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teaching difficulties to handle these characteristics because teachers need to understand some characteristics of behavior disruption.
4. Requirement for the junior high school English teachers
Beyond the difficulties that appear in the classroom, Junior high school might need to have the requirement for selecting suitable teachers. Moreover, based
on Teacher Law 2005, the Government of Indonesia stipulated a teacher as a profession. Teachers should meet the qualification of at least a 4-year Bachelor
degree and have teaching certificates. Holešinská 2006 describes the requirements
for English teachers. First, the teacher should pay attention in the physical appearance of the classroom and the atmosphere in the lessons. Second is about t
eacher’s attitude towards children and t
eacher’s enthusiasm for the language. Third is about the activities that involve children in learning English. Last point is the way they show
the appreciation of children and how to praise and assess children. These finding shows that the teachers need to manage the classroom management and
also students’ feeling. Teachers should have learnt how to use the gesture in effective ways, how to
express their feeling to the students, and what kind of motion that they should practice due to attracts the student
’s attention. Moreover, every student likes an interesting lesson, teachers require preparations. For supporting this statement,
Tough’s study 1984, p. 219 shows that the interesting way to read and listening the material, the use of the familiar sounds, rhythms and stress will help their second
language studying which should be different with their first language studying.
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5. Previous research
The first previous research was about teachers questioning strategies in SMP PANGUDI LUHUR SALATIGA. This research aimed to investigate teachers
questioning strategies and the participants were 2 teachers who had more than 3 years teaching experience. For the research instrument, she used recording teachers talk
during the English class after that recording results were transcribed, coded and categorized. At the finding and discussion part, she found that a descriptive
questioning strategy was used by teachers and this strategy was used for recall information that students learned. Also, in this type of questioning, students were
expected to think at a higher cognitive level. The purpose of teachers questioning was getting students attention. Second, analysis questioning strategy, students were
asked to put information in another form. Teachers used this questioning to make the students guess based on the clue that teacher gave. Third, evaluation questioning
strategy, the teacher gave clue to the students by giving another question to think so the students would be stimulated to think about their answer again. The purpose of
this strategy was to reinforce the knowledge. Teacher might ask same question to the other students so that some students could revise their response from their classmates
contribution. Last, she concluded that descriptive questioning strategy is most frequently used in English teaching because, theoretically, descriptive questions could
dig into the students thoughts. And she suggested that compare contrast questioning
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strategy should be applied more often in teaching because it has the potential stimulate high-level thinking.
The second research was about teachers strategies to deal with students silence in SMP KIRISTEN laboratorium Satya Wacana Salatiga. The research
question of this research was “what kind of strategies do teachers commonly use to deal with silent students in the seventh grade during the English lesson”. The
participant was one English teacher who taught seventh graders and the research instrument was interview and observations. On the finding and discussion part, she
found that teachers awareness about the existence of the silent students. It shows that the teacher paid more attention to the silent students. The teacher already knew by
observing the students so that students can speak more often. And another finding indicates that students silence was might be come from less good English
background knowledge from elementary school, familys background which English is not too exposed. The second finding was teachers difficulty in dealing with silent
student. When the teacher spoke in English, students suddenly gave up to answer and student said enough, Maam, I dont know and student started to be silent student
during the class discussion. Lower English competence level students judge themselves that he did not know English and also they thought that other students are
cleverer than themselves. Those students became less confident to speak in the classroom. This factor is a difficulty that teacher has because she needs to find a great
strategy to make them speak more. Last, on the conclusion part, she stated that
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teachers should be aware of the existence of silent students during the class lesson and try to give more chances to speak with motivating words because silence is a
serious obstacle for achieving fluency in spoken English. Through reading previous study, I could see what kind of study has done, and also I could predict and prepare
the research process.
C. The Study
