Research on students' perception on the pre-service English teachers' competence obtained results by using the percentage descriptive analysis test. A summary of the results of the data analysis in Table 4.1 below.
Information to read table
No Items : Number of statement
% : percentage SA : Strongly agree
A : Agree
NS : Not sure
D : Disagree
SD : Strongly disagree
1. Pedagogic Competence
Table 4. 1research finding of pedagogic competence
No items SA % A % NS % D % SD %
S1 53 41,4 51 39,5 12 9,3 6 4,7 7 5,4 S2 41 31,8 48 37,2 26 20,2 7 5,4 7 5,4 S3 36 27,9 57 44,2 17 13,2 14 10,9 5 3,9 S4 40 37,2 49 38 16 12,4 7 5,4 9 7 S5 49 38 49 38 16 12,4 8 6,2 7 5,4 S6 44 34,1 54 41,9 15 11,6 11 8,5 5 3,9 S7 36 27,9 57 44,2 17 13,2 12 9,3 7 5,4 S8 46 35 49 38 19 14,7 9 7 6 4,7
Total 34% 40% 13% 7% 5%
Source: Data processed in 2021
From the results of the research data analysis above, the representation of pedagogic competence shows a positive perception of pre-service English teachers competence at SMPN 7 Muaro Jambi. In total, 74% of students showed positive perceptions with 34% of students choosing to strongly agree and 40% of students agree, 13% of students showed not sure, and only 12% of students showed negative perceptions with 7%
disagree and 5% choosing strongly disagree.
2. Personal Competence
Table 4. 2research finding of personal competence
No Items SA % A % NS % D % SD %
S9 42 32,6 49 38 26 20,2 6 4,7 6 4,7 S10 44 34,1 52 40,3 16 12,4 12 9,3 5 3,9 S11 53 41,1 46 35,7 14 10,9 11 8,5 5 3,9 S12 57 44,2 45 34,9 13 10,1 8 6,2 6 4,7 S13 65 50,4 35 27,1 11 8,5 12 9,3 6 4,7 S14 51 39,5 46 35,7 20 15,5 8 6,2 4 3,1 S15 66 51,2 34 26,4 14 10,9 6 4,7 9 7 S16 46 35,7 53 41,1 13 10,1 13 10,1 4 3,1 S17 50 38,8 48 37,2 16 12,4 10 7,8 5 3,9
Total 41% 35% 12% 7% 4%
Source : Data processed in 2021 From the results of the research data analysis above, it can be seen the representation of personality competencies shows a positive perception of the personality competency of pre-service English teachers at SMPN 7 Muaro Jambi. In total, 76% of students showed positive perceptions with 41% of students choosing to strongly agree and 35% of students agree, 12% of participants showed Not sure, and only 11% of students showed negative perceptions with 7% disagree and 4% choosing strongly to disagree.
3. Social Comepetence
Table 4. 3 research finding of social competence
No Items SA % A % NS % D % SD %
S18 41 31,8 59 45,7 16 12,4 4 3,1 9 7 S19 48 37,2 51 39,5 13 10,1 8 6,2 9 7 S20 56 43,4 48 37,2 12 9,3 9 7 4 3,1 S21 46 35,7 49 38 16 12,4 13 10,1 5 3,9 S22 52 40,3 51 39,5 11 8,5 6 16.48 9 7 S23 42 32,6 60 46,5 15 11,6 10 7,8 2 1,6 S24 51 39,5 47 36,4 18 14 6 4,7 7 5,4 S25 46 35,7 55 42,6 12 9,3 10 7,8 6 4,7
Total 37% 41% 11% 6% 5%
Source: Data processed in 2021 From the results of the research data analysis above, it can be seen the representation of social competence shows a positive perception of the pre-service social competence of English teachers competence at SMPN 7 Muaro Jambi. In total, 78% of students showed positive perceptions with 37% of students choosing to strongly agree and 41%
of students agree. 11% of students choosing not sure, and only 11% of students showed negative perceptions with 6% disagree and 5%
choosing strongly disagree.
