The Role and Function of Teachers in Improving Effective Learning in Classes

Larasati, Quma Irah; Cahyaningtyas, Anggraeni; Mangzila, Asfi; Firawati, Anjar Agus; Yuanita, Siti Munirotul; Lesmana, Indra

doi:10.2991/coema-19.2019.4

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Teacher-in-Role frames the teacher to manage the classroom flow in which the students are interested in trying the activities that are the role of someone. Students describe a positive perception of applying teacher-inrole, which is when teachers are responsible for managing the classroom based on the teacher's lesson plan (Larasati et al, 2019). Another perception of students was that the teachers stabilize students' attention by doing a role with the students.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception of Applying Teacher-in-Role during English Learning Process: A Descriptive Study of Middle School Students

Firdaus,

Melani

2024

JELITA

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Teacher-in-Role becomes one of the effective methods in the teaching and learning process which indicates the teacher also contributes to playing a role in the classroom to engage the students to take a part a role. This study aimed to describe students’ perception of applying Teacher-in-Role which reflected the purpose of Teacher-in-Role. There were some purposes namely, stabilize the students’ attention, trigger affective and cognitive responses, provide and collect information, try to speak and respond, face challenges or issues and try to handle them, and communicate patterns between teacher and students while Teacher-in-Role. This study was a descriptive study with interviews through focus group discussion as the instrument of this study. There were 10 students in one of the high schools in Padang who participated in this study. The result of this study was a positive perception of students who applied Teacher-in-Role in the classroom. It increased students’ enthusiasm for learning and built a natural atmosphere while they played a role. The students are encouraged trying to take a role due to the unique characters that should be taken. The teachers also became part of them to play the role and also provide them the precise information. However, there was a student to showed the opposite which Teacher-in-Role was ordinary because the students face issues such as nervousness, limited vocabulary, less confidence, and tend to be passive in the classroom. Overall, the students illustrated the positive perception of applying Teacher-in-Role in teaching and learning. Keywords: Descriptive study; Learning; Perception; and Teacher-in-Role.

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Section: Discussionmentioning

confidence: 99%

Students’ Perception of Applying Teacher-in-Role during English Learning Process: A Descriptive Study of Middle School Students

Firdaus,

Melani

2024

JELITA

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“…The function to understand the teacher's role is for the teacher's way of teaching, giving assignments, correcting and checking assignments to help students learn according to their needs and interests (Putri et al, 2019). In addition, the function of the teacher role is the way the teacher educates by providing moral assistance, how to organize, motivate and stimulate students to realize learning goals (Larasati et al, 2020).…”

Section: Problems Met By Teachers While Playing Their Roles In Teachi...mentioning

confidence: 99%

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

Rasmiani,

Made Hery Santosa,

Gede Mahendrayana

2023

JET

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This study aims to determine the roles of teachers and the problems found when using MALL-based strategies in SMK Negeri 1 Denpasar during Emergency Remote Teaching. This study is a mixed-method design. The respondents were 8 English teachers. There are three instruments used in this study namely, questionnaires, observation sheet and interview guide. The results of validity show 1.00 while the results of reliability showed .874. Quantitative data analysis used descriptive statistical analysis and qualitative data were used interactive model analysis. The results of the questionnaire refer to Very True of Me and True of Me, meanwhile the results of the observations identified that 7 of 8 teachers had been practiced this role. In interview session with the teachers the problems found are 1) as a facilitator, not all of the students can answer well in quiz, 2) as a resource developer, many students think English is a difficult subject, 3) as a counselor, many students did not attend the online classes, 4) as a manager/organizer, lack motivation in learning, 5) as a participant, teacher does not take part in discussions and 6) as a controller, have not been able to control all of students activities in using MALL. Further, teaching by technology can be applied continuously for future learning, either for full or as blended learning.

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“…In the teaching and learning process, both teachers and students are two aspects that play an important role in achieving learning success. The teachers have the responsibility to change the students positively and motivate them to pursue their goals in learning (Larasati et al, 2019). Meanwhile, students should understand their roles, such as how to be a good learner and what they truly need and expect from their teachers.…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Expectations of the Lecturers’ Styles in Teaching English

Achmad,

Muslem,

Rahmanita

et al. 2023

ERJEE

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The teaching style is the way the lecturer delivers material and controls students’ activities in the classroom. Teachers have their own teaching style depending on personal and students’ needs. Meanwhile, the students have their own expectations regarding the teachers’ styles of teaching English as well. This research investigated the university students’ expectations of the lecturers’ styles in teaching English. It used descriptive quantitative and qualitative methods as the research design. The data were collected by distributing a questionnaire to 45 students and interviewing 9 of them who were randomly chosen from the students majoring in English at one of the universities in Banda Aceh, Indonesia. The quantitative data were analyzed statistically, while the qualitative data were analyzed through data condensation, data display, and conclusion. The results of the research revealed that the dominant lecturer’s style expected by the students in teaching English is the combination of facilitator, personal model, and expert styles. The students favored the lecturers who facilitate students’ learning activities, give personal examples, and provide detailed information that students need. If the lecturers used only one teaching style, the students said they would get bored and learning would not reach maximum results. The combination of the three styles is a form of the student-centered model in which students play an active role in the learning activity in the classroom.

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The Role and Function of Teachers in Improving Effective Learning in Classes

Cited by 3 publications

References 2 publications

Students’ Perception of Applying Teacher-in-Role during English Learning Process: A Descriptive Study of Middle School Students

Students’ Perception of Applying Teacher-in-Role during English Learning Process: A Descriptive Study of Middle School Students

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

Investigating Students’ Expectations of the Lecturers’ Styles in Teaching English

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