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UAS Resech-185300052 - Laili Zahrotul Maulinda
UAS Resech-185300052 - Laili Zahrotul Maulinda
By :
Laili Zahrotul Maulinda (185300052)
CHAPTER II
Literature Review
A. Effective English Language Teaching
1. Definition of Effective Teaching
Affective teaching more respecting our students in the class. This happens
when the educators value and accept their background students, beliefs, religions, sexual
preferences and social status, even when different from other students. Activity of teaching
did not break with learning methods. It means that, if the educator teach students about a
topic, the students must be learned about the lesson. Teaching methods do by educator, an
educator should be help students to learn about the knowledge materials. Student is not only
learn about knowledge, but also students presence and attitude to prepare the students for
future life. The educator respect their students when the educator keenly listen to student,
sincerely ask for student's opinions, and truly amount their previous knowledge. Respect is
present when edicator live up to their promises, when edicator allow them to fully express
with student's bodies, and certainly when edicator fully believe that all students are adept to
learn, not giving up on any of student. Based on Brown (2007:8) teaching is showing or
helping students to learn to do something, giving instruction educating in the study of
something,bring with knowledge, causing to know or understand lessons. In teaching
methods, educator have role to guide students to learn, furthering in learning process and
make a good atmosphere in the teaching and learning methods.
When educator will teach students in the classroom, educator will develop their
lessons and make a plan how to make students easier to understand get information and to
make students to achieve the lessons goals. Students are more likely to remember information
if the educator can explain about their lesson clearly. Effective teaching involves the ability
to bring instruction that helps students to develop the knowledge, skills, and understandings
materials proposed by curriculum objectives, create an instructional climate that causes
students to increase positive attitudes toward school and self, adapt instruction so that all
students learn, innattentive of student's ability, ethnicity, or other characteristics, conduct the
classroom so that students are commited in learning all or most of the time, make sound
accords and plans that maximize students’ opportunity to learn, and respond to initiatives for
curriculum change so that the new curriculum’s to lessons students. Murray (1991, as cited in
Bell, 2005) Based on that many researchers and professionals for educator development and
evaluation have been seeking to provide criteria for assessing effective teaching. While there
is little agreement regarding which specific styles constitute effective teaching english
language, researchers agree at least on some dimensions that describe effective teaching in
general regardless of the subject matter. These include interest or expressiveness, clarity of
explanation, and rapport or interaction.
Based on effective teaching and educators have come into the conclusion that
effective educators are interested in having students learn and demonstrate understanding of
meanings rather than merely memorizing facts or events materials, educator ask students to
reading because reading affects success in other content ranges and overall achievement
gains, and students have higher achievement increast when the target of instruction is on
meaningful approach, especially when it builds on and emphasizes student's own knowledge
of the world. The students to analyze the characteristics that distinguished the educators from
whom student learned the most from those whom student liked the most. There are
characteristics of educators who were successful were found out to be making greater expects
of the students, more teaching skill, more knowledge than subject matter, and educator better
discipline. There are many ways to characterize the factors that make up an effective
educator. These factors include materials knowledge, general pedagogical knowledge,
curriculum knowledge, pedagogical materials knowledge, knowledge of learners and students
characteristics, knowledge of academic ends purposes, and values, and knowledge of
educational materials (Clark and
Walsh, 2002). Found out that there were identifiable personal and professional
characteristics of an effective educator in his study and these characteristics included being
prepared, having high expectations, showing a personal touch, developing a impression of
belonging, admitting the mistakes, having a impression of humor, giving respect to students,
forgiving, and being compassionate student. Giving positive brace, interacting friendly with
learners, and understanding students’ feelings were the most generally mentioned desirable
characteristics. The non desirable characteristics of a educator in this study were: devide
some of the students, giving specific students advantageous treatment, contradict students
chances to perform or to talk in front of class, contemtible at students, and demanding
students to learn and understanding the materials. Brosh (1996) asked second language
educators and students to identify the three most prominent characteristics of an effective
some language educator from a list of characteristics and the results of the study revealed
that the students’ and educators’ first and second rank ordered items were identical which
were the educators’ adequate command of the subject matter involving the educators’
mastery of the four basic skills and the ability of the language educator to transmit knowledge
in a way that is easy to understand and remember, and to motivate their students to do
student's best. In general, the desirable characteristics of an effective language educator that
emerged from the study were knowledge and command of the target language, the ability to
construct, explain, and analyze, as well as to kindle and help interest and motivation among
students, integrity to students by showing neither descrimination not rejudice, and
opportunity to students.
