T1__Full text Institutional Repository | Satya Wacana Christian University: The of Effective English Language Teacher as Perceived by Senior High School Students T1 Full text

THE CHARACTERISTICS OF EFFECTIVE ENGLISH
LANGUAGE TEACHER AS PERCEIVED BY SENIOR HIGH
SCHOOL STUDENTS
THESIS
Submitted in Partial Fulfillment of
the Requirements for the Degree of
Sarjana Pendidikan

Yemima Rossiandy
112012153

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE & ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2016

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2016. Yemima Rossiandy and Victoria Usadya Palupi, M. A-ELT.

All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the Faculty of
Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

Yemima Rossiandy

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TABLE OF CONTENTS
Cover Page .................................................................................................. i
Pernyataan Tidak Plagiat.........................................................................ii
Pernyataan Persetujuan Akses................................................................iii
Approval Page .......................................................................................... iv
Copyright Statement ................................................................................. v
Publication Agreement Declaration ....................................................... vi
Table of Contents.....................................................................................vii
Introduction ................................................................................................ 1
Literature Review....................................................................................... 4
Four competencies of an Effective English Language Teacher .............. 5
The Study .................................................................................................... 8
Context of The Study .............................................................................. 8
Participants .............................................................................................. 9
The Instrument ...................................................................................... .9
Data Collection Procedures ................................................................... 10
Data Analysis Procedures ..................................................................... 10

Findings and Discussions ......................................................................... 11
The Average Scores of The Four Competencies of EELT ................... 11
The Average Scores of Each The Four Competencies of EELT .......... 12
The Top Ten Characteristics of EELT .................................................. 17
Conclusion ................................................................................................. 19
Acknowledgement .................................................................................... 21
References ................................................................................................. 22
Appendices ................................................................................................ 25
Questionnaire ......................................................................................... 25

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A. INTRODUCTION
Teacher is one of the factors that influence student achievement during
learning process. According to Ministerial Decree Number 14 Year 2005 about
teacher and lecturer “teachers are professional educators with the primary task of
educating, teaching, guiding, directing, training, assessing and evaluating students
on early childhood education, formal education, primary education and secondary
education”. To be a good teacher (Beishuizen, E. Hof, Van Putten, Bouwmeester
and Asscher, 2001) they should have the qualities in personality and ability. In

this case, to be an English teacher certainly different to other teachers because
English is a course that concern with a foreign language and culture. So that, in
deliver the materials are needed some competencies. Therefore, good English
teachers have to be able to handle the complex nature of the subject matter, the
teaching content, teaching approach and how teacher personality affects the
learning process (Lee, 2010).
Many studies have been conducted to determine students’ perception of
effective teaching, create instruments to measure these perceptions, and establish
criteria by which an instructor’s effectiveness is judged (Beran, Violato, Kline &
Fridere, 2005). Of course teachers play important roles in the quality of teaching
and helping learners to succeed in learning a target language (Dincer, Ali,
Aysegul & Mine, 2013). In the context of English language teaching, teacher has
a special role. It is because English is a foreign language in Indonesia and yet
English is one of the required subjects in the National Examination.

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There are four main competencies of an effective English language
teacher, socio-affective skills, pedagogical knowledge, subject matter knowledge
and personal qualities (Dincer, Ali, Aysegul & Mine, 2013). Socio-affective skill

includes teachers’ ability to build and maintain good relationship between teacher
and students, always care for students’ need about English, motivate students in
learning, build enthusiasm in teaching English. Pedagogical knowledge is related
to how teacher guides students with informational feedback, ability to organize
and explain the course, use various approaches in language teaching, integrating
technology and have manage an effective classroom. Subject matter knowledge
covers teacher’s competence among others in English, integrating lesson with
students’ backgrounds. Personal qualities of an English teacher concerned about
teacher’s sense of humor, enthusiasm and creativity, tolerance, patience, kindness,
optimism and positive attitude about students and their ideas.
In a previous study on affective characteristics and teaching skills of
English language teachers by Melek (2013) in Turkey, it showed that affective
characteristics were considered as a dominant feature of a good English language
teacher. In other study, in the Saudi, Al-Maqtri and Thabet (2012) found that more
than half of the participants 34 (57%) were concerned more with the socioaffective qualities and also considered the qualities as the most important
characteristics of an English teacher. The result in Yemen’s students in semester
one was similar to in Saudi’s students in semester four were very conscious about
the socio-affective qualities. The socio-affective qualities were like being punctual
and respecting time, being patient and relaxed (does not get angry easily), willing

