Good English Teachers : The Theory and The Reality At Trinitas Senior High School.

ABSTRAK

Tugas akhir ini disusun dengan tujuan untuk memenuhi syarat dalam
memperoleh kelulusan dari program D3 Bahasa Inggris, Fakultas Sastra
Universitas Kristen Maranatha Bandung. Di dalam tugas akhir ini, saya
menulis dan mengulas karakteristik guru Bahasa Inggris yang baik. Saya
membandingkan karakteristik-karakteristik tersebut berdasarkan teori dengan
kenyataan yang terjadi di lapangan.
Untuk mendapatkan data yang baik, saya memilih SMU Trinitas
sebagai tempat untuk melakukan observasi dan pembagian kuesioner.
Kuesioner yang saya bagikan dibagi menjadi dua. Kuesioner yang pertama
diberikan kepada tiga guru Bahasa Inggris. Yang kedua dibagikan kepada
para murid. Murid-murid mengisi kuesioner berdasarkan pendapat mereka
masing-masing mengenai guru Bahasa Inggris yang mengajar mereka.
Melalui kuesioner ini, para guru akan menilai diri mereka sendiri. Setelah
data terkumpul, saya mengolahnya dan kemudian menarik perbandingan
antara teori dengan data tersebut.
Hasil yang saya peroleh membuktikan bahwa guru-guru Bahasa
Inggris SMU Trinitas sudah cukup mengaplikasikan teori mengenai guru
Bahasa Inggris yang baik dalam pengajaran mereka sehari-hari.

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TABLE OF CONTENTS

ABSTRACT ......................................................................................... i
DECLARATION OF ORIGINALITY..................................................... ii
PREFACE........................................................................................... iii
TABLE OF CONTENTS ..................................................................... iv
LIST OF APPENDICES....................................................................... v
CHAPTER I: INTRODUCTION ............................................................ 1
I.1. Background of the Study
I.2. Identification of the Problem
I.3. Objectives of the Study
I.4. Benefits of the Study
I.5. Concise History of the School
I.6. Limitation of the Study
I.7. Layout of the Term Paper
CHAPTER II : THEORETICAL REVIEW ............................................. 6

CHAPTER III : PERFORMANCE OF THE RESEARCH ................... 13
III.1. Method of Study : Small-Scale Research
III.2. Choice of Instruments
III.3. Data-gathering Process
III.4. Presentation of Data
CHAPTER IV : RESULT AND DISCUSSION OF THE RESEARCH. 29
CHAPTER V : CONCLUSION AND SUGGESTIONS ....................... 34
BIBLIOGRAPHY
APPENDICES

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Appendix 1, 2, 3

Questionnaire for Students
: ♀

1. You are
Class

or

♂

:

Who is the English teacher who presently teaches you?
a. Ms. Sianty

b. Mr. Eddy c. Mr. Yosep

2. Is she/he approachable and friendly, so she/he not only can be your
teacher but also can be your friend?
a. Yes

b. No

3. Can she/he manage and control the class well? For example, when the
class is very noisy or when there are students who cheat on a test.
a. Yes

b. No

4. Is she/ he always ready and presentable when she/he is teaching?
a. Yes
b. No
5. Does she/he give interesting material?
a. Yes

b. No

6. Does she/he comprehend the material well?
a. Yes

b. No

7. Does she/he come to the class on time?
a. Yes

b. No

8. Does she/he have good manners, both inside and outside the class?
a. Yes

b. No

9. Does she/he differentiate between students because of religion, gender,
race, nationality and ancestry?
a. Yes

b. No

10. Does she/he differentiate students who are weak and strong in the
lesson?

a. Yes

b. No

11. Does she/he dress neatly?

a. Yes

b. No

12. Do you understand your teacher’s explanation?
a. Yes

b. No

13. How do you feel when you follow her/his lesson?
a. Anxious

b. Bored

c. OK

d. Happy and enjoy

I faithfully appreciate your time and cooperation. Please make sure that you
have not skipped any questions. Thank you very much……

