THESIS

An Analysis of Teachers' Competence in Teaching English for

Junior High School

By

NABILA AHDA)

(16052018009)

Submitted to the Faculty of Teachers’ Training and Education , Islamic University

of Makassar for Degree of Bachelor of Education in English Education

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITAS ISLAM MAKASSAR
2022

1
 CHAPTER I

INTRODUCTION

This chapter consists of background, research question, objectives,

significances, and scope of research. Each point discussed below:

A. Background

Since the establishment of English as an international language.

Communication language is needed to realize the development of several

sectors. Therefore, the quality of English education will make a significant

contribution in generating qualified human resources. For this reason,

English language education programs need to be oriented towards improving

the quality of Indonesian education for communication between nations in

the line of science, technology social, and cultural in international forums,

both in spoken and written.1

Progressive proficiency in English is one of the compulsory subjects

used as the language of instruction in the learning process at several levels of

education and even in some curriculums. Competent teachers are needed to

realize this achievement. Teachers are one of the most important pillars in

the world of education. The quality of education can be measured by the

performance of good teachers in fulfilling their role and duties as educators.

1
Evi Febriana. “The Junior High School English Teachers’ Fulfillment Of The Four
Competencies.” English Language Education Post Graduate Program Semarang State University
(2016): 7

2
 Competence standardization of competent teachers can be a reference

for every teacher to act and act according to the circumstances in the learning

process. Over time, teachers need to keep learning to improve as educators.

Constant curriculum changes. Teachers are also expected to be more

creative, innovative and productive so that they can successfully deal with

various problems and challenges. It is based on Indonesia education minister

regulation number 103 year 2014, in curriculum 2013, students should

conduct learning in some steps; observing, questioning, negotiating,

communicating and presenting the knowledge gained after they receive

learning materials.2

In the Quran itself, it is required as an order in the Quran to imitate

the teacher or to make him a role model: Quran Surah Al-Mujadalah verse

11

‫ح هّٰللا ُ لَ ُك ۚ ْم َواِ َذا قِ ْي َل ا ْن ُش ُزوْ ا‬ ِ ِ‫ٰيٓاَيُّهَا الَّ ِذ ْينَ ٰا َمنُ ْٓوا اِ َذا قِي َْل لَ ُك ْم تَفَ َّسحُوْ ا فِى ْال َم ٰجل‬
ِ ‫س فَا ْف َسحُوْ ا يَ ْف َس‬
١١ ‫ت َوهّٰللا ُ بِ َما تَ ْع َملُوْ نَ خَ بِ ْي ٌر‬
ٍ ۗ ‫فَا ْن ُش ُزوْ ا يَرْ فَ ِع هّٰللا ُ الَّ ِذ ْينَ ٰا َمنُوْ ا ِم ْن ُك ۙ ْم َوالَّ ِذ ْينَ اُوْ تُوا ْال ِع ْل َم د ََر ٰج‬

(11-11 :58/‫)المجادلة‬

“O you who have believed, when you are told, "Space yourselves" in

assemblies, then make space; Allah will make space for you. And when you

are told, "Arise," then arise; Allah will raise those who have believed among

you and those who were given knowledge, by degrees. And Allah is

Acquainted with what you do.” (Quran Surah Al-Mujadalah verse 11).

2
DEPDIKNAS RI. “Learning In Basic Education And Middle Education.” (2014):103

3
 When it comes to implementation, the teacher has competence

standards consisting of pedagogic competence, personal competence,

professional competence and social competence. This applies to every

teacher from all over the world including the eastern part of Indonesia.

Junior high school students who study in Kepi still have limited knowledge

of English and have not achieved the standardization of knowledge which is

the reference for the success of junior high school education, this has

triggered researchers to conduct research within the scope of teachers

considering that Papua is one of the regions that has a high level of income

in the field of education compared to other regions.

Improvements continue to be made to improved educational

facilities, teacher recruitment is intensively carried out by local governments

and assisted by national programs. Educational equity must be felt by

everyone. This is a reference when researching. “An Analysis of Teachers'

Competence in Teaching English for Junior High School” Involvement of

teachers engaged in East Indonesia, Papua with the strategic location of

Kepi.

B. Research Questions

Considering the background above, this major research question

formulated as follows:

1) How do the English teachers apply their pedagogic competence?

4
C. Objective of the Research

Based on the research question above, as for the purpose of researchers

as follows:

1) To explain the application of the English teacher’s pedagogic

competence.

D. Significance of the Research

The significance of the research classified into theoretically and

practically as follows:

1) Theoretically

In general, this research can be used as a reference or reference in the

field of Teaching English subjects as well as enriching the results of

research in the field of education related to the problem implementation

teachers Competence in Teaching English.

By conducting this study teacher gets feedback for the improvement

of teaching learning process. It is necessary for teacher to have good

competencies and interaction with their student in English.

2) Practically

This research is expected to provide benefits for several parties as

follows:

a. For the researcher

This research is expected the researcher to improve her awareness and

5
 totality to become a teacher who can apply teacher competence when

becoming a teacher according to the responsibilities that are obtained.

b. For the teacher

This research can be used as a reference to improve teacher competence

in order to create an effective, creative, conducive, and fun learning

atmosphere so that goals are achieved learning with good learning

outcomes.

c. For the school

This research can provide information for schools to evaluate teacher

performance and listen to the teacher complaints during teaching.

