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quality teaching. Furthermore, this research can provide information to the beginner teacher researchers who need to understand teaching difficulties in Satya Wacana
Christian Junior high school.
B. Literature review
1. Teachers’ role in teaching
Teachers’ role is an important part of teaching. Severson and Walker 2002 argue that
“teachers are resources with the potential to assist appropriately in the evaluation and referral of at-
risk students for specialized services” This argument shows that whether students can learn the material with good understanding or not
depends on the teacher. According to Brown 2007, p.45, teaching cannot be defined apart from learning, teaching means guiding and facilitating learning, enabling the
learner to learn, setting the conditions for learning. In this case, teaching which is implied in the first definition of learning
may be defined as “showing or helping someone to learn how to do something, giving instruction, guiding in the study of
something, providing with knowledge, causing to know or understand. Clearly, teachers must be trained to consider all aspects of a
student’s life in determining what to teach, how to teach it and how you will know when it has been taught. Furthermore,
Kaufman, at.al 2010, p.48 support that English teachers should support and teach students with a variety of emotional and behavioral needs, including those who have
challenging behaviors such as aggression, defiance, and delinquency. This implies
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that teachers need to raise the stud ents’ interest when they study English. That’s the
reason why the teachers’ role is very important in language teaching.
2. Teachers’ talk and language in the classroom
Since teaching always starts from teachers, they must learn the effective way to convey the material to the students. Cao 2010 asserts that in language classroom,
talk is one of the major ways that English teachers convey information to their students. In order to attain highly qualified status, teachers should see in hisher eyes
with same sight of students of difficulties and it will need to show understanding of the characteristics of certain difficulties. Therefore, teachers need the skills in their
present level could appear with assessment, instruction, evaluation and challenge of changing students level that are applied in a collaborative learning context where the
impact of teaching and learning is conveyed by teachers’ way to manage the classroom and students. In addition, Chang 2005 added that primary school teachers
of English are trained by different institutions such as the normal universities, teachers’ colleges, and public and private universities that have established faculties,
departments and graduate schools of education. And each of them has different standards. Quite clearly, although the teacher in the same school could have different
teaching strategies that students pay more attention toward differences types of lesson and they need to have different way to understand the material according to the
different teacher’s background knowledge of English. Furthermore, according to Pitts,
Colin, Thomas, and Smith 2002, p. 199, the collaborative assessment makes the
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possibilities to provide the enhanced assessment of learner s o as to improve student’s
skills. They mention that teachers must know the students’ current English level that
how many knowledge that they know by having conversation with students. Once the teachers know students’ level, they can provide the suitable assessment and it will
help improve students’ English level.
3. Teachers’ difficulties
