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ANALYSIS OF TEACHER PEDAGOGICAL COMPETENCE IN TEACHING
ENGLISH AT THE FIRST GRADE OF SMA NEGERI 5 SELAYAR
A THESIS
Submitted to the Faculty of Teacher Training and Education
Makassar Muhammadiyah University in Partial fulfillment of the requirement for
the degree of education in English department
BASRI 10535633215
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EADUCATION
UNIVERSITY OF MUHAMMADIYAH MAKASSAR
2019
ii
iii
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
iv
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : [email protected]
Web : www.fkip.unismuh.ac.id
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : BASRI
NIM : 10535 6332 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : ANALYSIS OF TEACHER’ PEDAGOGICAL COMPETENCE
IN TEACHING ENGLISH AT THE FIRST GRADE OF SMA
NEGERI 5 SELAYAR”
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji
adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh
siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020
Yang Membuat Pernyataan
BASRI
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
v
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : [email protected]
Web : www.fkip.unismuh.ac.id
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : BASRI
NIM : 10535 6332 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya
akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan
3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang Membuat Perjanjian
BASRI
vi
ABSTRACT
BASRI, 10535633215.2019. “ANALYSIS OF TEACHER’ PEDAGOGICAL
COMPETENCE IN TEACHING ENGLISH AT THE FIRST GRADE OF
SMA NEGERI 5 SELAYAR”. A thesis of English EducationFaculty of
TeacherTraining and EducationMuhammadiyah University of Makassar
(supervised NunungAnugrawati and Muh. AsriantoSetiadi)
The main objective of this research was to know the teacher pedagogical
competence in teaching English at the first grade of SMA Negeri 5 Selayar. This
research used descriptive qualitative method. The research focused on the ten
grade of SMA Negeri 5 Selayar and the subject of this research was one of
English teacher at SMA Negeri 5 Selayar. The data in this research were taken
from observation checklist and interview. Form the data observation checklist
aims to analysis the teacher pedagogical competence in teaching English. The data
from interview was to know the teacher competency in teaching English on the
learning process.
Based on the researcher findings showed that: there were five pedagogical
aspects that researcher can see when teacher was starting to teaching at SMA
Negeri 5 Selayar on ten grade senior high school, those were, the English teacher
have skills in opening classroom is well, and the teacher has masteredthe methods
very well accordance with the material, the English teacher has ability in mastered
the learning material is well, and alsothe English teacher has ability in managed
classroom, and then, theteacher has ability in closing classroom very good.
Key word: Teacher, Pedagogical, Competence.
vii
ABSTRAK
BASRI. 10535633215. 2019. “ANALISIS KOMPETENSI PEDAGOGIK
GURU DALAM MENGAJAR BAHASA INGGRIS PADA TINGKAT
PERTAMA SMA NEGERI 5
SELAYAR.”SkripsiJurusanBahasaInggrisFakultasKeguruandanIlmuPendidikanU
niversitasMuhammadiyah Makassar (
dibinmbingolehNunungAnugrawatidanMuh. AsriantoSetiadi)
Tujuanutamadaripenelitianiniadalahuntukmengetahuikemampuanpedagogi
k guru dalammengajarbahasainggrispadatingkatpertama SMA Negeri 5
Selayar.penelitianinimenggunakanmetode descriptive kualitative.
Penelitianiniberfokuspadakelassepuluhtingkat SMA Negeri 5 Selayar and
subjekutamapenelitianiniadalahsalahsatu guru bahasainggris SMA Negeri 5
Selayar.Data yang dalampenelitiandiambildariobservasidanwawancara.Bentuk
data observasiceklisberjuanuntukmenganalisakemampuanpedagogik guru
dalammengajarbahasainggris.Data
dariwawancaraadalahuntukmengetahuikompetensi guru dalammengajar.
Berdasarkantemuanpenelitimenunjukkanbahwa: 1) ada lima kompetensi
yang penelitibisalihatketika guru mulaipelajaran di SMA Negeri 5
Selayartingkatkelassepuluh , yaitu, kemapuanguru
dalammembukakelasdenganbaik, kemampuan guru
dalammenguasaimetodesesuaidenganmateri,kemampuan guru
dalammenguasaimateripembelajaran, kemampuan guru dalammengaturkelas,
dankemampuanguru dalammenutupkelasdenganbaik.
Kata kunci: Guru, Pedagogik, Kemampuan.
viii
MOTTO
Be Patient in Face the Life Challenge
Because Everything is Need Process
ix
ACKNOWLEDGEMENT
Praise and deep gratitude to Allah SWT, for the abundance of
grace, and guidance of his given to the writer that made this thesis can be
completed properly, greeting and shalawat may always be devoted to
prophet Muhammad Saw. The writer finally able to complete thesis
entitled “analysis of teacher pedagogical competence in teaching English
at the first grade of SMA NEGERI 5 SELAYAR”.
This thesis is a requirement for achieving a bachelor of English
education department, faculty of teacher training and education,
muhammadiyah university of Makassar
(UniversitasmuhammadiyahMakassar ).
The author would like to say thanks profusely for all the help that
has been given either directly or indirectly during the preparation of this
final thesis to complete. In particular gratitude that are due to:
1. Prof. Dr. H. ABD. RAHMAN RAHIM, S.E,. M.M,.the Rector of
Muhammadiyah University of Makassar for his academic advisor to
the researcher during the researcher’s study.
2. Erwin Akib, M.Pd., Ph.D, the dean of teacher training and education
faculty, Muhammadiyah University of Makassar for his motivation
and academic advisor to the researcher during the researcher’s study.
3. The researcher also thanks to head of English education department,
UmmiKhaeratiSyam, S.Pd., M.Pd. for her academic advisor and also
x
for all of lectures and staffs of English Education department for
giving he knowledge and guidance and help during the researcher’s
study.
4. The researcher high appreciate and great thankful are due to
consultants NunungAnugrawati, S.Pd.,M.Pd and Muh. AsriantoSetiadi,
S.Pd., M.Pd for their guidance, encouragement, motivation, and their
patience from the beginning until the end of writing this thesis
5. Thanks for my beloved brothers, people who always given to me
support as long I am in university in continue my study.
6. Thanks for my family always pay for me and support me which I can’t
mention one by one.
7. And the last, thank you for my classmate “Different class. Thanks for
you pray and helping everybody.
The writer realizes that this thesis has not been perfect, both in
term of material or presentation, the suggestion and contractive criticisms
are expected in the completion of this thesis. Recently writer hopes so that
this thesis can provide things that are useful add insight to the reader and
especially for writer as well.