E. Scope of the Research

In order for this research problem to be focused, it is necessary to

have limitation of the problem or focused in this study, which are analyzed

are pedagogic competence, professional competence, social competence and

personal competence of teachers in Teaching English for Junior High

School.

6
 CHAPTER II

INTRODUCTION

This chapter consists of previous related research findings, some pertinent

ideas, and resume.

A. Previous Related Research Findings

In this section, the researcher have found literatures on previous

researchers, such as:
1. Simonović stated in her research entitled “Teachers’ Key Competencies For

Innovative Teaching” the results of their research showed that the existence of

statistically significant differences in the degree of expression of attitudes about

competency groups with regard to independent research variables, within

special hypotheses, based on which the first was rejected, the second partially

and the third and fourth special hypothesis fully confirmed.3 .

2. Lao, Kaipatty and Jeronimo in their research “A Study on Teachers’

Competency In Teaching English At SMA Negeri 2 Kupang.” explained the

result of this research study there were four competencies owned by the

English teacher in teaching English The pedagogic competence was performed

by the teachers in some manners such as, know the student characteristic,

3
Nikola Simonović, “Teachers’ Key Competencies For Innovative Teaching.” International
Journal of Cognitive Research in Science, Engineering and Education (2021) 9(3), 331-345.

7
 understand learning theories, develop lesson plan, facilitate the students’

potential, communicate with the students, organize the process of assessment

and evaluation, utilize the result of assessment and evaluation, take action to

improve the quality of reflective learning. Then, the personal competence was

performed by acting in accordinance with the norms of religious, legal, social,

and national culture of Indonesia, and present self as being steady, noble, and

role models for the students, and also showed the work ethic as a teacher.

Another competence owned by the teachers in teaching English was social

competence. Social competence was performed by the teachers with some

manners such as; act objective, be inclusive, and not discriminative,

communicate effectively, adapt on duty in entire territory of Indonesia. The last

competence owned by the teachers was professional competence. The

professional competence was performed by the teachers with some manners

such as; understand the materials, structures, concepts, and scientific mindset

that support the subject matter and know the competency standards and

mastered basic competencies, basic subject or development of teaching.4

3. Gamayao and Binas have conducted the research entitled “Teaching

Competence And Pedagogic Content Knowledge Of Science Teachers In The

First District Of Capiz, Philippines: Basis For A Sustainable Instructional

Program” and the findings indicated that there are The teaching competence

4
Hendrik A.E.Lao, Gres Jekstman Kaipatty, and Agapito da Costa Jeronimo, “ Teachers’
Competency In Teaching English At SMA Negeri 2 Kupang”, International seminar on education
and technology-ISET collaborative graduate schools conference (2017).

8
 comprised of two using adopted teaching components such as personal

competencies and instructional competencies. The pedagogic content

knowledge comprised of three components such as knowledge of the subject

matter, knowledge off instructional strategy, and knowledge of students

conception.5

Based on the previous researches above, there were some challenges that

teachers faced and factors that were most affected are the curriculum that often

changes in line with the change of government period and the training made to

upgrade teacher knowledge is the sharing section, this makes teacher training

difficult. remain targeted considering that the teacher already has teaching

experience. The training held so the teachers can seek new ways or methods to deal

with students in order to create teachers who are really needed by these students.

The similarity between this research and the previous researches above was

aiming to find out the obstacles experienced by teachers in applying teacher

competencies in school environments and teaching activities.

All researches have a variety of findings, depending on the subject, time and

location, . The researcher believes, however, that research on teachers' competences

Teaching English have yield new findings.

5
Mariane D. Gamaya And Enrique E. Biñas, Jr., “Teaching Competence And Pedagogical
Content Knowledge Of Science Teachers In The First District Of Capiz, Philippines: Basis For A
Sustainable Instructional Program.” European Journal of Humanities and Educational Advancements
(2021) Vol. 2 No. 1, January,2660-5589.

9
B. Some Pertinent Ideas

1. Teachers' Competences

Competence is a set of responsible intelligent actions that a person must have

as a condition to be considered capable of carrying out tasks in a particular field of

work.6 Competencies are the skills that enable a teacher to be successful. To

maximize student learning, teachers must have expertise in a wide-ranging array of

competencies in an especially complex environment where hundreds of critical

decisions are required each day. In the education process, the instructional delivery,

classroom management, formative assessment, and personal competencies yield the

greatest result on the competencies that the teacher must-have.7 Competence can also

be interpreted as a collection of knowledge, behavior, and skills that teachers must

possess to achieve learning and educational goals. competence is acquired through

education, training, and independent learning by utilizing learning resources.

A teacher is a key to develop quality of education. He/she is one of the main

pillars of a sound and progressive society. The success of the students in teaching

leraning process in the classroom can not be sepparated from the action of teacher as

an educator, therefore teacher or educator is pressed to have competency to educate

or in teaching. 8
The aims of education change very quickly depending on the

6
Abdul majid, “perencanaan Pembelajaran mengembangkan Standar Kompetensi Guru”,
Bandung, PT. Remaja: 2007)
7
Jackson. S, “Teaching Competencies and Learning Proficiency”. Quezon City (2009). Pp
25-30
8
Adnan Hakim, “Contribution of Competence Teacher (Pedagogical, Personality,
Professional Competence and Social) On the Performance of Learning.Lecturer at the Faculty of
Economics”, Halu Oleo University Kendar. IJES (2015)

10
demands of the era requiring more capability, these demands directly affect

educational system. 9
The person called the teacher is an adult who is consciously

responsible for educate, teach, and guide students.

