Students’ Perception Toward English Teachers’ Role on Classroom Interaction (a Mini-Research Held at SMAN 1 Paguyaman)  

Oleh:

Ishak, Samsudin R. ; Ishak, Isnawaty R.

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 487-494.
Topik: Perception; Teachers’ role; Classroom Interaction
Fulltext: hal 487.pdf (15.04MB)

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The main issue concerned in this mini-research was that students’ perspective towards the ideal classroom interaction should be considered in order to create ideal form of communicative English instructional practice. The research was using descriptive survey design by following the observable aspects of teachers’ roles in interactive classroom suggested by Gebhard (2000). It was administered to two classes of first grade students taught by two different English teachers; they were 28 students (taught by Teacher A) and 30 students (taught by teacher B). The survey result indicated that both teacher A and teacher B had problems in maintaining a communicative classroom interaction. The mean-score showed that teacher A got 50.75 which was interpreted as “Sufficiently Communicative” and teacher B with 60.5 which meant “Communicative”. Compared to Teacher B, Teacher A was poor in giving opportunities for students to negotiate meaning. Furthermore, both teacher A and teacher B were poor in reducing centrality in communication, and being cultural informant and needs assessor. This was likely to be a domino effect for other observable aspects. The more teachers take control to the communication at classroom activities, the more they cannot give emphasis on students’ uniqueness, chances, and choices and so on.

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