Comparing Trained and Untrained Teacher in Giving Instruction
A.
Background of the Study
Teacher has significant roles in
teaching and learning process. Their roles don’t stop as an instructor in the
class but the students look to teachers as parents in some cases, counselors in
some cases, and teachers take those roles on because they really know these
students. Whereas, the students put some qualities of their teacher based on
these requirements; who makes the course interesting, teach with a good
pronunciation, shows the same interest in all students, shows great practice,
and makes the students’ work[1].
Thus, English teachers are demanded
to have competence in English teaching to guide their students in conveying the
material which is needed. As stated by Kjersten MacKensie, there are some
characteristic of teachers’ competence, those concerning about content area
knowledge, pedagogical capabilities, communication skill, and professionalism[2]. Indeed
they are required to be knowledgeable about multiple methods of instruction and
construct the appropriate instruction to their students.
Some characteristics of teacher’s
competence above will be found on the teacher who has a broad consider about students
quality and their achievement through instruction that they are given to their
students. Its means that they are qualified teacher that most of them are
trained teacher who have relevant education background. But the problem is not
all teachers do that and they are not coming from relevant education
background. In other word, they are untrained teacher that have limited
knowledge about some strategies in teaching.
Untrained teacher sometime have some
problems in their teaching. They are not know well their students, they are
lack of knowledge in giving instruction in the class, and so on that make their
students have low achievement in some subject and less attention to them. In
some cases, untrained teacher is the resource of the failure curriculum
implementation about the new syllabus[3]. It
is clarified with the result of the survey that was conducted by Australian
Education Union's State of Our Schools Survey, it showed that “while 58.9 per
cent of schools experienced teacher supply problems in the past year, 56.5 per
cent of schools indicated the teacher supply problem was becoming worse”[4].
To clarify and illuminate the
statements above, this research focus on comparing both trained and untrained
teacher in giving instruction in the class.
B. Problems
formulation
According
to research background above, the writer formulate the question for this
research as stated below:
1. How do untrained and
trained teachers teach to the extent of instruction in the class?
-
What are the differences between trained and
untrained teachers based on instructional theory?
C. Scope of
the study
This study emphasize on describing trained and untrained
teacher in giving instruction in the class. It is not judge the best between
two subjects but it is pure describe the way of both teacher’s in giving
instruction in the class.
D. Purpose of the Study
This research is aimed to describe two different
background’s teacher in giving the instruction in their class when they are
teaching.
E. Significance of the Study
The writer expected that through this study, the
reader will know the differences between two characteristic of teacher in
giving instruction in the class and their competence, for the parent, they will
know and understand in choosing a good private teacher for their child.
Besides, the writer hopes that it will become reference for the next researchers
who conduct the research related to the field.
F.
Literature Framework
1.
Definition
of Teacher
Teacher has various meaning, it can
be defined as a people who delivered knowledge to the students who have many
strategies in conveying the knowledge to their students, it clarified by Bruce
Joyce (1980 p.4) that teacher has storehouse of models they can draw upon to
teach students to think[5].
Extending the student’s knowledge is
not an easy task but the teacher should do that. It is clarified by Clark
(1993,) that, “Obviously, the definition involves someone who can increase
student knowledge, but it goes beyond this in defining an effective teacher”[6].
Indeed, those are a teacher’s job
where she/he has responsibility to the students in the school who instruct the
knowledge to their students professionally. In other word, it has similar
meaning with what was written in Cambridge dictionary that the teacher is someone
whose job is to teach in a school or college.
According
to those definitions about the teacher, the writer sum up that a teacher is a
people who has a job to increase and extend about student’s knowledge.
2.
Trained
and Untrained Teacher
Trained teacher
means that they are who teach with the relevant subject with their background
study. In other word, they have qualified competencies in their teaching. A
good teacher is kind, is generous, listens to students, encourages them, has
faith in them, keeps confidences, likes teaching children, likes teaching their
subjects, takes time to explain things, helps them when they are stuck, tells
them how they are doing, allow them to have their say, doesn't give up on them,
cares for their opinion, makes them feel clever, treats people equally, stands
up for them, makes allowances, tells the truth and is forgiving (MacBer, 2000)[7]. According
to Moore (2004), teachers are trained in the acquisition of certain
competencies related to aspects of classroom management, long-term medium-term
and short-term planning, recording and reporting students' work leading to the
achievement of prescribed, assessable and (presumably) acquired-for-life
'standards'[8].
Meanwhile, untrained
teacher can be defined as a teacher who has no relevant education background in
their teaching. In the education field if the teacher is untrained then whole
of education system will be disturbed, because he is not familiar with modern
educational methods. (Jafri & Shahzadi, 2002)[9].
3.
Instruction
Direct instruction refers to
instruction led by the teacher, as in “the teacher provided direct instruction
in solving these problems. In other word, it can be defined that instruction led
by the teacher regardless of quality[10].
According to Harmer (1991 p.50)
there are some stages in language learning/teaching on productive skill, they
are:
a.
Introducing
new language. The introduction of new language is frequently an activity that
falls at the ‘non-communicative’ end of our continuum. Often here the teacher
will work with controlled techniques, asking students to repeat and perform in
drills (though the use of discovery techniques).
b.