Competence of teachers will deliver it to be a professional teacher coveted by

learners. Simply put, professional teachers are teachers who teach on subjects that

become his expertise, have a high spirit in developing it, and able to become a

pioneer change in the community.10 Teacher’s competency in teaching is signifant

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 part of effort to enhance the competence of

the teacher.11 Teachers are expected to carry out their duties professionally by possess

and master these four competencies. competencies that must be owned by the

educator is really very ideal as illustrated in the regulations the government.

Therefore, teachers must always study diligently on the sidelines carry out their

duties. Being a professional teacher is not an easy job.

9
Muamaroh, “Improving Teachers’ Competence In Teaching Methodology Using
Cooperative Learning”, University Research Colloquium”, (2016), ISSN 2407-9189
10
Ma’rifatullah, Andi Tenri Ampa, Awalia Azis, “Teachers’ Pedagogic Competence In
Teaching English At Sman 1 Sanggar In Bima” Exposure Journal 90 (2019), Vol. 8 No. 1 May.
11
Government Regulation No. 20. 19 Year 2005 “ National Education Standards, National
Education Standards Agency”. Jakarta

11
2. Pedagogic Competence

a. Definition of Pedagogic Competence

Pedagogic Competence is one kind of competencies that completely need

to be mastered by teacher. Pedagogic competence was the ability of an

individual to use a coordinated, synergistic combination of tangible resources and

intangible resources to achieve efficiency and effectiveness in pedagogy.12

pedagogic competence is the capability of teachers to manage the

education of students, include: setting up the learning device, implementing

the learning, and evaluation.13 One of the vital factors and generally discussed the

quality of education is the teacher.

Claimed that a qualified teacher is a teacher who has a positive effect on

student process of learning and development through a combination of content

mastery, command of a broad set of pedagogic skills, and communications and

interpersonal skills. It is commonly known when the learning objectives did not

meet the targeted standard; the teacher will be the one to blame mostly 14. Indeed

it is not fair because learning is a system or program influenced by many

affecting factors mentioned earlier. Nevertheless, the perception toward the

12
Madhavaram, S., and Laverie, D.A “Developing Pedagogical Competence: Issues and
Implications for Marketing Education”, Journal of Marketing Education (2010), vol. XX, no X, pp. 2-
10.
13
Susilo,2011 “Lesson Planning”, Bandung : Remaja Rosda Karya (2011)

14
Hightower,etc, “Improving student learning by supporting quality teaching”,
http://www.edweek.org/media/eperc_qualityteaching_12.11.pdf, (2011).

12
teacher's vital role in the success of learning is reasonable as in case there is an

insufficient learning facility, we do still have hope if the teacher has standard

competence to do so. Conversely, when the facility has been excellent, but the

teacher's quality is low, it will not have a significant effect on obtaining learning

objectives.

b. The aspects of Pedagogic Competence

1. Mastering the teaching materials

Mastering the teaching materials to be taught as well as other supporting

materials. That meant by mastering materials in the school curriculum,

namely the teacher must master the appropriate material with the material

or branch of science knowledge held or taught according to the school

curriculum. For example make deep sentences in Whats App (WA) to

people we respect, to peers, or to friends who are younger than us, so the

sentence that is made does not contain speech hatred. These competencies

need practice and guidance, so that children / students understand and

teachers are also skilled at using and study the material so that students

Interested, well motivated. Therefore this first competency It is not

obtained suddenly but is obtained through continuous learning efforts and

carried out systematically.

2. Managing learning programs

13
Managing learning programs teachers who have high competence should

be able to manage the program learning that is regulated able to be a

picture of someone appear in front of the class even though the teacher

unable to attend at that time. Related with this there are a few things to be

taken by the teacher, such as:

a. Formulate instructional objectives /learning or current term desired

competencies for achieved. No there is a job if not accompanied by

intention. That's the intention is called a goal. That's the goal will give

students an idea can they change or exist change occurs or does not

occur after completing the learning. Suppose we want to go to city A

Information :

1) Is the first person with people the second one is equally reached

towards the a city?

2) Which is faster to city A?

This simple illustration is a picture for achieve the desired

goals/competencies. The first person is more efficient in achieving

goal, while the second person is also achieved but a lot of wasted time

is used in such learning.

b. Recognize and be able to use processes proper instruction. Before

carrying out the usual learning prepare everything in writing in a

14
 preparation for teaching, which often known by the abbreviation RPP

(Design Learning Preparation). In this RPP contain procedures or steps

that must be taken in teaching and learning activities. As before,

formulating goals desired competence, then look for supporting

methods and tools and until evaluation development, and so on for

everything must be designed by the teacher so that learning attracts

students' interest, how the teacher calculates the time 1 x 45 minutes or

2 x 45 minutes of complete learning.

c. Implementing learning programs Before the lesson begins, the

teacher should convey the goals/competencies It is desirable that

students can concentrate on the desire in learning. There are people

which denies both objectives were conveyed it is easy for students to

grasp the content of the material. Learning is not like answering riddles

cross who can win who can'tleft behind? The teacher wants all his

students must be able and able to complete complete learning in 1 x 45

minutes or 2x45 minutes, that's a person's happiness the teacher when

he left the classroom to study. In delivering material the teacher needs

to pay attention to the following:

1. Delivering materials and lessons with precise and clear;

2. The questions asked are enough stimulate to think, educate and on

target;