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to give advice to students, encouraging students to be creative, showing respect to
the students, being helpful and respecting students’ needs and being showing
kindness, care and love. However, the students in semester one in Yemeni were
conscious about the pedagogical knowledge of the teacher, namely explaining
lessons clearly and effectively.
This study is important especially for me is to have some pictures about
what makes a good English teacher and prepare myself to improve my teaching
skill to meet the characteristics of an EELT. Moreover, this study is helpful for
future English teachers, novice English teachers and English teachers to develop
their teaching skills. And for the English Language Education Program (ELEP)
student-teachers, particularly those who are taking the teaching practicum course
to be more aware about the characteristics of EELT. The aim of this paper is to
explore what SHS students’ view and expectation with regards to an effective
English language teacher (EELT). Hopefully, this study gives benefit to English
language teachers; English student-teachers, novice English teachers and future
English teachers in a way of upgrading the teaching skills through the
characteristics of EELT, enrich the knowledge of teacher to constantly adjust the
needs of students in order to be able to present the materials and teaching become

an effective teaching and learning process and even give good impact for students
after knowing the result of this research. This study is aimed to answer the
following research question “What are the characteristics of a good English
teacher as perceived by Senior High School students?’. And with the four
competencies have mentioned above, it can be expected that teacher is able to be

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an effective English language teacher for students. Therefore, from the general
competencies, I would like to find whether those competencies determine an
EELT appropriate for students’ need or not. If any differences, I want to know
what students’ expectation that has not been written in four competencies above.
B. LITERATURE REVIEW
In this era, the development of English as an International language makes
schools in Indonesia need more qualified English teachers in order to have the
better quality of English subject (Anugerahwati, n.d). They need make the
students have English competency as International language (Wati, 2011).
Therefore, the Ministry of National Education has issued a regulation Number 16
Year 2007. It states that teacher's competencies consist of four categories:
professional, personal, pedagogic, and social competencies. Professional

competence includes mastery of the subject matter, mastery of grounding and
insightful appreciation of education and teacher training, and mastery of education
processes. Personal competence includes personality intact, virtuous, honest,
mature, faithful, have high moral standards, discipline, responsibility, sensitive,
objective, flexible, resourceful, be able to communicate with others, creative
thinking, critical, reflective, willing to learn throughout life and can take decision.
Pedagogic competence includes ability in learning or education such as
understanding the characteristics of the students and students’ development,
understanding some of the concepts of education that help students, mastery of
some teaching methodology that appropriate to the materials and students’
progresses, and be able to evaluate the learning process and assess the

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developmental progress of students’ ability. Social competence includes having
empathy, tolerance, attitude and positive personality and be able to cooperate with
others.
In this study, I am referring to Dincer, Ali, Aysegul & Mine (2013) who
said there are four competences of effective English language teacher, socioaffective skills, pedagogical knowledge, subject matter knowledge and personal
qualities.

Four Competencies of an Effective English Language Teacher
Socio-Affective Skills
English teachers need to have socio-affective skills, to be able to interact with
their students and manage the educational process learning effectively. This
characteristic refers to cases such as in establishing positive relations in
cooperation with the students and showing interest in learners. In addition, Walter
(2000) said that giving students more control over the learning process increases
students’ motivation. Therefore, socio-affective skills teachers are able to
motivate the students to reach their target language successfully. Another
important point is what the students experience, how they feel and how to
approach their related problems during process of teaching and learning in the
classroom. How they indicate their feelings such as fear, anxiety, and another
some negative emotions, these are part of the process. Socio-affective skills
provide teachers with the opportunity to deal with what their students feel and
experience in their learning process (Aydin, Bayram, Canidar, Cetin, Ergunay,
Ozdem and Tunc, 2009). Therefore, what makes the core point for teachers is how

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they are able to create the positive environment in which their students can

concentrate both cognitive and emotional levels on learning process.

