Identification of the Problems

F. Significance of the Problem

1. Scientific Significance a. For the English teacher, the finding of the study can give more insight for them to find out new ideas in teaching English. b. For other researchers, the finding can be one of the references for them to conduct research on the same subject. c. For the English Department of UNY, it could be used as a reference of action research particularly in improving the teaching and learning quality. 2. Practical Significance a. For the English teacher, it is an opportunity to improve the quality of teaching and learning process by using the same techniques. b. For the teachers in elementary school, the study is a reference to conduct the same techniques in fun learning to improve the teaching and learning quality. c. For the headmaster, the research can give information to make some policies related to the teaching and learning in the elementary school based on the standard in the national curriculum. 7

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Theoretical Description 1. The Quality of English Teaching and Learning

a. The Teaching and Learning Process

Teaching is not only about how teachers present information to the learners. Teaching, according to Tomlinson 1998: 3 is used to refer to anything done by material developers or teachers to facilitate the learning of the language. The definition of teaching from Tomlinson’s perspective includes some aspects. This could include a teacher standing at the front of the classroom explaining the conventions of direct speech in English, it could include a textbook providing samples of language use and guiding learners to make discoveries from them, it could include a textbook inviting learners to reflect on the way they have just read a passage or it could include the teacher providing the language a learner needs whilst participating in a challenging task. The definition of teaching cannot be separated from learning. Based on Tomlinson 1998: 4 learning is normally considered to be conscious process which consists of the committing to memory information relevant to what is being learned. Kimble in Olson 2009: 1 defines learning as a relatively permanent change in behavioural potentialities that occurs as a result of reinforced practice. From the definition, Kimble explains that the results of learning must always be translated into observable behaviour in which the behaviour is permanent. The change in behaviour needs not occur immediately following the learning experience. The change in behaviour results from experience or practice that is reinforced. In fact, the quality of teaching and learning process is the source of debate in many countries throughout the world. Some studies have many types of focus they have used to describe teaching qualities. Kyriacou 2009: 78 puts an example that is the study of analysis of teaching qualities by Organisation for Economic Co-operation and Development. It focused on five key dimensions: 1 Knowledge of substantive curriculum content. 2 Pedagogic skills involved in the ability to use a repertoire of teaching strategies. 3 Reflection on one’s own teaching and the ability to be self-critical. 4 Empathy in acknowledging the dignity of others. 5 Managerial competence within and outside the classroom. A study conducted by Haydn in Kyriacou 2009: 78 looked at the secondary school pupil’s view about ‘pedagogical qualities’ of teachers that has a positive influence on their attitude on learning. The qualities are: knows their subject really well, explains things well, makes it interesting, and is good at stopping other pupils from spoiling the lesson. Kyriacou 2009: 79 also finds the information that concerned about teaching qualities based on the study by Stones and Morris. One of the standards is ‘performance’ which group six qualities: 1 Beginning the lesson 2 Clarity of presentation 3 Pacing the lesion 4 Pupil participation and attention 5 Ending the lesson 6 Teacher-pupil rapport The set of qualities of teaching and learning process are proposed by Kidwell 2013. She identified Characteristics of Highly Effective Teaching and Learning CHETL which has five fields namely Learning Climate, Classroom Assessment And Reflection, Instructional Rigor And Student Engagement,