15
3. Giving opportunity or creating conditions that can give rise to

questions from students;

4. There is a variation in giving materials and activities;

5. In learning the teacher always pay attention to reactions or responses

that develop in students both verbally or non-verbal;

6. Give praise (rewort) or Award for correct student answer and vice

versa directs student answers which is less precise. (not punising).

d. Knowing the ability of students, in managing teacher learning

programs often receive complaints because some students some are

successful and some have not desired competence. In this regard, teachers

need to know their abilities students because after all every student have

different characteristics and ability. Thus in one class there will be

various abilities, this needs to be understood by the teacher in order to

manage teaching and learning programs with good and right.

e. Planning and implementing the Program Remedial, there are students

who can capture the content of the lesson in one explanation, some can

caught twice the explanation but there is anyway who just entered the

material if many times repetition of the learning. Like a motorbike there

is a capacity of 50 cc, there is a 75 cc, there are the 100 cc even 150 cc

runs faster and can be driven to achieve competence which are desired. In

learning, of course, sometimes we facing such a situation in class but we

hope that learning can be completed in one or two meetings can hampered

16
by students who have the capacity The low one. We can't even deny it

because it is a predestined nature to our students but as stakeholders we

must do the trust systematically so that learning can be completed and

students can also his knowledge is equal to the others when they have

graduated from school. Invoices that need to be considered in activities

remedies are:

1. Nature of remedial activities;

2. Number of students who need remedial;

3. The place where the remedial is carried out;

4. Remedial implementation time;

5. People who have to carry out remedial;

6. The method used in remedial;

7. Means or tools used in remedial;

8. Level of student learning difficulty.

9. The steps used, such as:

a. Diagnosis, such as:

1. Case identification;

2. Localization of the type and nature of difficulties;

3. Determine causal factors

b. Prognosis, namely conducting estimation about difficulties.

17
 c. Therapy, namely finding various possibility or alternative in

healing difficulties.

3. The ability to manage classes

The ability to manage classes, for convenience in class learning needs to be

addressed so that looks cool, beautiful and learning can be focused so there are no

more problems influence thinking when learning going on. If learning is not

conducive, teachers should try their best fix it and when learning should be starting

students are ready to receive it. Very necessary for the teacher to create a climate

healthy learning before starting the activity learning. For example, the table is neatly

arranged the blackboard is clean, the study group is ready divided, student worksheets

have been inserted, place clean up trash and so on.

4. Using learning media

Using learning media, in the 4.0 era (a very rapid advancement of industrial

technology) existing textbooks. Even the teacher better to convey learning use IT

media so that learning is more interested and the dynamics/variations in delivery of

material to students. There are several steps that need attention in using learning

media:

a. Recognize selecting and using media;

b. Create learning aids simple, but we recommend using "laptop" because it's time

for us to follow technological development. Sometimes students we are at home

18
 already using a laptop when at school there is no tool for this, now it can

accessible to teachers when using media this.

c. Could use the laboratory in order teaching and learning process for example for

activities research and experiments.

d. Using the handbook/source as referrals and also use sources others to enrich

knowledge;

e. Using the library in the learning process teach.

5. Understanding the Educational Foundation

The 2013 curriculum was designed for adjust development at the pace

change. Global development situation and ME greatly affect the life of the nation so

that education needs to follow and adapt development of the times. K-13 is to be

picture of Indonesian society for the next 5 years, as contained in the curriculum

that's what we want in 5 years come.

The foundation of education as outlined in the policies carried out will

include: country life. Education can defend the Unitary State of the Republic of

Indonesia through various means, such as through culture, economy, politics and so

on related to life people.

On the other hand, our education wants to develop students with character,

through that is expected no more events for the next 5 years students who attack,

gang up on the teacher himself to death. Associated with That's the problem with

19
our current education very worrisome, because a student who has the heart to do to

his own teacher.

6. Managing Teaching and Learning Interactions

Learning interactions are largely determined by teacher's choice in

determining the approach, method and learning strategies. The approach we use

the term used by Jazir Burhan in his book entitled Problematic Language and

Language Teaching Indonesian “the approach is how to start teaching … in

schools” (1971:35). The approach is used as a basis in designing, implementing

and evaluating processes learning, all the processions are depicted in curriculum.

Method is the way we convey lessons, these methods vary and we adjust to the

nature of the material we are going to convey. Not all methods are right for

delivered to all materials, for example material that We'll tell you there's inviting

problems, maybe it's not suitable if it's lectured most appropriate is discussed.

Likewise if the material is informational only, it is not necessary to discussed, but

the most appropriate is just talk.

The most effective method is to bring students we are more active to

complete the material by digging, discussing and searching for the answer in his

mind. Teaching and learning interactions between students and students, between

teachers and students is an activity that quite dominant, because there is two-way

communication in the context of mutual knowledge transfer brainstorm and seek the

truth. Very match in this case means existing components between one component

20
and another. The learning process adapts to each other in order to support the

achievement of goals / competencies for student. The interaction between the

teacher and students or between students and students only depending on the choice

of method used by teachers in learning. Strategy is more about tactics, tactics how

do you make this learning possible? mastered by our students in 1x45 minutes or

2x45 minutes of learning can run smoothly, complete and learning objectives are

achieved.

There are several components in the interaction learning, for example

teachers, students, methods, tools technology, means, and goals. To achieve the

objectives/competencies of each component play a role and respond to each other

influencing each other between one another. So that everything returned to the

teacher especially for systematically design so that these components both function

in accordance with the dignity contained in them, so that learning can optimally

achieved.