Pedagogical Knowledge
In teaching a subject matter, English teachers need to know what the course they
are teaching during learning process. According to Aydin (2009), he stated that
pedagogical knowledge is related to what teachers know about teaching subjects,
and he also claimed that without pedagogical knowledge teachers are not able to
conduct what they know to their students. Shulman (1986) said that pedagogical
knowledge

concerns

to

ideas,

concepts,

analogies,

explanations,

and

demonstrations used to make the course understandable to students. Therefore,
pedagogical knowledge of teachers is also important way in using approaches to
students’ comprehension the course during learning process in classroom.
Subject Matter Knowledge
Another main factor that English teacher needed is the subject-matter knowledge
as (Borg, 2006; Park and Lee, 2006; Werbinska, 2009) stated that teachers should
have knowledge of the target language knowledge, concerning fluency, accuracy,
lexicon and pronunciation. The way English teachers speaking is not enough,
they also should have the mastery of the subject matter knowledge in their
specific field, especially English subject because this study concerns about
English teacher, and the more teachers have the subject-matter knowledge, the
more effectively they teach and the more successful results will be earned
(Shishavan and Sadeghi, 2009). In addition, Brown said that a good language

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teacher needs is not only the fluency of their spoken, but also the comprehensively
grasp basic principles of language learning and teaching and know through
experience what it is like to learn a foreign language.
However in fact, subject-matter knowledge that English teachers should have
really give is good influences in teaching and learning process. It will give profit
not for teachers itself, but also for students.
Personality Characteristics
Wichadee (n.d) said that an effective language teacher is not always by the factors
of knowledge or teaching skills, but also the communication skills and the
relationship between teacher and students. In addition, other studies such as
(Cheung, 2006; Shishavan and Sadeghi, 2009; Werbinska, 2009) have added
about being an effective teacher that being tolerant, patient, kind, sensible and
open-minded, flexible, optimistic, enthusiastic, having positive attitudes toward
new ideas, and caring for students. Clark and Walsh (2004) suggest that when
teachers combine all of these expected characteristics in the profession, they can
end up with a trusting relationship with their students. This study indicates that
effective English language teachers should have appropriate characteristics to help
in achieve successful language teaching and process learning the students.
Therefore, students’ perceptions concerning “the characteristics of effective
English teacher” might provide a deeper insight into the concept of the features of
the ideal language teacher.
The relationship of the four competencies of an effective teacher by the
Ministry of National Education is in line with theory from Dincer, Ali, Aysegul &

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Mine (2013). It can be seen that professional (Ministry of National Education) in
line with subject matter knowledge (Dincer, Ali, Aysegul & Mine, 2013),
personal (Ministry of National Education) in line with personal qualities (Dincer,
Ali, Aysegul & Mine, 2013), pedagogic (Ministry of National Education) in line
with pedagogical knowledge (Dincer, Ali, Aysegul & Mine, 2013) and social
(Ministry of National Education in line with socio-affective skill (Dincer, Ali,
Aysegul & Mine, 2013). From here we can know that four competencies which is
determined by the Ministry of National Education is in line with what has been
mention by (Dincer, Ali, Aysegul & Mine, 2013). Therefore, it means that those
competencies have required both in Indonesia and Internationally. In this case, it
is important for English teachers in Indonesia to be more aware of the four
competencies. So that, they can compete with other English teachers in
International scale in a way that English teachers should be able to upgrade the
quality of teaching skills with having the four competencies and can be applied in
learning process.
C. THE STUDY
Context of the study
The setting of this study is a private senior high school in Salatiga. I choose this
school because SMA LAB also a part in my campus Universitas Kristen Satya
Wacana (UKSW). It is one of the best private schools in Salatiga and has an
extracurricular English debate. This activity provides students to improve their
English’s proficiency and involve in competition.

