STUDENTS’ PERCEPTION OF GOOD ENGLISH TEACHERS’

CHARACTERISTICS: A CASE STUDY AT SMK PERINTIS 29 UNGARAN

PUBLICATION MANUSCRIPT

Submitted as a partial fulfilment of the requirement for gettting Master

Degree of Education in Magister Language

By

NONTIN

S200130030

MAGISTER OF LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

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STUDENTS’ PERCEPTION OF GOOD ENGLISH TEACHERS’ CHARACTERISTICS: A

CASE STUDY AT SMK PERINTIS 29 UNGARAN

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 memahami 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 interpersonal,

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 English teachers‟

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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.

1. INTRODUCTION

Teachers are key factor in language teaching. Teachers‟ characteristics in teaching learning process

have important role to help students in learning language. Teahers are not only transfering of

knowledge but also have to understand students‟ need. Good teachers‟ characteristics are required to

improve students‟ achivemet in learning language. Technical knowledge, pedagogical skills,

interpersonal skills and personal qualities are teachers‟ characteristic that must be increased by

teachers to be good teachers.

To teach English language needs a good English teacher who able to run his/her role as good

teacher, because English in Indonesia is as a foreign language. During English is being taught since

1967 until nowadays many students have problems to learn it, such as the difficulty students at

practice English written and spoken. One of major factor is teachers. Based on the result of teacher

competency test, in indonesia is called UKG in 2015, the higher competency of english teacher was

only 58% and pedagogical competency achieved 59,69% (Hurriyati,2016). It is still same as with

result of national survey that was conduted in 27 provices. It conducted by Hamied (1997) in 1993.

Their english proficiency showed that 9,8% schools had very low teahers‟ qualification, 4,2 was low,

17 was fair, 39,4% was good, 29,6% was very good. the result indicated that 69% schools had good

and very good English teahers, while 31% had very low to fair qualification (Nurkamto, n.d : 300). It

indicates that English teachers in Indonesia have low qualification.

Good English teachers‟ characteristic significanly in teachers‟ technical knowledge,

pedagogical skill, interpersonal skills and personal qualities (Brown, 2000:428). Technical

Knowledge deals with certainties and absolutes. In other words, it‟s often theoretical and not found

in nature (Brook,2013). Technical knowledge comprises those aspects of a practice that have already

been articulated from general usage. It has function to guide students in learning those aspects of

language use that can be learnt directly, and to provide standards for evaluating language use. In the

case of languages, grammatical rules, conventions, and stock, formulaic expressions comprise their

technical knowledge (O'Dwyer, 2006:8). Pedagogy refers to the teaching skills teachers use and the

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activities these skills generate to enable students to learn the knowledge and skills related to different

subject areas (CUREE, 2012: 2). Kyriacou (2009 :78) says that pedagogical skills involve in the

ability to use a repertoire of teaching strategies. Interpersonal is the ability to understand others, how

they feel, what motivates them, how they interact with one another Gardner‟s (2004,1999) in Brown

(2007:108). Interpersonal skills are goal-directed behaviors used in face-to-face interactions, which

are effective in bringing about a desired state of affairs (Hayes, 1991:5). Stronge (2007: 116-117)

stated that the teacher‟s personality is one of the first sets of characteristics to look for in an effective

teacher.

To know about teachers‟characteristic, besides through survey and test to teachers, it also can

be conducted by students‟ perception. It has benefit to investigate whether English teachers in

Indonesia have good characteristics or not It is valuable to give contribution for English teacher to be

better. If teacher has good characteristic, it will advance education in Indonesia, especially in English

teaching. The writer is interested to investigate further the students‟ perception about good English

teachers at SMK Perintis 29 Ungaran because the students‟ achievement is still low. Therefore it

need to be improved by increace teachers‟ characteristics. Students have diverse background and

culture, they are expected to enrich data obtained. The reseacher is one of teacher in this school. It

makes the researcher conduct the research intensively and easily.

Some references related to the good language teachers such as Melek‟s work (2013) entitle

“Affective Characteristics and Teaching Skills of English Language Teachers: Comparing

Perceptions of Elementary, Secondary and High School Students”. It focused on teaching skill; a

teacher‟s teaching ability, classroom management skills and subject knowledge teaching and

affective characteristics associated with a teacher‟s personal characteristics. The objective of

research was to investigate the elementary, secondary, high school students‟ perceptions on a good

language teacher and the differences among their perceptions of the elementary, secondary and high

school students in terms of “a good English language teacher. Data collection instrument were used

questionnaire. The statistical test of analysis of variance (ANOVA) was use in data analysis. The

result showed that students expect from a good English teacher is to have the ability to maintain

discipline, motivate students, learn about the learner‟ needs and establish good relations with them.

