TEACHING STRATEGIES RELATED TO STUDENTS CHARACTERISTICS A Case study of Telkom Polytechnic Students class of 2011 Pikir Wisnu Wijayanto,

M.Hum.# System Program, Information and Technology Department Telkom PolytechnicBandung Jl. Telekomunikasi, Ters. Buah Batu, Bandung, 40257, Indonesia Abstract Teaching English as a foreign language needs some strategies in order to achieve the learning objectives determined and teaching effectiveness. Lecturers' preparation in learning process is more differentiated teaching; there could be more divergent use of teaching strategies, especially related to different characteristics of learners. Therefore, lecturers should know their characteristics before conducting the learning process and determine the teaching strategies in order to create a teaching effectiveness and good atmosphere in the classroom. In this study, the writer analyzed the test result of students characteristics profile of Telkom Polytechnic students class of 2011 in term of personalities and interests, conducted by the students affair and careeralumni department. There were two types of the test; attitude prediction test used Papi Kostick model and talent-interest test used Holland model. The three-highest average scores in attitude prediction test were; social extension, need to related closely to individuals, and role of a hard worker. The three-lowest average score were; leadership role, need to be supportive, and need to control others. From the results of profiling the students in term of interest and talent test, they tended to be high on the social, enterprising, and conventional. According to some characteristics of students, the writer recommended some teaching strategies; creating more interactive and fun learning, carrying out an effective way in-class group work and discussion rather than individual project. In some other cases in term of tasks and assignments in group, lecturer should give the opportunity to student as a leader of group and be responsible in creating the leadership role. Lecturer also has to give more attention to the individual progress of student by giving them the progress evaluation and motivation. Keywords: students characteristics, teaching effectiveness and teaching strategies.

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INTRODUCTION This chapter is proposed to introduce the research and give explanation for the necessity to conduct it. This chapter consists of six main parts, namely the background of the study, problem identification, problem limitation, problem formulation, research goals, and research benefits. Background Teaching English as a foreign language needs some treatments or strategies in order to achieve the learning objectives determined and teaching effectiveness. Lecturers' preparation in learning process is more differentiated teaching; there could be more divergent use of teaching strategies, especially related to the characteristics of learners. The common problem faced is the preparation of lecturers for specific age levels, specific subject matter, academic skills, etc., does not take into consideration sufficiently the complexity of factors such as students various 99

characteristics in term of personalities and interests. Therefore, lecturers should know their characteristics before involving in the learning process and determining the teaching strategies in order to create a good atmosphere in the classroom. There are some acknowledgements that attention should be paid to students personality needs and to particular aspects of students with different cultural and backgrounds. Nevertheless, while the effect of personality characteristics on learning is significant, very little has been done or even suggested regarding the adaptation of teaching to students different personality characteristics. Among the reasons for that is the very large number of personality characteristics with a wide variety of tests to determine them and the problem of their lower validation than the ability tests. Also, the complexity of the interactions of personality characteristics with various other

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factors affecting learning seems too difficult to solve There is a strong need to train lecturers to adapt instruction to the diverse student abilities, personality characteristics, interests, learning styles, and needs by using more differentiated teaching strategies. Therefore, Career Alumni and Students Affair departments of Telkom Polytechnic conducted the of students characteristics profile test for students class of 2011, in order to know their previous characteristics in term of personalities and interests. The test results could be used as a reference to the lecturers in determining teaching strategies. It also could be assessed and given some counseling activities to observe the students progress in learning process. Therefore, by knowing the students characteristics previously, hopefully lectures could determine some appropriate strategies in teaching. Problem Identification The main issue discussed in this study was the findings and recommendation of some appropriate teaching strategies related to the students characteristics of Telkom Polytechnic students class of 2011. Problem Limitation In doing limitation of the research findings, the research only focused on the recommendations for English lecturers in implementing appropriate teaching strategies in learning process according to the characteristics of Telkom Polytechnic students class of 2011 according to the test; attitude prediction test used Papi Kostick model and talent-interest test used Holland model. Problem Formulation The research problems are formulated as follow: 1. What were the characteristics of Telkom Polytechnic students class of 2011 in term of personalities and interests? 2. What kind of teaching strategies recommended to English lecturers according to the characteristics of Telkom Polytechnic students class of 2011? Research Objectives The research had been conducted to serve some objectives, namely: 1. To know the characteristics of Telkom Polytechnic students class of 2011 in term of personalities and interests.