*GOD BLESS YOU*

Appendix 4

Questionnaire for Teachers
I. Demographic
1. Name:
2. Your age:
a. Above 20

b. Above 30

c. Above 40

3. Your highest completed level of education
a. High school
b. College degree of…
c. Graduate degree of…
d. Other (specify)……
4. How many years have you been working as a teacher?
a. 1 - 2 years
b. 3 – 6 years
c. 7 – 10 years
d. Over 10 years
II. Teacher issue
1. Do you give freedom to the students to learn based on their own
creativity and willingness? (example: freedom to speak or ask)
a. Yes

b. No

2. Are you approachable and friendly to the students?
a. Yes

b. No

3. Do you always know how to manage and control noisy classes?
a. Yes

b. No

4. Do you love your job?
a. Yes

b. No

5. Do you always try and think of the ways to make interesting material?
a. Yes

b. No

6. Do you have awareness and know that every student has a different
learning ability?

a. Yes

b. No

7. Do you always come to the class on time?
a. Yes

b. No

8. Do you always prepare a lesson plan before you teach?
a. Yes

b. No

9. Do you read and learn your teaching’s material before teaching?
a. Yes

b. No

10. Are you always ready and presentable when coming to work?

a. Yes

b. No

11. Do you love and respect your students?
a. Yes

b. No

12. Are you aware of the importance of education?
a. Yes

b. No

13. If you have students who have differences in religion, race, nationality,
ancestry, will you differentiate between them?
a. Yes

b. No

14. Are you able to communicate with your students at their level?
a. Yes

b. No

15. Do you always do self-observation after you teach a lesson? (Think
about your weaknesses that must be cut out and strengths that must
be kept)
a. Yes

b. No

I faithfully appreciate your time and cooperation. Please make sure that you
have not skipped any questions. Thank you very much…..

*GOD BLESS YOU*

Appendix 5

Observation Result

OBSERVATION SHEET

Report Performance of
Date
Venue
Class
Number of Students
Time

: Mr. Yoseph
: Feb 5th, Feb 9th, Feb 10th
: Trinitas Senior High School
: 2-6, 2-4, 2-5
: 39, 39, 38 students
: 10.00, 09.15, 10.45

Roles of the teacher in the class
Feb 5th
Teacher as manager
☼
(Ex: Teacher gives instruction to the student to do
something)
Teacher as model
(Ex: Teacher asks student to do a drilling for
pronunciation practice)
Teacher as monitor
☼
(Ex: Teacher goes around class to monitor each
students’ work)
Teacher as counselor
(Ex: Teacher gives advise to the students about the best
way to learn English, etc)
Teacher as informant
☼
(Ex: Teacher explains the lesson to the students)
Teacher as facilitator
(Ex: Teacher provides the material to the students)
Performance of the teacher
Being Friendly
☼
Giving freedom to the students (Ex: to speak or to ask)
☼
Controlling and managing the class well
Being fresh, ready and presentable
☼
Getting on time to the class
☼
Preparing well
☼
Having capability of his/her subject matter
☼
Being confident
☼
Dressing neatly and cleanly
☼

9th

10th

☼

☼

☼

☼

☼
☼

☼
☼

☼
☼
☼
☼
☼
☼

☼
☼
☼
☼
☼

OBSERVATION SHEET
Report Performance of
Date
Venue
Class
Number of Students
Time

: Ms. Sianti Wijaya
: Feb 7th, Feb 8th, Feb 9th
: Trinitas Senior High School
: 3-6, 3-5, 3-7
: 24, 36, 34 students
: 08.15, 07.30, 10.00

Roles of the teacher in the class

Feb 7th

8th

☼

☼

Teacher as manager
(Ex: Teacher gives instruction to the student to do
something)
Teacher as model
(Ex: Teacher asks student to do a drilling for
pronunciation practice)
Teacher as monitor
(Ex: Teacher goes around class to monitor every
students’ work)
Teacher as counselor
(Ex: Teacher gives advise to the students about the best
way to learn English, etc)
Teacher as informant
(Ex: Teacher explains the lesson to the students)
Teacher as facilitator
(Ex: Teacher provides the material to the students)
Performance of the teacher
Being friendly
Giving freedom to the students (Ex: to speak or to ask)
Controlling and managing the class well
Being fresh, ready and presentable
Getting on time to the class
Preparing well
Having capability of his/her subject matter
Being Confident
Dressing neatly and cleanly

