TEACHER ROLES AND STUDENTS RESPONSES IMPLEMENTED IN A SENIOR HIGH SCHOOL IN SURABAYA

Authors

  • Elda Devin English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
  • Josefa J. Mardijono English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

DOI:

https://doi.org/10.9744/katakita.3.4.79-84

Keywords:

ROA, ROE, CSR, Harga Saham

Abstract

In this study, the writer would discuss some types of teacher roles which can be implemented in the classroom. The purpose of this study was to find out the types of teacher roles applied in the conversation class and the students responses. The subject of this study was a teacher who teaches a conversation class to senior high school students. The writer used the theories about types of teacher roles by Harmer (2001 and 2007) and Edge&Garton (2007) and students responses by Brown (2007). The writer used classroom observation and video recording to collect the data. In addition, the writer recorded two meeting. The findings revealed that there were six types of teacher roles and five types of students responses applied in this class. The teacher roles are controller, organizer, assessor, resource, observer, and motivator which played based on their functions. The five responses were specific, choral, open-ended, off task, and silence responses. From this study, it could be concluded that the teacher played the five types of teacher roles to engage the active participant from the students shown through the students responses.

Author Biographies

  • Elda Devin, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

  • Josefa J. Mardijono, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

References

Dagarin, M. (2004). Classroom Interaction and comunication strategies in learning english as a foreign. English language overseas perspectives and enquiries , 130.

Edge, J., & Garton, S. (2009). From Experience to Knowledge in ELT. New York: Oxford.

Harmer, J. (2001). The Practice of English Language Teaching (3 ed.). London: Longman.

Harmer, J. (2007). The Practice of English language Teaching (4 ed.). London: Longman.

Thomas, A. M. (1987). Classroom Interaction. Oxford: Oxford University Press.

Downloads

Issue

Vol. 3 No. 4 (2015)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. 
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).