CHAPTER III
RESEACH METHOD
In this chapter the writer will discuss of five subsection. There are research design , data and
source of data , data collection, data analysis method, and validity of data.
1. Approach Of The Study
Based in this study the writer wanted to get the information about the charackteristic of
effective language teaching english in writing a research proposal. In this component the
writer will use the pattern descriptive qualitative. Descriptive research is studies are designed
to repair information concerning the present status phenomena. In qualitative research, there
is little or no statistic that qualitative the interpretive approach ordinarilly uses words
(qualitative data) rather than numbers or perceptions that can be quantified (qualitative data),
upper class description of phenomena can be composed. This research combine the category
of case study using descriptive qualitative method. Case study has the characteristics as
certain by the authority as a study that is control intensively, detailed and extent toward an
organization, institution or certain phenomenon. Case can be an individual, an institution or a
companystudied as a unit in the research. Corresponding to the explanation, this research was
a case study because of its characteristics of effective english language teaching for
elementary student. This study attempts to explore certain information about a characteristics
teachers. Descriptive method is a process that researches the status of human, an object, a set
of condition, a system of thought, or even a class of aspect now.
2. Data and Source of Data
This Research conducted English language teachers teaching at elementary school. This
process data collection was conducted by interviewing four teachers and 2 student to
interview each of them in person.
3. Data Collection
The researcher chooses interviews in collecting all the data, they are documentation of
teachers and students’ research interview. In a interview, it may be effective for way the
person asking question by turns and add the research data. Interview the students and the
English teachers also esential to conform the informations which have not covered in the
teacherself assessment There were teacherself assessment and interview guide. Teacher self
assessment was conformed from the approach of effective teaching criteria. This concept has
decribed use of English, pedagogical skills, personal skills, interpersonal qualities and
assignment and assessment. The author gets information directly through interviews by
visiting his house because the teacher and students are my family like my mother, aunt, uncle
and cousins. this is my question to teachers and student to get information:
1. What should you do when you teach to English outside the classroom ? (teacher)
2. Could you Describe the qualities of the teacher effective most. (teacher)
3. Why do you think she is an effective teacher? (Student)
4. Which characteristics do you think a teacher should not possess. Why?
( Teacher)
5. How you can manages the classroom effectively ? (teacher)
6. what should you do to make teaching interesting and motivate students ? (teacher)
7. Do you interesting if your teacher teaching english ?
8. Do you like learning english ? (Student)
9. can you tell me what do you think if your teacher teaching ? (Student)
10. What is you polite and respect the personality of the students it constitute
characteristic effective language teaching ? (teacher)
4. Data analysis
In analyzing the data, researchers using qualitative data. Qualitative data relates to the
problems in this research namely using interviews.The method used in analyzing the data is
using narrative analysis data. Narrative Research according to James Schreiber and Kimberly
Asner-Self (2011) is a study of the lives of individuals as told through stories of their
experiences, including a discussion of the meaning of experiences for individuals. Analysis of
the data from this study has the first steps, namely:1. to collect data on the case of sources by
recording the sources in turns. 2. Combining information obtained from interviews with
resource persons. 3. Perform analysis 4. Make conclusions from all the information obtained.
5. Validity of the data
Types of validity were established in this research study to improve analysis data , the
researcher used data triangulation. triangulation is an attempt to check the correctness of data
or information obtained by researchers from different points of view by reducing as much as
possible the bias that occurs during data collection and analysis. According to Moleong
(2010: 330), triangulation is a technique of review the validity of data that cover something
other than that data for checking purposes or as a comparison of the data. Based on data
triangulation, the authors conducted interviews to obtain correct data that the reader could
understand which could encourage valid data analysis.
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