Makassar, Oktober 2020
BASRI
xi
TABLEOF CONTENT
TITLE PAGE ................................................................................................. i
LEMBAR PENGESAHAN ........................................................................... ii
APPROVAL SHEET ..................................................................................... iii
SURAT PERNYATAAN ............................................................................... iv
SURAT PERJANJIAN .................................................................................. v
ABSTRACT .................................................................................................... vi
ABSTRAK ...................................................................................................... vii
MOTTO .......................................................................................................... viii
ACKNOWLADGEMENTS .......................................................................... ix
TABLE OF CONTENT ................................................................................. x
LIST OF FIGURES ....................................................................................... xi
LIST OF APPENDICES................................................................................ xii
CHAPTER I : INTRODUCTION ................................................................ 1
A. Background .......................................................................................... 1
B. Problem Statement ............................................................................... 4
C. Objective of the Research .................................................................... 4
D. Significance of the Research ............................................................... 4
E. Scope of the Research .......................................................................... 4
CHAPTER II : REVIEW OF RELATED LITERATURE ........................ 6
A. Some Previous Research Findings ....................................................... 6
B. Some Partinent Ideas ........................................................................... 8
1. Teacher .......................................................................................... 8
2. Pedagogical .................................................................................... 15
3. Competence ................................................................................... 20
C. ConceptualFramework ......................................................................... 28
CHAPTER III : RESEARCH METHOD .................................................... 29
A. Research Design ................................................................................... 29
B. Research Variable ................................................................................ 29
C. Research Subject .................................................................................. 30
xii
D. Research Instrument ............................................................................. 30
E. Data Collection Procedure ................................................................... 31
F. Data Analysis Technique ..................................................................... 31
CHAPTER IV FINDING AND DISCUSSION ........................................... 35
A. Research Findings ................................................................................ 35
1. Planning.......................................................................................... 36
2. Implementation .............................................................................. 37
3. Evaluation ...................................................................................... 41
B. Discussion ............................................................................................ 44
CHAPTER V CONCLUSION AND SUGGESTION ................................. 49
A. Conclusion............................................................................................ 49
B. Suggestion ............................................................................................ 49
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xiii
LIST OF FIGURES
Figure 1: Conceptual Framework .................................................................... 28
Figure 2: Interactive Model of Data Analysis................................................... 32
1
CHAPTER I
INTRODUCTION
A. Background
Teachers’ pedagogical competence is the ability to manage learning,
which includes planning, implementation and evaluation of learning
outcome of learners. These competencies should be owned by every teacher
in order to achieve success in learning and teaching (Baker, EL, 2005). One
of the challenges the teachers face is the fulfillment of their potential. It is
believe that many teachers fail to fulfill potential, not because of they do not
know the subject matter, but because they do not understand students or
classroom.
Every professional teacher in Indonesia is required to have certain
standard of competencies. A professional standard attempts to describe the
teachers’ belief, knowledge, understanding and ability as specialist
practitioner in their fields. They also have to be capable to master the
learning material which will be teach and also develop so it can be using in
practice or in the learning process (Ingvarsong, 1998).
The roles of teacher in language teaching classroom depend on the
teaching method or approach that is used because the teacher roles for
different teaching method or approach are different. The approach of
language teaching that is applied today is communicative approach. Sadtono
(1987) defines a communicative approach as an approach for teaching
2
language, which concern with communicative competence ability to
use language acceptably in certain situation.
So, being a teacher is not as easy are the people think, because
“teacher play an important role in what they do, and how they do in
developing their own professional knowledge and practice” (Loughran,
2005).They became the modals for their students. Thus, the teachers’
attitude and behavior would most likely be imitated by their students in the
class. In the other word, a teacher also carries a big responsibility in his/her
classroom. One of reason is that the teachers are people who are very
influential in teaching-learning process. Everything they say would have an
impact on their students. If the teachers fells happy or angry, it would be
spread among students because their attitude would get contagious for
students. Therefore, teachers should be really bring their students to the
objective to be achieves because all students depend on them.
Teaching a language has many different features. A teacher does not
only teach and pay attention to students’ language skills, such as reading
writing, listening and speaking, but also helps, facilitates, and encourage
students to have enthusiasm, good attitude, and motivation toward English.
Furthermore, teachers have to understand what students learn, how and why
such learning influences them. How lesson can be beneficial for them in the
future (Derakhshan, 2015). Hence, language teaching requires teachers to
teach students to develop both academic and person ability.
3
Teachers in creating lesson plan base it on a syllabus which is using
nation-wide. Another opinion about pedagogical competence of teacher is
from Istarani (2015) who state that in pedagogical competence, a teacher at
least has to understand the goal of teaching, the manner of formulating the
goal of teaching, in particular choosing and deciding the teaching method in
correspond with the desire result, understanding the learning material as
good as possible by using various source, the manner of choosing, deciding
and using props, the manner of making a test and its usage, and knowledge
about other evaluation devices.
The teacher may be called as a competent teacher if they have a
good competence. It is because of both of them are two important factors
EFL teacher need to conducting successful classroom instruction (Brown,
2001). Therefore, the study of teachers’ competence and performance in
language teaching has become an important aspect of effective teaching in
every school.
Well, for the problems and reason state previously, the researcher
wants to obtain the valid data by conducting a research about English
teachers’ pedagogical competence. It is carry out by the researcher to obtain
the accurate data in order to conclude whether the English teachers in
common already have had a credible competence or just on the contrary.
Finally, the researcher is interest in conducting a research entitles: Analysis
of Teacher Pedagogical Competence in Teaching English at the First
Grade of SMA NEGERI5 SELAYAR”
4
B. Problem Statement
Based on the background above, the students perception toward the
teacher pedagogical competence in teaching English to young learners is the
main problem of this research. In order to get the complete and clear data
about it, the researcher formulates the research questions as follow:
II. Howis teacher pedagogical competence in teaching English at the First
Grade of SMA NEGERI 5SELAYAR?
C. Objective of the Research
The research aims to analysis the teacher pedagogical competence
in teaching English with the following research objectives.
II. To know the teacher pedagogical competence in teaching English at the
First Grade of SMANEGERI5 SELAYAR
D. Significant of the research
In this research when finding the result of the research then the
researchers will be knowing the teacher pedagogical competence in teaching
English, cause there are some advantage that get by the researchers one of is
the way of teaching English. So teachers pedagogical competence is the one
of fact that teachers is printing of engine and has many roles in educate their
students and also to easily understanding material.
E. Scope of the research
English teacher have to master at least four competences in teaching
namely: pedagogical competence, personal competence, social competence,
and professional competence.But the researcher only focus on teacher
5
pedagogical competence. Especially on teacher planning, teacher
implementation and teacher evalution.
6
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some previous research finding
Setyaningsih(2012) have research about teacher professionalism: A
study on teacher professional and pedagogical competencies at junior, senior
and vocational high schools in BanyumasRegency, central java, Indonesia.
This paper discusses teacher professionalism. This teacher competences are
summarized in four competencies, namely professional competency,
pedagogical competence, personal competence, and social competence, this
study focused on both teachers professional and pedagogic competence.
These studies are carried out to research teachers of junior, senior, and
vocational high schools BanyumasRegency. Central Java, Indonesia.
Irtanto (2013), had research similar matter entitles “The competency
of teachers as human resources at senior high school, in Kediri. East Java.
Indonesia. The result of this research show that the rate of teachers”
competence has satisfactorily in the line of standard categories, especially
the pedagogic, personal, professional, and social competencies. Off the four
competence state previously the weakness exist especially in professional
competencies that concern an indicator of scientific writing.
According to Law No. 15, 2005 about teachers and lecturers, article
10 paragraph 1, teacher competency include pedagogical competency,
personal competency, social competency, and professional competency that
7
is acquire through professional education. Pedagogical competence is “the
ability of learners to manage learning”. This competency can be seen from
the ability to plan teaching and learning program, the ability to execute the
interaction or manage the learning process, and the ability to make an
assessment. Teachers’ personal competency as educator is their main task in
teaching. They are to have good personal characteristics highly influencing
the success of people development. Steady personality of the teacher will
well exemplify learners and community. Therefore, teachers will perform as
a necessarily followed in advice, word, and commands. Teachers’
personality is an important factor for the success of students learning.
In order to be able teach effectively, teachers should be able to
provide more learning chance for students both in the quality and quantity.
This can be done by involving students actively in learning. Teachers should
be able to show serious in teaching so that they can encourage student
interest and motivation to learn. To improvement the quality of teaching,
teacher is advised to professionally develop teaching program planning,
deliver instruction in terms of teaching and learning instruction by using the
arts of teaching that are satisfactory full of confidence and high sprite of
teaching. They have then to conduct process and result learning evaluate.
This will show a part of professional teacher attitude need in the
globalization era.
