Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986).

Nonfamily living and the erosion of traditional

family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National
Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living
by young adults alters their attitudes, values, plans, and expectations, moving them away from their
belief in traditional sex roles. They find their hypothesis strongly supported in young females, while
the effects were fewer in studies of young males. Increasing the time away from parents before
marrying increased individualism, self-sufficiency, and changes in attitudes about families. In
contrast, an earlier study by Williams cited below shows no significant gender differences in sex role
attitudes as a result of nonfamily living.
This example uses MLA style (MLA Handbook, 8th edition, 2016) for the journal citation:

Barbara Mullock. (2003). What makes a good teacher? .The perceptions of postgraduate TESOL
students ,3-21
The author, a researcher at The University of New South Wales, Sydney, Australia, uses data
from The subjects were 42 postgraduate students of applied linguistics and TESOL
(in Graduate Diploma or MA) at three universities in Sydney to examine the views of novice
and experienced teachers about what constitutes a good teacher. He finds that the importance
of having positive relationships with students, may confirm hunches that many of us have had,
and in this there are implications for methodology and teacher education. Beside that he find s
to the need for constant improvement and refinement of subject matter knowledge, and for
continuing professional development. A further implication relates to promoting reflection on
these areas at pre-service and in-service levels. In contrast, It is interesting to note that the
current study does not support the findings of Cortazzi and Jin (1996) the most frequently
mentioned category in Cortazzi and Jin’s study was knowledge of the subject matter.

and they were teachers or intending teachers attending a teacher

development course

that the respondents

in the current study were teachers or intending teachers attending a teacher
development course

examines the views of novice and experienced teachers about what constitutes a good
teacher. The study has
implications for language teacher education, language teaching methodology and cross-
cultural communication.
A further aim of this paper is to examine whether excellence in these
categories
corresponds to postgraduate TESOL students’ perceptions of what
makes a good TESOL teacher, and to identify which categories are regarded
as the most important

the experts teacher has fulfill standardised tests

(Berliner 1986; Shulman 1986; Westerman 1991; Livingstone and Borko
1989). Correlations with student performance in standardised tests is
problematic
for high schools, because of the absence of such tests (Shulman
1986). Another factor used in the identification of expert teachers is their
Experience ((Gage and Berliner 1998)

Brown and McIntyre (1989)

and Batten, Marland and Khamis (1993), good teachers were
observed teaching a unit of work, after which they were required to reflect
on aspects of their teaching that they felt positive about

the expert teacher as having

superior cognition and knowledge structures (Ethel and McMeniman 2000)

Expert teachers work towards their pedagogical goals, evaluating and

monitoring their actions. Their conceptual knowledge includes detailed
knowledge of the subject matter, how it is to be taught, how to manage the
classroom, and how to deal effectively with matters such as explaining a
particular
learning difficulty in ways that best suit students at particular stages
of their learning (Biggs and Moore 1993)

From the perspective of students, Brown and McIntyre (1989) and

Batten et al (1993) found the two qualities with highest frequency of mention
were the teacher’s ability to ‘explain clearly so that the [students] could
understand’, and ‘help us with our work’

Another quality mentioned by students but not by teachers was being fair.
On the other hand,
two qualities seen by teachers as crucial, but not mentioned by students,
were
planning, structuring and organising the classroom, and fostering student
involvement and participation and they are close concordance
in both Brown and McIntyre (1989) and Batten et al (1993)

Cortazzi and Jin’s (1996: 186–7These include technical skills (knowing English
and being able to use it), pedagogical skills, table 2
interpersonal skills, and personal qualities. Another typical list is provided
by Harmer (1998), compiled from responses from English language learners

studying in Britain (no further data available). He argues that a good teacher:
• makes lessons interesting
• loves their job
• shows their personality
• has lots of knowledge
• is an entertainer.
Harmer writes that the simplest answer to what makes a good teacher is
that good teachers care more about their students’ learning than they do
about
their own teaching.

In what follows I present the results of a study investigating views of a

good language teacher to complement the findings on the characteristics
which emerge from the general education literature. There is also a
comparison
with the findings of Cortazzi and Jin (1996), and with Shulman (1987).

The subjects were 42 postgraduate students of applied linguistics and TESOL

(in Graduate Diploma or MA) at three universities in Sydney
METHODOLOGY
Interviews or questionnaires using a similar question format were employed.

Finding
The most frequently occurring category mentioned by participants was
that a good teacher knows and understand students’ needs and
expectations,
strengths and weaknesses
The second most frequently mentioned quality in the data was knowledge
of the subject matter
The third most frequently given quality, that good teachers are skilled in
teaching techniques and methods, also echoes the findings reported in the
general education literature
The fourth-ranked quality, keeping up-to-date with the language and
language teaching methodology, would seem to reflect the sample group:
experienced and novice teachers undertaking an applied linguistics course in
a non English speaking country
Interestingly, 29 per cent of the respondents in the current study were
novice teachers, and yet there was only one area where their responses
were
significantly different from those of experienced teachers: only three out of
twelve novice teachers noted that an expert teacher is well organised and
plans thoroughly – a sine qua non for experienced teachers.
It is interesting to note that the current study does not support the findings
of Cortazzi and Jin (1996)
while the second most frequently
mentioned category in their study was ‘is patient’ (25 per cent)