OBSERVATION SHEET

9th

☼

☼

☼

☼
☼
☼
☼
☼
☼
☼
☼
☼

☼

☼
☼
☼
☼
☼
☼
☼
☼

☼

☼
☼
☼
☼
☼
☼
☼
☼

Report Performance of
Date
Venue
Class
Number of Students
Time

: Mr. Edy
: Feb 7th, Feb 8th, Feb 9th
: Trinitas Senior High School
: 3-1, 3-2, 3-2
: 34, 34, 34 students
: 10.45, 09.15, 08.15

Roles of the teacher in the class

Feb 7th

8th

☼

☼

☼

☼

☼

☼

☼

☼

☼

☼
☼
☼
☼
☼
☼
☼
☼
☼

☼
☼
☼
☼

☼
☼
☼
☼
☼
☼
☼
☼
☼

Teacher as manager
(Ex: Teacher gives instruction to the student to do
something)
Teacher as model
(Ex: Teacher asks student to do a drilling for
pronunciation practice)
Teacher as monitor
(Ex: Teacher goes around class to monitor every
students’ work)
Teacher as counselor
(Ex: Teacher gives advise to the students about the best
way to learn English, etc)
Teacher as informant
(Ex: Teacher explains the lesson to the students)
Teacher as facilitator
(Ex: Teacher provides the material to the students)
Performance of the teacher
Being friendly
Giving freedom to the students (Ex: to speak or to ask)
Controlling and managing the class well
Being fresh, ready and presentable
Getting on time to the class
Preparing well
Having capability of his/her subject matter
Being confident
Dressing neatly and cleanly

☼
☼
☼
☼

9th

CHAPTER I
INTRODUCTION

I.1. Background of the Study
Indonesia is catching up with the rapid development of the outside
world in many fields, such as politics, economics, social, culture, commerce
and education. Due to these facts, Indonesian people must have motivation
to improve themselves. It is because the more progress that Indonesia
makes, the more demand of self-improvement that must be fulfilled by
Indonesian people.
One of the improvements required is in English language ability.
Having a language skill is a very important thing in facing the rapid
development. The reason is because English has become an international
language. Therefore, having English skills will be very helpful in order to get
connected successfully with people from other countries in communication
and cooperation.
We are aware that young people are one of many elements which
influence the nation’s progress in facing the rapid development in many
fields. Furthermore, we know that today’s young people might be

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the responsible citizens of tomorrow and the future. That is why the young
Indonesian people have to master English well. In order to fulfill the need of
mastering English well, we need well-qualified English teachers. Wellqualified English teachers will give a big contribution to the progress. It is
because they will facilitate young people, as the students, to have high
motivation in learning English and have good English skills. Based on the
facts above, I conduct a small-scale research at Trinitas Senior High School,
Bandung to analyze the performance of the English teachers. I choose
Trinitas because Trinitas is considered to be one of the good schools in
Bandung.

I.2. Identification of the Problem
1. What are the theories of the ideal teacher for teaching English to
Senior High School students?
2. What is the reality of English teachers’ performance that can be found
at Trinitas Senior High School?

I.3. Objectives of the Study
1. To state the theories about the ideal teacher in teaching English for
Senior High School students.
2. To find out the performance of English teachers that can be found at
Trinitas Senior High School.

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I.4. Benefits of the Study
1. For the English teachers at Trinitas Senior High School; to increase
their performance by evaluating whether they have performed well in
teaching English.
2. It is expected that this study will be beneficial for me because through
this study, I learn how to be a good English teacher and find out the
ideal English teacher who is favoured by the students.
3. For D-three Programme is to add scientific research which is expected
to give benefit for the readers who are interested in knowing criteria of
the ideal English teacher.