According to Usman(2002:21), that the management of learning
related to the efforts of teachers to creative the conditions for effective
8
learning so that the learning process can take place, developing teaching
material well, and improve the ability of students to understand the learning
material according to the learning objectives they need to accomplish.
Based on some opinions above the research deduced that a teacher
should mastery the four competences, namely professional competence,
pedagogical, personal competence, and social competence.
B. Some Partinent Ideas
1. Teacher
Teachers are the direct actors of their own professional
development (Gonzales et al.., 2002). The professional teachers must have
academic qualification and competencies. The competencies that a teacher
must have namely pedagogical competence, personal competence, social
competence and professional competence, the regulation of the Minister of
National Educational of the Republic of Indonesia No. 16/2007. Those
competencies are integrated with teacher performance. As ideal teacher, he
or she must have good qualification, professional and master the four
teachers’ competence.
Teachers need to improve knowledge and skills to enhance,
improve and explore theirteaching practices. Many of the studies on
competencies of teachers focus on the teachingrole of teachers in the
classroom rather than teachers’ competencies. Teachers’
competencieshave been broadening with respect to reform studies in
education, development of teachereducation, scientific results of
9
educational science and other fields. Kress pointed out that “the previous
era had required an education for stability, thecoming era requires an
education for instability. Kress’ ideas can explainwhy teachers’
professional development should be redefined for sustainability. The aims
ofeducation change very quickly depending on the demands of the era
requiring morecapability. These demands directly affect educational
system. Teachers are responsible foroperating educational system and they
need strong and efficient professional competencies.Teachers’
competencies must be reviewed so that teachers’ competencies should
beredefined depending on the development of the whole life of human and
education.
According to Hakim (2015) a teacher is a key to develop quality of
education. He/she is one of themain pillars of a sound and progressive
society. The success of the students in teaching learning process in the
classroom cannot be separated from the action of teacher as an educator,
therefore teacher or educator is pressed to have competency to educate or
in teaching. Teacher’s competency in teaching is significant factor for the
development of the learners. To become a professional teaching in
performing their duties, it is required to have the competence and ability of
transferring knowledge in accordance with the substance of science the
scientific field realizing the importance of quality teachers’, the
government take teachers into account in any policy of education. As a
parts of effort to enhances the competencesofthe teacher.
10
Therefore, teachers need to have these competencies so that the
learning process can achieve the learning objectives in accordance with the
demand of times. This is in accordance with Rahman (2014, p. 75), it can
be said that to improve the performance of teachers, there is a need to
improve the teachers’ pedagogical competence and motivation. The
teacher needs to improve the pedagogical competence and motivation in
managing the lesson which have not achieved the goal of lesson.
Competence originated from one self when one behave according to the
domain involved to achieve the desired result. Johnson (in Sanjaya2008, p.
145) said that “competency as rational performance which save factorial
meets the objective for a desired condition”. Acting in accordance to
expectation could make someone to try to do the best for achieving the
desired expectation. If a teacher wants to be a teacher with exemplariness,
then the teacher would be well behaved.
According to Mulyasa (2007) stated that competence is knowledge,
skills, and abilities or capabilities that a person achieves, which become
part of his or her being to the extend he or she can satisfactorily perform
particular cognitive, affective, and psychomotor behaviors. So, the
competence is knowledge, skills and behaviors that enable someone to do
something well. In addition, Slavik (2008) define the teacher competence
as a set of knowledge, skills and teachers personal qualities. The teaching
competency is associated with the complex combination of knowledge,
11
skills, and abilities to have professional performance in the classroom as
educator.
In the great dictionary of Indonesian that teachers are understood
as a person who work in university teaching in school, building a place of
learning, college, high school and university.
In act number 14 of 2005 article 1 paragraph 1 state teachers are
professional educator with the primary task of educating, teaching,
guiding, directing, assess and evaluate students on early childhood
education.
Teachers are peoples who very influential in the teaching learning
process. Therefore, teachers should be able to bring their students to the
objectives to be achieved. Teacher should be able to influence their
students. Teacher should be able to authoritative. Authoritative teachers
are those have sincerity, power, and something that can give impression
and influence (Wijaya, ET, al 1992). Teacher also has play important role
in improving school effectively. Mortimore(2001:9) are support this by
saying that “the individual classroom and the individual teachers provide a
useful starting point for examining effectiveness.
There are several indicators to find out the teacher’s pedagogic
competencies, among othersare:
1. Understanding of insights and educational foundations.
A teacher must understand the essence and concept of education,
includingthe functions and roles of educationalinstitutions, the concept of
12
lifelong educationand its implications, the influence of
reciprocalrelationships between family and society, theexistence of a
national education system andinnovation in.27 Teachers who understand
theinsights and educational foundations will bemore aware of their role in
the communityto educate people for development of theircountry.
2. Understanding of students.
There are fouraspects of student that must be known byteacher:
a. Student’s intelligence level. The differences occur within students of
Intelligence Quotient (IQ) scores that fall between 0 and 50 are
considered as idiot. Individual who gets the scores between 50 and 70
is indicated moron and mental retardation. On the same test, scores
that fall between 70 and 90 are considered as dumb or slow learner.
The average IQ scores between 90 and 110 are the most frequent on
many tests that means normal. Further, scores over 140 may indicate
genius that the individuals may have ability to learn faster than the
average individuals.28 Understanding to student’s intelligence level
tailors the teachers to conduct advanced learning process.
b. CreativityStudent’s creativity may vary between individuals.
Creativity is largely linked to intelligence level as well as personality.
Creative student commonly has high average IQ and likes something
new. On the other hand, student who less creative tends to have low
average IQ and enjoys monotonous activities.
13
c. Physical disability. The physical condition is correlated to visual,
auditory, andspeaking ability, as well as cripple or lame due to brain
impairment. A teacher should provide appropriate service to disabled
students.
d. Student’s cognitive development. This aspect is a part of the whole
human development process. The process encompasses physical,
psychomotor, and cognitive development that highly related to
structure change and functional characteristics of human.
Furthermore,the structure change relates to maturity process. The
development interaction is a result of innate potential and individual’s
environment of individual.
3. Planning. This pedagogic competence will end at learning implementation.
This planning is used to assist teacher in conducting their duties. Through
learning planning, the goals such as punctuality, controlled and monitored
situation, are achieved.
4. Educative and dialogic learning. In the learning process, major role of
teacher is keeping the environment conducive; therefore the development
of behavior and student competence accomplished. Further, successful
learning process achieved by involving training and dialogic learning
among learning subjects, resulting critical thinking and communication.
5. Learning technology application. Learning technology issupporting
facilities in order ease the learning and competence development, data and
information presentation, learning material, and cultural variation. In this
14
millennial era, teachers are required to utilize technology such as
information technology, internet, and computer. The development of
computerized learning tools leads the teachers to be organized, analyzed,
and wise in selecting information, related to competence development and
learning goals.
6. Learning outcomes evaluation. This method is effective to determine
success indicator of learning process. Moreover, evaluation employed to
find behavior changes and student’s competence development. Some
methods suggested are class, final and benchmarking of education unit,
and program assessment, and basic ability test.
7. Student’s potency development. The followings are methods for teachers
to develop students’ potential talents:
a. Extracurricular activity. It is often called extracurricular since it refers
to all of the work outside the class. The objective is to develop
individual talents within students.
b. Enrichment and remedial. Special attention needs to be delivered to
students who find difficulties in learning, by giving them remedial.
On the other hands, students with high learning ability may present
constant performance after enrichment is given.
c. Guidance and counseling. Counseling to students is mandatory for
school. Types of guidance counseling that are required to be received
are counseling in private and social issues, learning difficulties, and
careers.
