequently performed by English teachers in teaching

EFL students?

2. What roles are least frequently performed by English teachers in teaching EFL

students?

1.3 Objectives of the Study

 5

This study is designed to investigate the roles that are most frequently

performed by English teachers in teaching EFL students and roles are least

frequently performed by English teachers in teaching EFL students.

1.4 Scope and Limitation of the Study

The scope of this study focused on teachers' perceptions of teachers’ role

in teaching EFL students. The subjects focus on teachers’ role in teaching EFL

students’ at junior high school and senior high school.

The limitation of this study is the researcher obtained the data from the

questionnaire without doing an interview and observation so that the perception is

not clarified in more detail.

1.5 Significance of the Study

This research is investigated about teachers’ role in teaching EFL

students at junior high school and senior high school. The researcher expects that

this research can be a consideration for all teachers in teaching in EFL students.

This study is not only useful to the teachers to be well prepared on the teaching

competencies but also as the evaluation for all the teachers in Indonesia to be

more creative, innovative, and interesting in teaching EFL students so that

education in Indonesia becomes more excelsior.

Theoretically, this research can give English teachers additional

knowledge to be more creative in the teaching-learning process and experience

how to put their roles in the right situations.

 6

1.6 Definition of Key Terms

To achieve a better understanding of the terms used in this study, below

are the brief definitions outlined:

a. Teachers’ Roles

A role is the teaching method or technique that utilizes the

teacher to teach the students and as the educational facilities. Besides that,

the teachers also be able to be tutors, facilitators, assessors, mentors,

controllers, guides, and participants in teaching-learning activities as well

as it can help the educator to explain the material in the classroom.

b. EFL Learners

The students who learn English as a foreign language due to

the English language is not the first language in their country.

c. Perception

Perception is the interpretation of environmental knowledge so that

we can understand its meaning. In this study, the researcher wants to

know teachers’ perceptions of teachers’ role in teaching EFL students.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses some theories related to the topic relevant to the

study. It gives the definition of teachers’ roles, the types of it as well as the

previous studies of teachers’ role in teaching EFL students’.

2.1 Teachers’ Role

The teachers’ role is one the most crucial factors that can affect the

teaching and learning process in the classroom, the role of the teacher is also

imperative in evolving and improving student’s abilities and potential to succeed

satisfying learning targets. Beck (as cited in Wang & Du, 2016, p. 3) stated three

dimensions of teachers’ roles are The first is cognitive scaffolding that refers to

how teachers use the process and manner to encourage students, while the second

is cognitive learning that prefers stimulation of various types to the skills of

existing students; besides, emotional control of how teachers construct their

contact, the emotional and motivational elements with the teaching students.

According to (Makovec, 2018, p. 33) that two factors influenced the

role of teachers. They were internal and external factors; an internal factor more

refers to her or him as the teachers’ beliefs on their role in teaching. Meanwhile,

External factors it’s preferred on learners’ pupils’, parents’, and public’ view and

expectation of teacher’ role. Both of them were signed as part of the professional

teachers’ identity.

8
 9

In the traditional teaching system, the role of teachers established is not

effective and unsatisfied for the learners to follow the learning process. So, the

teachers have to use interactive teaching in the classroom so the students can

easily understand what the material is. As cited by (Xhemajli, 2016, p. 33) said

that the interactive teachers are the person who can respond, listen, and assist

them to find the solution to the problem they felt. By applying interactive

teaching, the relationship between teachers and students more intimate in the

teaching-learning process.

2.2 The Types of Teachers’ Role

Many roles can be played by the teacher in the classroom to support

their teaching and learning process. The important point is that the teacher acts as

a controller, an assessor, a resource, a tutor, a prompter, an organizer, a facilitator,

and a guide. As cited by (Hamamorad, 2016, p. 67) said that a teacher plays a

mediator, facilitator, coordinator, and advisor role in such a class. She/he walks

and goes around the class listening to different groups and she/he may partake in

the conversation or lend a hand if necessary.

According to Harmer (Harmer, 2001, p. 57) the teachers as always

changing their action in the classroom from activity to another as well as all of the

roles of teachers such us controller, organizer, assessor, prompter, participant,

resource, tutor, observer, and performer which provide aims to facilitate the

students’ increase.
 10

2.2.1 Controller

The teacher controlled the class in learning activities so that the class

became more conducive, effective, and efficient. The teacher controlled the

students’ attitude and behavior before starting the lesson until the end and the

teachers also advised students who did not pay attention.

