GOOD AND EFFECTIVE ENGLISH TEACHERS FROM THE PERSPECTIVES OF JUNIOR HIGH SCHOOL STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE IN BALI Luh Putu Artini, Ni Nyoman Padmadewi, Ni Made Ratminingsih
Post Graduate Study Program, Universitas Pendidikan Ganesha
Abstract
Teachers are required to be professional in organizing their classes, applying various pedagogical skills, working with students with different characteristics, and work effectively toward achieving the teaching and learning goals. They should create a positive and fun learning environment that can increase social and emotional feelings of the students. How teachers encounter the daily classroom routines shape their students^ perceptions about a good effective teacher that brings trust and a positive psychological impact and closely related to the achievement of the learning outcomes (Deporter, 2005:40). Previous research found that the younger the students, the higher their dependence on the teacher as a provider of professional learning assistance (Brown: 2001). Even though English is officially started in junior high school level in Indonesia, in Bali English becomes part of curriculum in most primary schools. It is then very interesting to explore how Balinese junior high school students perceive good and effective English teachers. Data were collected through a survey in eight public junior high schools involving 350 students, aged 12-13 year. The study utilizes a questionnaire and focus group discussion. The findings reveal that there is a consistency of students^ ideas about ideal English teachers. Interestingly, there is a slight difference between male and female students in perceiving what makes an English teacher is good and effective. These findings are expected to provide empirical evidence of how an English teachers can be an optimum support to their students motivation and enthusiasm in learning English as a foreign language.
Keywords: good and effective English teachers, junior high school, English as a Foreign Language