4. Professional Competence
Table 4. 4finding research of professional competence
No Items SA % A % NS % D % SD %
S26 33 25,6 57 44,2 18 14 15 11,6 6 4,7 S27 64 49,6 41 31,8 9 7 8 6,2 7 5,4 S28 54 41,9 46 35,7 14 10,9 5 3,9 10 7,8 S29 46 35,7 44 34,1 22 17,1 10 7,8 7 5,4 S30 49 38 54 41,9 13 10,1 8 6,2 5 3,9 S31 51 39,5 42 32,6 19 14,7 9 7 8 6,2 S32 56 43,4 45 34,9 10 7,8 9 7 9 7 S33 43 33,3 54 51,9 17 13,2 6 4,7 9 7 S34 59 45,7 38 29,5 16 12,4 8 6,2 8 6,2 S35 38 29,5 55 42,6 23 17,8 9 7 4 3,1 S36 38 29,5 55 42,6 20 15,5 12 9,3 4 3,1 S37 46 35,7 47 36,4 15 11,6 11 8,5 10 7,8
Total 37% 37% 13% 7% 6%
Source : Data Processed in 2021 From the results of the research data analysis above, it can be seen the representation of professional competence shows a positive perception of the pre-service of English teachers professional competence at SMPN 7 Muaro Jambi. In total, 74% of students showed positive perceptions with 37% of students choosing to strongly agree and 37% of students agree.
13% of students showed not sure, and only 13% of students showed negative perceptions with 7% disagree and 6% choosing strongly disagree.
B Discussion
1 Students’ Perception on The Pre-Service English Teachers’
Pedagogical Competence.
According to the results of the descriptive analysis of the percentages as shown in Table 4.1, it can be seen that the students 'perceptions of the pre-service English teachers' pedagogical competence good with 74%. Pedagogic competence here means the ability to manage student learning which consists of the ability to carry out learning in class,
understanding of students, the ability to use interesting learning media, and the ability to actualize the various potentials of students.
In more detail in the following indicators :
a. Description of Able to Carry Out Learning in Class
Based on Table 4.1, it can be seen 53 (41.4%) students choose to strongly agree, 51 (39.5%) students choose to agree, 12 (12.9%) students choose not sure, 6 (4.7) students choose to disagree, and 7 (5.4%) students choose strongly disagree. Based on table 3.4, the statement “able to carry out learning in the class” is included in the enough category with 41.4%. This means that pre-service English teachers are enough capable of carrying out learning in class well.
A teacher can carry out learning well if the teacher is appropriate in delivering the material and can organize the order of the material properly. This is in line with Nugraheni (2011) state that a teacher is to have at least pedagogic competence having mastered certain fields of study in education, both learning approaches and teaching methods. This is also shown by their pre-service English teachers' ability to deliver material in front of the class appropriately in related with the learning objectives that have been set. With the ability of pre-service English teachers to convey material appropriately, they have been able to carry out learning in class well.
b. Description of Able to Help Students Grow Self-Confidence Based on Table 4.1, it can be seen 41 (31.8%) students choose strongly agree, 48 (37.2%) students choose agree, 26 (20.2%) students choose not sure, 7 (5,4) students choose disagree, and 7 (5.4%) students choose strongly disagree. Based
on table 3.4, the statement “Able to Help Students Grow Self-Confidence” is included in the not good category with 37.8%.
This shows that most students are not sure of the ability of pre-service english teachers to help students grow their self-confidence.
Meanwhile, according to the national education standard article 28 paragraph (3) point a & lesson plan on teacher quoted from Mulyasa (2009, p. 75), the state that one of the aspects of a teacher who has pedagogic competence is being able to understand students. So what students should do to foster student self-confidence is for example by giving praise and encouragement to students. This is one way to grow their self-confidence, because with the praise of a teacher, students will always be confident in their abilities.
c. Description of Able to Help Students’ Realize Student Strengths and Weaknesses
Based on Table 4.1, it can be seen 36 (27.9%) students choose strongly agree, 57 (44.2%) students choose agree, 17 (13.2%) students choose not sure, 14 (10.9) students choose disagree, and 5 (3.9%) students choose strongly disagree. Based on table 3.4, the statement “Able to Help Students Realize Student Strengths and Weaknesses” is included in the enough category with 44.2%. this shows that most students are enough confident about pre-service English teachers in helping students to realize the strengths and weaknesses of their students.