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Participants
The participants of this study were students of tenth (X) grade who were in
semester two of 2015/2016. The classes of grade X were divided into six classes,
there were three classes of science, two classes of social and one class of
language. Each class had 20-25 students and the total numbers of participants
were 120 students. The English language skills of each student was very good.
Teachers and students in the school had a very good relationship. I thought Senior
High School students were also mature enough to share their own perceptions
toward the issue about an Effective English Language Teacher (EELT).
The instrument
The instrument of this study was questionnaire. The questionnaire was adapted
from Al-Maqtri and Thabet (2012), Brown (2000), and Shishavan and Sadeghi
(2009). In part one of the questionnaire there were 30 statements about four
competencies (socio-affective skills, pedagogical knowledge, subject-matter
knowledge and personal qualities) of EELT and in part two was an open-ended
question as additional statement of EELT if any. The questionnaire was developed
in English and Indonesian and both versions were revised two times with the help
of lecturer and colleagues. Statement number 1-7 was socio-affective skills,
number 8-15 was pedagogical knowledge, number 16-23 was subject-matter
knowledge and number 24-30 was personal qualities. To express their agreement
or disagreement based on a four-point “degree of importance” scale. In all items 1
was assigned “strongly unimportant”, 2 “unimportant”, 3 “important” and 4
“strongly important” Likert Scale the participants were asked to select the choice

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by giving one tick (√) in each statement of the characteristic of EELT. A
questionnaire was used in this study because it was considered the easiest way to
obtain data from senior high school students as they were just asked to. Overall,
the questionnaire was purpose of students’ perceptions on the characteristics of
Effective English Language Teacher (EELT).
Data Collection Procedures
Before I collected the data for this study, at the first visit I asked for permission to
collect data from the head of English Language Education Program (ELEP), the
school minister, the head of curriculum Senior High School LAB and homeroom
teachers X grade. And I also asked for the permission from the participants to help
me fulfill the questionnaire. The second visit, I distributed the questionnaire to the
participants.
Data Analysis
The frequencies of each item in the questionnaire were calculated to find out
students’ perceptions toward the four competencies of characteristics of EELT.
Because this study used a quantitative data, Microsoft Excel was used to help
counting the frequency of the average all characteristics. After inputting the data, I
counted the average of each the four competencies and the average of all
characteristics of an EELT using average formula of Microsoft excel. This
formula used to get the highest score of all characteristics and the four
competencies of an EELT as perceived by SHS students. Then, teachers could
understand which competencies that had the highest score. Therefore, they were
being able to improve and even upgrade their self through those competencies.

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After that, I counted the average of all characteristics of an EELT to get some of
characteristics that had the highest scores. In deciding the highest and lowest
scores using Maximum (MAX) average and Minimum (MIN) average formula of
Microsoft Excel. The characteristics with the highest score were really important
for the teacher based on the students’ perceptions. While the lowest score
considered not really important.
D. FINDINGS and DISCUSSIONS
The aim of this study was to explore what SHS students’ view and
expectation with regards to an effective English language teacher (EELT). The
result of the study would be presented under three main tables: 1) the average
scores of the four competencies (socio-affective skills, pedagogical knowledge,
subject matter knowledge and personal qualities) of EELT, 2) the average scores
of each the four competencies of EELT and 3) the top ten characteristics of EELT
that SHS students needed.
Table 1. The averages score of each the four competencies of an EELT as
perceived by SHS students.
No. The competencies of EELT

Average Scores

1.

Socio-affective

3.67

2.

Pedagogical knowledge

3.66

3.

Subject knowledge matter

3.59

4.

Personal qualities

3.71

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The findings revealed that students perceived the four competencies of an
EELT were very important. It was also in line with the Ministry of National
Education and Dincer, Ali, Aysegul & Mine (2013) said that an English good
teacher need to have the four competencies.
Table 2.1. The high score of socio-affective skills.
No.

Socio Affective Skills Characteristics

Scores

1.

