Improvement of Teachers’ Ability to Carry on Positive Expectation Towards Students
DOI:
Abstract Views:
7 times
PDF-Full Text Downloads:
5 times
Abstract
In the learning process at the classroom, the teachers’ teaching practice contributes significantly to the students’ academic achievement. One of the aspects of teaching practice, teachers’ positive expectation towards students, has been proved to play important roles in improving students’ academic performance. However, in fact, many students especially low achieving students believed that they were not treated accordingly. This study was conducted with the following purposes: (1) to improve the teachers’ positive expectations towards their students, especially low academic achieving students, and (2) to prosper the positive perception of students regarding their relationships with their teachers, classroom climate, and their academic ability. This study was designed as an action research. Although the results could only be observed in improving the classroom climate, and not yet on the understanding learning materials and improving thinking skills, but implementation of the program on a longer-term and more intensive feedback sessions could bring more valuable results regarding teaching effectiveness.
Dalam proses pembelajaran di kelas, cara guru memandu pembelajaran akan memengaruhi keberhasilan dalam belajar. Salah satu aspek yang memengaruhi belajar siswa adalah harapan guru terhadapnya. Akan tetapi dari survei awal diperoleh bahwa para siswa, khususnya siswa dengan prestasi kurang, menilai guru kurang memberikan harapan positif terhadapnya. Penelitian ini bertujuan untuk 1) meningkatkan harapan guru terhadap siswa khususnya siswa dengan prestasi kurang dan 2) mengembangkan persepsi yang positif pada diri siswa terkait dengan relasinya dengan guru, iklim kelas, serta terhadap kemampuan belajarnya.Desain penelitian adalah penelitian tindakan, yang menghasilkan semakin positifnya persepsi siswa terhadap relasinya dengan guru serta iklim kelasnya setelah penerapan tindakan. Akan tetapi peningkatan pada persepsi terhadap kemampuan belajar serta prestasi akademik masih belum tampak. Penerapan tindakan yang berulang serta penyampaian balikan terhadap guru, diharapkan akan menghasilkan cara pembelajaran yang lebih efektif.
Downloads
References
Bordens, K.S., & Bruce, B.B. (2005). Research design and methods: A process approach (6th ed.). New York: McGraw-Hill, Inc.
Brown, M.R. (2007). Educating all students: creating culturally responsive teachers, classrooms and schools. Intervention in School and Clinic, 43(1), 57-63.
Cao, K.X. (2005). Three levels of motivation in instruction: Building interpersonal relations with learners. Distance Learning, 2(4), 1-7.
Davis, H.A. (2006). Exploring the context of relation- ship quality between middle school students and teachers. The Elementary School Journal,106(3),193-225.
Dolezal, S. E., Welsh, L.M., Pressley, M., Vincent, M.M. (2003). How nine third-grade teachers motivate student academic engagement. The Elementary School Journal, 103(3), 239-269.
Gall, M.D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education, Inc.
Hughes, J. N. (2001). Further support for the developmental significance of the quality of the teacher-student relation- ship. Journal of School Psychology,39(4),289-301.
Hughes, J.N., Gleason, K.A., & Duan Zhang (2005). Relationship influences on teachers’ perception of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303-320.
Jalongo, M. R. (2007). Beyond benchmarks and scores: Reasserting the role of motivation and interest in children's academic achievement. Childhood Education, 83(6), 395-408. Kekerasan terhadap anak. (2007, Nov.21).
Jawa Pos, p.9. Kierein, N.M. (2000). Pygmalion in work organization. Journal of Organizational Behavior, 21, 913.
McNiff, J. (2004). Action research: Principles and practice. New York: RoutledgeFalmer Rist, R.C. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in Ghetto education. Harvard Educational Review, 70, 257-323
Strahan, D.B., & Layell, K. (2006). Connecting caring and action through responsive teaching: How one team accomplished success in a struggling middle school. The Clearing House, 79(3), 147-154. Sutton, R.E. (2005). Teachers’ emotion and classroom effectiveness: Implications from recent research. The Clearing House,78(5), 229-235.
Wheatley, K.F. (2005). The case for reconceptualizing teacher efficacy research. Teaching & Teacher Education. 21(7), 747-766.
Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom instruction. Education. 128(4), 659-667.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