It show the pre-service English teacher is enough capable of understanding students, this is in accordance with the national education standard article 28 paragraph (3) point a and the lesson plan on teacher in Mulyasa (2009, p. 75). pedagogic competence
is being able to understand students. In this case what students can do is to give assignments or homework questions. With the results obtained from these questions, students can find out the extent of their abilities (both strengths and weaknesses).
d. Description of Able to Be Open to Students Opinions
Based on Table 4.1, it can be seen 48 (37.2%) students choose strongly agree, 49 (38) students choose agree, 16 (12.4%) students choose not sure, 7 (5.4%) students disagree, and 9 (7%) students choose strongly disagree. Based on table 3.4, the statement “Able to Be Open to Students Opinions” is included in the not good category with 37.2%.
It is not in accordance with the national education standard article 28 paragraph (3) point a & lesson plan on teacher quoted from Mulyasa (2009, p. 75), the state that one of the aspects of a teacher who has pedagogic competence is being able to understand students. Openness of opinion can be seen from the attitude of students willing to pay attention to the opinions and suggestions of pre-service English teachers and to increase student involvement in the teaching and learning process. In this way, pre-service English teachers can indirectly understand the opinions and desires of students so that there is no tendency for pre-service teachers to be authoritarian in the classroom
.
e. Description of Able to Help Overcome Students Difficulties Based on Table 4.1, it can be seen 49 (38%) students choose strongly agree, 49 (38) students choose agree, 16 (12.4%) students choose not sure, 8 (6.2) students choose disagree, and 7 (5.4%) students choose strongly disagree. Based on table 3.4, the statement “Able to Help Overcome Students Difficulties” is
included in the not good category with 38%. this indicates that most students are not sure about the ability of pre-service English teachers to help overcome student difficulties.
This is not in accordance with the national education standard article 28 paragraph (3) point a & lesson plan on teacher quoted from Mulyasa (2009, p. 75), the state that one of the aspects of a teacher who has pedagogic competence is evaluations of learning outcomes being able to understand students.
What should pre-service English teachers do is during the learning process, teaching is ongoing, pre-service English teachers must be able to find out which parts (material) are considered difficult by students, be able to know the differences in attitudes of students who already understand or do not understand. With this attitude, pre-service English teachers are indeed able to understand the difficulties experienced by students so that indirectly they are can also understand the situation of students.
f. Description of Able to Use Interesting Media
Learning media is one of the supporters of student success because media is one of the facilities that must be fulfilled by schools to achieve the teaching and learning process. With the development of increasingly sophisticated learning media, it requires a teacher to be able to use existing media properly.
Besides being able to use existing media, the teacher must also be able to provide self-made learning media.
Based on table 4.1, it can be seen 44 (34.2%) students choose strongly agree, 54 (41.9) students choose agree, 15 (11.6%) students choose not sure, 11 (8.5) students choose
disagree, and 5 (3,9%) students choose strongly disagree. Based on table 3.4, the statement “Able to Use Interesting Media” is included in the category enough with 41.9%. , this shows that most students are enough confident in their ability to use attractive media. It is related with Mulyasa (2009, p. 75) that one of the abilities a teacher must have is the ability to unlization of learning technology.
g. Description of Responses Students’ Potential
Based on Table 4.1, it can be seen 36 (27.9%) students choose strongly agree, 57 (44.2%) students choose agree, 17 (13.2%) students choose not sure, 12 (9.3%) ) students choose disagree, and 7 (5.4%) students choose strongly disagree. Based on table 3.4, the statement “Able to Use Interesting Media” is included in the category enough with 41.9%, this shows that most students are confident enough in pre-service English teachers ability to respond to their potential.
This is in accordance with Mulayasa (2009, p. 75) state that one of the pedagogic competencies must have as a teacher is being able to develop of the students to actualize their various potentials. What should be done is when pre-service English teachers find out that there are students who have the talent for writing or drawing, they will be directed about their talents and advise them to develop their talents by participating in competitions related to their talents. Because basically school is a place for students to go to the maturity process. Where school is a place for students to seek knowledge, practice socializing and devote all their abilities.
h. Description of Able to Develop Student Potential
Based on Table 4.1, it can be seen 46 (35%) students choose strongly agree, 49 (38%) students choose agree, 19 (14.7%) students not sure, 9 (7%) students choose disagree, and 6 (4.7%) students choose strongly disagree. Based on table 3.4, the statement “Able to Develop Student Potential” is included in the category enough with 38%, this shows that most students are confident enough in the ability of pre-service English teachers to develop their potential.
