about the syllabus and most of them are rarely much in making it when they want to conduct the teaching in the classroom, so the syllabus which is written down
into the teaching preparations are neglected.
B. The Qualification of English Teachers
Many factors affect the success of failure of teaching English. Those factors are related to linguistics and non-linguistic areas. Some of the factors
which can be attributed to the unsatisfactory condition are the language system which is different from Indonesia, the teachers, the students, the curriculum, the
materials and the attitude of the society toward the teaching of English Kasbolah, 1993
12
. In line with the statement of Kasbolah, Baradja 1994
13
more specifically says that in foreign language learning there are at least six factors which
determine the success or failure of foreign language learning. Those factors are learning objectives, students, teachers, materials, methods, and environment.
Meanwhile, another factors which affect the success of a foreign language instruction can be classified into two; a linguistic factors, that is factors
concerning the language itself such as phonology, morphology and system, and b non-linguistic factors, that is factors external to the nature of the language
being taught, such as teachers, students, materials, methods and environment. Those factors mentioned above, teacher is the most important factor in
determining the success or failure of teaching English. Well-motivated students can be “turned-off” by the rigidly and lack of enthusiasm of a poor teacher. On the
other hand, many unmotivated students can get an adequate degree of motivation if they are influenced by an enthusiastic teacher who knows how to deal with the
students.
12
Kasihani Kasbolah, Teaching-Learning Strategies I: Instructional Materials Part A. Malang: English Department of English Education. FPBS IKIP Malang. 1993, p. 44-48
13
M.F. Baradja.Memperkenalkan Pemerolehan Bahasa Kedua. Jurnal Pendidikan Humaniora dan Sains. Vol.1.no.1.
Malang: IKIP Malang, 1994.
According to Ashworth 1992, there are four characteristics of language teacher that are; 1 knowledge, 2 skill, 3 personal qualities, and 4
professionalism
14
. Knowledge, it is the most important qualification for the teacher because
they will be a model for his or her students. Therefore, they must have in depth knowledge of subject matter and must keep up to date. The teacher’s limited
knowledge of the second language they teach imposes limitation on what they can do in the classroom. Such limitations should be overcome by diligent study of the
second language. Skill, English teachers should have knowledge of psychology of learning.
They should also have knowledge of methodology, testing and technological aids. By having such knowledge, they will improve their teaching skill so that it is
expected that the result of teaching will be better. Personal qualities, the effective English teachers should have good
personalities such as enthusiasm, kindness, humor, patience, sincerity, and intellectual curiosity. By having these personalities the teacher will make the
teaching-learning process more attractive and fun. Besides, the teacher also will always improve their knowledge.
Professionalism, the English teachers must be graduated from English educational department. Besides, they also should engage in activities that
improve the quality of their teaching such as MGMP subject teacher conference. Being active in such activities will help English teachers to improve their quality
of teaching. In other hand, there are ten teacher’s qualifications that can make the
teaching learning process optimal, they are; a he makes his course interesting, b he teaches good pronunciation, c he explains clearly, d he speaks good
English, e he shows the same interest in all his students, f he makes all the students participate, g he shows great patience, h he insists on the spoken
language, i he makes his pupils work, j he uses audio-lingual method.
14
Mary Ashworth, Beyond Methodology: Second Language Teaching and the Community, Cambridge University Press, 1992.
Continue to the next page.
C. The Instructional Materials