7. Giving Assessment to Students for Teaching Interests.

One of the main tasks of the teacher as an educator professional is to provide

an assessment and evaluate to students, therefor eassessing learners is one of

pedagogic competence.

Teachers must be able to assess their students' achievements learning

interests. Actual assessment has a function (1) as the implementation of the report

21
 awarding marks of student learning progress; (2) as a report to parents of students in

level of learning mastery ability, and (3) determine the success of the teacher in

doing learning process.

In connection with the success of teachers need presumably to make

improvements and variations learning so that you don't look deep carry out the

learning process. For teachers who wise and understand the characteristics of

students will be create more learning activities varied and will provide learning

different between students who have achievement high with students who have low

achievement. Teachers need to take steps as following :

a. Collect data on student learning outcomes each times there is an effort to

evaluate during learning takes place at the end of the lesson;

b. Analyzing student learning outcomes data. With In this step the teacher will

know which students find other learning patterns, success or failure of students

in learning;

c. Using student learning outcomes data, in terms of This concerns the birth of

feedback for each student and this needs to be known by the teacher, with the

feedback then the teacher will analyze appropriately the follow-up or the next

activity.

8. Recognize the Function of Counseling Guidance

Guiding students is one of the main tasks teachers as professional educators

also do guidance to students. Guidance is help given to someone, in business solve

22
those difficulties experienced. (Drs. Ngalim Purwanto, 1975: 96). Every teachers

provide learning can not be separated from observation there are students who are

sometimes indifferent to the teacher explained there was someone chatting together

his friends when the teacher is delivering lessons are even being swapped places sit

and so on. All that sometimes provoke the teacher's emotions and often the teacher

stops explain because there is an attitude of students in the class which deserves

special attention.

If something like that is found then the teacher very reasonable and obliged to

provide guidance to students before developing further. According to the Jeer Book

of Education, guidance exists a process of helping individuals through their own

efforts to discover and develop desire for personal happiness and social benefits.

Counseling according to James F.Adams-quoted from Iberahim Hadi- is a reciprocal

relationship between two individuals one helps the other so that he can better

understand themselves in relationships with the problems he faced at that time and in

the future.

9. Knowing and Organizing Administration School

Schools as educational institutions It includes the principal, teachers,

administrative staff effort, students certainly need a good arrangement effective and

efficient in running the wheels organization of the education system, we can walk

smoothly towards the goal of education there needs to be school administrative

support. In addition to complete learning administration must also complete class

23
administration such as: making learning schedule, student attendance, books grades

and daily learning progress notes or the term is called a journal.

This class administration will be able to help the teacher at the class

promotion meeting, giving grades even mentoring notes or notes events that occur

while students are in learning. There are two things that the teacher pays attention to:

relevance to classroom administration, namely

a. Administration called recording, (recording notes) which includes, among others:

a list of attendance (daily/monthly) assignments/work students

(individual/group), sociometric notes or relationships between students, student

events, data student personality related to identity, parental background, history

education, health and special records required for students. As for the notes that

important for teachers such as: subject syllabus, learning preparation (RPP),

journals, collections exam questions / tests and assignments given to students,

notes on student evaluation results, books meeting minutes and agenda book.

b. Administrative reporting (report-report) for This teacher includes a report to the

principal and reports to parents of students. About report to the principal, almost

all recording activities as described above to the principal, in addition to the

teacher as well report things to the principal For example regarding student

organization, class inventory, class finance, mutation, increase and graduation,

development achievement and student learning outcomes, because do not every

time there is a new problem report to principal, in order to indicate that the

24
teacher and the school always keeps abreast of developments situation of

students while in school.

c. Indicator of Pedagogic Competence

Several things to consider in pedagogic competence such as:

teachers are really professional in carrying out their mandate as

educators. that is as follows:

1. Get to know the characteristics of students

Professional teachers must know all the characteristics of their

students. Such as habits, IQ level of intelligence, as well as attitudes and

psychological aspects of children.

2. Mastering learning theory

As a teacher, mastery of learning material or theory is absolutely

necessary. Don't expect the teacher to look confused and absent-minded

when entering class because of the raw material mastery of the material.

3. Able to develop curriculum

Not only teaching, the teacher must also develop the material taught

teach. Because, from year to year the curriculum in education is always

moving dynamic. If you are not ready, it is possible that the teacher will

feel confused and seem not to follow developments.

4. Understanding and developing the potential of students

Basically no child is stupid, it's just that he doesn't know potential in

him. Therefore, it is not enough for teachers to just teach but must also

25
 understand and be able to develop the great potential that sometimes

hidden from students.

5. Learning assessment and evaluation

Teachers must provide assessment and evaluation of students' learning

outcomes. That is, the teacher not only provides learning but also has to do

evaluation. This is important, because that way, the teacher can know in

detail how is the development of students in class.15

C. Conceptual Framework

Teachers as one of the pillars of education, must have a classification known

as teacher competence. As for the competence that must be possessed by a teacher, it

is competence in understanding students who are more familiar with pedagogic

competencies, besides that teachers are required to be good personal or better known

as personality competencies. From some of these things, the teacher must also have

extensive knowledge. This competence is known as professional competence and the

competence that must exist within a teacher is also the competence to mingle and

interact with the entire educational environment and outside of education, this is

known as social competence.