Ability to showing enthusiasm

3.58

2.

Ability to having a good sense of humor

3.65

3.

Ability to being able to create an entertaining atmosphere

3.87

to carry out the class activity
4.

Ability to being patient in working with students of lesser

3.87

ability
5.

Ability to offering challenges to students of exceptionally high

3.06

ability
6.

Ability to appreciating students’ opinions and abilities

3.83

7.

Ability to respecting the differences students’ cultural traditions

3.86

The findings about the socio-affective skills showed that what SHS
students needed the most was an EELT who were being able to create an
entertaining atmosphere to carry out the class activities. Because if an entertaining
atmosphere in the classroom created, it was be able to improve students learning
and built a good relationship between the teacher and students (Deiter, 2000). It
was also in line with Melek (2013) in Turkey for High School Students level said

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that one of features of a good language teacher who had the ability to being able
to carry out the class activities in an entertaining atmosphere. The findings above
showed that what students also needed was an EELT who were patient in working
with students of lesser ability. Because each student had their own learning style
in comprehend the materials, it stated they need more attention like a direct
teaching, guidance and correction by the teacher before they understand the
learning (Rubio, 2010).

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Table 2.2. The high score of pedagogical knowledge of an EELT.
No.

Pedagogical Knowledge Characteristics

Scores

8.

Ability to explaining lessons clearly

3.90

9.

Ability to using a wide variety of techniques

3.57

10.

Ability to having his students participate in the lesson

3.42

11.

Ability to effectively perceive students’ linguistic needs

3.70

12.

Ability to having good presentation skills

3.73

13.

Ability to being able to make an active class in interaction,

3.73

cooperation, and teamwork in the classroom
14.

Ability to giving optimal feedback to students

3.72

15.

Ability to creatively adapts textbook material and other audio,

3.48

visual, and mechanical tools

The findings about the pedagogical knowledge showed that what SHS
students needed the most was an EELT who should explain lessons clearly. This
was in line the result of Al-Maqtri and Thabet (2012) in Yemeni for level 1 where
students were more concerned about teacher’s competence in explaining the
lessons clearly and effectively. If the teacher could explain the lesson clearly, this
case was able to create a learners’ motivation and had positive feelings in learning
process Shishavan and Sadeghi (2009).

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Table 2.3. The high score of subject matter knowledge of an EELT.
No.

Subject Matter Knowledge Characteristics

16.

Ability to understanding the linguistic systems of English

Scores
3.83

grammar well
17.

Ability to speaking and pronounce English Well

3.73

18.

Ability to reading and writing English well

3.71

19.

Ability to having a high level of proficiency with English

3.83

vocabulary
20.

Ability to knowing English culture well

3.36

21.

Ability to having the mastery of English course

3.80

22.

Ability to speaking English fluently

3.51

23.

Ability to using full English in the classroom

2.94

The findings about the subject matter knowledge showed that what SHS
perceived as important of an EELT were teachers understand the linguistic
systems of English, i.e English grammar and with English vocabulary. The
students perceived the teacher use of English as not as important as other
characteristics. This probably because the students level of proficiency was not
enough for them to understand teacher’s language. Therefore, this might mean
that English teachers need to be able to modify their English to suit the level of
the students’ English proficiency. Because if there was lack of communication in
classroom, it meant that the students would not understand and probably would do
incorrectly the teacher’s instruction.

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Table 2.4. The high score of personal qualities of an EELT.
No.

Personal Qualities Characteristics

24.

Ability to maintaining and giving an example of high ethical

Scores
3.64

and moral standards
25.

Ability to being encourage students to be creative

3.67

26.

Ability to being patient, relaxed; not get angry easily

3.72

27.

Ability to being helpful and respects students’ need and be

3.81

open to criticism
28.

Ability to being fair, kind and friendly

3.76

29.

Ability to being care, love and understand

3.78

30.