15
Moreover, pedagogic competency concludedin Regulation of the
Minister of National Education No. 16 of 2007 encompasses:
1. Comprehend the student characteristics including physical, moral,
social, cultural, emotional, and intellectual aspects.
2. Understand the fostered learning theory and principles.
3. Develop the curriculums related to given subjects.
4. Conduct fostered learning
5. Employ the information technology as wellas communication for
learning
6. Facilitate student’s talents development toaccomplish student’s
potential
7. Communicate effectively, empathically, andpolitely with the
students
8. Conduct assessment and evaluation oflearning process as well as
its outcome
9. Use the assessment and evaluation forlearning necessity
10. Administer reflective performances forlearning improvement.
2. Pedagogical
Corresponding to the rule of Government NO.19 years 2005 about
the national standard section 28, subsection 3 explain the definition of
pedagogical and professional competence. The pedagogical competence is
the ability to manage the teaching and learning process include the
16
understanding of learners, lesson design of learning, evaluation of learning
outcome, and the development of learners to actualize their competence.
Pedagogical competence of teachers tends to be used in lesson
plans as the basis forthe implementation of learning process in the class.
Moreover, the teacher, in the interaction with the student, need a good
communication so the study result can be evaluated both by the teacher
and students together to conduct reflection for the benefit of improving the
quality of students’ learning process. Teacher’s competence is very
important in the learning process because teacher is one of components
which control the learning process National Department of Education
(2004, p. 9) mentioned that this competence with the competence of
managing the learning process, with the indicator such as; (a) able to plan
the organization of learning material, such as able to analyze and spell out
the material which is included in the curriculum, able to choose the
learning material which is suitable with the curriculum, able to use
adequate learningmaterial, etc; (b) able to plan the management of lessons,
such as formulating the objective of the lessons which is suitable with the
desired competence, choosing the suitable types of strategy/method of
learning, deciding the learning steps, deciding the manner of study which
can motivate the students, deciding the questions whichwouldbe asked to
the students, etc.; (c) able to plan the management of class, such as
thestudent’s seating arrangement, time allocation, etc.; (d) able to plan the
use of media and facilities which can be used to ease the competence
17
achievement, etc. (e) able to plan the model of evaluation for learning
process, such as deciding the form, procedure, and scoring device. Lesson
plans are made by the teacher because it is considered as the guidance for
the teacher to act in learning process.
Literally, pedagogic is the study of the problem ofeducating or
directing children towards certain goals. Thus, a teacher must have certain
scientific field competencies when the learning process takes place in the
classroom.23 According to Alma et al., pedagogic competence is the
ability to manage learning process.24 This includes the concept of
teaching readiness that is demonstrated by the mastery of teaching
knowledge and skills. Pedagogic competencies that must be owned by a
teacher include understanding of students, designing, implementing and
evaluating learning. Based on this description, it can be concluded that
pedagogical competence is the ability to manage students.25Government
Regulation Number 19 article28 paragraph 3 point (a) of 2005 explains
thatpedagogic competence is the ability to managestudent learning which
includes understandingof students, designing and implementinglearning,
evaluating learning outcomes, anddeveloping students to actualize the
variouspotentials they have. However, Winarno andSularno described it
differently. According to them, pedagogic competence is related
tophilosophy, theory or educational science,26not to the management of
learning as statedin the Government Regulation.Most of learning
processes lack of pedagogical competence. This will cause studentto feel
18
alienated in the process. Teachersneed to create conducive learning
environment forstudents so that learning objectives are achievedeffectively
and efficiently.
The association for the professional quality of teachers, SBL,
(2004) mention that pedagogically competent teacher offers the students a
safe learning and working environment, where they find their hold and a
structure for social, emotional and morals development. He/she makes sure
that the students:
1. Know they belong, that they are welcome and appreciate.
2. Treat each other in a respect ways and are challenged to take
responsibility for one another.
3. Can take initiative and can working autonomously
4. Learn to discover their difficulties and ambitions, and from there
make their choice for study.
The pedagogic competency given all above should be required for
teachers due to their role for students to pursue proficient learning
outcomes. Thus, teachers with competency also correlate with factors that
drives student motivated and improved in learning. Teachers with
pedagogic competency makes the students feel motivated, eventually more
active during learning process. The Factors Influencing Teacher’s
Pedagogic Competency. The followings are factors affecting teachers’
competence improvement as well as constraint, specifically pedagogical
competence in learning process at class.
19
1. Education background
Teacher with teaching degree has extensive teaching
information, for example classroom management and teaching
learning process. Further, teachers who haven’t got teaching
degrees would deal with difficulties in teaching learning process
and teaching improvement.
2. Teaching experience
The more the experience, the more success the students are to
achieve goals. Teachers would perform better as their extensive
teaching experience.
3. Health
Physical and spiritual health affects to teaching learning
process for expected learning outcomes. Teachers with fit
condition indicate healthful mental and physically, thus they
present good performance.
4. Teaching wages
Particular parties, in this case government, providing
appropriate teaching wages based on current economic condition
result in performance improvement in learning teaching process.
5. Facilities
Appropriate facilities will lead to learning outcomes.
However, limited facilities will obstruct the learning outcomes.
6. Work disciplinary
20
Discipline at school is not only for students but also for
teachers, headmaster, and administration staff. Headmaster as a
leader, advisor, as well as supervisor is expected to be a motivator
for others in case of disciplinary at school.
7. School supervision
Supervision is required for learningimprovement by teachers.
It should beflexible by giving a chance for teachers to present their
problem and idea in enhancing and improving learning system at
school.
Based on the definitions above, the definition of pedagogical
competence in this research can be defines that “the pedagogic
competencies of an English teacher consist of: understanding to learners,
mastery the learner theory and educated principle of learning, developing
the curriculum, developing the learners, and implementation assessment
with all technics and kinds. All aspect will be analysis English teacher do
them all of or not.
3. Competence
According to Mulyasa(2009), competence is combination of
knowledge, skills, value and attitude which are reflected in the habit of
thinking and acting. In teaching system, competencies are used to
described the ability of professionalism in which the ability to
demonstrated the knowledge and the conceptual in a high level. These
21
competencies can be acquired through education and other appropriate
experience level of competencies.
According to the law number 14 year 2005 about teacher and
lecture in section 1, subsection 10, mention “competence or capability is a
set of knowledge, competence, and behavior that must belonging to
inspire, master by teacher or lecture in carry out the task the
professionalism”.
Competencies are defined as “the set of knowledge, skills, and
experience necessary for future, which manifests in activities” (Katane et.
al. 44). Gupta (4) define competencies as “knowledge, skills, attitudes,
values, motivations and beliefs people need in order to be successful in a
job.” The common understanding related to teachers’ competencies is
divided into three main areas as field competencies, pedagogical
competencies and cultural competencies. Teachers’ professional
competencies can be composed of different dimensions other than the
three main areas (Bulajeva 41; Bridge; Hansen 169; James et al. 113;
Stoffels 544; Selvi, The English language 5).
Selvi (The English language 4) carried out a research regarding the
professional competencies of English Language Teachers. The
Conventional Delphi Technique was applied in order to constitute the
competencies of new teachers based on the teachers’ and teacher
educators’ views. Delphi process was completed after third rounds
collecting the responses from the experts and Delphi round continued until
22
the group consensus wasachieved. The results of this study indicated that
teachers’ professional competencies werecomposed of four main
subgroups such as Curriculum Competencies, Lifelong
LearningCompetencies, Social-Cultural Competencies and Emotional
Competencies. The results showed that teachers’ competencies must be
discussed from a different point of view. In this context, the literature
about teachers’ competencies was analyzed and the new competency areas
constituted as seen below concerning the teachers’ competencies are try to
redefine depending on different dimensions of teachers’ professional
competencies. The main feature of teachers’ professional competencies
can be explained in a way displayed in Figure. First of all, these
competencies were explain very briefly and only the curriculum
competencies are discuss in detail among the other competencies in this
paper.