This is in accordance with Mulayasa (2009, p. 75) state that one of the pedagogic competencies must have as a teacher is being able to develop of the students to actualize their various potentials. An example of a teacher's attitude that develops student potential is for example for students who are good at writing, the teacher provides advice to participate in writing competitions, the teacher is able to provide individual guidance for students who have high motivation in learning or for students who want to better understand the subject matter. Before able to develop student talents, pre-service English teachers must be trained first to interact with students. Besides that, from an early age students must have a sense of responsibility for the development of students because school is a student process towards maturity.
2 Students’ Perception on The Pre-Service English Teachers’
Personality Competence.
According the results of the descriptive analysis of the percentages as shown in Table 4.2, it can be seen that the perception of students’ on the pre-service English teachers' personal competence is good, namely 76%. This shows that students have a good attitude
towards pre-service English teachers' personalities.
Personal competence here means that pre-service teachers have a stable personality, mature, wise, dignified, authority, disciplined, polite, honest and responsible so that they are able to carry out leadership: ing ngarso sung tulodo (in front of being role models), ing madya mangun karso (in the middle of arousing the will or motivation), tutu wuri handayani (behind influencing). In more detail, these indicators will be described as follows:
a. Description of Maturity Attitude Towards The Issue of The Class/ Students
Based on Table 4.2, it can be seen 42 (32.6%) students choose strongly agree, 49 (38%) students choose agree, 26 (20.2%) students choose not sure, 6 (4.7%) students choose disagree, and 6 (4.7%) students choose strongly disagree. Based on table 3.4, the statement “Maturity Attitude Towards The Issue of The Class / Students” is included in the not good category with 38%, This shows that the majority students are not sure about the maturity of pre-service English teachers in dealing with class and student problems and the patience of pre-service English teachers when facing problems in class and problems that students make. it is not related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p. 117) state that mature is one of personal ability in personality competence.
b. Descriptionof Have Wisdom in Resolving The Issue of The Class/Students
Based on Table 4.2, it can be seen 44 (34.2%) students choose strongly agree, 52 (40.3%) students choose agree, 16 (12.4%) students choose not sure, 12 (9.3%) ) students choose
disagree, and 5 (3.9%) students choose strongly disagree. Based on table 3.4, the statement “Maturity Attitude Towards The Issue of The Class / Students” is included in the enough category with 40.3%, This shows that most students are sure of enough pre-service English teachers wisdom in making decisions to solve problems.
It is related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p. 117) state that mature is one of personal ability in personality competence. What pre-service English teachers'. should do is solve problems wisely, for example there are two students who are having problems, pre-service English teachers must be wise in solving these problems and when students are not clear about the material presented, the pre-service teachers’ are able to provide good explanations.
c. Description of Charismatic As a Prospective Teacher
Based on Table 4.2, it can be seen 53 (41.1%) students choose strongly agree, 46 (35.7%) students choose agree, 14 (10.9%) students choose not sure, 11 (8.5%) ) students choose disagree, and 5 (3.9%) students choose strongly disagree. Based on table 3.4, the statement “Charismatic As a Prospective Teacher” is included in the category enough with 41.1%, This shows that most students are enough sure of the charismatic of pre-service teachers as prospective teachers.
It is related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p. 117) state that authoritative is one of personal ability in personality competence.
Being dignified or not a person depends on the behavior it reflects.
Therefore, as pre-service English teachers, they should be able to keep all his words and actions so that there is an impression that
students are amazed at the attitude shown. Thus, students will indirectly respect to pre-service English teachers as well as respect with their teachers.
d. Description of Has The Attitude As a Model to Students
Based on Table 4.2, it can be seen 57 (44.2%) students choose strongly agree, 45 (34.9%) students chose agree, 13 (10.1%) students choose not sure, 8 (6.2%) ) students choose disagree, and 6 (4.7%) students choose strongly disagree. Based on table 3.4, the statement “The Attitude As a Model to Students” is included in the enough category with 44.2%, This shows that most students are confident enough that the attitudes shown by pre-service English teacher can be used as role models for students . A good role model is absolutely necessary for students because the teacher is the ideal figure to imitate.