Ability to being flexible when things not working correctly

3.62

The findings about the personal qualities showed that what SHS students
needed the most was an EELT was being helpful and respects students’ needs and
be open to criticism. This was in line the result of Al-Maqtri and Thabet (2012) in
Yemen’s students in semester one was similar to in Saudi’s students in semester
four where students were more concerned about teacher’s competence in being
helpful and respects students’ needs and be open to criticism. And it because
students need a teacher who was willing to work together and help them succeed
in learning process (Bullock, 2015).

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Table 3. The top ten of characteristics of EELT.
No. The top 10 characteristics of EELT

Scores

1.

Ability to explaining lessons clearly

3.90

2.

Ability to being patient in working with students of lesser ability

3.87

3.

Ability to being able to create an entertaining atmosphere to carry

3.87

out the class activities
4.

Ability to respecting the differences students’ cultural traditions

3.86

5.

Ability to appreciating students’ opinions and abilities

3.83

6.

Ability to understanding the linguistic systems of English

3.83

grammar well
7.

Ability to havinge a high level of proficiency with English

3.83

vocabulary
8.

Ability to being helpful and respects students’ needs and be open

3.81

to criticism
9.

Ability to having the mastery of English course

3.80

10.

Ability to being care, love and understand

3.78

As can be seen from Table 3, ten characteristics were perceived by Senior
High School students as the most important characteristics of EELT. This case
becomes beneficial for the English teachers in order to know what students’
expectation, be more attention and be able to require the four competencies in
learning process. The majority of items came under the socio affective skills;
these included characteristics (2, 3, 4 and 5). Three characteristics of EELT came

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under the subject matter knowledge; these included characteristics (6, 7 and 9).
Two characteristics of EELT came under the personal qualities; these included
characteristics (8 and 10). And only one characteristic of EELT came under
pedagogical knowledge; this included item number 1 that had the highest score of
the characteristics of EELT.
Moreover, based on the result of the open-ended questions there are some
additional answers from SHS students toward an effective English language
teacher. They need an EELT who should have a good-looking, young, talented,
not force the students to speak in English, create the learning module by
themselves, teach the students in Indonesian or even mix language, not much give
the homework and give gifts or extra points for students who can answer the
questions well. According to Ibrahim, Shah and Armia (2013) the functions of
why teacher needs to use code-switching during learning process were because to
clarify, emphasize or promote understanding the teacher’s instruction and to
qualify a previously mentioned teacher’s statements. In addition, Ahmad (2009)
also stated that the use of code-switching give benefits to the learners, such as
make them enjoy their communication with teacher and class, they feel satisfied
and more comfortable with the lessons, help learners to enjoy their learning
toward their ability to understand the teacher’s input. Besides, teacher could not
force the students to speak in English because the students’ proficiency level is
still low enough for them to be able to handle English-only speaking in the
classroom (Johansson, 2013). And Bullock (2015) said that teacher should not
give too much homework because the students also need more free time to do

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their other activities. Therefore, this is one of additional input for English teachers
to upgrade their teaching skills.
E. CONCLUSION
The study has shown that the participants perceived the four competencies
(socio-affective skills, pedagogical knowledge, subject matter knowledge and
personal qualities) as equally important for EELT. Therefore, the most
characteristics of an EELT that what SHS students expected were explaining
lessons clearly, being patient in working with students of lesser ability, being able
to create an entertaining atmosphere to carry out the class activity, respecting the
differences students’ cultural traditions, appreciating students’ opinions and
abilities, understanding the linguistic systems of English grammar well, having a
high level of proficiency with English vocabulary, being helpful and respects
students’ needs and be open to criticism, having the mastery of English course and
caring, loving and understanding.
In summary, the evidence from this study suggests that English language
teachers; English student-teachers, novice English teachers and future English
teachers can know and be able to constantly adjust in line with the characteristics
of an effective English language teacher. It also suggests to the English Language
Education Program be able to increase the quality of teachers in teaching
grammar, vocabulary and soft skills. Since these things relate with the result that
teacher needs to understand the linguistic systems of English, such as English
grammar and vocabulary. Wang (2010) stated that grammar is an effective way to
train the learners communicative competence in English language teaching. It is

