Teacher-centered or Student-centered Learning Approach to Promote Learning?

This study investigates English department students learning needs including their attitudes towards student-centered and traditional teaching approaches, culture learning in English as Foreign Language (EFL) program, attitudes towards authority in class, the main problems encountered in the course in learning English and their practice of language learning strategies. In this empirical study, following Xiao’s (2006) questionnaire, the data are collected from undergraduates and postgraduates students. In analyzing the groups, one-way ANOVA Test is used to identify whether the mean score on a variable differed significantly from one group to another by taking into account variation within groups as well as between groups. The findings of this research provide EFL teachers with insightful information on students’ learning needs as an input to syllabus and material planning, to lesson planning and classroom instruction practice. The study demonstrates the importance of a good understanding of students’ variables in TEFL programs at university level in Indonesia.


Introduction
To enable students to succeed in learning English as Foreign Language (EFL), language teaching and learning has witnessed a number of paradigm shifts in the areas of teaching methodology and pedagogic aims. In response to sustainable development of education for appropriate English language learning, many Asian countries, including Indonesia have implemented some approaches in teaching and learning English, include Grammar Translation Method, Direct method, Natural approach, communicative approach, computer assisted language learning (Al Rawi, 2013;Mulongo, 2013;Kamai, 2011;Meng, 2009;Kusumoto, 2008). At present, the main foci of English language teaching in Indonesia is no longer teacher-centered, but student-centered teaching approach (Indrianti, 2012;Lestari & Widjajakusumah, 2009) that gives students opportunities to improve their analytical skills, problem solving skills, as well as skills in deep learning, lifelong learning, self-directed learning, reflective learning, and motivation. This is aimed to achieve the learning outcomes that satisfy all the objectives of the learning process. As this has been employed, factors which may influence the implementation are identified (Lestari & Widjajakusumah, 2009). Besides, some studies have been done related to the application of studentcentered approach in the teaching of English in

Teacher-centered Learning
In teacher-centered learning, teachers play important roles in the learning process. Teachers are information providers or evaluator to monitor students to get the right answers, yet students are viewed as learners who passively receive information. In the teaching of EFL, the main focus is getting the students to perform well on statemandated tests rather than catering to students' need (Zohrabi, et al., 2012). The teachers have less motivation for innovation in teaching. According to Acat & Dönmez (2009) (Nagaraju, 2013). In this way of learning the real important thing os to transfer the knowledge to the learners.

Student-centered Learning
Student-centered learning becomes a pioneer of development of learning approach. In this approach, students activities are important indicators in learning process and quality of learning product (Zohrabi, et al., 2012). In the teaching and learning English, this approach links with flexible learning, experiential learning, and self-directed learning (Acat & Dönmez, 2009). Therefore, a studentcentered classroom is a place where teachers consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time. The teachers' roles are more that of facilitators than instructors. The students are active participants in the learning process, and teachers help to guide the students, manage their activities, and direct their learning.
There are several activities in the learning process that bring many advantages in the learning process in English classes. In student-centered class, students may work alone, in pairs, or in groups (Zohrabi, et al., 2012). When students are working alone, they can prepare ideas or make notes before class discussions, doing listening tasks, do short written assignments, or doing grammar or vocabulary exercises. Students can work together in pairs or groups when they compare and discuss their answers, or read and react to one another's written work and suggesting improvements. Students may work together in discussions or in role-plays, share ideas, opinions, and experiences. According to Nagaraju (2013), these activities bring some advantages to students such as when students are working together in English they talk more, share their ideas, learn from each other, feel more secure and less anxious, and use English in a meaningful way. and answering questions bring anxiety to them. (Questions 10,12,13,14,15,16,17) The findings indicated that the students liked to learn English and were interested in learning about major English-speaking countries.

Students' Attitudes towards Teacher-centered
Teaching Method in Class (Questions 18,27) The result showed that 47% (66) respondents agreed and 53% (74)  Culture Learning in EFL (Questions 11,23,36,37) There were no significant different on the whole student-groups in responding this variable.
Students' responses indicated that they liked to learn about target culture in English class, including Western people way of life and social custom especially though text materials.

Students' Attitudes towards Compensation
Strategies (Questions 29,31,32) The result of Question 31 showed that students often used gestures as communicative strategies than depending on the native language nor using words or phrases that mean the same thing. On

Major Difficulties Encountered in Students'
Learning Process (Questions 26,30,38,39,40,41,47,48,49,50,51,52,53,54,55,56) Dealing with difficulties encountered by students in learning process, the whole studentgroups indicated that teacher had already helped student with materials difficulty by explaining them in Indonesian language. Thus, students had bravery to do speak in English and had low anxiety in making mistakes. This finding could be explained because students usually used new words in sentences to make them remember them. Some problems like the availability of learning sources for instance materials, audio visuals, and textbooks that are compatible with requirements of studentcentered approach, assurance in getting good TOEFL scores, and guarantee of obtaining a good job after graduation from the university exerted heavy pressure on them. Besides that, some other problems like students' learning style, chances to speak in the class, and teaching methods were responded differently by the whole student-groups as shown by the ANOVA test.

Dicussion
Regarding the findings revealed that the students' positive attitude towards group work in class may derive from the assumption that teachers have highly adopted active learning teaching methodology as the form of implementing student- Meanwhile, the implication of findings for the nature and strength of motivation among students is supported by Emaliana (2011:199) that instrumental motivation is the major motivational orientation for the undergraduate students to learn EFL in Indonesia. It means students need English for graduation (certificate and title) and higher studies.
The result of students' attitudes towards teacher-centered teaching method and studentcentered teaching approach in class revealed that both need to be used in combination to suit the Indonesian EFL context. In other words, no 'pure' student-or teacher-centered approach will be effective in the teaching and learning process.
Harmer (2011)  Teachers also need to select appropriate teaching method that promotes learning, so, they need to be professional. Therefore, teachers' awareness on their professional development is needed to sustain their professionalism. Hartatik (2011: 422) mentions teachers are expected to be active in both in-service training and on-service training programs to improve their competences and professionalism.
Deal with major difficulties encountered in students' learning process, it is obvious that teachers need to concern with their teaching method.
Appropriate teaching method that can promote learning will solve the problems faced by the students. To select suitable element in determining the success of English language learning, the selection and preparation of teaching materials are important. Materials which tailored to students' need is effective to facilitate better learning and to enhance students' learning experiences (Indrianti, 2012: 380).

Conclusion
The results of the study do show a tendency that teacher-centered teaching method and studentcentered teaching approach should be implemented in EFL teaching and learning. Not only one of them, but both of them can be used to enhance both effective teaching and learning at different levels. At tertiary level of education, the ideal way to innovate English teaching and to meet learner's needs is by promoting learning. Teachers have to use studentcentered and teacher-centered approaches appropriately based on the materials discussed.
Due to the time constraints and scope of the study, the present study only accesses the learning needs, future research needs to consider the target needs to make a complete need analysis in teaching English in tertiary level of education. The limitations of the present study leave gaps for other researchers to fill in through further investigations.
One of suggested future studies is about designing appropriate curriculum to teach EFL using studentcentered and teacher-centered approaches appropriately.