2.

To find the appropriate teaching strategies recommended to English lecturers according to the characteristics of Telkom Polytechnic students class of 2011. Research Benefits By conducting this research, it is hoped that by finding some appropriate teaching strategies, it will help lectures in achieving learning objectives determined by institution and creating a good atmosphere in learning process in term of teaching effectiveness. THEORETICAL REVIEW AND FRAMEWORK This chapter aims to review the theories underlying this study that become the bases for the discussion. The discussion consists of two main parts, namely, theoretical review and theoretical framework. Theoretical review The related theoretical review mainly discusses students characteristics, teaching effectiveness and teaching strategies. 1. Students Characteristics In some extent there is recognition among educators that personality characteristics such as self-reliance, attitudes, anxiety, independence, emotional stability have differential effects on students learning achievements. Research has revealed the importance of adjusting learning styles to the learner. In addition, the closer the match between students learning styles and their teachers teaching styles, the higher the grade point average (R. Dunn, Griggs, Olson, Gorman, & Beasley, 1995). Dunn and Dunn (1992), among those who conceptualized students learning styles, define learning styles as the way "each learner begins to concentrate on, process and remember new and difficult information" (p. 2). Only by examining each individuals multidimensional characteristics, can we identify that persons learning style (Dunn, Dunn, & Price, 1989). According to Gremli (1996), an individuals learning style is the way that person begins to process, internalize and concentrate on new material (p. 24). Each person learns in a unique way. There are similarities, of course, but

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every person has a learning style it is as individual as a finger-print (p. 24). 2. Teaching Effectiveness The criterion for teaching effectiveness varies depending on the objectives of individual instructors and the mission of their institution. In an effort to address the multidimensionality of teaching goals and responsibilities, teaching effectiveness is typically defined in terms of student learning (Hobson & Talbot, 2001). However, focusing on student learning exacerbates the difficulty of defining teaching effectiveness, because learning assessment encompasses equally broad criterion that range from personal development, to increased knowledge, to self-discipline, to career development. Marsh (1983) identified nine factors related to teaching effectiveness: learning, instructor enthusiasm, organization, group interaction, individual report, breadth of coverage, examinations, assignments, and workload. 3. Teaching Strategies Many educators and educational administrators are convinced that it is very difficult to implement multidimensional teaching strategies in the classroom for effective teaching strategies that engage and involve students, and in the process, make learning fun. However, it is possible to analyze the interactions between students and teachers characteristics and closely examine the resulting different learning outcomes. For example, students of higher ability levels who are also self-reliant, independent, with lower anxiety tend to do better under divergent teaching and self-directed learning conditions, while students of lower ability levels who are also dependent, and anxious, tend to do better under convergent teaching with clear structure and much direction. Such interactions need to be explored further to find more about the various factors affecting the teaching learning process. The outcomes of such exploration can be

very helpful in the search for enhancing teaching effectiveness and students achievements. Theoretical framework The attempts to determine appropriate teaching strategies related to the students characteristics may become critical steps toward dealing with some of the particularly difficult problems on creating the teaching and learning process effectively. Admittedly, many difficulties are faced not only by teachers but also by administrators and policy makers or institution in the endeavor to adapt instructional strategies related to students characteristics, but the methods and concepts of the field of complex systems can provide ways of implementing such changes in the attempts to introduce reforms to the education system. METHODOLOGY This chapter discusses the methodology used to conduct the research. This chapter consists of methods, the nature of data, data setting and source, data gathering instruments, data collection, data analysis, and data validation. Methods This research was a case study method. The case study research method is an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Yin, 1984, p. 23). This research was concerned on finding the teaching strategies related to the characteristics of Telkom Polytechnic students class of 2011. Nature of data The nature of the research data of this research was a case study with categorical data. In statistics, categorical data is that part of an observed dataset that consists of categorical variables, or for data that has been converted into that form, for example as grouped data. More specifically, categorical data may derive from either or both of observations made of qualitative data, where the observations are summarized as counts or cross tabulations, or of quantitative data, where observations might be directly observed counts of events happening or they

