DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Socio-affective Traits of an Ideal English Teacher as Expected by Stakeholders

Nurrahma Sutisna Putri




English teacher is the closest source for students in learning English. They are seen as the ones who have expertise in implementing necessary activities such as giving praises to students, giving corrective feedbacks to students to students’ speaking errors, and alleviating students’ anxiety. Therefore, an English teacher plays a pivotal role in the classroom. They are expected to work hand-in-hand with other stakeholders such as school’s community covering the principal, and their colleagues.

This study deals with the stakeholders’ expectations on socio-affective traits of an ideal English teacher. Therefore, this study aims at investigating the socio-affective traits of an ideal English teacher is expected by stakeholders consisting of principals, English teachers, and students. The socio-affective traits used in this study cover personal, interpersonal, and social competences of English teachers which are adopted from various sources.

This study uses descriptive qualitative design since the study aims describing the socio-affective traits as expected by stakeholders as the respondents covering the principals, English teachers, and students. There are two schools who become settings of the study which is chosen since they got A for accreditation. The first school is state senior high school which is SMA 8 Malang and the second is private senior high school which is SMA Panjura Malang. For each school, there are 5 respondents consisting of the principal, two English teachers, and two students. There are two instruments used in this study in which the first is checklist containing socio-affective traits of an ideal English teacher in which the respondents are asked to choose ten (10) expected qualities. From the socio-affective chosen, the researcher collected the data using the second instrument which is interview conducted to the respondents to gather in-depth information regarding the socio-affective traits chosen.

The first set of data obtained via checklist were analyzed by using frequency and looking at the similarities among respondents. Meanwhile, the second set of data gathered through the interview guide were analyzed by naming the respondents from both schools then transcribing the interview excerpts of all respondents.

The findings of this study are as follows. First of all, there are six socio-affective traits of an ideal English teacher which are chosen by the principals which are valuing other people opinions, well-behaved, having trusted and pleasant personality, arousing students’ motivation in learning English, and understanding foreign language learners’ problems. The items chosen by the principals are mainly in relation to the expectations for teachers in general. In relation to English teachers’ expectations, there are two socio-affective traits chosen by all English teachers which are displaying pleasant personality and arousing students’ motivation in learning English. The items chosen by the English teachers are mainly related to their professionalism and pedagogical practices in the classroom. Moreover, regarding the students’ expectations, there is one socio-affective item chosen by all respondents which is helping students’ self-confidence in learning English, while there are two items chosen by three respondents which are an ideal English teacher should alleviate students’ anxiety and should express confidence in students’ language abilities. For students, the socio-affective traits chosen indicated that students value their relationship with the students highly. For the state senior high school, it was found that all respondents expect an ideal English teacher to display pleasant personality while for private senior high school, four respondents chose arousing students’ motivation in learning English to be possessed by an ideal English teacher. It was also shown that socio-affective traits taken from Park and Lee (2006) are the most chosen items by the respondents.

Finally, the researcher proposed several suggestions to the following stakeholders. For principal, it is suggested to be knowledgeable not only about personal and social competences of teachers in general but also for English teachers specifically. It is expected that the principal is able to guide the English teachers to possess socio-affective traits containing personal, interpersonal, and social qualities of an ideal English teacher as expected by stakeholders since English is still regarded as one of the difficult subjects to be mastered by students. The principal is also recommended to instruct his or her subordinates to create English environment programs in their schools to provide English exposure as much as possible to the students.

For English teachers as the ones who become the spotlight in this study, it is expected to possess socio-affective traits of an ideal English teacher since they are the closest source for students in learning English. In relation to the findings and discussions of the study, English teachers are suggested to have pleasant personality in order for students to get closer with them which results in students being able to learn a lot from the teacher without being hesitant. English teachers are recommended as well to develop professionalism by working hand-in-hand with principal and colleagues.

For curriculum developers of English teacher education program, this study is hoped to be beneficial in developing the standard for pre-service English teachers in teaching practicum program. English teachers are expected to be knowledgeable in implementing the aforementioned socio-affective traits which result in students’ success in learning English.

For future researchers interested in investigating deeper about socio-affective traits of an ideal English teacher be it personal, interpersonal, or social, it is recommended to investigate more on the effect of teacher-student relationship on students’ English achievement since it has not been much investigated in the field of English Language Teaching (ELT).