Practice.
Practice activities are those which fall somewhere between the two extremes of
our continuum. While students performing them may have a communicative purpose,
and while they may be working in pairs there may also be a lack of language
variety, and the materials may determine what the students do or say.
c.
Communicative
activities. Communicative activities are those which exhibit the characteristic
at the communicative end of our continuum.
Indeed, some
stages in teaching receptive skills are needed for the teacher, those includes:
a.
Lead-in.
Here the students and the teacher prepare themselves for the task and familiarize
themselves with the topic of the reading or listening exercise.
b.
Directs
comprehension task. Here the teacher makes sure that the students know what
they are going to do. Are they going to to answer questions, fill in a chart,
complete a message pad or try and re-tell what they heard or saw?
c.
Listen/read
for task. The students then read or listen to a text to perform the task the
teacher has set.
d.
Direct
feedback. When the students have performed the task the teacher will help
students to see if they have completed the task successfully and will find out
how well they have done.
e.
Direct
text-related task. The teacher will then probably organize some kind of
follow-up task related to the text[11].
Meanwhile, there are four phases of
necessary teacher’s activity in instructional theory which is developed by
Thornburg (1973), they are:
1.
Identifying
students need. This task consists of determining whether or not the student has
the skills prerequisite to the learning to be ensued. Implications for
Instruction are (a) to proceed if such skills are available or (b) to teach
diagnosed learning deficiencies before proceeding.
2.
Stating
student’s behavioral objectives. This instructional component requires formally
stating the specific behaviors or activities expected of students after
completing a teaching unit or course of instruction. Those objectives typically
include the three behavioral domains-cognitive, affective, and psychomotor.
3.
Developing
a teaching strategy. This activity is the most crucial aspect of the
instructional model. While on the surface it appears to be the same as
methodology, teaching strategy incorporates known psychological components that
prove effective in terms of students’ learning. presenting materials (stimuli),
providing for student response, and giving feedback to the students are the
primary function of the teaching strategy.
4.
Assessing
student behavioral change. The teacher has always been concerned about
evaluation. Traditionally, evaluation has consisted of giving tests in order to
determine how much the students has learned and then assigning marks
accordingly. The contemporary view is more concerned about a) assessing student
learning irrespective of grading and b) assessing student behavior on selected
criteria”[12].
Furthermore, it
clarified by Penny Ur (1991, p. 16) [13] “Experience
shows that teachers’ explanations are often not as clear to their students as
they are to themselves”. Being a good teacher who has high qualified, there are
some criteria that the teacher should to have, they are:
·
They
must hold at least a bachelor’s degree
·
They
must have obtained full state teacher certification or licensure in special
education.
·
They
must not had special education certification or licensure requirements waived
on an emergency, temporary, or provisional basis[14].
G.
Research Methodology
-
Research
Approach
This research
approach is designed to comparative study. It’s one of Qualitative
approach types. Whereas, according to Clissett (2008, p. 100) qualitative
research covers a wide range of approaches for the exploration of “human
experience, perceptions, motivations and behaviors” and is concerned with the collection
and analysis of words whether in the form of speech or writing[15]. While
comparative study can be defined as Comparison of outcomes, results, responses,
etc for different techniques, therapeutic approaches or other inputs[16].
So that, through this research, the writer will compare two different
result of her research.
-
Setting
This study will be conducted on March 2013 at SMA 25 Muhammadiyah Pamulang.
-
Sample
and Population
The population in this study is English teacher at SMA. Muhammadiyah
25 Pamulang. Some of them are graduated or studying in relevant field and some
other are not.
-
Data
Collection
Presenting an accurate data is the aimed writer in presenting readable
and reliable paper, so that, the data that will be collected through phases
below:
Interview
In this first
stage, the writer will design some questions that will be asked to both trained
and untrained teacher with the same question. It is aimed to compare the two
different teachers’ background in making the instruction in their class. In a
qualitative
interview, good questions should be
open-ended (ie, require more than a yes/no answer), neutral, sensitive and
understandable[17].
Observation
After getting some information and listening some avowal from the
teachers and the students, the writer will search and going to show directly
the truth of the data with observing the class for several days. It’s clarified
with Taylor-Power and Steele (1996) statement that “suggest that seeing and
listening are the key aspects of direct observation”[18]. Systematically,
in the direct observation method, the researcher observes people’s normal
behavior without disturbing the situation. So that, after getting the data from
this stage, the writer will compare the result from both interview and
observation and sum up the real result based on the real class.
-
Data
Analysis
If all result would had been collected, the writer will compare it
with the theory that she had been written before about teacher competence,
teaching strategy and theory of instruction. So that, it can be conclude depend
on the result and its theory.
REFERENCES
Britten
N. A Qualitative Interviews in healthcare. in Pope C Mays N. A
Qualitative Research in Healthcare 2nd ed. in British Dental Journal
vol.204 no. 6, Mar 22 2008.
Joyce,
Bruce, Marsha Well, Models of Teaching. 2nd ed, Englewood
Cliffs, NJ Prentice Hall, Inc. 1980.