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might counts of values that occur within given intervals (Andersen, 1980). The writer analyzed the test result of students characteristics profile of Telkom Polytechnic students class of 2011, conducted by the Students Affair and Career-Alumni department. There were two types of the test; attitude prediction test used Papi Kostick model and talent-interest test used Holland model. The data were quantitative inquiries used numerical of students characteristics and interests and processed to answer specific questions. Therefore, the obtained data could be used as references to recommend some appropriate teaching strategies in learning process. Data setting and source The students profiling test wasnt conducted on January 2nd 31st 2011 to Information and Technology (IT) Department students at Telkom Polytechnic Bandung. It was done by giving two types of the test; attitude prediction test used Papi Kostick model and talent-interest test used Holland model to Telkom Polytechnic students class of 2011. Data gathering instruments The current research implemented three data gathering instruments; they were documentary analysis of attitude prediction test and talent-interest test, formative interview, and literature study. Data collection The research took place at Information and Technology (IT) Department of Telkom Polytechnic Bandung. The participants were 638 new students class of 2011; they were 373 students from Information System, 126 students from Accounting Computerization, and 139 students from Computer Engineering. Data analysis Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making. Adr, H.J. (2008), in any report or article, the structure of the sample must be accurately described. It is especially important to exactly determine the structure of the sample (and specifically the size of the subgroups) when subgroup analyses will be performed during the main analysis phase. The characteristics of

the data sample can be assessed by looking at basic statistics of important variables, scatter plots, correlations, and cross-tabulations. (p 345). RESEARCH FINDINGS This chapter presents the results of the research instruments in gathering data as well as data analysis in order to answer the research problems. Students characteristics profile The characteristics profile discussed were

the students personalities and interests of Telkom Polytechnic students class of 2011. The personalities profile of Telkom Polytechnic class of 2011 According to the profiling test conducted by Students Affair and Career Alumni department, the three highest and lowest average scores of students characteristics were illustrated into the diagram below: Diagram 1 The personalities profile of Telkom Polytechnic class of 2011 The three highest average scores of Telkom Polytechnic students class of 2011 were in these aspects: Social extension, this can mean two things: In the positive aspect, they tend to be confident and very happy to hang out, like social interaction, to create a fun atmosphere, have initiates, able to establish relationship and communication, and care to others, but in the negative aspect, they like wasting the time for social activities, and less concerned about the completion of tasks. In the positive aspect, they sensitive to the needs of others, so think of things that are considered important by others, like having a warm and sincere friendship, but in the

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Easternly Circling the Western Square negative aspect, they are very sensitive, easily offended, it takes self-acceptance, tend to be subjective in their dealings with others, is highly dependent on specific individuals. Role of a hard worker, with an average score range 5 6 which means they usually run the work (task) with enjoy, 'relaxed', without having excessive effort. The three lowest average scores of 2011 Telkom Polytechnic students were in these aspects: Leadership role, which means they tend to have lack of confidence and do not want to lead or supervise others. Need to be supportive, this could mean two things for them. In the positive side, they are autonomous, able to work alone without the intervention of others, the motivation for the task itself arises not because of authority and praise, but in the negative aspect, they questioned authority, tend to be dissatisfied with bosses, loyalty is more based on personal interests. Need to control others; in an average, they are reluctant to control others. The interests profile of Telkom Polytechnic class of 2011 4. Ideally, Telkom Polytechnic students should have the interests toward investigative, realistic and conventional in learning process and future work, which will deal with investigative, realistic and conventional things (as an IT specialist, consultant, developer, etc.). These works would be optimal if done by people with the characteristics of investigative type that will use analytical skills, intellectual. Then, for people with realistic characteristics type, they will use their capabilities of practical and realistic in solve the problems (such as the coursework and work) methodical in carrying out tasks in college and work. It is also necessary for people with the conventional characteristics to be optimal in the field of information technology which should pay more attention to neatness, having good in clerical and numerical ability. However, based on the results of profiling the student of class 2011, their interests tend to be high on the social, enterprising and conventional as illustrated on the diagram below: Diagram 2 The interests profile of Telkom Polytechnic class of 2011 The description of the students interests were described as follow: Social choose work/social situations where they can bind themselves to the activity and avoid to the situations and realistic type of work. use of social competence to solve their problem. perceive themselves as persons who like to help others, in order to understand trough the needs of others and have no mechanical and scientific ability. glorify social manners and governance activities.

1.

2. 3.