· Field Competencies
· Research Competencies
· Curriculum Competencies
· Lifelong Learning Competencies
· Social-Cultural Competencies
· Emotional Competencies
· Communication Competencies
· Information and Communication Technologies (ICT)
Competencies
23
· Environmental Competencies
Besides that, according to the decree of Diknas no. 45 / u/ 002
competences are a set of intelligent action and the full responsibility of a
person as a condition to be considered capable by the public in carry out
task in certain occupation.
According to Lettrallcompetence is the mental and physical
strength to perform tasks or skills learned through training and practice.
Meanwhile, according to Samanathat competence is the ability display by
the teachers in implementation its obligation provided educational services
to the community.
Competence of teacher is not only competency, but there is the
competence of teacher in act in society. Teachers’ competence is
mentioned in Indonesian Law No. 14 year 2005 for teacher and lecture,
Government Regulation Number 19 year 2005 which states that teacher
understand, master, and skilled in using new source of learning and
mastering the pedagogical competence, personal competence, professional
competence, and social competence as a part of teacher competence. The
four competences are planned by the government as a compulsory
competence which educators must process. The competence which is used
in planning of lesson gravitates toward pedagogical competence. This
because in lesson plans, the teacher planned it by creating lessons plans
(RPP) so the ability to master the learning material and developing the
curriculum is needed in this activity. Pedagogical competence of teacher is
24
a teacher’s ability in managing the lessons which includes understanding
the insight and basis of education knowledge so as having academic and
intellectual expertise.
The four competencies must be fully mastered by a teacher.Among
the four competencies above, the one that stands out and differs from
others and is only found in the teaching profession is pedagogical
competencies. Teacher is the one who drives the learning outcome of the
students. Teachers who have pedagogical competence will be able to
motivate students in learning, so students will be enthusiastic and active in
the learning process. It means thatpedagogical competence of the teacher
is in line with student motivation because students will get a good learning
experience. The word pedagogic comes from the Greek “pedagogy” which
consists of two words paisorpaidos which means children and ago which
means directing. Therefore, pedagogy can be interpreted as directing
children.
According to A. FatahYasin, pedagogic competence is the ability
of an educator in managing the learning of students includes:
a. The ability to understand the learners, with indicators between
other: (1) Understandingthe developmental characteristics of
learners, such as understand the level of cognition of learners
according to age; (2) Understanding the principles of personality
development of students, as to recognize the personality types of
learners, recognize stages of personality development of students,
25
and others; (3) Be able to identify the provision of teaching early
learners, recognize differences in the potential of students, and so
forth.
b. The ability to create learning design, with indicators, among
others: (1) Ability to planthe organization learning materials, such
as being able to examine and describe the material listed in the
curriculum, teaching materials are able to choose in accordance
with the material, being able to use learning resources adequate,
and others; (2) Ability to plan management learning, such as
formulating learning objectives to achieved in accordance with the
competence to be achieved, choose the type of strategy /
learningmethods are suitable, determine steps learning,
determining how that can be used tomotivate learners, determining
forms questions will be presented to the students, and others; (3)
Ability classroom management plan, such as a space arrangement
sitting learners, allocate time, and others; (4) Capable planned use
of the media and the means that can be used facilitate the
achievement of competencies, and others; (5) Ability plan learning
process valuation models, such as determine the form, procedure,
and assessment tools.
c. The ability to implement the learning, with indicators such as: (1)
Being able to apply theteaching of basic skills, such as open
lessons, explained, the pattern of variation, asked, giving
26
strengthening, and close the lesson; (2) Ability to apply various
kind of model approaches, strategies/learning methods, such as
active learning, learning portfolios, contextual learning and other;
(3) Ability to master classes, such as activating participants
learners in asking, able to answer and direct questions student,
group work, self-employment, and others; (4) Capable measure the
level of achievement of competence of learners during the process
learning takes place.
d. Ability to evaluate learning outcomes, indicators among others: (1)
Ability to design andimplement assessment, such as understand the
principles assessment, able to devise various learning evaluation
instrument, capable of carrying out evaluation, and others; (2)
capable of analyzing the results of assessment, such as capable of
processing the results of evaluation of learning, able to recognize
characteristics evaluation instruments; (3) Being able to utilize the
results assessment for further improvement of the quality of
learning, such as utilizing the results of the analysis in the process
of evaluation instruments improvement of evaluation instruments,
and able to provide feedback for improved planning,
implementation and evaluation learning.
e. The ability to develop learners to actualize its potential, with
indicators, among others:(1) Facilitate learners to develop
academic potential, such as the channel potential academic learners
27
according to their ability, capable directing and developing the
academic potential of learners; (2) Capable of facilitating learners
to develop potential non-academic, such as channeling the potential
of non-academic participants students according to their abilities,
able to direct and developing the potential of non-
academiclearners.
From some of definition above, the definition of competence in
this research is a set of mastery of ability, skills and attitude, values, that
must owned, live, and control by the English teacher that come from
education and experience that can be performs their teaching duties in
professional ways.
28
C. Conceptual Framework
Theconceptualof this research, describe aboutanalysis of the teacher
pedagogical competence in teaching English and learning process. Then,
the researcher concludes that analysis of the teacher pedagogical
competence there are some points that influence it. They are; planning,
implementation, evaluation, and learning outcomes.
Figure 1. Conceptual Framework
Teacher Pedagogical Competence
English Teaching
Planning Implementation Evaluation
29
CHAPTER III
RESEARCH METHOD
A. Research Method
1. Research Design
This research applieddescriptive qualitative method. Margono
(2010:8): Descriptive research is the research methods that seek to provide
a systematic and careful with the actual facts and the nature of certain
population which aims to solve the actual problems faced now and collect
data or information to be arranged, described and analyzed.
In finding the right data on an analysis of teachers’ pedagogic
competence in teaching English at the first grade of SMA NEGERI 5
SELAYAR, the researcher used collecting data technique through
observation, interviewed. Meanwhile, to analyze the data that had been
collected since the beginning of the study till the end of the study with the
technique of data reduction, data presentation and conclusion.
Researcher conducted the observation in every class especially in
the tenthgrade when learning English took places. Then, the researcher
processed data by the using statistics. The result of process data described
by investigation using descriptive design.
B. Research Variable
The variable is anything that shaped what defined by the researcher
to study in orders to obtain information about it. Then the researcher
30
drawnconclusions.This research only had one variable, namely: “Teachers’
pedagogical competences”
C. Research Subject
This research subject was one English teacher at the tenth grade of
SMA NEGERI 5 SELAYAR. This research was conducted to find out
how was the practice of pedagogic competence of teachers when teaching
in the classroom.
Therefore the researcher chose the place because the researcher
was alumnus of the school that and the researcher know the stated of
English teachers in the school. In addition, the researcher hoped that the
result of this research could become reference for English teacher at the
school farther enhance learning practice in primary class about teacher
pedagogic competence.
D. Research Instrument
1. Observation
According to Margono, S (2003: 153-159), Observation is a
scientific method which is defined as observation through focusing on an
object by using senses. Observation is defined as systematic observation
and recording of the symptoms that appear on the object of the research,
observation and paint are made for the object in a place or event occurred.
The terms of the observations are used in free form do not need to
answer but noted what is appear to be support result of this research that
include taking the form of participant and non-participant observation is
31
used to know the effectiveness of teacher in process of delivery material in
the classroom. While non - participant, the researcher focused on learning
outcomes of students. The observation used was observation checklist to
get real data about teacher pedagogical competence.