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because if the learners have the good knowledge of grammar, they can improve
their proficiency and promote overall levels of English. Moreover, Mukoroli
(2011) found that teacher should develop creative methods to show the learners to
learn the vocabulary in many ways, such as using technology, additional reading
text and games that related to listen for new words. Then, teacher should teach an
extensive reading as a component for acquiring sufficient vocabulary and teach
lexicon for academic purposes classroom. Overall, these things can influence
learners’ competencies to upgrade their oral and written in English for academic
purposes.
For further research considering to the English student-teachers to require
four competencies of an EELT and also can do the research in a way interviewing
of English student-teachers. And for the limitation of this study is there are some
results that interesting to be discussed further by interviewing and only 120 SHS
students in one particular school.

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Acknowledgement
This study would not be completed without any help and support from
many people. First of all, I would like to thank to my God Jesus Christ for his
guidance and blessing me in finishing this study. I would like to express my
sincere gratitude to my supervisor, Victoria Usadya Palupi, M.A-ELT. for her
guidance, suggestion, feedback, support, and help during the accomplishment of
my thesis. I also would like to express my gratitude to my examiner, Rindang
Widiningrum, M.Hum. for her guidance, suggestions, feedback and help to
examine my thesis.
Moreover, I would like to express my special gratitude due to my beloved
parents for their patient and a lot of support therefore I could finish this study as
well. Finally I also would like to say thank you so much to my beloved friends,
Theodorus Miraji, Julfiani Mangopang, Ester Carolina and Paulus Prayogi for the
support, help, togetherness, happiness and also thank you for inspiring me to
finish this thesis.

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APPENDIX
A Questionnaire on Qualities of an Effective English Language Teacher
(It is not about assessment of your English teachers in the school, but your personal
opinion concerns how should be an Effective English Language Teacher while teaching)

Dear friends,
In order to complete this study about “The Characteristics of an Effective English
Language Teacher (EELT) as Perceived by Senior High School Students”, I need your
help to fill in this questionnaire honestly. This questionnaire is to answer the research
question: “What are the characteristics of effective English language teacher as perceived
by Senior High School Students?” Your responses to the questionnaire will be kept
confidential.
I.

Demographic Information:
Name :
Gender: Female / Male

II.

Part I
For each of the statements below, please indicate the extent of your agreement or
disagreement by ticking (√) the appropriate box. Where, SI: Strongly
Important, I: Important, UI: Unimportant, SUI: Strongly Unimportant.

An effective English teacher is someone who should:
1.

Shows enthusiasm

2.

Have a good sense of humor

3.

Be able to create an entertaining atmosphere to carry out
the class activities

4.

Patient in working with students of lesser ability

5.

Offer challenges to students of exceptionally high ability

6.

Appreciate students’ opinions and abilities

7.

Respect the differences students’ cultural traditions.

8.

Explain lessons clearly

9.

Use a wide variety of techniques

10. Have his students participate in the lesson
11. Effectively perceive students’ linguistic needs
12. Clear presentation skills
13. Be able to make an active class in interaction,
cooperation, and teamwork in the classroom
25

SI I UI SUI

14. Give optimal feedback to students
15. Creatively adapts textbook material and other audio,
visual, and mechanical tools.
16. Understand the linguistic systems of English grammar
well
17. Speak and pronounce English Well
18. Read and write English well
19. Have a high level of proficiency with English vocabulary
20. Know English culture well
21. Have the mastery of English course
22. Speak English fluently
23. Using full English in the classroom
24. Maintain and give an example of high ethical and moral
standards
25. Encourage students to be creative
26. Be patient, relaxed; not get angry
27. Helpful and respects students’ needs and be open to
criticism
28. Be fair, kind and friendly
29. Caring, loving and understanding
30. Be flexible when things not working correctly
(*) Additional questions (open-ended questions)
Mention the Characteristics of an Effective English Language Teacher, what do
you think is required by an English teacher, but has not been written in the
characteristics above (points 1-30)
1. ................................
2. ................................
3. ................................