In this research focused on the application of the four competencies by

English teachers who teach at the YAPIS Al-Falah Kepi Junior High School. This

research is expected to help teachers unravel the difficulties encountered in

15
BNSP, “Government Regulation no. 19 of 2006 concerning National Education Standards”
(Jakarta: 2006), p. 88

26
implementing the four teacher competencies. the school environment and educational

policies can be one of the main keys for teachers to be comfortable in teaching and

bring out their best abilities in teaching.

English Teacher

Analysis Competence

Pedagogic Competence

Figure 2.1: Conceptual Framework

D. Resume

The researcher concluded that four teacher competencies are one of the basic

characteristics that a teacher must possess. However, it should be understood that

teachers need assistance from education stakeholders in achieving these teacher

competencies.

27
 CHAPTER III

RESEARCH METHOD

This chapter consists of research method and design, research site, subject of the

research, research instrument, procedures of data collection, and technique of data

analysis.

A. Research Method and Design

The research design outlined how the research was conducted and implemented.

This research analyzed English teachers' competence at YAPIS Al-Falah Kepi Junior

High School, the research design that has been used was qualitative research. 16

Qualitative research is a method used to examine the condition of natural objects

where the researcher as the key instrument.

The researcher chose the qualitative research design was because the

researcher wanted to describe the situation to be studied in the field more specifically,

transparently, and in depth. This study attempted to describe the findings so that the

data collected was descriptive in nature to identify the aspects that were the research

objectives.

B. Research Site

The setting of the research carried out junior high school which is located in

Kepi. Kepi is a sub-district and at the same time it is the capital of the Mappi district,

which is in the province of Papua, Indonesia. Administratively, Kepi sub-district is

16
Sugiyono,“Metode Penelitian Kuantitatif, Kualitatif dan R&D”, PT Alfabet.
(Bandung:2016).
28
located in Obaa district. On the 2020, the population of Kepi is 8,377 people with a

population density about 228 people/km217. The junior high schools in Kepi are as

follows:

Table 3.1 Junior High Schools in Kepi

No Nama Sekolah Alamat
1 SMP NEGRI 1 OBAA Jl. Agham No.33 Kepi
2 SMP MAARIF 1 NURUL HUDA KEPI Jl. Telkomsel
3 SMP YAPIS AL FALAH KEPI Jl. Irian Km 01
4 SMP YPPKYOHANES PAULUS 11 OBAA Jl. Krida Utama Kepi

C. Subject of the Research

The subject is part of the population. In this study the technique the sampling

used is non-probability sampling with purposive sampling technique. Purposive

sampling is a sampling technique for data sources with certain considerations. 18 The

reason of using the purposive sampling technique is because not all samples have

criteria that match the phenomenon under study.

Based on the considerations, it was found that the school is located in Kepi

which has an English teacher with permanent teacher status, has many students and

difficulties in accessing research where several schools are located in the countryside

of Kepi, the researchers chose YAPIS Al-Falah Kepi Junior High School, so the

subjects of this research were the English teachers of Kepi Junior High School, Each

school has only one English teacher.

17
Wikipedia
18
Ibid. 24
29
 Figure: 3.1 maps of YAPIS Al-Falah Kepi Junior High School

D. Research Instrument

The research instrument is a tool used to collect research data. 19 In this study,

the data collection technique used observation checklist and interview, using In-depth

semi-structured interview.

1. Observation Checklist

Observation was a data acquisition technique that was not a test. More

observation emphasizes the aspect of observation20. Observation would be done

through observation and notes directly on the research object treatment during the

research process by comparing the behavior between the experimental class using

19
Antomi Yuberti Saregar, “Pengantar Metodologi Penelitian Pendidikan Matematika dan
Sains” Bandar Lampung (CV. Anugrah Utama Raharja:2017).
20
Inayatul Fajriyah, skripsi : “Peningkatan Penguasaan Kosakata Bahasa Inggris Melalui
Penggunaan Media Kartu Gambar Pada Siswa Kelas II Sd Muhammadiyah Purwodiningratan 2
Yogyakarta” (Yogyakarta: Universitas Negeri Yogyakarta, 2013), Page 57.
30
 the body language method and the control class using the conventional method. The

observing of the YAPIS Al-Falah Kepi Junior High School.

2. Interview

This interview can help researchers in obtaining data on Teachers'

Competence in Teaching English for Junior High School.Interview is a questions and

answers method with interviewees which are the goals is to get answers either

directly or through media channels.21 Prior to conducting semi-structured interviews,

they were conducted in a structured manner by creating an interview procedure that

comprises a list of questions or themes that will be discussed with all participants

throughout the interviews. The interview procedure assists in the methodical and

focused collecting of data.

The interview is merely semi-structured in the sense that the researcher may

change the order of questions, omit questions, or change the language of the questions

based on what occurs during the interview. During the interview, the researcher may

add additional questions to examine any unexpected concerns that arise. 22 To answer

the second research question, an interview guide was undertaken, and the researcher

reported all of the information from the proposed informants.

21
Wina Sanjaya, “Penelitian Pendidikan Jenis, Metode dan Prosedur”, Jakarta ( PT. Fajar
Interpratama Mandiri: 2013)
22
Marguerite Lodico G., and et. al. 2010. “Methods in Educational Research: From Theory
to Practice”. San Fransisco (Jossey-Bass: 2010).
31
E. Procedure of Data Collection

in conducting data collection an interview guide was undertaken, and the

researcher reported all of the information from the proposed informants. The sort of

interview employed in this research was a semi-structured interview. The interviewer

prepared and listed various questions relevant to the challenges faced by the English

teacher in integrating technology in the online classroom, and asked some of these

questions; however, depending on the circumstances, the interviewer added or

removed questions.