2. Interview
In this case the researcher used structure interview as the research
instrument, therefore, doing interviews, the researcher set up an instrument
in the form of that were recorded.
The purpose of to interview was to get the real data, information
relate the teachers’ pedagogic competence of English education at the
class SMA NEGERI 5 SELAYAR.
E. Data Collection Procedure
Data collection procedure used in this study is:
1. Researcher observed English teacher when teaching English in the
classroom.
2. Researcher interviewed English teacher about the teacher pedagogical
competence of English teacher in their teaching.
F. Data Analysis Technique
1. Qualitative Data
According to Bogdan, data analysis is the process of systematically
searching and arranging the interview script, field notes and other
materials that you accumulate to increase your own understanding of then
and to enable you to present what you have discovered to other. (Sugiono,
32
2014: 334). After the researcher collect the data, the researcher analysis it
by using descriptive analysis which involved description and interpretation
of the data. So, the data collect of the research was described and
interpreted into own sentences.
Data analysis in qualitative research, carry out at the time of data
collection take places, and after the completion of data collection in a
particular period. According to Miles and Huberman (1984), suggest that
activity in the qualitative data analysis perform interactively and run
continuously until the data complex, so that the data is already saturated.
Activities in the data analysis, namely: data reduction, displays data, and
the data conclusion drawing/ verification. As in the picture below:
Figure 2. Interactive Model of Data Analysis
Qualitative research data analysis shown in the following figure:
Those four types of data analysis could be explained as follows:
a. Data collection
As mention in the sentence above, the activity of data collection
was a cyclical and interactive process. Thus, during the data collection the
Data
Reduction
Conclusion
Drawing
Data
Display
Data
Collection
33
researchers circulate among these four steps continually in order to
grasping all of the information need in the next steps of data analysis. In
the other words, it was the stage where the researcher tried to find out the
unripe data that would be reduced, display, and conclude.
b. Data reduction
According to Miles and Huberman (1994:12), “Data reduction
refers to process of selecting, focusing, simplifying, abstracting, and
transforming the data that appear in the written-up field notes or
transcriptions”. They further point out the data reduction or data
condensation was varied in several ways, such as through selection,
summary, or paraphrase and being subsume in larger pattern. After
collecting the data, the researcher continued the study by selecting and
simplifying the data so that there was no important locution included in the
data.
c. Data display
After collecting and reducing the data, the researcher display the
amass data in organized and compress. Information that would be leadsto
the conclusion. The forms of qualitative data display include types of
matrices, graphs, charts, or networks. The function of these types of data
display was to perform accessible, compact, and organization information
on the data.
d. Conclusion drawing and verification
34
After the data display in a form of table, then the researcher was
able to interpret it and reach conclusions and verifications. Derive from the
data displayed in tables, the next step conduct by the write describing and
interpreting the data in case that the conclusions and verifications of the
speech act of the lecturers could be draw.
This formula was using by the researcher to analyze the questions
include inthe questionnaire to find out the average count of all numbers of
the questions.
35
CHAPTER IV
FINDING AND DISCUSSION
This research explained the result of research and discussion of the
finding that consist of data analysis and findings which explore about the
result from data which have been analyzed.
A. Research Finding
The researcher has been present the result of the research. The data
was taken from observation in the classroom and interview one teacher.
The researcher made the research which had been held on ten grade of
SMA NEGERI 5 SELAYAR. The first the researcher held an observation
in classroom which the researcher pay attention to the teacher about
teacher pedagogical competence. The researcher made observation three
meetings in class, and the last the researcher was conducted an interview
to know the teacher pedagogical competence in teaching English.
1. The teacher pedagogical competence in teaching English at the first grade
of SMA NEGERI 5 SELAYAR
From the data collection, this research was conducted five times
observation in the classroom on tenth grade of SMA NEGERI 5
SELAYAR at the Monday 24-29 august 2019. The researcher was
conducted observation in class, in this research, the researcher looked the
teacher activities in the class to get data, the researcher followed English
teacher in the classroom, then the researcher paid attention to the teacher
about strategy and method is used by English teacher.
36
Based on the data from observation checklist, the teacher had
planning, implementation and evaluation some competencies in teaching,
including:
a. Planning
Teacher has prepared some elements of planning in teaching and
learning process to get the maximal result as long as teaching. As we can
see the elements that teacher prepared as followed:
1) Teacher is identify the learning problem
The teacher was ability in identify the learning problem is
happening in the fields. Teacher has prepared some substance before
starting teaching, where the elements that teacher should mastering
like models, methods, approach, technic and strategies
2) Analysis the students
Teacher was analysis the students attitude from the begins
and students characteristic to know the students ability good individual
as well as clusters
3) Analysis assignment
Before starting teaching teacher first analysis the concept,
analysis processing of information and teacher analysis the procedure
is used to be easily to understanding and master about learning
assignments and the learning purposed that made by form lesson plan
and students worksheet.
4) formulating indicators
37
Teacher has ability in design the learning activities and
framework in planning the evaluation of result students works. Teacher
made the material as interest is possible because teacher was design the
material so that students easy to understanding the material that teacher
teaching, teacher is also plan the evaluation learning to measure the
students ability as long as learning process.
5) Instrument evaluation
This instruments teacher used to measure the result of
students learn. Teacher being the instrument as criteria in evaluation
the students to decide how well the students understanding about
material that teacher delivery.
6) Learning strategies
Teacher has decided the learning strategies that used in
teaching with the purposes. Teacher choices the model, approach,
methods and choices format that can see give experience to achieve the
purpose of learning.
b. The implementation
1) Opening classroom by English teacher
The teacher has greeting to the students and checking the
students attendance before entering the material after that the teacher
starting giving material. Teacher was teaching the students about
expression happiness, the teacher asked students to practice how to
used expression happiness word in front of class, but before the
38
students stating teacher giving instruction for students and the teacher
practice before it. After that the teacher was practice the manner to
expression happiness.
Teacher efforttoexplained with various ways so that students
easily to understand the material that teacher delivery. The material
that brought by teacher is very simple because students just repeat the
manner to did expression happiness. Besides that, teacher did make
cluster for all students because teacher planning to make all of students
active in following teacher class. Then teacher used class discussion.
Based on data above show the teacher ability in opening
classroom in teaching very simple, because the teacher just inter to the
class and greeting to students’ then checking the students attendance
and giving materials. The materials that teacher teaching is expression
happiness.
2) Learning method used by teacher in teaching
The method used by teacher was class discussion, the teacher
asked to students to collaboration and modeling class about how to
giving question, and answer the question, then, teacher directed to
students so that they don’t panic when discussion. Teacher always tells
to students do not to correct wrong answer and assures the students of
the answers they described.
The used discussion method by teacher show something
difference because discussion method very helpfully to
39
students.Where’s students guides to creative thinking and awareness
that every problems had solutions. The teacher used the method
because it’s quite effective to application in teaching.
From data above about how teacher used method discussion
is well. Teacher guides the students about how to giving question is
well and answer the question and encourage every students so that they
do not panic when discussion. The discussion method that teacher used
a little helps for students because the planning of teacher is making all
of students active in following class.
3) The learning material in mastered by teacher in teaching
The teacher has determined a learning strategy that is
accordance to the students’ ability so that the material presented is
easily understood. Teacher often asking the students to repeat what has
been explained in front of class so that students can easily remember
the material that has been explained. Teacher is a very mastered the
learning material because when class discussion which be held teacher
help the student to answer the questions from another group when
students cannot to answer then teacher helped.
In mastering the learning material teacher has learn the
materialwhich would like brought before teaching, because teacher
very understood the material then teacher instruction to the students to
did class discussion so that the students free in expression their opinion
and easy to understand the material their brought in class discussion.
