Teachers Identity in Social Competence Point of View: Managing EFL Classroom
Annisa Mulia, Sunarya, Fajarudin Akbar
University of Singaperbangsa Karawang
Abstract
In the field of education, it does not merely focus on the cognitive competence of the teacher only. It cannot be denied that a teachers social competence is very important. Good teacher social competence is needed to create a vibrant and active classroom atmosphere, to deliver learning materials well, and to enhance positive relationships between teachers and students. Therefore, the teachers social competence contributes in organizing the classroom. By providing a good classroom settings equipped with good teacher social skills, all learning processes and objectives can be achieved. The objectives of this study is to find out how EFL teachers looking at social competencies and in what ways they apply these social competencies in the classroom especially in managing EFL classes. In this study, ideas about teacher identity are explored, focusing on the social competence of English teachers needed to regulate EFL classes in junior and senior high school. As Everstone and Weinstein (2006) state of classroom management is one of the most serious challenges that students and novice teachers face. This study used descriptive qualitative methods to discuss problems that emphasized meanings and processes.
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Topic: International Conference of English Language Teaching, Literature & Linguistics