The characteristics of individual social type were: ascendant, cooperative, feminine, friendly, generous, helpful, idealistic, insightful, kind, persuasive, responsible, sociable, tactful, understanding. Enterprising

1.

2. 3.

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choose a job/enterprising situation where they can bind themselves to these activities and avoid the situation and type of investigative work. use their competencies to manage something to solve his problem. perceive themselves as aggressive, popular, confident self, sociable, able to lead and have the verbal skills, but less capable in science. glorify political and economic achievements.

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The characteristics of the type of enterprising individuals were: acquisitive (greed), adventurous (adventurer), ambitious, argumentative, dependent, domineering (dominance), energetic, exhibitionistic, flirtatious, impulsive, optimistic, seeking pleasure, selfconfident, sociable, talkative. Conventional choose a job/conventional situation where they can bind themselves to the activity and avoidance of situations and manifold artistic work and is free. 2. use a stick to the rules governing the competence to solve their problem. perceive themselves as people who follow the rules, obedient, neat work as well as clerical and numerical ability. 2. using of job performance in business and economic governance. The characteristics of the conventional type of individual were: conforming, conscientious (thorough), defensive, efficient, inflexible, inhibited, obedient (obedience), orderly (disciplined), persistent, practical, prudish (hypocrites), self-controlled (calm), unimaginative. 1. Teaching Strategies Recommended According to some characteristics of students, the writer recommended some teaching strategies; 1. Creating more interactive and fun learning This strategy of techniques and fun activities designed to involve students in large and small lecture-based classes in creating an interactive classroom experience. The use of media with e-learning concept in term of interactive learning could be implemented approximately. The main purpose of this strategy was intellectually engage and involves students as active participants related to characteristics of social extension, and need to relate closely to individuals. There were some steps could be implemented by English lecturer; Engage the students in pre-instructional planning with many different ways by varying learning contexts and objectives. Select engagement triggers as the center of a fun activity and learning tasks for interactive segments to capture student attention. Select and adapt from interactive lecture techniques that meets the desired learning objectives with implementing an

appropriate activity from the many possible techniques available. Structure and manage the interactive class session by selecting fun activities in a group work. Select mechanisms and methods for collecting, organizing, and responding to feedback by determining how to end an interactive activity. Then, gather student responses and provide, when appropriate, a synthesizing discussion or follow-up the formal or informal assignment. The interactive segment must meet the learning objectives determined. Carrying out an effective way in-class group work and discussion rather than individual project. An effective group work discussion is an excellent way to engage students in thinking, analyzing and defending one side of an issue, rather than listening only to the lecture. Students with role of a hard worker characters must also respond critically to one another, rather than interacting intellectually only with the lecturer. Classroom discussion could also be used to engage the students intellectually in solving a problem. The lecturers could implement a case study and brainstorming strategies to engage them in the discussion. This teaching strategy is appropriate also in creating investigative and realistic interests for IT students in Telkom Polytechnic. 1.

Consider using the preparation as a springboard for discussing a related or extended topic during class, rather than having students simply discusses their preparation for the discussion outside of class,. In some other cases in term of tasks and assignments in group, lecturer should: 1. Give the opportunity to student as a leader of group and be responsible in creating the leadership role. A. Develop leadership skills in students with leadership role, need to be supportive, and need to control others characters involves to build their confidence and comfort with making public speaking and presentations skills as well as the ability to work well with others. B. Focus on giving students 104

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and regurgitate. This strategy could be implemented to the students with need to be supportive characters because it recognizes the power of feedback to motivate more effort to learn. Lecturer could do the following strategies: 1. Generate a learning atmosphere that is open and positive. 2. Give positive feedback that supports students' do well beliefs. 3. Help students find personal meaning and worth in the material. 4. Help students feel that they are a valued part of a learning community. 5. Make sure there are opportunities for students' success by giving tasks that stretch them a little. CONCLUSIONS AND RECOMMENDATIONS This chapter deals with two parts, namely conclusions and recommendations. The first part deals with giving conclusions of the study. The second part deals with the recommendations for the lecturers, the students, and further research. Conclusion The result of three-highest average scores in attitude prediction test were; social extension, need to related closely to individuals, and role of a hard worker. While, the three-lowest average score were; leadership role, need to be supportive, and need to control others. Ideally, the Information Technology (IT) students of Telkom Polytechnic should have the interests toward investigative, realistic and conventional in learning process and their future work, which will deal with investigative, realistic and conventional things (as an IT specialist, consultant, developer, etc.). However, from the results of profiling the students in term of interest and talent test, they tended to be high on the social, enterprising, and conventional. According to some characteristics of students, the writer recommended some teaching strategies; creating more interactive and fun learning, carrying out an effective way in-class group work and discussion rather than individual project. In some other cases in term of tasks and assignments in group, lecturer should give the opportunity to student as a leader of group and be responsible in creating the leadership role. Lecturer also 105