Based on Harmer (Harmer, 2007, p. 108) the teachers perform as a

controller, they are the responsibility of the class, and the activity is held and are

often ‘leading from the front’. As controllers, the teachers take the register, tell the

students things, organize repetition, read aloud, as well as in several other ways,

illustrate the quality of a teacher-fronted classroom. As cited by (Harmer, 2001, p.

58) stated that the teachers offer explanations, coordinate questions, and answer

work, lecture, make announcements, or bring the class to order, they serve as a

controller.

The teachers can be the classroom controller when the learning method

does not work well and the learning activities are not suitable for the students,

here the instructor becomes the controller. The teachers have to prepared

everything which needs in the teaching-learning process such as the material,

classroom grouping, and time allotment between the explanation of the material

and assignment.

2.2.2 Assessors

Teachers always focus on students’ activities that can be influenced by

their attitude and behavior. Giving the task and feedback continues to know how

far they understand the materials that have been explained as well as give the
 11

assessment to them. The teachers are the assessor, also telling the students what

they have done in the classroom and giving grades. According to (Harmer, 2001,

p. 59) that the teachers act as an assessor, offering the feedback, correction, and

grading the learners’ performance in various ways, given the statement in the

case, and the students can pass the next level or not.

As cited by (K & S.Archana, 2017, p. 2) that the assessment can be done

through verbal feedback, by doing quizzes, giving some assignments, etc.

So, by Collected, analyzed, and interpreted the students’ results to see how the

learning processes get success or effectiveness. Furthermore, to see the level of

success in which related to the assessment criteria that have been set. The teachers

can prepare learning methods for the future and in the handle to master their

language.

The teachers ‘work not only how to teach in the classroom but how the

teacher can assess the students’ performance to know the progress or success of

their learning; however, the students be able to get the highest possible

achievement

2.2.3 Resource

It means that the teachers not only can be the tutor but also be a resource

for the students. They will get good information from the internet or other

resources to transfer in the teaching-learning process. (Harmer, 2007, p. 110)

stated that the teacher also has a function as a resource for language information

and when students need to consult the teacher, at times, as a language. On the
 12

other hand, the teachers can elaboration on the materials when the students do not

understand it.

As cited by (Ja, 2017, p. 108) the teachers involved in three types of

activities in the learning process; firstly, the teachers giving over the material such

us vocabulary, knowledge of culture, literature, and history. The references are

related to the material by using the English Language or Indonesian language

(combine two languages). Secondly, the instructor corrected the students’

mistakes orally (ungrammatical, mispronunciation, misspelling, and intonation) to

the students. The last, the teachers give feedback after explanation of the material

and exercise. Also, the teachers become the first sources for the EFL learners in

the learning-teaching process, as well as the teachers, can introduce the learning

material as English magazines, newspaper, article, and some websites that useful

for learners.

2.2.4 Tutor

As cited by (Lickona, 1997, p. 67) that Ethical mentors-offering direct

moral advice and guidance through explanation, storytelling, dialogue in the

classroom, encouragement of positive attitude, and remedial moral guidance when

students participate in self-harmful acts. So, the students not only better

understanding to get knowledge, score, and test but also to be generous learners

towards the teacher and classmates.

The teachers will more focus to help the students to finish the students’

work in the classroom. Thus, (Harmer, 2007, p. 110) As students work on longer

projects, such as writing processes or planning for a talk or a conversation, we

 13

will work with people or small groups, leading them in directions that they have

not yet considered. In these circumstances, we combine the role of prompter and

resource-in, that is, acting like a tutor.

As stated by (Lunenberg et al., 2014, p. 5) that The essential aspects of

this position (coach) are transparency, accessibility, enthusiasm, passion,

empathy, encouragement, loyalty, helpfulness, honesty, and kindness.

2.2.5 Organizer

The teacher can be an organizer. It means the instructor must organize

the all activities in class from entering class, giving greetings, start to explain the

new material, and related to the previous material until the end of the class.

According to (Yan, 2012, p. 560) The instructor must take on the duty of

organizing the different types of activities and games that are suitable, productive,

and important to teaching in the classroom and will better meet the needs as well

as goals of the students. The first is the teacher can classify the students’ seats

based on the sizes of the class along with assignments or activities that have

designed by them (Hamamorad, 2016, p. 67). So, the teachers will take the

responsibility all the elements from the beginning until the end of the teaching

learning process.