The second research is Sakurai‟s work (2012) entitles “Learners‟ perceptions of “good”

foreign language teachers: A quantitative analysis between native and non-native teachers”. This

research focused on similarities and differences in learners‟ perceptions of “good” JTs and ATs. The

objective of Sakurai‟s research was to investigate the competence and characteristics that Arabian

learners of Japanese expect from their teachers. In data collection used survey and questionnaire.

Quantitative results show a commonality among learners; that is, they want teachers to demonstrate

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the characteristics of knowledge, experience, and personality. Arabian learners expect native

Japanese teachers to be more skilful and to have a wider variety of skill sets than non-native teachers.

Learners‟ excessive expectations toward native Japanese teachers could be attributed to the current

developing situation of Japanese language education and teachers in the Arabic region.

The third is Thi‟s work (2012) conducted the research about characteristics of effective ESL

instructors entitles “English as a second language (ESL) students' perception of effective instructors

in the LEAP program at Marshall University”. It focused on what they perceive to be good qualities

and characteristics of ESL instructors. The objective was to investigate a description of respondents‟

characteristics of an effective ESL instructor according to ESL students, A comparison of students‟

perceptions of effective teaching among LEAP students and ESL ATE students, A comparison of

male and female students‟ perceptions of effective teaching and attempt to quantify how often LEAP

students observed LEAP teachers demonstrate effective teaching behaviours in classes. Data were

collected through the use of an existing questionnaire. The result indicated that it is important to

them that their teachers explain everything clearly, engage students in learning, and care about their

students.

The fourth is Lin, Jingchen, Yoau and Shihans‟ work (2010) entitles “The relationship

between teacher quality and teaching effectiveness perceived by students from industrial vocational

high schools”. The research was conducted at twenty-three schools of industrial vocational high

schools, in Taiwan. The objective was to explore “teacher quality” and “teaching effectiveness” as

perceived by students, to discover whether students‟ perception of “teacher quality” and “teaching

effectiveness” differs with the background variables of students, to analyse the relationship between

“teacher quality” and “teaching effectiveness,” and to explore the prediction power of “teaching

effectiveness” with “teacher quality” as the predictor. Method of collecting data used questionnaire.

The result of the research was status of “teacher quality” and “teaching effectiveness” as perceived

by the students are satisfactory. In terms of teacher quality, “teacher-student interaction” has the best

perception, while “classroom atmosphere management” is perceived as being the most important in

teaching effectiveness.

The fifth is Jung Chen and Chung work‟s (2009) entitle Exploring characteristics for

Effective EFL teachers from the perceptions of junior high school students in Tainan. The research

was conducted for 198 junior high school students in Tainan area. The objective of the research was

to investigate junior high school students‟ perceptions of the characteristics of effective English

teachers, there are about teacher‟s competence, personality, and teacher-student relationship. The

data came from students‟ responses to a 50-item questionnaire and were analysed with descriptive

statistics, independent t-test and one-way ANOVA. The result indicated that students generally

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perceived teachers‟ personality and teacher-student relationship as more important characteristics

than those of instructional competence. Being enthusiastic in teaching, friendly, open-minded,

respecting students and caring about students were the most important characteristics of effective

English teachers. Moreover, female students considered the characteristics of personality and

teacher-student relationship significantly more important than male students.

The sixth is Trim‟s work (2007) studied about the performances of the teachers entitles

“Students' observations and perceptions of teacher "Performances" in the classroom”. The objective

was to identify key themes pertaining to the performances of the teachers. It is about pedagogical and

more personal nature – employed by the teacher. it addresses the students‟ perceptions of the

qualities or characteristics of their teachers, and the sets of practices employed by the teachers; and

the students‟ views of the types of learning activities with which and the classroom contexts within

which they were expected to engage. The result indicated that effective teachers are teachers who are

knowledgeable, well informed in terms of their subject matter and the lessons they are teaching, and

well prepared. They are teachers who demonstrate the capacity to access and draw from an extensive

repertoire of possible practices – that it, they have “heaps of ideas” from which to call upon and

employ at various times as appropriate to the learning needs of their students.

The seventh is Mullock‟s work (2003) entitle “What makes a good teacher? the perceptions

of postgraduate TESOL students”. The research was conducted at three universities in Sydney. The

research focuses on perceptions of what behaviours students believe characterize an expert TESOL

teacher. The objective was to examine whether postgraduate TESOL students‟ perceptions of what

makes a good TESOL teacher, and to identify which categories are regarded as the most important.

It‟s about teachers‟ knowledge. It used interview and questionnaires. The result of research found

that is the most frequently occurring category mentioned by participants was that a good teacher

knows and understands students‟ needs and expectations, strengths and weaknesses. 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.

Depart to previous studies differences; this research will extend of some researches above.