40
From the data above show the teacher ability in mastered the
material and tough to students. Teacher was giving a chance for
students with opening class discussion because teacher hopefully the
student active and brave to conveyed opinion in following teacher
class.
4) The mastered of classroom management by teacher
When the teacher enters to teaching in the class, the firs
teacher did asking students to tidy up the class and asked to arrange the
chairs and tables and pick up trash, and the students should be neatness
before starting class, the teacher always on time to come to the
classroom. Teacher tries to make the classroom conducive for the
convenience of learning.
One of skill that teacher has in managed class is make class
become conducive so that students composed in learning. Teacher
always on time in teaching because a lot of times to cleaning class and
then teacher asked students prepared in achieve the material that
teacher would like teach.
Base on the data above shows the teacher ability in managed
class. Where’s teacher always come to the class on time and asked the
students to cleans the class and arranged chairs and tables in the class.
Teacher become motivation in class because helped the students in
cleaning with skills the teacher had and apply.
41
5) Closing classroom
In end of learning, teacher giving motivation to students so
that students always study hard to get their ambition, and the teacher
tries to giving homework for students as evaluation and addition value.
Teacher sometimes late to leaves class although when class has done
teacher still in classroom.
Teacher also always repeated the material in the last
meeting so that students really understood the material was teaching.
Teacher did feedback after class discussion has done, sometimes
teacher asked question to students as reflection toward the material.
The teacher efforts teaching in class has real looking and every time
students giving question teacher direct answers.
Base on the data above shows the teacher ability in closing
class. Teacher always giving motivation every class has done, and also
teacher always prepare assignment to do the students in the home.
Teacher competence in closing class still needed extent.
c. Evaluation
Based on the learning evaluation teacher was prepared
some elements in evaluated the students. The purpose of evaluation to
collected information that becomes based to know the ability,
development, and the students result, and effective teacher in teaching.
42
Based on the data from observation checklist also supported by
data from interview, the data from interview can be see, as follow:
1. How is the process of your teaching in the classroom?
emm…very smooth, because students are also active in following my
lesson. Other than that the material I was provide also not too difficult
for them to understand, so the learning process goes according to what I
am expect
The data above shows the teacher competencies in teaching
English and giving material accordance with the students’ ability. Teacher
has provided that materials are easy to understanding by students.
2. How is your manage classroom in teaching and learning process?
in accordance with the procedures previously agree that emm,, when I
am enter teaching in the class have to clean, students must be tidy and
not make a fuss in the class during the learning process
The data above shows the teacher competencies in manage
classroom during teaching and learning process. The teacher always pays
attention to class cleanliness and students neatness. The teacher ability in
directed the students are very effectively.
3. What are the strategies that you use in teaching?
At the time of teaching I am first convey the material to be study,
43
em,,,after that I am explain the objective to be achieve. Besides that I also
provide question that students must work on as evaluation material
during the teaching and learning process in the class.
Based on the data above shows that the teacher competencies in
made strategy in teaching with the ways provided the question to be
answer by students and as evaluation. Teacher when teaching always
conveyed the objective to be achieved.
4. Do the strategies help you to know the students ability?
yes very helpful, emm,, because with the evaluation I can find out the
extent to which students’ abilities in understanding the material that I am
teach
Based on the data above shows that the teacher success in using
strategy and very helpful for teacher because with strategy teacher could
know the students ability one by one. Teacher can use the strategy that
appropriated with students.
5. What are methods that you use in teaching?
in teaching, I more often use the method of discussion to students because
I think it is quite effective and can train students in speaking using
English even though it often combines English with Indonesia
44
Based on the data above that teacher used discussion method so
that students active in following teacher class teaching. With the
discussion method teacher try to train the students to speaking using
English language so that students can speak fluency.
6. What media that you usual use when teaching in the class?
I am always use whiteboard, student worksheet, and power point.
The data above shows the teacher abilities used media in teaching.
Teacher use media in teaching show that teacher has a little bite
competency although media that teacher use still limited on the school.
From the result of observation and interview conducted by researcher, it
can conclude that the teacher did not fulfill all of criteria that exist in the teacher
pedagogical competence.
B. DISCUSSION
This section presented the discussion based on the finding of the study,
the result of this research dealt with answer of the problem statement which
aimed to analysis teacher pedagogical competence in teaching English at the first
grade of SMA NEGERI 5 SELAYAR. The data was collect by using observation
checklist and interview.
a. The teacher pedagogical competence in teaching English at the first grade of
SMA NEGERI 5 SELAYAR
The result of the observation checklist showed that teacher at SMA
NEGERI 5 SELAYAR that teacher fulfill some criteria that exist in teacher
45
pedagogical competence. Based on the data analysis from observation checklist
also support by data from interview that teacher only fulfill some competency in
teaching. They were:
a. Planning
According to Soekartawi (2000), planning is the collection of
alternatives or the allocation of various available resources.
b. Implementation
1. Opening classroom by teacher
According to Saud (2012:56-57) skills to open learning activities
are activities carried out by teachers to prepare mentally and cause
children’s attention when learning. This is intended so that children focused
on the thing that will be learned and to provide a comprehensive picture of
what children have learned, so they can know the level of children’s
ignition and the level of success in the process of teaching and learning
activities
2. Learning method used by teacher in teaching
Learning method is a method used to implement plans so
that have been made prepared can be achieved. Learning methods
must be mastered by an educator. When the teacher is able to
condition the class, the teacher already understands the method of
learning in class.
Various method according to Sutikno (2014), include:
lecture method, question answer method, discussion method,
discussion method groups, demonstration methods, game method,
method stories, team teaching, peer teaching, travel work methods,
46
method tutorials, role models, group work method, assignment
method, brain storming, experimental methods, learning method with
modules, field practice method, micro teaching, and symposium
methods.
3. The mastered of learning material
According to RachmanAbror (1993), the mastery of
material was that teacher not only knew and mastered the subject
matter in the school curriculum but also mastered in-depthmaterial or
application fields of study.
Based on the definition above that teacher should be able to
application the learning material and teacher should mastered fields
study anything, because teacher not only knew and master the
subject but also in depth the material that teacher want to be taught
4. Classroom management
According to (Mulyasa 2013) classroom management is the
teacher’s skills to create a conducive learning climate, and control it
if there is a disruption in learning. According to Usman (2013)
classroom management is the teachers’ skill to create and maintain
optimal learning conditions and restore them when there is a
disruption in the learning process.
5. Closing the classroom
According to Djamarah (2010: 138-139) the skill to close the
lesson is to end the core activities of the lesson. Open and close lessons can
be done on the lesson, both long and short, small parts of part of a concept.
47
Can also be done on students who are small groups, individuals or
largegroups. In line with this opinion, Umar and Syambasril (2014: 71-72),
closing learning skills are activities carried out by the teacher in ending the
core learning activities. The effort to close the lesson is intended to provide
a comprehensive picture of what the child has learned,in order to know the
level of children’s achievement and the level of achievement of the
teacher’s success in the teaching and learning process.
d. Evaluation
According to Arikunto (2000), evaluation is a series of activities
aimed at measuring the success of an educational program.
From the data observation checklist and support by interview it can
concludes that teacher in SMA NEGERI 5 SELAYAR just able to
mastered five competencies in teaching and applied in classroom. But
researcher can see the teacher when entrance to class tells greeting to
students. Teacher was also helped students to developing their ability and
researcher was also directly see the teacher determined strategy in
teaching. Teacher always tried to build communication with students so
that class beeffective with atmosphere conducive class. Researcher was
also see the teacher guide students when class discussion has been directed
the aim so that student understanding how to giving question and answer
the question.