A further difference was that the third

most frequently mentioned category in the current study was skill in
teaching
techniques and methods (40 per cent),
Another aspect of this category is that good teachers have well-developed,
automatised strategies for planning, and teaching their lessons in effective
and
creative ways. This ability to ‘think on your
feet’ was specifically mentioned by three respondents in the current study.
(Peterson and
Clark 1978; Berliner 1986; Westerman 1991)
Good teachers
were seen as being sympathetic, encouraging students and treating them
with
courtesy and respect, and possessing cross-cultural knowledge and skills.
The importance of creating and maintaining good teacher-learner
relationships
echoes findings in the general education literature, such as those by Brown
and McIntyre (1989) and Batten et al (1993), and appears to be important
across different L1 backgrounds
expert teachers are characterised
as possessing a large quantity of complex, tacit knowledge about the
students.
They possess an image of the types of behaviours and discipline
problems that they might face, as well as what students might possess with
respect to background knowledge, experience and skills (Berliner 1986).
In the case of respondents in this study, cross-cultural knowledge and skills
were
also considered important.
However, it is not only knowledge of the learners that is important: the
teacher’s relationship with the students is also crucial.
An interesting finding was that when reflecting on their
best language teacher, a number of respondents made comments like ‘she
was
never negative’, ‘he took a personal interest in me’, ‘very caring’ and ‘she
just
encouraged me’
The third-ranked category was teachers’ personal characteristics and
attitudes
The former, I shall term the
‘pragmatic’ teacher, and the latter the ‘empathetic’ teacher. It would seem
that the truly expert teacher is a combination of the two.
This view is supported by Brekelmans, Wubbels and Creton (1990 in Batten
et al 1993)
A further finding from the interviews was the strong sense that these
qualities of a good teacher are not cast in stone, and that perceptions of
what constitutes an expert teacher have changed over the years
Nowadays, the respondent indicated,
Japanese students were more critical and less accepting of teachers whose
language skills were poor. Respondents from China also indicated some loss
of respect for the power and authority of the teacher.
The findings of this research, particularly the importance of having positive
relationships with students, may confirm hunches that many of us have had,
and in this there are implications for methodology and teacher education.
 The findings also point to the need for constant improvement and
refinement of subject matter knowledge,and thus for continuing professional
development
A further implication relates
to promoting reflection on these areas at pre-service and in-service levels

Conclusion
Respondents in this study nominated qualities characterising an expert
TESOL
teacher which are similar to those characterising expert teachers in general
education, and there was broad support for Shulman (1987). Respondents
in the study reported that good TESOL teachers know the language, and
how it works. They know what to teach, and how to keep students engaged
in the instructional process. They are friendly, easy to get on with,
understand
their students and are interested in them, and in helping them solve their
learning problems, but they teach students about issues that are wider than
just language. These qualities seemed most important to the respondents in
this study. In addition, good teachers keep up-to-date in their knowledge
and skills, and they have the personal qualities of being humorous and
patient, and enthusiastic about their work. This is not to imply, of course,

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional
family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National
Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living
by young adults alters their attitudes, values, plans, and expectations, moving them away from their
belief in traditional sex roles. They find their hypothesis strongly supported in young females, while
the effects were fewer in studies of young males. Increasing the time away from parents before
marrying increased individualism, self-sufficiency, and changes in attitudes about families. In
contrast, an earlier study by Williams cited below shows no significant gender differences in sex role
attitudes as a result of nonfamily living

Yulianti, R, Muhammad A.R, Haryanto, A, & Saidna, Z. B-H. (2017) Perception of Senior High
School EFL Teachers in Papua, Indonesia towards Their Own Competence, Journal of
Language Teaching and Research, Vol. 8, No. 6, pp. 1181-1189,
The authors, researchers of English education department in Indonesia, use data 159
EFL SHS teachers derived from six selected townships in Papua province to investigate
the perception of the EFL SHS teachers in Papua towards their own competence.it is
necessary as their perception may steer and direct the teachers in their teaching
performance. They apply a cross-sectional survey research design in this research.
They find the teachers’ pedagogical competence was perceived of being acceptable,
the teachers’ personality competence was great, the social competence of the teacher
was good, the professional competence of the EFL SHS teacher was great, the
competency that they possessed was good and only a few of respondents claimed that
they had a very good competence. This study revealed that the perception of EFL SHS
teacher in Papua towards their pedagogical competence was good.it is an important
research to the teacher who want to develop their competence, but I would like to
criticize the EFL SHS teacher in Papua that they must be asked are they original Papua
or not. This question is important to know the originality, as we know that there are
many teacher from the other islands teach there to obey his duty not for staying there. If
they come back to their original island, can the original Papua be like them?

Yulini Rinantanti
English Teaching Program of FKIP, Universitas Cenderawasih, Papua, Indonesia
Muhammad Asfah Rahman
English Education Department, Universitas Negeri Makassar, Makassar, Indonesia
Haryanto Atmowardoyo
English Education Department, Universitas Negeri Makassar, Makassar, Indonesia
Saidna Z. Bin-Tahir
English Education Department, Universitas Iqra Buru, Maluku, Indonesia