Clark, D. Teacher evaluation: A
review of the literature with implications for educators. Unpublished
Seminar Paper, California State University at Long Beach, 1993.
Hershel
Thornburg, School Learning and Instruction: Reading, United State of America:
Wadsworth Publishing Company, 1973.
Hodder, I. The
Interpretation of Documents and Material Culture, 1994.
http://dawn.com/2012/11/03/untrained-teachers-galore-new-curriculum-in-kpschools-fails-to-deliver-the-goods/ (Retrieved December 12, 2012).
Jafri, H.,
& Shahzadi, S. Comparison between untrained teachers and achievement of
students at secondary level. Lahore: Unpublished master thesis, University
of the Punjab, 2002.
McBer, H. Research
into teacher effectiveness: A model of teacher effectiveness. 2000.
Mochtar Marhum,
English Language in Indonesian Schools in the Era of Globalization. 2009.
Moore, A, The
good teacher: Dominant discourses in teaching and teacher education. London:
Routledge Palmer, 2004.
Nahúm
Samperio Sanchez, Classroom Action Research http://idiomas.tij.uabc.mx/revistadom/volumen5/.pdf (January, 13 2007)
Rosenshine,
Barak, Five Meanings of Direct Instruction. Center on Innovation &
Improvement, 2008 p.1
Shulman, L. Those Who Understand:
Knowledge Growth in Teaching. Educational Researcher. Vol.15 No.2 (Feb
1987).
Tavallaei, Mehdi and Mansor Abu Talib, A General Perspective on
Role of Theory in Qualitative Research. Uluslararası Sosyal Ara_tırmalar
Dergisi The Journal of International Social Research Volume 3 / 11 Spring 2010
Taylor-Power,
E., Steele, S. Collecting Evaluation Data: Direct Observation. G3658-5,
Program Development and Evaluation. University of Wisconsin, 1996.
Wehrli, G.,
Nyquist, J.G. Creating an Educational Curriculum for Learners at Any Level.
AABB Conference, 2003.
[1] Harmer Jeremy,
The Practice of English Language Teaching, (USA: Longman Group UK,
1991), p.6
[3]
http://dawn.com/2012/11/03/untrained-teachers-galore-new-curriculum-in-kp-schools-fails-to-deliver-the-goods/ (Saturday,
December 12, 2012)
[5] Bruce Joyce,
Marsha Well, Models of Teaching. 2nd e (Englewood Cliffs, NJ
Prentice Hall, Inc. 1980)
[6] Clark, D. Teacher
evaluation: A Review of the Literature with Implications for Educators. Unpublished
Seminar Paper, California State University at Long Beach.p.10
[7] McBer, H.
(2000). Research into teacher effectiveness: A model of teacher
effectiveness. Retrieved October 9, 2006 from http://www.dfes.gov.uk/
esearch/ data/upload files/RR216.doc. In Farooq S Muhammad, Effect of Teachers’ Professional Education
on Students’ Achievement in Mathematics, Bulletin of Education & Research
June 2006, Vol. 28, No. 1, pp.47-55
[8] Moore,
A.(2004). The good teacher: Dominant discourses in teaching and teacher
education. London: Routledge Palmer.
[9] Jafri, H.,
& Shahzadi, S. (2002). Comparison between untrained teachers and
achievement of students at secondary level. Lahore: Unpublished master
thesis, University of the Punjab. In Farooq S Muhammad, Effect of Teachers’ Professional Education
on Students’ Achievement in Mathematics, Bulletin of Education & Research
June 2006, Vol. 28, No. 1, pp.47-55
[10]
Barak
Rosenshine, Five Meanings of Direct Instruction. Center on Innovation & Improvement (2008) p.1
[11]
Harmer Jeremy, The
Practice of English Language Teaching, (USA: Longman Group UK, 1991), p.6
[12] Hershel
Thornburg, School Learning and Instruction: Reading, (United State of
America: Wadsworth Publishing Company, 1973), p. 37
[14] Penny Ur. A
Course in Language Teaching. (Cambridge U.K: Cambridge University Press
1991). In Nahúm Samperio Sanchez, Classroom Action Research http://idiomas.tij.uabc.mx/revistadom/volumen5/.pdf
(January, 13 2007)
[15]
Mehdi Tavallaei
and Mansor Abu Talib, A General Perspective on
Role of Theory in Qualitative Research. Uluslararası Sosyal Ara_tırmalar
Dergisi The Journal of International Social Research Volume 3 / 11 Spring 2010
[17]
Britten N. A
Qualitative Interviews in healthcare. in Pope C Mays N. A Qualitative
Research in Healthcare 2nd ed. in British Dental Journal vol.204 no.
6, Mar 22 2008
[18] Taylor-Power,
E., Steele, S. (1996). Collecting evaluation data: Direct observation. G3658-5,
Program Development and Evaluation. University of Wisconsin. Retrieved September
26, 2009 from http://learningstore.uwex.edu/pdf/G3658-5.pdf in Jarko
Suhonen, Scientific Methodology in Computer Science, fall 2009 pdf
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