26

“Apakah Karakteristik Guru Bahasa Inggris yang Efektif?”
(Bukan tentang penilaian guru Bahasa Inggris anda di sekolah, melainkan pendapat
anda pribadi, bagaimana seharusnya guru Bahasa Inggris yang efektif saat mengajar)

Kepada Teman-Teman,
Untuk menyelesaikan Penelitian mengenai “Karakteristik Guru Bahasa Inggris yang
Efektif Dalam Persepektif Siswa Sekolah Menengah Atas (SMA)”. Saya membutuhkan
bantuan anda untuk mengisi Kuesioner ini secara jujur. Kuesioner ini akan digunakan
untuk menjawab “Apa karakteristik seorang Guru Bahasa Inggris yang Efektif menurut
Siswa Sekolah menengah Atas (SMA) ?”. Jawaban anda akan menjadi rahasia dari
peneliti.
I.

Informasi Data Diri
Nama
:
Jenis Kelamin : Laki-Laki/Perempuan

II.

Bagian 1
Sesuai dengan pernyataan di bawah ini, mohon berikan penilaian tentang
seberapa anda setuju dengan memberikan tanda (√) pada kotak yang tersedia.
Dimana :
SP
= Sangat Penting
P
= Penting
TP
= Tidak Penting
STP = Sangat Tidak Penting

Guru Bahasa Inggris yang efektif adalah guru yang:
1.

Menunjukkan antusiasme dalam mengajar

2.

Memiliki selera humor yang baik

3.

Mampu menciptakan suasana belajar yang
menyenangkan di dalam kelas
Sabar dalam membantu/mengajar siswa dengan
kemampuan yang kurang
Memberikan tantangan kepada siswa dengan
kemampuan lebih
Menghargai pendapat dan kemampuan siswa

4.
5.
6.
7.
8.

Menghargai perbedaan latar belakang tradisi dan
budaya para siswa di dalam kelas
Menjelaskan pelajaran dengan jelas

9.

Menggunakan teknik mengajar yang bervariasi

10. Memberikan kesempatan kepada siswa untuk
mengambil bagian dalam proses pembelajaran
11. Peka terhadap kebutuhan kebahasaan siswa, seperti:

27

SP

P

TP STP

pelafalan, pengejaan, tata bahasa/grammar)
12. Mempresentasikan materi dengan baik
13. Mampu menciptakan suasana kelas yang aktif, saling
menghargai dan bekerja sama di dalam kelas
14. Memberikan tanggapan yang baik kepada siswa
15. Mampu menyesuaikan materi yang ada di buku
dengan alat bantu seperti audio/visual (elektronik)
dalam kebutuhan pembelajaran di kelas secara kreatif
16. Mengerti tata bahasa Inggris dengan baik, seperti:
grammar, tenses, dll
17. Mempunyai pelafalan bahasa Inggris dengan baik
18. Menulis bahasa Inggris dengan baik
19. Memiliki penguasaan kosakata bahasa Inggris yang
luas dan baik
20. Mengerti budaya negara-negara berbahasa Inggris
dengan baik
21. Menguasai materi bahasa Inggris dengan baik
22. Berbicara bahasa Inggris dengan aktif
23. Menggunakan bahasa Inggris selama mengajar di
dalam kelas
24. Menegakkan dan memberikan contoh prinsip-prinsip
etika dan moral yang benar kepada siswa-siswa
25. Mendorong siswa untuk menjadi siswa yang kreatif
26. Sabar dan tidak suka marah-marah
27. Menolong dan mengerti dengan baik kebutuhan para
siswa serta terbuka untuk setiap masukan
28. Adil, baik hati dan ramah
29. Peduli, penuh kasih dan pengertian
30. Menunjukkan fleksibilitas di dalam kelas
(*) Pertanyaan Tambahan (Pertanyaan terbuka)


Sebutkan Karakteristik Guru Bahasa Inggris yang Efektif, yang
menurut anda diperlukan oleh seorang guru bahasa Inggris, namun belum
tertulis pada karakter karakter di atas (point 1 – 30)
1. ................................
2. ................................
3. ..............................

28