To collect data from the interview, the researcher did some procedures. These

include (1) the researcher's concept of questions to ask the subject, (2) the researcher's

recording of all of the interviewee's responses to the interviewer's questions, and (3)

the researcher's transcription of the interview data result.

Table 3.2 Interview Questions

No Indicator Question
How do teachers understand the characteristics of
students related to physical aspects?
How do teachers understand the characteristics of
Get to know the students related to intellectual aspects?
characteristics of
1
students How do teachers understand the characteristics of
students related to spiritual aspects?
How do teachers understand the characteristics of
students related to socio-cultural aspects?
2 Mastering learning How do teachers understand various educational
theory learning theories related to the subjects being taught?
How do teachers apply various approaches, strategies,
methods, and learning techniques that educate creatively

32
 in the subjects taught?
How the teacher chooses related learning materials that
are taught with learning experiences and learning
objectives?
How do teachers arrange learning materials correctly
according to approach chosen and the characteristics of
students?
How teachers understand the principles of curriculum
development?
How do teachers develop indicators and assessment
Able to develop
instruments?
3 curriculum
How the teacher develops design components
learning?
How does the teacher develop a complete learning plan,
both for activities in the classroom, laboratory and field?
How the teacher arranges learning material correctly
according to approach chosen and the characteristics of
learners?
How do teachers identify the potential of students in the
Understanding and eye lessons taught?
4 developing the
potential of students How do teachers identify students' initial teaching skills
in the subjects they teach?
How do teachers identify students' learning difficulties
in the subjects they teach
How does the teacher evaluate the process and learning
outcomes?
How do teachers use information from assessment and
Learning evaluation results to determine learning completeness?
assessment and How the teacher uses the information from the
5
evaluation assessment and evaluation results to design a remedial
program?
How do teachers use the information from assessment
and evaluation results learning to improve the quality of
learning?

33
F. Technique of Data Analysis

Miles and Huberman stated that activities in qualitative data analysis were

carried out interactively and continued until they were completed, so that the data was

saturated. The researcher uses data analysis using the Miles and Huberman model

which includes three stages, namely data reduction, data display, and drawing

conclusions.23 The following is a schematic drawing data analysis and further

explanation of data analysis model according to Miles and Huberman

Data Collection Data Display

Data
Reduction

Conclusions
Drawing

Figure: 3.2 Components of Data Analysis: Interactive model (milles and Huberman)

1. Data Collection

In the analysis of the first model, data collected from interviews, observations,

and various documents based on categorization according to the research problem

were then developed to sharpen the data through further data searches. In this

23
Sugiyono,“Metode Penelitian Kuantitatif, Kualitatif dan R&D”, PT Alfabet.
(Bandung:2017).

34
research, the researcher used an open-ended questionnaire and interview to obtain as

much data from informants as possible.

2. Data Reduction

Reducing data means summarizing, choosing the main things, focusing on the

things that are important, looking for themes and patterns and removing unnecessary

ones. During the data collection period, researchers collected data from the results of

observations, interviews and documentation. Researchers do data reduction by taking

the main things according to the research focus, and discarding data that is considered

unnecessary.

3. Data Display

In displaying data, it can be presented in the form of brief descriptions,

flowcharts, charts, and the like. Researchers present data in the form of understanding

of principals and teachers about pedagogic competence. In this study, the data is

presented in a narrative manner.

4. Drawing conclusions

Drawing conclusions is often also called the verification stage. This stage is

the last stage in data analysis. The data on the understanding of principals and

teachers regarding pedagogic competencies that have been presented in the

presentation of the data are interpreted and then analyzed to obtain conclusions.

35
 BIBLIOGRAPHY

A.E.Lao, Hendrik, Gres Jekstman Kaipatty, and Agapito da Costa Jeronimo. 2017.
Teachers’ Competency In Teaching English At SMA Negeri 2 Kupang.
International seminar on education and technology-ISET collaborative
graduate schools conference.

BNSP. 2006. Government Regulation no. 19 of 2006 concerning National Education

Standards. Jakarta.

DEPDIKNAS RI (Departemen Pendidikan Nasional Republik Indonesia or Ministry

of National Education the Republic of Indonesia). 2014. Learning In Basic
Education And Middle Education.

Djam’an Satori, dkk. 2009. Profesi Keguruan. Departemen Pendidikan

Nasional.:Jakarta.

Evi, Febriana. 2016. The Junior High School English Teachers’ Fulfillment Of The
Four Competencies. Bahasa Inggris Bahasa Pendidikan Pos Lulus Program
Universitas Negeri Semarang.

Gamaya D. Mariane And Enrique E. Biñas, Jr. 2021. Teaching Competence And
Pedagogic Content Knowledge Of Science Teachers In The First District Of
Capiz, Philippines: Basis For A Sustainable Instructional Program.
European Journal of Humanities and Educational Advancements Vol. 2 No.
1, January,2660-5589.

Government Regulation No. 20. 19 Year 2005 National Education Standards,

National Education Standards Agency: Jakarta.

