| dc.description.abstract | Although there are many studies that discuss how to build teacher-student
relationships, studies that only focus on teacher-student relationships for difficult
students in the English classroom are still limited. This study aims to investigate how
an English teacher built her relationships with the difficult students. This is a qualitative
study. The data were collected by using an interview with one of the English teachers
at an Islamic boarding school in Yogyakarta and were analyzed by following
qualitative data analysis framework from Creswell (2014). . The results of this study
showed that the teacher build relationship with her students through these following
was: 1) Positive affect, such as showing care with her students, and remembering their
students’ names; 2) Positive reciprocity, such as having good coordination between
teacher and students; 3) Positive power, such as asking her students about the
difficulties of learning English; 4) Negative power, such as leaving the students' scores
as they are. In addition to these four findings, this research also has revealed an
emergent finding where teachers had good communication and coordination with peer
teacher or musyrifah who is a Quran teacher in the dormitory. This research suggests
some implications for teachers and school management system to be more aware of
their relationship with their students especially difficult students. | en_US |
