STUDENTS’ PERCEPTION OF GOOD ENGLISH TEACHERS’

CHARACTERISTICS: A CASE STUDY AT SMK PERINTIS 29

UNGARAN

THESIS

Submitted as a Partial Fulfillment of Requirement

for Getting Master Degree in Magister of English Study

Written by:

NONTIN

S200130030

POST GRADUATE MAGISTER OF ENGLISH STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

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MOTTO

If we want to get something we‟ve never own, then we must do something we‟ve

never done before.

The main purpose of life was to help others. If we can do not help them, at least

we do not hurt them.

.

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ACKNOWLEDGMENT

Assalamu‟alaikum Wr. Wb.

Alhamdullilahirabil‟alamin, all praise and gratitude to Allah SWT, the

most gracious and the most merciful for blessing the writer to accomplish this

thesis under the title “Students‟ Perception of Good English Teachers‟ Character-

istics: A Case Study at SMK Perintis 29 Ungaran”. This thesis is one of re-

quirement for getting the post graduate of language department at Muhammadi-

yah University of Surakarta.

The writer realizes that this would never be possible without contribute

and support from others. The writer would like to express her graduate and ap-

preciation to:

1. Prof. Dr. Khudzaifah Dimyati, S.H., M.Hum, the Director of Mu-

hammadiyah University of Surakarta,

2. Prof. Dr. Markhamah, M.Hum, the Head of Language Study Depart-

ment,

3. Prof. Dr. Endang Fauziati and Muamaroh, Ph.D as advisors of this

thesis who gave guided and advices during the arrangement of re-

search paper from the beginning until the end,

4. All lecturers in Magister Language Study,

5. The Headmaster, students and teachers of SMK Perintis 29 Ungaran,

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6. My beloved husband who had helped me a lot and giving support and

prayer,

7. My beloved father, mother, brother and all families who always give

love, support, and prayer,

8. My classmates in Magister of Language Study of Muhammadiyah

University of Surakarta, class of 2013.

9. My friends and readers, who always support, give prayer and strength.

The writer realizes that this research paper is not perfect and has a lot of

weakness. Therefore, the writer thanks to the reader if they can contribute

suggestions and criticisms to make this thesis better.

Wassalamu‟alaikum Wr. Wb.

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TABLE OF CONTENTS

COVER ............................................................................................................. i

APPROVAL FOR SUBMISSION ................................................................... ii

APPROVAL ....................................................................................................iii

NOTE OF ADVISOR I ...................................................................................... iv

NOTE OF ADVISOR II .................................................................................... v

PRONOUNCEMENT ........................................................................................ vi

MOTTO ............................................................................................................. vii

ACKNOWLEDGMENT .................................................................................... viii

TABLE OF CONTENTS ................................................................................... x

LIST OF TABLE ............................................................................................... xiii

LIST OF CHART ............................................................................................... xv

LIST OF APPENDICS ...................................................................................... xvi

ABSTRACT ....................................................................................................... xvii

CHAPTER I INTRODUCTION

A. Background of the Study.....................................................................1

B. Limitation of the Study........................................................................7

C. Problems Statement........... …………………......................................7

D. Research Objective............ ………......................................................8

E. Benefits of the Study............................................. ………………….9

F. Research Paper Organization ………………………………...........10

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CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Studies...............................................................................11

B. The Position of Current Study …………………………….............22

C. Underlying Theory …………………………………………..........27

1. English Teachers in Indonesia..................................................27

2. Good English Teacher..............................................................27

3. Good english teachers‟ characteristics.....................................31

a. Good Teacher‟s Technical Knowledge ………………....31

b. Pedagogical Skills…..…………………………………...33

c. Interpersonal Skills …………………………………......35

d. Personal Qualities ………………………………............35

4. Perception ……………………………………………….......37

a. The Meaning of Perception ………………………….....37

b. The Process of Perception................................................40

CHAPTER III RESEARCH METHOD

A. The Type of the Research.....................................................41

B. The Subject of the Research.................................................42

C. Object of the Research …………………………………….43

D. Data and Data Resource …………………………………...43

E. Technique of Collecting Data...............................................44

1. Interview ………………………………………………..44

2. Observation ……………………………………………..45

3. Questionnaire ……………………………………………46

F. Technique of Analyzing Data................................................47

1. Data Collection ................................................................48

2. Data Reduction.................................................................48

3. Data Display.....................................................................48

4. Conclusion drawing and verification …………………...48

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CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding ……………………………………………51

