Artikel Umum


Dipublikasikan pada : 24 April 2018.

In his writing – Research, the Teacher and Classroom of Tomorrow -, David Nunan investigates the importance of research for teachers of language and for language classroom of tomorrow. He divides his paper into two parts. First, he analyses the latest issue in research and shows that research is the needed by classroom of tomorrow. In this part, he mentions the four key principles which should assist the research agendas development. The first principle is contextualized and classroom-oriented. Research needs to be contextualized and have direct contact to the real teaching and learning activities. Next, get closer links between teaching and research. Autonomous teachers are the main link among teaching, learning and research. Becoming an effective teacher is a never-end process. Other principle is collaborative research. It is a research in which all those involved in the research process, teacher-researchers, administrators, and informants have an active role, and a voice within the process itself (Nunan, 1992). The last principle is extending the vision. Language education teachers-researchers should develop an extended vision of the nature of research. In brief, all the key principle that Nunan describe in his paper give the contribution to set strategic direction for a research agenda which is important to the needs and problems of the classroom of tomorrow. All principles mentioned are applicable to conduct both qualitative and quantitative research so that helping us to find the appropriate one to be involved in research of language learning and use.

In the second part, Nunan shows some researches which are relevant to the classroom of tomorrow related to the development of research related to the development of research agenda. It can be concluded that research for classroom of tomorrow should be direct connected to practice and help teachers in developing effective work; should be effort collaboration between teacher, researcher, and learners; should concern on the classroom context in which language learning process occur; should tolerate for the urgent perspective on teaching; and also should guide teachers in controlling their professional environment.