Government Regulation of the Republic of Indonesia No. 19 of the 2005 Law on

National Education Standards Article 28 paragraph 3 (b)

Hatta. 2018. Four Competencies To Build Teacher Professionalism. Nizamia

Learning Center Page 33-48.

Hightower,etc. 2011. Improving student learning by supporting quality teaching.

http://www.edweek.org/media/eperc_qualityteaching_12.11.pdf. accessed on
September 9th, 2022.

Majid, Abdul. 20017. perencanaan Pembelajaran mengembangkan Standar

Kompetensi Guru. Bandung: PT. Remaja.
36
Ma’rifatullah, Andi Tenri Ampa, and Awalia Azis. 2019. Teachers’ Pedagogic
Competence In Teaching English At Sman 1 Sanggar In Bima” Exposure
Journal 90, Vol. 8 No. 1 May.

Muamaroh. 2016. Improving Teachers’ Competence In Teaching Methodology Using

Cooperative Learning. University Research Colloquium ISSN 2407-9189.

Lodico, Marguerite G., and et. al. 2010. Methods in Educational Research: From
Theory to Practice”. Jossey-Bass: San Fransisco

Simonović, Nikola. 2021. Teachers’ Key Competencies For Innovative

Teaching.International Journal of Cognitive Research in Science, Engineering and
Education 9(3) 331-345.

S Jackson.. 2015. Teaching Competencies and Learning Proficiency”. Quezon City

Pp 25-30

Hakim, Adnan. 2015. Contribution of Competence Teacher (Pedagogic, Personality,

Professional Competence and Social) On the Performance of
Learning.Lecturer at the Faculty of Economics. Halu Oleo University
Kendari: IJES.

S Madhavaram and Laverie, D.A. 2010. Developing Pedagogic Competence: Issues

and Implications for Marketing Education. Journal of Marketing Education
vol. XX, no X, pp. 2-10.

Susilo. 2011. “Lesson Planning” Bandung : Remaja Rosda Karya.

Syahruddin , Andi Ernawati , Mohd. Anuar B. Abdul Rahman , Ahmad Johari B.
Sihes .2013. The Role of Teachers’ Professional Competence in
Implementing School Based Management: Study Analisys at Secondary
School in Parepare City of South Sulawesi ProvinceIndonesia.
International Journal of Evaluation and Research in Education (IJERE) Vol.
2, No. 3 ISSN: 2252-8822.

Sugiyono. 2016. Metode Penelitian Kuantitatif, Kualitatif dan R&D. PT

Alfabet.:Bandung

Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif dan R&D”, PT Alfabet:

Bandung.

Parnawi Afi and Muhamad Taridi,. 2018. Teachers’ Social Competency in Improving
Students’ Skills. Scholars Middle East Publishers.

37
Yuberti Antomi Saregar. 2017. Pengantar Metodologi Penelitian Pendidikan
Matematika dan Sains. CV. Anugrah Utama Raharja: Bandar Lampung.

Wina, Sanjaya. 2013. Penelitian Pendidikan Jenis, Metode dan Prosedur. PT. Fajar
Interpratama Mandiri: Jakarta)

38
Observation Checklist

Hari/ tanggal :
Materi :

Ye
No Assesment Criteria s No
 
Mastering the characteristics of learners
 
1 Teachers identify learning characteristics of each learner in the class    
Teachers ensure that all learners have the same opportunity to actively
2
participate in learning activities    
Teachers try to find out the causes of deviant behavior of learners to
3
prevent such behavior does not harm other learners    
Teachers help develop the potential and overcome the shortcomings of
4
learners

  Dominates learning theory and principles of learning that educates

Teachers provide opportunities for learners to master the learning

1 material and ability to learn through the learning process and activity
settings are varied.    
Teachers always ensure learners' level of understanding of the specific
2 learning material and adjust the next learning activities based on the
level of understanding    
Teachers explain the reason for the implementation of the activity
3
   
Teachers use a variety of techniques to motivating willingness of
4
learners    
  The development of the curriculum
Teachers create a syllabus in accordance with the curriculum
1
 
Teachers design a learning plan in accordance with the syllabus to
2 discuss specific teaching materials so that learners can achieve basic
competency set    

3 Teachers follow a sequence of learning materials with attention to the

learning objectives    
Teachers choose teaching materials that in accordance with the
4
purpose of learning

39
 
Development of potential learners
 
Teachers analyze the results of learning based on any form of
1
assessment of each learner to determine the level of progress of each.    
Teachers design and implement learning activities that encourage
2
learners to learn according to skills and individual learning patterns    
Teachers design and implement learning activities to bring the
3
power of creativity and critical thinking abilities of learners    
Teachers can identify correctly about the talents, interests,
4
potential and learning difficulties each learner    

  Communication with learners

Teachers use questions to find understanding and maintain the

1
participation of learners    
Teachers pay attention and listen to all the questions and the responses
2
of learners    
Teachers respond to questions that learners are accurate
3
   
Teachers listen and give attention to all learners answer either true or
4 that is considered wrong to gauge the level of understanding of
learners    
  Assessment and Evaluation
Teachers prepare an appropriate assessment tools to the learning
1 objectives to achieve a certain competence as written in the lesson
plan    
Teachers carry out assessment with different techniques and types of
2 assessment, in addition to formal assessment carried out of the school,
and announce the results and implications for the learners    
Teachers analyze the results of the assessment to identify topics to
3 know the strengths and weaknesses of each learner for both remedial
and enrichment.    
Teachers utilize feedback from learners and reflect to further enhance
4
learning

40
41