I.5. Concise History of the School
Trinitas Senior High School was established on 1st of August 1963 by
Nuns Alliance of “Penyelenggaraan Ilahi” to accept the graduates from
Waringin Junior High School. At first, Trinitas only had 2 classes and all the
students were girls. All the teaching and learning activities were held in St.
Mikael’s Church. Thanks to the co-operation between the nuns and the
development committee, Trinitas High School was built successfully and
inaugurated on 9th of August 1964.
The first principal of Trinitas High School was Dra. Sr. Virgini PI. In
1971, Dra. Sr. Margarethe PI became the second principal of the school.
Under her leadership, the school underwent its second development and the
new building was inaugurated successfully on 1st of March 1979. In 1980 –

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1981, Trinitas was led by Dra. Sr. Xaveria PI, as the third principal. In 1981,
there was the fourth principal, namely, Drs. Agustinus Soeroso SH. He took
hold of this position until 1988. The fifth principal was Dra. Sr. Theresa PI.
Her management was signalled by a wide development of the third floor of
Trinitas building which was inaugurated on 18th of February 1989. The
development focused on the additional facilities, such as: prayer room, more
classes, computer laboratory and rooms for extracurricular activities.
In 1992, Dra. Sr. Theresia PI got a new position as the leader of
“Yayasan Penyelenggaraan Ilahi”. It was Drs. Petrus Suyanto who became
the sixth principal. The seventh principal was Sianty Wijaya,S.Pd. Presently,
the principal is Sr. Johana Umbas, PI.

I.6. Limitation of the Study
My term-paper will deal with the comparison between the theory and
the reality of an ideal teacher in teaching English for senior high school
students. In order to do so, I conduct a small-scale research at Trinitas
Senior High School. I only choose to analyze the performance of English
teachers at Trinitas Senior High School because in my opinion, this relates to
the subject that I have learnt so far.

I.7. Layout of the term paper
This term paper starts with the Abstract, a concise summary of the
entire paper in Indonesian. This Abstract is followed by the Preface, in which

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I acknowledge the work and contribution of other parties. After that is the
Table of Contents, followed by its five chapters:
Chapter I

is the introduction to the analysis

Chapter II

contains the library research

Chapter III

deals with the performance of the research

Chapter IV

contains the result and discussion of the research

Chapter V

contains the conclusion, my comments and suggestions

In the final part, I present successively the Bibliography and the
Appendices.

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CHAPTER V
CONCLUSION AND SUGGESTIONS

I notice that there are some strengths and weaknesses that can be
found from the performances of the three English teachers at Trinitas Senior
High School. Fortunately, the number of strengths is more than the
weaknesses.
In general, I conclude that the three English teachers at Trinitas have
performed well. I notice that almost all of the theories about the
characteristics of good teachers that I have mentioned in chapter II are
proved to be true for them. For example, they are approachable, humble and
friendly to the students, they are always ready, well-prepared, and they dress
neatly and cleanly when coming to work.
However, there are still some weaknesses. From the student’s
opinion, they notice that the three English teachers do not give interesting
material. I also note from students’ opinion that two teachers rarely come to
the class on time.
Finally, I have a suggestion for the three English teachers at Trinitas
Senior High School. I think it will be better if the teachers have a game

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session in their lesson. Moreover, it will be better to have a game that relates
to the topic being taught. By doing this, it will create a lively and spirited
atmosphere to make students think that English can be fun to learn. I also
suggest that the teachers do not ever stop to make new and interesting
material, for example by giving the material which has some pictures. It may
give variation that make the students do not feel bored in learning English
and also may help the students who admit cannot understand with their
teacher explanation.
For the teachers who rarely come to the class on time. I suggest
changing this habit. It is more useful if the time is used for giving a game as a
warming-up session.
Another suggestion is for the teachers who still cannot control and
manage the class well. They must start thinking about appropriate ways to
control their students’ behaviour and stop them being impolite, as I think it is
the students’ duty to respect their teachers.

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BIBLIOGRAPHY

Harmer, Jeremy. How to Teach English. Malaysia: Longman Malaysia,
VVP, 2003

---. The Practice of English Language Teaching. Malaysia: Longman, 2002

Kral,

Thomas. Teacher Development Making the Right Moves.
Washington, D.C.: United States Information Agency, 1996

Electronic Publications:
F. Hassett, Ph.D., Marie. "What Makes A Good Teacher?." 2000. SABES.
1
Oct
2006.
.

Liao,

Hsiao Chuan. "Being a Good Teacher." 1 Oct 2006
.

"The teachers' responses below are to the question: How would you define
being a good teacher?" 2002. PREL. 1 Oct 2006
.

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