opp ortu nitie s with need to contr ol other s char acter s to prac tice plan ning , team wor k, and team buil ding skill s in smal l grou p proje cts that also requ ire the m to thin k creat ively , liste n to grou p mem bers and deal patie ntly

has to give more attention to the individual progress of student by giving them the progress evaluation and motivation. By implementing some appropriate teaching strategies, it will help lectures in achieving learning objectives determined by institution and creating a good atmosphere in learning process in term of conducting teaching effectiveness. Recommendation Knowing the students characteristics is recommended for lectures before conducting learning process in order to create a good atmosphere, achieve the objectives determined by institution, and to enhance the teaching effectiveness; therefore lecture could settle on appropriate treatments in term of teaching strategies. Some teaching strategies recommended above, still could be developed to some techniques according to the situation and learning objectives would be achieved. In teaching and learning process, the role of teaching strategies is very significant. Expectantly, for the next research, there would be more references of strategies used for lectures based on students characteristics, personalities, talents and interests. BIBLIOGRAPHY Adr, H.J. (2008). Chapter 14: Phases and initial steps in data analysis. In H.J. Adr & G.J. Mellenbergh (Eds.) (with contributions by D.J. Hand), Advising on research methods: A consultant's companion (pp. 333356). Huizen, the Netherlands: Johannes van Kessel Publishing. Andersen, Erling B. (1980). Discrete statistical models with social science applications. North Holland. <http:// en.wikipedia.org/wiki/ Categorical_data>. Retrieved April 3rd, 2012. Bar-Yam M, Kathleen R, Linda B. S, Jim K, & Yaneer B.Y. _______. Changes in the teaching and learning process in a complex education system. <http:// www.necsi.edu/research/ management/education/ teachandlearn.html>. Retrieved April 3rd, 2012. Barbara J. Tewksbury & R. Heather Macdonald. (2005). Designing effective and innovative courses. [online]. <http://serc.carleton.edu/ NAGTWorkshops/coursedesign/ tutorial/strategies.html>. Retrieved

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Dunn, R., & Dunn, K. (1992). Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston: Allyn and Bacon. <http:// www.intime.uni.edu/model/ teacher/teac1.html>. Retrieved April 2nd, 2012 Dunn R., Dunn K., & Price, G. E. (1989). Learning style inventory. Lawrence, KS: Price Systems. <http:// www.intime.uni.edu/model/ teacher/teac1.html>. Retrieved April 2nd, 2012 Dunn, R., & Griggs, S. A. (1995). Learning styles: Quiet revolution in American secondary schools. Westport, CT: Praeger. <http:// www.intime.uni.edu/model/ teacher/teac1.html>. Retrieved April 2nd, 2012 Gardner, H. (1993). Frames of mind: The theory of multiple intelligences /10th Anniversary Edition. New York: Basic Books. Gremli, J. (1996). Tuned in to learning styles. Music Educators Journal, 83, 2427. <http://www.intime.uni.edu/ model/teacher/teac1.html>. Retrieved April 2nd, 2012 Hobson, S. M. & Talbot, D. M. (2001). Understanding student evaluations: what all faculties should know? College Teaching 49(1): 26-31. Marsh, H. W. & Roche, L.A. (1997). Making students evaluation of teaching effectiveness effective: the critical issues of validity, bias, and utility. American Psychologist 52 (11): 1887-1197. <http://www.oid.ucla.edu/ publications/evalofinstruction/ eval6>. Retrieved April 2nd, 2012. _______. (2010). How to motivate students to learn. <http:// one2get2no.hubpages.com/hub/ Motivate-Students-to-Learn>. Retrieved April 3rd, 2012. Ramsden, P. (1992). Learning to teach in higher April 2nd, 2012

to students. [online]. <http://www.ehow.com/ how_7973011_teaching-leadershipskills-students.html>. Retrieved April 2nd, 2012 Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.

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