1. Good English Teachers with Respect to Technical

Knowledge……………………………………….............52

2. Good English Teachers with Respect to Pedagogical

Skills ……………………………………………………..61

3. Good English Teachers with Respect to Interpersonal

Skills……………………………………………………...80

4. Good English Teachers with Respect to Personal

Qualities …………………………………………………78

5. The Differences and Similarities of Students‟

Perception of Good English Teachers with Respect to

Technical Knowledge, Pedagogical Skills, Interpersonal

Skills and Personal Qualities …………………………….88

B. Discussion of Finding ……………………………………...117

1. The comparison of research finding of current study

with the research finding of previous study ……………117

2. Compatibility between research finding of

current study and underlying theory ……………………123

CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATION

AND SUGGESTION...................................................................131

A. Conclusion ……………………………………………....131

B. Pedagogical Implication ………………………………...138

C. Suggestion ………………………………………………139

BIBLIOGRAPHY .............................................................................................. .141

APPENDIX ........................................................................................................ .145

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THE LIST OF TABLE

Table 1. The Differences and Similarities of the Current Study

and Previous Studies ………………………………………………...25

Table 2. List of Good Language-Teaching Characteristics…………………….28

Table 3. The Result of Students‟ Perception of Good

English Teachers‟ Characteristics with Respect to

Personal Quality ……………………………………………………..83

Table 4. The Open-ended Questionnaire Result of Differences

and Similarities of Students‟ Perception of Good English

Teachers with Respect to Technical Knowledge …………………….86

Table 5. In-depth Interview Result of Differences and Similarities

of Students‟ Perception of Good English Teachers

with Respect to Technical Knowledge ………………………………89

Table 6. Open-Ended Questionnaire Result of Differences

and Similarities Students‟ Perception of Good English

Teachers with Respect to technical Knowledge……………………..93

Table 7. In-depth Interview Result of Differences and Similarities

Students‟ Perception of Good English Teachers with

Respect to Pedagogical Skills ……………………………………….96

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Table 8. Open-ended Questionnaire Result of Differences and

Similarities Students‟ Perception of Good English Teachers

with Respect to Interpersonal Skills ………………………………….. 99

Table 10. In-depth interview Result of Differences and Similarities

Students‟ Perception of Good English Teachers with

Respect to Interpersonal Skills………………………………………103

Table 11. Open-Ended Questionnaire Result of Differences and

Similarities Students‟ Perception of Good English Teachers with

Respect to Pedagogical Skills …………………………………….. 111

Table 12. In-depth Interview Result of Differences and Similarities

Students‟ Perception of Good English Teachers with

Respect to Personal Quality ………………………………………..114

Table 13. The Comparison of Research Finding of Current Study with

the Thi‟s Work …………………………………………………….120

Table 14. The Comparison of Research Finding of Current Study

with the Previous Study ………………………………………….122

Table 15. Compatibility Between Research Findings of Current Study

with the Underlying Theory ……………………………………….127

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THE LIST OF CHART

Chart 1. Close Questionnaire Result of Students‟ Perception of Good English

Teachers with Respect to Technical Knowledge …………………….. 55

Chart 2. Open-ended Questionnaire Result of Students‟ Perception of Good

English Teachers with Respect to Technical

Knowledge…………………………………………………………….. 57

Chart 3. The result of open-ended questionnaire of Good English Teachers‟

Characteristics with Respect to Pedagogical Skills…………………….67

Chart 4. The Close Questionnaire Result of Students‟ perception of Good

English Teachers with Respect to Personal Qualities …………………82

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THE LIST OF APPENDICES

Appendix 1. The Respondences of Research (Students of SMK Perintis 29

Ungaran)

