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    Student Centered Learning and Teacher Centered Learning

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    Slim Shaddys
    1) The document examines student attitudes towards student-centered and teacher-centered classroom approaches in English language learning. Results showed that while all three teachers used different methods, two were more student-centered and one was more teacher-centered in classroom management. 2) Student-centered learning puts students' activities and nature of learning outcomes at the center of the learning process. It integrates flexible, experiential, and self-directed learning. In a student-centered classroom, teachers consider students' needs and encourage participation. 3) The results showed that both student-centered and teacher-centered approaches should be used together to suit the context of English language learning in Indonesia. No single pure approach will be effective

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    Student Centered Learning and Teacher Centered Learning

    Uploaded by

    Slim Shaddys
    253 views5 pages
    1) The document examines student attitudes towards student-centered and teacher-centered classroom approaches in English language learning. Results showed that while all three teachers used different methods, two were more student-centered and one was more teacher-centered in classroom management. 2) Student-centered learning puts students' activities and nature of learning outcomes at the center of the learning process. It integrates flexible, experiential, and self-directed learning. In a student-centered classroom, teachers consider students' needs and encourage participation. 3) The results showed that both student-centered and teacher-centered approaches should be used together to suit the context of English language learning in Indonesia. No single pure approach will be effective

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    Student centered learning and Teacher centered learning

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    1) The document examines student attitudes towards student-centered and teacher-centered classroom approaches in English language learning. Results showed that while all three teachers used different methods, two were more student-centered and one was more teacher-centered in classroom management. 2) Student-centered learning puts students' activities and nature of learning outcomes at the center of the learning process. It integrates flexible, experiential, and self-directed learning. In a student-centered classroom, teachers consider students' needs and encourage participation. 3) The results showed that both student-centered and teacher-centered approaches should be used together to suit the context of English language learning in Indonesia. No single pure approach will be effective

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    253 views5 pages

    Student Centered Learning and Teacher Centered Learning

    Uploaded by

    Slim Shaddys
    1) The document examines student attitudes towards student-centered and teacher-centered classroom approaches in English language learning. Results showed that while all three teachers used different methods, two were more student-centered and one was more teacher-centered in classroom management. 2) Student-centered learning puts students' activities and nature of learning outcomes at the center of the learning process. It integrates flexible, experiential, and self-directed learning. In a student-centered classroom, teachers consider students' needs and encourage participation. 3) The results showed that both student-centered and teacher-centered approaches should be used together to suit the context of English language learning in Indonesia. No single pure approach will be effective

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 5

    Student-Centered and Teacher-Centered Classroom

    Management

    Abstract
    This significant reason for this examination explores that English language office
    understudies learning procedure are comprehensive of their demeanors towards
    understudy focused and customary showing draws near, culture learning in English
    as Foreign Language (EFL) program, frames of mind towards specialist in class,
    the primary issues experienced in the course in learning English and their routine
    with regards to language learning systems. All the more explicitly, do educators
    who use understudy focused guidance additionally actualize understudy focused
    administration? In this exact investigation, results show that, albeit every one of
    the three instructors utilized a diverse methodology, two educators would in
    general be more understudy focused while one was more educator focused as for
    study hall the executives. Every one of the three instructors' methodologies
    additionally mirrored the standards of "good study hall the board" got from studies
    led in the 1960's and 1970's in conventional transmission homerooms. Results
    likewise show that the instructors thought about the connection among guidance
    and study hall the executives, however not regarding utilizing understudy focused
    administration to help their understudy focused guidance. Or maybe, they
    considered what the board methodologies were important to effectively execute a
    specific exercise.

    Introduction
    Nowadays education is known as the key to the which has become a vital
    requirement of life for every individual. Basically, an individual without an
    education would not be able to proceed in life to higher education such as
    institution, colleges, university and many other. As, well to this the education
    system has progress rapidly where majority of the tutor and students have their
    own perception in developing their education skills where the tutor has an opinion
    of educating based on student centered learning approach is the finest and effective
    method of educating an individual in a learning process.

    1.0 Teacher-Centered and Student-Centered Classroom


    Management
    1.1 In instructor focused learning, educators play significant jobs in the learning
    procedure. Instructors are data suppliers or evaluator to screen understudies to
    find the correct solutions, yet understudies are seen as students who latently get
    data.

    1.2 In the educating of EFL, the primary core interest is getting the understudies to
    perform well on state-ordered. The instructors have less inspiration for
    development in instructing. As indicated by the examination in instructor
    focused learning, instructors normally utilize specific reading material, which
    are for the most part punctuation situated and to think about the language
    structures of local and target dialects. In this circumstance understudies will in
    general be more aggressive and individualistic in light of the fact that they have
    less chance to verbally process or connect.

    1.3 Besides that, as instructors become the most overwhelming wellspring of data,
    in instructor focused learning, for instance, all inquiries which are raised by
    understudies, assuming any, are addressed legitimately by instructors without
    understudies' inclusion. In structuring, the class exercises, educators control
    each and every learning knowledge. A few favorable circumstances of having
    educator focused learning are it is appropriate for enormous classes, it sets
    aside shorter effort to do the class exercises, learning materials can be solid and
    steady, instructors may feel less anxious, humiliated or tongue-tied, instructors
    can deal with the understudies to talk more in English since instructors can set
    the criteria when understudies need to convey in the class, they should utilize
    English. In along these lines of learning the genuine significant thing is to
    move the information to the students.

