DEVELOPING ENGLISH TEXT TRANSLATION SKILLS IN MIDDLE SCHOOL

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In student centered classrooms, teachers avoid transmissions of knowledge directly. Rather, students play active role in the learning process through trying “to make sense of what they are learning by relating it to prior knowledge and by discussing it with others” (Brophy, 1999:49). Students are provided opportunities to learn independently in student-centered learning and they are involved in the activities, materials and content. Creation of meaning comes to the fore in student-centered learning and learning is influenced by the prior knowledge. Student-centeredness focus on cooperative learning in which a group of students work together to complete a given task for that reason it enhances student-tostudent interaction (Condelli & Wrigley, 2009). Cooperative learning enables the students to seek for understanding. The search for constructing meaning and productivity leads to increased intrinsic motivation which will facilitate higher achievement in the classroom. Simply put, student-centered approach is based on the idea that students are engaged in knowledge construction using their experiences and actions. The proper implementation of student-centered instruction promotes motivation to learn, develops understanding, and facilitates knowledge retention (Collins & O’Brien, 2003). Cooperative learning gives students the authority to engage in the learning process. To accomplish tasks the students set goals and develop ideas, involve in thoughtful discourse, explore different perspectives and improve their learning. Effective learning occurs by means of providing democratic education to students (Goodlad, 2004). Similarly, Dewey (1997) emphasizes the role of active collaboration to establish a democratic society. When students are encouraged to create their own understanding in a classroom climate, they develop their individual responsibility. Teachers who are dedicated to teacher-centeredness prefer textbook dominated instruction. It should be borne in mind that textbook dominated pedagogy limits problem solving and decision making skills of students. The implementation of discussion-oriented activities helps students deal with multiple perspectives and build a community of dignity for diverse ideas. Democratic principles (Dewey, 1994) underpinned student-centered approach. The idea of giving responsibility to students, allowing them to act effectively, and stimulating reflective and critical thinking in the classroom enrich democratic society. Student-centeredness is an effective pedagogy to equip students with the necessary skills to generate a more democratic society.