Based on (Harmer, 2001, p. 58) the most crucial role of teachers acts as

organizing the students to do several activities in the classroom such us delivery

the students' information, telling how to complete the task, divide them into the

group or in peer, and closing the meeting when the time is ended.
 14

Basically, (Harmer, 2001, p. 59) said that a significant teaching tool is for the

instructor to arrange a presentation of what's going to happen. Besides, Harmer in

his book the practice of English language teaching summaries the role of the

organizer as follows:

Engage instruct (demonstrate)initiateorganize feedback

Source: Harmer, 2007

2.2.6 Facilitator

As stated by (Kudryashova et al., 2015, p. 464) pointed that The role of

a teacher as the facilitator to reach the next level of Bloom's Taxonomy

(Synthesis) and inferred effects professional position or problem, pushing the

learners to create new alternatives. Here students establish new personal

knowledge from the elements they examined during the preceding level.

Facilitator as the role that played by teachers in providing services and

facilities for students in learning activities, as stated by (Ellerani & Gentile, 2013,

p. 15) said that Teachers as facilitators have realized actions to build groups, lead

supervision, recommend innovative ideas and activities to develop the skills and

lifelong learning of teachers. Some text analyses reflect the actions performed.

According to (Hamamorad, 2016, p. 69) stated that giving the producing task,

interesting activity, and motivating the learners are the one way from the teacher

to facilitate intercommunication among the students. So, the teachers as the

facilitator have to support the students in their learning activities, self-explorer,

grow up a good learning activity situation that reflects the learners.

2.2.7 Motivator
 15

The teacher also can play a role as a motivator. (Nyam & William-West,

2014, p. 2) stated teachers’ motivation is a state of being influenced by material

and psychological factors which may induce activeness (or reluctances) in

achievements associated with teaching.

According to (Rindu & Ariyanti, 2017, p. 96) said that The teacher as a

motivator is a teacher who can inspire or empower students in the teaching and

learning process. So, the learners more attractive, enthusiastic, and active to join

the learning process in the classroom.

As cited by (Zhuang, 2010, p. 593) the learners who have a lack of interest

in learning the English language can get the motivation from their teacher, there

are two kinds of motivation; first, inter motivate means that the students' interest

towards the culture of speaking English. Second, outer motivate is given the

learners a high score in the English course. Besides that, the teachers create

suitable surroundings in which the students become conscious of the significance

of English as a communication tool.

2.3 Previous Studies

The first previous study conducted by Ariffin, Bush, and Nordin (2018)

aimed to find out the roles and responsibilities of Excellent Teachers such as

teachers as a facilitator, mentor, and innovator. The method of this study

qualitative research design, specifically a multiple case study design. The subject

of study 16 senior Excellent Teachers, drawn from eight different schools and

This was primarily accomplished through semi-structured interviews then

supported by an overview of the text and a book written by the Ministry of

 16

Education, Malaysia, on the Excellent Teacher's Work. Research results are

presented thematically based on data from both the interview coding and

evaluating the documents. The five themes found regarding the description of the

roles and responsibilities of the Superior Teacher are a greater teacher as an

instructor, greater instructor as a content specialist, greater teacher as facilitator

higher teachers as mentors or leaders, and higher teachers as researchers and

innovators.

The second related study comes from the study conducted by Rindu and

Ariyanti (2017). The study aimed to investigate the teachers’ role in English

teacher who teaches at seventh and eighth grades of SMP Advent Samarinda. The

methodology of this study is descriptive design with a qualitative approach which

is aimed to describe the real situation in the field. In collecting the data, the

researcher used questionnaires, observation sheets, field notes, and interview

guide as the instruments. Moreover, the research subject is an English teacher who

teaches at seventh and eighth grades of SMP Advent Samarinda. The result of the

research is the teacher runs nine roles in the areas a controller, an assessor, an

organizer or manager, a prompter or motivator, participant, a resource or

informer, a facilitator, a demonstrator, and as a guide.

Wang and Du (2016) conducted the study to focuses on how teachers of

Chinese as a foreign language (CFL) perceive their roles in the Danish context. In

this qualitative study of the 12 indigenous and non-indigenous teachers of the

Chinese language, analytical data were gathered from semi-structured interviews

and classroom observations to explore the opinions of the teachers about their
 17

positions. The study found that most teachers saw themselves as filling various

roles and revealed that these were described based on the following perspectives:

how teachers prepare and perform teaching activities, what they want to prioritize

and accomplish in teaching, and their relationships with their students and

working environment.
 CHAPTER III

RESEARCH METHOD

This chapter provides some discussions about research design, population

and sample, research instrument, data collection technique, and data analysis

technique.