    2.0 Student-Centered and Teacher-Centered Classroom


    Management
    2.1 Understudy focused learning turns into a pioneer of improvement of learning
    approach. In this approach, understudies’ exercises are significant markers in
    learning
    procedure and nature of learning item. In the instructing and learning English, this
    methodology joins with adaptable learning, experiential learning, and self-
    coordinated learning.

    2.2 In
    this way, an understudy focused study hall is where educators think about the
    necessities of the understudies, as a gathering and as people, and urge them to
    partake in the learning process constantly. The educators' jobs are more that of
    facilitators than teachers. The understudies are dynamic members in the learning
    procedure, and instructors help to direct the understudies, deal with their
    exercises, and direct their learning.

    2.3 There are a few exercises in the learning process that get numerous favorable
    circumstances the learning process in English classes. In understudy focused class,
    understudies may work alone, two by two, or in gatherings. At the point when
    understudies are working alone, they can get ready thoughts or make notes
    previously class dialogs, doing listening undertakings, do short composed
    assignments, or doing language structure or vocabulary works out. Understudies
    can
    cooperate in combines or gatherings when they look at and talk about their
    replies, or read and respond to each other's composed work and recommending
    enhancements.

    2.4Understudies may cooperate in discourses or in pretends, share thoughts,


    assessments, and encounters. As indicated by these exercises bring a few
    preferences to
    understudies, for example, when understudies are cooperating in English they
    talk more, share their thoughts, gain from one another, vibe increasingly secure
    also, less restless, and utilize English in an important way.

    Discussion

    As to discoveries uncovered that the understudies' inspirational demeanor towards


    gathering work in class may get from the supposition that instructors have
    exceedingly embraced dynamic picking up showing philosophy as the type of
    actualizing understudy focused educating approach. As affirmed by Molungo
    (2013: 157's) examine discoveries, bunch work can animate learning since
    understudies are engaged with the class exercises. This finding demonstrates that it
    is crucial to utilize instructing system that enable understudy to work in gatherings.
    However, students’ shows various attitudes towards speaking out in class. Given
    their advanced English proficiency and their specialized area of their study,
    postgraduate students tend to show more positive attitudes than the undergraduate
    ones. Nonetheless, a few nerves are found among the entire understudies'
    gatherings when they are approached to stand up in class. In light of Juhana (2012:
    100), mental components like dread of committing error, timidity, uneasiness,
    absence of certainty, and absence of inspiration upset understudies from talking in
    English class in Indonesia. These components are generally brought about by their
    dread of being giggled at by their companions. Along these lines, the conceivable
    arrangement is the instructors ought to be increasingly mindful of their
    understudies' prevention to stand up in class. Meanwhile, the implication of
    findings for the nature and strength of motivation among students is supported by
    that instrumental motivation is the major motivational orientation for the
    undergraduate students to learn EFL in Indonesia. It means students need English
    for graduation (certificate and title) and higher studies.

    The after effect of understudies' frames of mind towards educator focused showing
    strategy and understudy focused encouraging methodology in class uncovered that
    both should be utilized in blend to suit the Indonesian EFL setting. As such, no
    'unadulterated' understudy or educator focused methodology will be compelling in
    the instructing and learning process. Harmer (2011) reinforces that no single
    instructing strategy that can 'fix', which implies that different encouraging
    strategies ought to be utilized by instructors to address the majority of
    understudies' issues. The result of students’ attitudes towards teacher-centered
    teaching method and student-centered teaching approach in class revealed that both
    need to be used in combination to suit the Indonesian EFL context. In other,
    words, no ‘pure’ student-or teacher-centered approach will be effective in the
    teaching and learning process. Harmer (2011) strengthens that no single teaching
    method that can possibly ‘cure’, which means that various teaching methods
    should be used by teachers to meet all of students’ needs. The discoveries on
    understudies' frames of mind towards remuneration techniques demonstrate that
    informative procedures are should have been instructed to EFL understudies,
    similar to how to utilize motions, words or expressions that mean very similar
    things. The has to realize fitting open procedures will improve the educating and
    learning of English. Besides that, the students’ attitudes toward social strategies are
    highly positive. Therefore, teachers need to encourage and motivate the students to
    improve their involvement in extracurricular activities or after-class activities to
    practice their English.

    Conclusion
    The results of the study do show a tendency that teacher-centered teaching method
    and student-centered teaching approach should be implemented in EFL teaching
    and learning. Not only one of them, but both of them can be used to enhance both
    effective teaching and learning at different levels. At tertiary level of education, the
    ideal way to innovate English teaching and to meet learner’s needs is by promoting
    learning. Instructors need to utilize understudy focused and educator fixated
    approaches properly dependent on the materials talked about. Because of the time
    requirements and extent of the examination, the present investigation just gets to
    the adapting needs, future research needs to consider the objective needs to make a
    total need examination in showing English in tertiary degree of instruction. The
    limitations of the present study leave gaps for other researchers to fill in through
    further investigations. One of suggested future studies is about designing
    appropriate curriculum to teach EFL using student-centered and teacher-centered
    approaches appropriately.

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