The writer will investigate the students‟ perception of good English teacher; it means about

characteristics of good English teacher. Differences of this research from other research are the

objective of the research is not only investigated of teacher competence, teaching skill, teacher „s

personal, performance, knowledge, and teacher- student relationship but technical knowledge,

pedagogical skills, interpersonal skills and personal qualities at vocational high school (SMK). This

research also investigates the difference perception between male and female student. Therefore, the

writer‟s research entitled The Students’ Perception of Good English Teachers: A Case Study at SMK

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Perintis 29 Ungaran. The methodology of the research is use qualitative research. This research is

important to be conducted because English in Indonesia is as foreign language; it needs good English

teachers who have good characteristics with respect to technical knowledge, pedagogical skills,

personal qualities and interpersonal skills.

2. RESEARCH METHOD

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 from Miles and Hubermas (1994). The subject of the research consists of 131 Students;

104 female and 27 male students. They are students of the first, the second and the third grade of

SMK Perintis 29 Ungaran in 2014/2015 academic year. The object of the research is students‟

perception of good English teachers‟ characteristics. They are English teachers‟ characteristics with

respect to technical knowledge, pedagogical skills, interpersonal skills and personal qualities.

3. FINDING AND DISCUSSION

The research shows that there are four aspects of student‟s perceptions of good English teacher

characteristics. They are good English teachers with respect to technical knowledge, pedagogical

skills, interpersonal skills and personal qualities. The first is students‟ perception of good English

teacher with respect to technical knowledge. The research finding of current study has some

differences and similarities to the research finding of previous studies. The first compared with

Melek‟s work (2013). The result of his research found that students expect a good English teacher

who have ability to maintain discipline, motivate students, learn about the learner‟ needs and

establish good relations with them. It also found in the result of the current study. Afterward

compare with Sakurai‟s work (2012). The result of the research found that learner want teachers to

demonstrate the characteristics of knowledge, experience, and personality, teachers to be more

skilful and to have a wider variety of skill sets. The current study also found like Sakurai‟s work. The

differences exist in learners‟ excessive expectations toward teachers could be attributed to the current

developing situation of language education. It did not find in the current study. Furthermore, the

Thi‟s work (2012) result shown that characteristic of effective teacher is teacher who explains

everything clearly, engage students in learning, and care about their students. It is similar with the

current study. The difference exists in the explanation about teacher who explain everything clearly.

Thi‟s work finding stated that it related to explain clearly how to do the assignments, but in the

current study, good English teacher is not only explaining clearly how to do the assignment but also

in all of teaching learning process. Li‟s et al work (2010 found that the best perception of teacher

quality is teacher-student interaction and classroom atmosphere management also important in

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teaching effectiveness. Their result finding also is found in the current study. They found that terms

of teacher quality, “teacher-student interaction” has the best perception, while “classroom

atmosphere management” is perceived as being the most important in teaching effectiveness. It is

different from the current study. In the current study, teacher-student interaction includes in teachers‟

interpersonal quality and classroom atmosphere management is include in teachers‟ pedagogical

skills.

The result of Jung Chen and Shihs‟ work (2009) found that effective teachers is being

enthusiastic in teaching, friendly, open-minded, respecting students, caring about students,

motivating students to learn English and being familiar with the English culture. Most of the finding

is similar with the current study. The difference exists in being familiar with the English culture was

not finding in the current study. Personality and teacher-student relationship received slightly higher

scores than instructional competence. In the current study do not compare them.

Effective teachers are teachers who are knowledgeable, well informed in terms of their

subject matter and the lessons they are teaching, and well prepared was found by Dalley‟s work

(2007). It indicated that They are teachers who demonstrate the capacity to access and draw from an

extensive repertoire of possible practices – that it, they have “heaps of ideas” from which to call

upon and employ at various times as appropriate to the learning needs of their students. Some of his

finding is similar with the current study. The difference exists in the teacher‟s preparation. In the

current study didn‟t find it. Compere with Mullock‟s work (2003) found that a good teacher knows

and understands students‟ needs and expectations, strengths and weaknesses. 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. 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. All of the finding

also is found in the current study.

The finding of students‟ perception of good English teachers with respect to technical

knowledge is master of English language, understand teaching methodology, teachers can teach

clearly, teachers should know about students‟ ability and understand the close connection between

language and culture. Master of english language is suitable with Brown‟s theory (2000:430). He

states that good English teachers‟ characteristic of technical knowledge is understanding the

linguistic systems of English phonology, grammar, and discourse, has fluent competence in

speaking, writing, listening to, and reading English. It also suitable wirh what O'Dwyer (2006:8)

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stays that grammatical rules, conventions, and stock, formulaic expressions comprise in technical

knowledge.