3.1 Research Design

This study used quantitative method using survey design. This research

was aimed to know teachers’ perceptions of teachers’ role in teaching EFL

students. Therefore, reseacher used survey design to describe and interpret the

teachers’ role in teaching EFL students.

3.2 Population and Sample

The participants of this study were the English teachers who teach EFL

students at senior high school and junior high school because they have

experiences in teaching and have the performance to apply the role of teacher in

the classroom. In this study, the researcher used purposive sampling and the target

of participants in this study were 50 English teachers.

Table 3.2 The name of school and students ‘class grade

No. Name of school Students’ class grade

1. SMP AL-Hidayah Malang 1st grade
2. MAN Nagekeo 1st grade
3. SMP Wahid Hasyim 1st grade
4. MTsS Nurul Hidayah 1st grade
5. SMP IT Tuban 2 1st grade
6. SMA N 10 Gowa 1st grade
7. SMA Jos Cokroaminoto 2nd grade

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8. MA Mansyaul Ulum 2nd grade

9. MTsS Nurussadah Maropokot 2nd grade
10. MAS Nurussadah Maropokot 1st grade
11 SMAN 1 Aesesa Mbay 2nd grade
12. SM AN 1 Malang 1st grade
13. MTs Almaarif 02 Singosari 1st grade
14. MTs Mansyaul Ulum 1st grade
15. SMP IBS AL-Hamra 1st grade
16. Ar-Rohmah Islamic Boarding School 1st grade
17. Tazkia Islamic International Boarding 2nd grade

School
18. SMK Widya Gama 1st grade
19. MTsN Nagekeo 2nd grade
20. SMP Negeri 1 Bontang 2nd grade
21. MTs Negeri Pamakesan 1st grade
22. MTs. Hidayatun Nasyi’in 2nd grade
23. SMA 1 Belopa 2nd grade
24. SMA Negeri 1 Rindi Umalulu 2nd grade
25. SMP Negeri 1 Rindi Umalulu 1st grade
26. SMA Negeri 1 Lewa 1st grade
27. SMP Negeri 1 Lewa 2nd grade

3.3 Research Instrument

The questionnaire was made by the researcher which has been validated

and after that the researcher tested the questionnaire. There are five English

teachers who involved in questionnaire testing. The researcher used online

questionnaire. Regarding the information of the table, the category for the

teachers’ questionnaire was divided into seventh parts of teachers’ role;

teachers as a facilitator (including all the facilities in teaching in classroom for

statement number 1-6), teachers as a controller (how teacher manage the

students during earning teaching process for statement number 7-11), teacher

as a assessor (including statements about teachers evaluate the students and

see the progress of students’ performance for statement number 12- 16),
 20

teacher as a resource (involving the statements reference to help the students

in learning for statement number 17-21), teacher as a tutor (including the

statements about teachers’ instruct the teaching process in classroom for

statement number 22-24), teacher as an organizer (the statements about

teachers explain the direction in accomplish the assignment for statement

number 25-27), and teacher as a motivator (the statements about how to

inspire the students to learn English for statement number 28-31).

The questionnaire used Likert scale to know the respondents’ responses

to the specific statement. The questionnaire presents four options, namely;

never (1), seldom (2), often (3), always (4).

Table 3.3.1 Categories for the Teacher’s Questionnaire regarding their perception of
teachers’ role in teaching EFL students

No Category of teachers’ role Statements and

Questions Number
1. Teachers’ role as Facilitator 1-6
2. Teachers’ role as controller 7-11
3. Teachers’ role as Assessors 12-16
4. Teachers’ role as Resource 17-21
5. Teachers’ role as Tutor 22-24
6. Teachers’ role as an 25-27
Organizer
7. Teachers’ role Motivator 28-31

3.4 Data Collection Technique

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There are several procedures performanced by the researcher during the

study. The steps are described below:

1. The researcher prepared instruments to collect the data. The researcher

made the instrument based on some theories. Afterwards, the researcher

had written the questionnaire about teachers’ perception towards teachers’

role in teaching EFL students.

2. After formulated the items of the questionnaire, the researcher consulted

the questionnaire to the supervisor. After made some improvement

towards the items of the questionnaire, the researcher tested the

questionnaire.

3. Some respondents who did the tryout of questionnaire gave the comments

towards the contents of the questionnaire. Through some comments from

five English teachers there was an improvement towards the questionnaire.

4. The last step, the researcher distributed the questionnaire then asked the

participants to open a google form and fill in the questionnaire that has

been provided.