Appendix 2. the transcript of Preliminary Interview Question

Appendix.3. The Transcript of Interviews Questions

Appendix.4. Close Questionnaire Students‟ Perception of Good English Teacher

Appendix.5. Open Questionnaire Students‟ Perception of Good English Teacher

Appendix. 6 Transcript of the Result of Preliminary Interview

Appendix. 7 Transcript of the Result of Interview

Appendix. 8. The Result of Close Questionnaire Percentage

Appendix. 9. Observation Guideline

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ABSTRAK

Penelitian ini bertujuan untuk mencari karakteristik-karakteristik guru bahasa

Inggris yang baik. Tujuanya adalah untuk mengetahui persepsi siswa terhadap

guru bahasa Inggris yang baik sehubungan dengan pengetahuan teknikal,

keterampilan pedagogik, keterampilan interpersonal dan kualitas pribadi.

Penelitian ini termasuk penelitian deskriptif. Desain penelitian ini menggunakan

studi kasus. Data diambil dengan cara observasi, wawancara dan kuesioner dan

kemudian dianalisa secara kualitatif dengan menggunakan teknik triangulasi.

Temuan penelitian ini menunjukkan bahwa karakteristik guru yang baik

sehubungan dengan pengetahuan teknikalnya yaitu menguasai bahasa Inggris,

memahami metode pengajaran, mampu mengajar dengan jelas, memahami

kemampuan siswa dan hubungan yang erat antara bahasa dan budaya.

Karakteristik guru bahasa Inggris yang baik sehubungan dengan keterampilan

interpersonal adalah guru yang santai, humoris, kooperatif dan mampu mengelola

emosi, semangat dalam mengajar dan bersabar dalam mengahadapi dan

menangani siswa. Karakteristik guru yang baik sehubungan dengan keterampilan

pedagogik adalah guru yang memiliki keterampilan mengajar, menggunakan

media yang menarik dan bermacam-macam teknik, kreatif dan inovatif dalam

merancang materi, mengerti kebutuhan siswa, memotivasi siswa dan sabar.

Karakteristik guru bahasa Inggris yang baik sehubungan dengan kualitas pribadi

adalah figure yang baik, baik hati dan taat beribadah, disiplin, sabar, memiliki

kebiasaan, sikap dan perilaku yang baik, sealu menjaga kualitasnya dan semangat

dalam mengajar. Dari hasil kuesioner terbuka dan wawancara mendalam

menunjukkan bahwa persepsi siswa perempuan terhadap guru bahasa inggris yang

baik lebih pada aspek kognitif sedangkan siswa laki-laki lebih pada aspek afektif.

Kata kunci: Guru bahasa yang baik, pengetahuan teknikal, keterampilan interper-

sonal, keterampilan pedagogik, kualitas pribadi.

ABSTRACT

This study aimed to investigate of good English teachers‟ characteristics

perceived by students of SMK Perintis 29 Ungaran. The objective is to find out

the students‟ perception of good English teacher with respect to technical

knowledge, pedagogical skills, interpersonal skills and personal qualities. This is

descriptive research. Design of the research uses case study. The data were taken

by observation, interview and questionnaire, and then analysed by qualitative. It

uses triangulation technique. The findings of this study showed that the

characteristics of good English teachers with respect to technical knowledge are

master of English language, understand teaching methodology, can teach clearly,

know about students „ability and understand the close connection between

language and culture. Good English teachers‟ pedagogical skills who have

teaching skills, use interesting media and variety techniques, creative and

innovative in designing materials, understanding students‟ needs, motivating the

students and teachers should be patient in facing and handling students. Good

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English teachers‟ interpersonal skills who are enjoyable people, humorous,

cooperative and good in managing emotion, be enthusiasm in teaching and patient

in guiding and handling students who have lack of ability. Good English teachers‟

personal qualities who are good figure, kind and religious person, discipline,

patient, have nice habit, attitude and behaviourism, always maintain their quality

and enthusiasm in teaching. From the open-ended questionnaire and in-depth

interview result indicated that females‟ perception of good English teachers‟

characteristics are more on cognitive but male on affective aspect.

Key words: Good language teachers, technical knowledge, interpersonal skills,

pedagogical skills, personal qualities.