TEACHERS’ COGNITION ON TEACHER-STUDENTS INTERACTION IN ENGLISH CLASS

Dinda, Rahma (2023) TEACHERS’ COGNITION ON TEACHER-STUDENTS INTERACTION IN ENGLISH CLASS. Undergraduate thesis, UIN Fatmawati Sukarno.

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Abstract

This research was conducted at vocational high school 2 Bengkulu city. This study discusses how the existing cognition of the teacher. The teacher's cognition is seen based on the categories or indicators that exist in the interaction during teaching between teachers and students and how they apply cognition in the classroom. Because most teachers already have good cognition before teaching, when practicing in class, these cognitions are not applied. This study aims to determine the teacher's cognition about what the teacher thinks, knows, and believes in teaching interactions in the classroom and how it is applied when the teaching and learning process in the classroom is taking place. In this study the instruments used was interviews and classroom observations. The data analysis techniques are data collection, reduction, display, and drawing conclusion. The results showed that there were 3 types of categories that were dominantly used by teachers for students when learning English, namely: accepting feelings, asking questions, and giving directions. And not all teacher cognition goes as it should when in class.

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