3.5 Data Analysis Technique

The researcher analyzed the data after getting the questionnaire that has

been filled out by participants. Firstly. the researcher tabulated the data in excel.

Secondly, categorized every teachers’ role. Thirdly, calculated the result from

every teachers’ role. The last, the researcher described the finding by looking the

result of calculated. The steps that have done by the researcher aimed to know

how English teachers’ perceptions towards their role in teaching EFL students and
 22

to know what roles that most frequently performed by English teachers in

teaching EFL students as well as what roles the least frequently performed by

English teachers in teaching EFL students.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter deals with finding and discussion of the the results of

teachers’ perceptions towards teachers’ role in teaching EFL students.

4.1 Research Finding

The research was conducted to know the perceptions of teachers towards

their role in teaching EFL students. There were 50 English teachers who

participated as the subject of this study. The researcher believed that the English

teachers have many experiences in teaching and learning process because they

have passed more than a year in teaching. Each of the teacher was asked to fill the

questionnaire by Google form. The questionnaires were administered on Monday,

21 September 2020.

Teachers’ perceptions towards teachers’ role in teaching EFL students.

Table 4.1 the result of questionnaire

No Category of teachers’ role Percentage

1. Teachers’ role as Facilitator 87%
2. Teachers’ role as Motivator 86, 5%
3. Teachers’ role as controller 84,4%
4. Teachers’ role as Tutor 82%
5. Teachers’ role as Resource 81,2%
6. Teachers’ role as Assessor 74,8%
7. Teachers’ role an Organizer 54%

Based on the questionnaire result above, the researcher found the result

in the table 4.1, which answered the first research question “What roles are most

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frequently performed by English teachers in teaching EFL students?” It is clear

that almost all teachers always applied the facilitator role in teaching learning

process. Besides that, the data shows 87% teachers most frequently used this role.

It also consists the statement like how the teachers facilitate the students’ learning

process, provide the material, given the chance to the students ask the questions,

how the instructor understand well towards students’ characters, listen students’

opinion, and the teachers also have good knowledge as well as the comprehension

in teaching the students. The next data showed in teaching learning process, the

English teachers also used motivator role to support the students to learn

independently, inspire them with real activity, and guide students’ activity. So, it

is clear with the data shows 86, 5% that motivator role has important role in the

classroom.

The next significant role is controller role, it shows 84,4% English

teachers used it. It contains how the teachers useful for the teachers and assist

them in instruct the students. It contains how the teachers control the students’

learning activity, apply a variety of learning models to make the class more

conducive, effective, and efficient. Pay attention to the students who did not focus

in the class, organizing questions and answer work, and the last is prepared the

material a week before the schedule to teach.

Furthermore, the tutor role gets 82%, it showed that teachers also be the

tutor in teaching. The statements in the questionnaire are how the teachers always

instruct their students in classroom activity, focused on students’ individual needs,

and teachers help the students to improve their skills in a specific subject. The
 25

next is resource role gets 81,2%, almost all the teachers used this role to assist

them in teaching. Resource role refers how the teacher give the information from

the internet that related with the material in learning process, always be a resource

for language information, provide learning material such us English magazines,

newspaper, article, video, book, and etc., let the students search the material in the

internet, and mastering the material before come the class. The assessor gets

74,8%, it means English teachers not just used one or two role in teaching EFL

students, but every role applied related the conditions that happened in the

classroom. The teachers applied the assessor role like give the task every day,

provide the feedback to students’ performance, verbal feedback, evaluate the

students’ score, and evaluate in the end of the teaching learning process. The last

result based in table 4.1, it shows 54% which answered the research questions

number two “What roles are least frequently performed by English teachers in

teaching EFL students?” it means that the role as organizer is seldom to be used

by the teachers in teaching learning process. Besides, the teacher is a little bit hard

to apply this role. The organizer role refers to how the teachers organized the

activity in the classroom, arranged the students’ seat (based on the attendee's

number), and the teachers never explain the direction of assignment because the

teachers let the students understand it themselves.

4.2 Discussion

In this part, the researcher explained the result of the data analyzed. This

study used survey design in quantitative research method. The objectives of this

study were to know what roles that most frequently used by the English teachers
 26

in teaching EFL students and what the roles least frequently performed by the

teachers in classroom.

This research found that all of the English teachers prefer to use the

facilitator role in educating the EFL students, such as facilitate all the things

which necessary before teaching and preparing the material. (Purnama, 2015, p.