Based on the interview did by researcher to teacher that there was
some strategies used in teaching English. That were, teacher provided
question to students answer as evaluation toward result study by students.
48
And also, teacher provided students worksheet and power point as the last
evaluation to collect the result study by student. Rarely teacher in teaching
used discuss method because teacher quite effective when using the
method.
Based on the result of interview that the teacher’ has been
understood of strategies and method that used in teaching. Where teacher
provide assignment for students to evaluation and using discussion method
to make the student fluency in communicate.
From the observation and also support by the data from interview
has conducted by the researcher, it can be concluded that there were some
competencies was fulfill by teacher in teaching, those were, greeting in the
class, help the students to develop students ability, teacher able to
communicate very well with students, guide the student in class
discussion, and teacher using strategy and discussion method in teaching,
provide material very well.
49
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consisted of the conclusion of the research finding and
the suggestion related to this research
A. Conclusion
Based on the finding and discussion above, it can be concluded
that, the teacher pedagogical competence in teaching English at the first
grade of SMA NEGERI 5 SELAYAR was very good, because the English
teacher have a skills how to opening classroom,and the teacher has ability
in mastered the method very well, then, the teacher was giving materials
are easy to understand of students because the teacher has mastered the
material before did in teaching, and then the teacher was very good in
managed classroom before starting the material, and also the teacher have
skills in closing classroom because the teacher always given motivation in
last meeting.
B. Suggestion
Based on the findings, is necessary to give valuable suggestion for
the teacher, this suggestion hopefully will become consideration for them
to develop the quality of the teacher about pedagogical competence in
teaching English.
Based on the result of data analysis and conclusion, the researcher
proposes some suggestion as follow:
1.
50
2. The English teacher should master more of aspects in pedagogical
competence.
3. The English teacher should increase students’ motivation and
learning interest with given a similar chance to students.
4. The English teacher should give orprepare good material to make
the students more interested in learning, because the teaching
materials give influence to students understanding. The teacher
also has to know what students difficulties to learn English is, and
help to solve their problem.
51
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Appendix 1
Interview Protocol
1. First, the researcher goes to school to meet with teacher for asking permission
and explain about his purpose.
2. After that, the researcher chooses one English teacher as a partner.
3. The researcher will give some instruction of how to answer the question that
will be given.
4. The researcher will interview the teacher.
5. The researcher will give 1 minute or more to answer one question
6. And then, the researcher will begin the interview with the basic question.
In order to get information the researcher prepared some question to
the information as follow:
7. How is the process of your teaching in the classroom?
8. How do you manage classroom in teaching and learning process?
9. What are the strategies that you use in teaching?
10. Do the strategies help you to know the students ability?
11. What are methods that you use in teaching?
12. What media that you usual use when teaching in the class?
Appendix 2
School : SMA NEGERI 5 SELAYAR
Teacher Name : Ahmad Yusuf, S.Pd
Day/Date : 24 Agustus 2019
Observation Checklist
No.
ACTIVITIES
YES
NO
1 The English teacher greeting when entrance in the classroom
2 The teacher provides material that is appropriate
3 The teacher help students develop students’ abilities
4 The teacher encourages students to study harder
5 The teacher applies the theory of learning when teaching in the
classroom
6 The English teacher convey the competency to be achieved
before starting the lesson
7 The English teacher is ability to determine learning strategies
according to the character of students
8 The English teacher arranges the learning plan according to the
selected learning strategy
9 The English teacher used method very well in teaching in the
classroom
10 The English teacher carry out conducive learning while
learning takes place
11 The English teacher carry out process evaluation and learning
outcomes on an ongoing basis and with various methods
12 The English teacher analyze the result of the assessment
process and the result of learning to determine the level of
learning completeness
13 The English teacher use the results of learning assessment to
improve the quality of learning programs
14 The English teacher facilitate students to develop a variety of
academic potential for students
15 The English teacher facilitate students to develop various non-
academic potential of students
16 The English teacher provides the opportunities for students in
accordance with their respective ways of learning
17 The English teacher guides students during the discussion
18 The English teacher always provide material that is difficult for
students to understand
19 The English teacher always repeat the material that has been
taught so that students do not easily forget the material
20 The English teacher do not know correctly about the talents,
interests, potential and learning quality of each students
education
The Result of Interview
Researcher : How is the process of your teaching in the classroom?
Teacher : emm…very smooth, because students are also active in following my
lesson. Other than that the material I was provide also not too difficult
for them to understand, so the learning process goes according to what I
am expect
Researcher :How do you manage classroom in teaching and learning process?
Teacher : in accordance with the procedures previously agree that emm,,
when I am enter teaching in the class have to clean, students must be
tidy and not make a fuss in the class during the learning process
Researcher : What are the strategies that you use in teaching?
Teacher : at the time of teaching I am first convey the material to be study,
em,,, after that I am explain the objective to be achieve. Besides that I
also provide question that students must work on as evaluation material
during the teaching and learning process in the class.
Researcher : Do the strategies help you to know the students ability?
Teacher : yes very helpful, emm,, because with the evaluation I can find out
the extent to which students’ abilities in understanding the material that
I am teach
Researcher : What are methods that you use in teaching?
Teacher : in teaching, I more often use the method of discussion to students
because I think it is quite effective and can train students in speaking
using English even though it often combines English with Indonesia
Researcher : What media that you usual use when teaching in the class?
Teacher : I am always use whiteboard, student worksheet, and power point.
The Result Observation Checklist
School : SMA NEGERI 5 SELAYAR
Teacher Name : Ahmad Yusuf, S.Pd
Day/Date : 24 Agustus 2019
No.
ACTIVITIES
YES
NO
1 The English teacher greeting when entrance in the classroom √
2 The teacher provides material that is appropriate √
3 The teacher help students develop students’ abilities √
4 The teacher encourages students to study harder √
5 The teacher applies the theory of learning when teaching in the
classroom
√
6 The English teacher convey the competency to be achieved
before starting the lesson
√
7 The English teacher is ability to determine learning strategies
according to the character of students
√
8 The English teacher arranges the learning plan according to the
selected learning strategy
9 The English teacher used method very well in teaching in the
classroom
√
10 The English teacher carry out conducive learning while
learning takes place
√
11 The English teacher carry out process evaluation and learning
outcomes on an ongoing basis and with various methods
√
12 The English teacher analyze the result of the assessment
process and the result of learning to determine the level of
learning completeness
√
13 The English teacher use the results of learning assessment to
improve the quality of learning programs
√
14 The English teacher facilitate students to develop a variety of
academic potential for students
√
15 The English teacher facilitate students to develop various non-
academic potential of students
√
16 The English teacher provides the opportunities for students in
accordance with their respective ways of learning
√
17 The English teacher guides students during the discussion √
18 The English teacher always provide material that is difficult for
students to understand
√
19 The English teacher always repeat the material that has been
taught so that students do not easily forget the material
20 The English teacher do not know correctly about the talents,
interests, potential and learning quality of each students
education
√
CURRICULUM VITAE
The researcher, BASRI was born on October 1995 in
Kayuadi, South Sulawesi, he was the fourth child from the
marriage of Madung and Jaming. He began his studies at SD
Inpres and graduated in 2009. Then, he continued his education
at SMPN 1 TAKABONERATE and graduate in 2012.
Afterwards, he continued his study at SMAN 1 TAKABONERATE and his graduate
on 2015, he was registered as a student of English Education Department, Faculty of
Teacher Training and Education, Muhammadiyah University of Makassar, at end his
study, he could finished his thesis by the title“analysis of teacher pedagogical
competence in teaching English at the first grade of SMA NEGERI 5 SELAYAR”.