Understand teaching methodology in technical knowlegde is suitable with Brown‟ theory

(2000), Richards (1998) and Freeman theory (1991). Brown (2000:430) states that good language

teachers‟ technical knowledge is comprehensively grasps basic principles of language learning and

teaching. (Freeman,1991) in Burn Anne&J.Richard (2009:117) say that knowledge about teaching

was gained through study of language teaching methods and / or training in discrete teaching skills.

). Richards (1998) stated that the knowledge base of teaching was thus conceptualized as a content

component and a methods / skills component. The reseach finding also agree that understand the

close connection between language and culture is invoved in good English teachers‟ technical

knowledge, it is in accordance with Brown‟s theory (2000). The differences of the finding is good

english teachers with respect to technical knowledge is know about students‟ ability. It is not

included in the theories.

The finding of students‟ perception with respect to 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. The finding of the reseach indicates that teaching skills must be owned by

teachers. It is suitable with Brown‟s theory (2000:430) states that the characteristic of good English

teachers‟ pedagogical skills are inform approach to language teaching, understands and uses a wide

variety of techniques, efficiently designs and executes lesson plans, uses appropriate principles of

classroom management and uses interactive, intrinsically motivating techniques to create effective

test. CURRE (2000:2) also states that pedagogy refers to the teaching skills. Kyriacou (2009 :78)

says that pedagogical skills involve in the ability to use a repertoire of teaching strategies.

Understanding students‟ need is included in the research result. It suitable with humanistic

approach. Fauziati (2009:80) says that teacher also should understand about humanistic principle

because students are organisms who need to be understood to develop their potential. In regulation

minister of national education number 16 of 2007 states that pedagogical competencies of teacher is

giving facility to increase students‟ potential. from the research finding, there is no difference from

theories.

The result of good English teachers‟ characteristic with respect to interpersonal skills is

teachers 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. It has

simmilarities with Brown theory (2000:430) states that good language teachers‟ interpersonal

characteristics are enjoys people; shows enthusiasm, warmth, rapport, and appropriate and patient in

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working with students of lesser ability. It also relates to teachers‟ intearction with others. The reseach

found cooperative teacher is included in interpersonal skills. It is suitable with what Hayyes

(1991:5) states that interpersonal skills are goal-directed behaviors used in face-to-face interactions.

There is a difference of reseach finding from theories. It is managing the teachers‟ emotion. The

research finding has found that students hope that good English teachers do not involve personal

problems in teaching process.

The finding of students‟ perception of 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. It suitable with Haydn (2007) in Kyriacou

(2009 :78) states that one of posivite personal characteristics is enthusiastic about their subject. It is

line with Good (1975) in Ouzts (1982:193) states that teacher personality has to enthusiasm for

teaching, accepting students and praising them, as well as having a sense of humor have been

reported as causal factors in student achievement. Brown‟s theory (2000:430) mentions that good

English teachers‟ characteristic personal quality is sets short-term and long-term goals for continued

professional growth and maintains and exemplifies high ethical and moral standards. In this research

found that religious person is included in good English teachers‟ personality. Students need religious

teachers to be good figure and model for students. Students more appreciate to religious teachers

than others‟ teachers to improve students‟ character to be better, because they do not study at religion

school. They are only get religion subject three hours a week.

The researcher also found the differences of male and female students‟ perception of good

English teachers‟ characteristic. Male students‟ perception inclined more aim at affective aspect.

They consider that good English teachers‟ characteristic is not only have good knowledge in English

language but understanding in students‟ ability and emphasize of teachers-students‟ relation. It is

suitable with humanistic approach in which had been written by Fauziati (2009:80). It treats human

being as a whole person. Thus, whole learning means that teachers consider not only the students‟

feeling and intellectuals, but also have some understanding of relationship among the students.

The research finding in technical knowledge indicated that most of male students stated that

they want to have English teachers who are humorous, creat class atmosphere be comfortable and

relax. but, most of female students answered that master of english language; grammar, fluent in

speaking english and use right method in teaching. In pedagogical skills, most of male students

stated teacher is not only teach English lesson but also tell about teachers‟ experience that can give

useful information for students. female students stated clever in teaching. In interpersonal skills,

most of male students answered good teachers who are friendly teachers, close with students and

appreciate to the differences of students‟ character, but female students sated teacherw\s should have

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wide knowledge and experience, creative and innovative. In personal qualities, most of male students

answered that good teachers are patient, kind, can give advice for students, but female students stated

teachers should have responsibility, religious and proffesional.

4. CONCLUSION

From this study, it can be infered that good English teachers‟ characteristics have important role in

teaching learning English. Teachers‟ technical knowlegde, pedagogical skills, interpersonal skills

and personal qualities are included in teachers‟ characteristics. They should work harmony in

teaching English. Good English teachers characteristic are expected to help students, they are not

only in learning English but also to improve students‟ potential and education quality of Indonesia in

generally.

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VIRTUAL REFERENCE

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