365) said that the teacher's role as a facilitator consists of encouraging and

facilitating students with the tools and support needed to be more independent and

focus on difficulties. Besides, the teacher as a facilitator has a role to play in

facilitating the students to learn optimally by using a combination of techniques,

method, media, and learning tools.

As cited by (Stewart, 1993, p. 6) pointed that the following modest list

of techniques shows the facilitation of circumstances: showing in the classroom

various curricula or other similar materials, building activity centers, making

students available to themselves, advising them on projects-how students should

start and proceed, establishing cooperative learning groups or other social contexts

that favor problem-solving, getting access to students knowledge for themselves

or on their own using resources, offering words of motivation, motivation,

appreciation, or caution, and so on.

On the other hand, the finding showed that English teachers seldom to

apply an organizer role in teaching EFL students. On the contrary, the findings of

the study by (Rindu & Ariyanti, 2017, p. 95) indicated that the teacher always

performs the role of an organizer well in the classroom, such as providing clear
 27

instructions for the assignment provided, ensuring that students are ready to do the

assignment, and the last, giving the simple questions.

 CHAPTER V

CONCLUSION AND SUGGESTIONS

In this chapter, the researcher focuses on the conclusion of this

study and some suggestions.

5.1 Conclusion

The conclusion in this part is according to the data analysis in chapter

IV. The result of the study showed that almost all English teachers always

applied the facilitator role in the learning process at classroom. Besides, the

least role who often used by the English teachers as the organizer.

The researcher also found that the English teachers applied the motivator

role in teaching EFL students. On the other hand, another role which used by

the teachers in the classroom are controller, tutor, resource, and assessor.

5.2 Suggestion

According to the conclusion, the researcher gives suggestion related to the

study for:

1. Teachers

Teacher becomes one of important parts of educational system who help

the students in the classroom. Besides, teachers have the competencies such as

extensive knowledge about the language, classroom management, etc. So, the

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teachers have understand well how to implement every teachers’ role in the

difference situation.

2. Future Researcher

The current researcher realized that this study is limited and far from

perfectness, therefore it is suggested to the future researcher to conduct a

similar study about teachers’ role in teaching EFL students. The researcher

hopes that the future researcher will conduct better study by offline way in

which the researcher can do the observation and interview directly to know

whether the teachers really act their role well.

 30

REFERENCES

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Promote Students’ Level of Interaction, Activeness, and Learning.
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APPENDICES

APPENDIX I

Teachers’ perception towards teachers’ role in teaching EFL students

This questionnaire was administrated to collect the data about ‘’Teachers’
perception towards teachers’ role in teaching EFL students’’. Read each statement
carefully and checklist the response on a scale of 1 to 4 based on your own
experience in teaching EFL students.
1 : Never or almost never
2 : Seldom
3 : Often
4 : Always

Age:

Gender:

No Statement 1 2 3 4
.

Teachers’ role as Facilitator

1. I facilitate the students’ learning process

2. I provide learning material for students
3. I let the students to ask questions
4. I understand students’ characters
5. I listened to students’ opinion
6. I should have good knowledge and comprehension in
teaching

Teachers’ role as controller

7. I control the students’ learning activity

8. I apply a variety of learning models to make the
classroom more conducive, effective, and efficient.
9. I advise the students who did not focus in the class.
10. I organizing question and answer work
11. I prepared the material a week before the scheduled
day of the lesson.

Teachers’ role as Assessors

12 I give the task everyday

13. I provide feedback to students’ performance
 33

14. I provide verbal feedback indirectly

15. I evaluate the result of the students’ score
16. I do evaluate in the end of teaching learning process

Teachers’ role as Resource

17. I give the information from the internet that related

with the material in learning process
18. I always be a resource for language information
19. I provide learning material such us English magazines,
newspaper, article, video, book, and etc.
20. I let the students to search material in the internet
21. I master the learning material before entering class
Teachers’ role as Tutor

22. I always instruct my students in classroom activity

23. Teachers focused on students’ individual needs
24. Teachers help the students to improve their skills in a
specific subject.

Teachers’ role as organizer

25. I seldom to organize the activity in the classroom

26. I arrange the students’ seat ( based on the attendee's
number)
27. I never explain the direction of the assignment. I let my
students understand it themselves
Teachers’ role Motivator

28. I encourage the students to learn independently

29. I motivate my students to learn English
30. I always inspire my students with my real activity
31. I always guide my students’ activity
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APPENDIX II

QUESTIONNAIRE’S RESULT
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