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interpersonal skills who are enjoyable people, humorous, cooperative and good in managing emotion, be enthusiasm in teaching and patient in guiding and handling
students who have lack of ability. Good English teachers‟ personal qualities who are
good figure, kind and religious person, discipline, patient, have nice habit, attitude and behaviourism, always maintain their quality and enthusiasm in teaching. From the open-
ended questionnaire and in-depth interview result indicated that female s‟ perception of
good English teachers‟ characteristics are more on cognitive but male on affective aspect. Key words: Good language teachers, technical knowledge, interpersonal skills,
pedagogical skills,
personal qualities.
1. INTRODUCTION
Teachers are key factor in language teaching. Teachers‟ characteristics in teaching learning process have important role to help students in learning language. Teahers are not only transfering of
knowledge but also have to understand students‟ need. Good teachers‟ characteristics are required to improve students‟ achivemet in learning language. Technical knowledge, pedagogical skills,
interpersonal skills and personal qualities are teachers‟ characteristic that must be increased by
teachers to be good teachers. To teach English language needs a good English teacher who able to run hisher role as good
teacher, because English in Indonesia is as a foreign language. During English is being taught since 1967 until nowadays many students have problems to learn it, such as the difficulty students at
practice English written and spoken. One of major factor is teachers. Based on the result of teacher competency test, in indonesia is called UKG in 2015, the higher competency of english teacher was
only 58 and pedagogical competency achieved 59,69 Hurriyati,2016. It is still same as with result of national survey that was conduted in 27 provices. It conducted by Hamied 1997 in 1993.
Their english proficiency showed that 9,8 schools had very low teahers‟ qualification, 4,2 was low, 17 was fair, 39,4 was good, 29,6 was very good. the result indicated that 69 schools had good
and very good English teahers, while 31 had very low to fair qualification Nurkamto, n.d : 300. It indicates that English teachers in Indonesia have low qualification.
Good English teachers‟ characteristic significanly in teachers‟ technical knowledge, pedagogical skill, interpersonal skills and personal qualities Brown, 2000:428. Technical
Knowledge deals with certainties and absolutes. In other words, it‟s often theoretical and not found in nature Brook,2013. Technical knowledge comprises those aspects of a practice that have already
been articulated from general usage. It has function to guide students in learning those aspects of language use that can be learnt directly, and to provide standards for evaluating language use. In the
case of languages, grammatical rules, conventions, and stock, formulaic expressions comprise their technical knowledge ODwyer, 2006:8. Pedagogy refers to the teaching skills teachers use and the
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activities these skills generate to enable students to learn the knowledge and skills related to different subject areas CUREE, 2012: 2. Kyriacou 2009 :78 says that pedagogical skills involve in the
ability to use a repertoire of teaching strategies. Interpersonal is the ability to understand others, how they feel, what motivates them, how they interact with one another
Gardner‟s 2004,1999 in Brown 2007:108. Interpersonal skills are goal-directed behaviors used in face-to-face interactions, which
are effective in bringing about a desired state of affairs Hayes, 1991:5. Stronge 2007: 116-117 stated that the teacher‟s personality is one of the first sets of characteristics to look for in an effective
teacher. To know about teachers‟characteristic, besides through survey and test to teachers, it also can
be conducted by students‟ perception. It has benefit to investigate whether English teachers in Indonesia have good characteristics or not It is valuable to give contribution for English teacher to be
better. If teacher has good characteristic, it will advance education in Indonesia, especially in English teaching.
The writer is interested to investigate further the students‟ perception about good English teachers at SMK Perintis 29 Ungaran
because the students‟ achievement is still low. Therefore it need to be improved by increace teachers‟ characteristics. Students have diverse background and
culture, they are expected to enrich data obtained. The reseacher is one of teacher in this school. It makes the researcher conduct the research intensively and easily.
Some references related to the good language teachers such as Melek‟s work 2013 entitle “Affective Characteristics and Teaching Skills of English Language Teachers: Comparing
Perceptions of Elementary, Secondary and High School Students”. It focused on teaching skill; a teacher‟s teaching ability, classroom management skills and subject knowledge teaching and
affective characteristics associated with a teac her‟s personal characteristics. The objective of
research was to investigate the elementary, secondary, high school students‟ perceptions on a good language teacher and the differences among their perceptions of the elementary, secondary and high
school st udents in terms of “a good English language teacher. Data collection instrument were used
questionnaire. The statistical test of analysis of variance ANOVA was use in data analysis. The result showed that students expect from a good English teacher is to have the ability to maintain
discipline, motivate students, learn about the learner‟ needs and establish good relations with them. The second research is Sakurai‟s work 2012 entitles “Learners‟ perceptions of “good”
foreign language teachers: A quantitative analysis between native and non- native teachers”. This
research focused on similarities and differences in learners‟ perceptions of “good” JTs and ATs. The objective of Sakurai‟s research was to investigate the competence and characteristics that Arabian
learners of Japanese expect from their teachers. In data collection used survey and questionnaire. Quantitative results show a commonality among learners; that is, they want teachers to demonstrate
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the characteristics of knowledge, experience, and personality. Arabian learners expect native Japanese teachers to be more skilful and to have a wider variety of skill sets than non-native teachers.
Learners‟ excessive expectations toward native Japanese teachers could be attributed to the current developing situation of Japanese language education and teachers in the Arabic region.
The third is Thi‟s work 2012 conducted the research about characteristics of effective ESL instructors entitles
“English as a second language ESL students perception of effective instructors in the LEAP program at Marshall University”. It focused on what they perceive to be good qualities
and characteristics of ESL instructors. The objective was to investigate a description of respondents‟
characteristics of an effective ESL instructor according to ESL students, A comparison of students‟
perceptions of effective teaching among LEAP students and ESL ATE students, A comparison of male and female students‟ perceptions of effective teaching and attempt to quantify how often LEAP
students observed LEAP teachers demonstrate effective teaching behaviours in classes. Data were collected through the use of an existing questionnaire. The result indicated that it is important to
them that their teachers explain everything clearly, engage students in learning, and care about their students.
The fourth is Lin, Jingchen, Yoau and Shihans‟ work 2010 entitles “The relationship
between teacher quality and teaching effectiveness perceived by students from industrial vocational high schools”. The research was conducted at twenty-three schools of industrial vocational high
schools, in Taiwan. The objective was to explore “teacher quality” and “teaching effectiveness” as perceived by students, to discover whether students‟ perception of “teacher quality” and “teaching
effectiveness” differs with the background variables of students, to analyse the relationship between “teacher quality” and “teaching effectiveness,” and to explore the prediction power of “teaching
effectiveness” with “teacher quality” as the predictor. Method of collecting data used questionnaire. The result of the research was status of “teacher quality” and “teaching effectiveness” as perceived
by the students are satisfactory. In terms of teacher quality, “teacher-student interaction” has the best perception, while “classroom atmosphere management” is perceived as being the most important in
teaching effectiveness. The fifth is Jung
Chen and Chung work‟s 2009 entitle Exploring characteristics for Effective EFL teachers from the perceptions of junior high school students in Tainan. The research
was conducted for 198 junior high school students in Tainan area. The objective of the research was to investigate junior high school students‟ perceptions of the characteristics of effective English
teachers, there are about teacher‟s competence, personality, and teacher-student relationship. The data came from students‟ responses to a 50-item questionnaire and were analysed with descriptive
statistics, independent t-test and one-way ANOVA. The result indicated that students generally
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perceived teachers‟ personality and teacher-student relationship as more important characteristics than those of instructional competence. Being enthusiastic in teaching, friendly, open-minded,
respecting students and caring about students were the most important characteristics of effective English teachers. Moreover, female students considered the characteristics of personality and
teacher-student relationship significantly more important than male students. The sixth is Trim‟s work 2007 studied about the performances of the teachers entitles
“Students observations and perceptions of teacher Performances in the classroom”. The objective was to identify key themes pertaining to the performances of the teachers. It is about pedagogical and
more personal nature – employed by the teacher. it addresses the students‟ perceptions of the
qualities or characteristics of their teachers, and the sets of practices employed by the teachers; and the students‟ views of the types of learning activities with which and the classroom contexts within
which they were expected to engage. The result indicated that effective teachers are teachers who are knowledgeable, well informed in terms of their subject matter and the lessons they are teaching, and
well prepared. They are teachers who demonstrate the capacity to access and draw from an extensive repertoire of possible practices
– that it, they have “heaps of ideas” from which to call upon and employ at various times as appropriate to the learning needs of their students.
The seventh is Mullock‟s work 2003 entitle “What makes a good teacher? the perceptions of postgraduate TESOL students”. The research was conducted at three universities in Sydney. The
research focuses on perceptions of what behaviours students believe characterize an expert TESOL teacher. The objective was to examine whether postgraduate TESOL students‟ perceptions of what
makes a good TESOL teacher, and to identify which categories are regarded as the most important. It‟s about teachers‟ knowledge. It used interview and questionnaires. The result of research found
that is the most frequently occurring category mentioned by participants was that a good teacher knows and understands students‟ needs and expectations, strengths and weaknesses. In addition,
good teachers keep up-to-date in their knowledge and skills, and they have the personal qualities of being humorous and patient, and enthusiastic about their work.
Depart to previous studies differences; this research will extend of some researches above. The writer will investigate the students‟ perception of good English teacher; it means about
characteristics of good English teacher. Differences of this research from other research are the objective of th
e research is not only investigated of teacher competence, teaching skill, teacher „s personal, performance, knowledge, and teacher- student relationship but technical knowledge,
pedagogical skills, interpersonal skills and personal qualities at vocational high school SMK. This research also investigates the difference perception between male and female student. Therefore, the
writer‟s research entitled The Students’ Perception of Good English Teachers: A Case Study at SMK
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Perintis 29 Ungaran. The methodology of the research is use qualitative research. This research is important to be conducted because English in Indonesia is as foreign language; it needs good English
teachers who have good characteristics with respect to technical knowledge, pedagogical skills, personal qualities and interpersonal skills.
2. RESEARCH