It is related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p. 117) state that politeness is one of personal ability in personality competence. For example imitating in terms of language style and everyday attitudes. So that the teacher never speak bad words in front of students. Because the teacher is a role model for students in school, pre-service English teachers as a prospective teacher, his attitudes, words and actions must be used as role models for students.
e. Description of Good Moral As a Prospective Teachers
Based on Table 4.2, it can be seen 65 (50.4%) students choose strongly agree, 35 (27.1%) students choose agree, 11 (8.5%) students choose not sure, 12 (9.3%) ) students choose disagree, and 6 (4.7%) students choose strongly disagree. Based on table 3.4, the statement “Good Moral As a Prospective Teachers”
is included in the category enough with 50.4%, This shows that
most students are still quite confident in the good moral of pre-service English teachers as a teacher.
It is related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p.117) state that politeness is one of personal ability in personality competence Things or attitudes that should be shown by pre-service English teachers are being obedient to religious teachings.
f. Description of Presence At School On Time
Based on Table 4.2, it can be seen 51 (39.5%) students choose strongly agree, 46 (35.7%) students choose agree, 20 (15.5%) students choose not sure, 8 (6.2%) ) students choose disagree, and 4 (3.1%) students choose strongly disagree.
Based on table 3.4, the statement “Presence At School On Time” is included in the not good category with a percentage of 39.5%, This shows that most students are not sure about the discipline of pre-service English teachers.
It is not related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p.117) state that discipline is one of personal ability in personality competence The things that should be done are pre-service English teachers must always arrive on time.
g. Description of Displaying Polite, Courteous, Kind And Useful Speech In The Relationship With Students at school
Based on Table 4.2, it can be seen 66 (51.2%) students choose strongly agree, 34 (26.4%) students choose agree, 14 (10.9%) students choose not sure, 6 (4.7%) ) students choose disagree, and 9 (7%) students choose strongly disagree. Based on table 3.4, the statement “Displaying Polite, Courteous, Kind And
Useful Speech In The Relationship With Students at school” is included in the enough category with 51.2%, This shows that most students are enough sure of the manners of pre-service English teachers.
In socializing at school, pre-service English teachers should be able to maintain good manners, display polite, kind and useful speech in association with students. With regard to politeness, pre-service English teachers should always maintain their behavior so that they are always polite to others, both fellow friends, teachers and the community around them. It is related with cole and chan state that personal quality refer to the teachers' efford to create and communication between individuals (as citen in pandereiot &
surna, 2014).
h. Description of Showing Behavior in Accordance With What Is Said
Based on Table 4.2, it can be seen 46 (35.7%) students choose strongly agree, 53 (41.1%) students choose agree, 13 (10.1%) students choose not sure, 13 (10.1%) ) students choose disagree, and 4 (3.1%) students choose strongly disagree. Based on table 3.4, the statement “Showing Behavior in Accordance With What Is Said” is included in the enough category with 41.1%. This show most students are enough sure of honesty of the pre-service English teachers.
Honesty is an attitude that is absolutely needed by a teacher, then a teacher should never be dishonest in front of students. it is related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, 117) state that honest is one of personal ability in personality competence The teacher is a reflection of students, so if the teacher is not honest, the students will also
embrace it. This is very dangerous for students of students to development their mental.
i. Desription of Always Teaching According to Schedule Based on Table 4.2, it can be seen 50 (38.8%) students choose strongly agree, 48 (37.2%) students choose agree, 16 (12.4%) students choose not sure, 10 (7.8%) ) students choose disagree, and 5 (3.9%) students chose strongly disagree. Based on table 3.4, the statement “Always Teaching According to Schedule” is included in the not good category with 38.8%, this shows that most students are not sure of the ability of pre-service English teachers who always teach according to the schedule.
It is not related with national education standard article 28 paragraph 3 point b in Mulyaa (2006, p. 117) state that decipline is one of personal ability in personality competence. Things or attitudes that should be shown by pre-service English teachers reflect a responsible attitude. For example, always teaching right on schedule and when there are obstacles in being unable to teach, pre-service English teachers assign assignments to students or ask for help from the tutor teacher to replace them temporarily so that the class is not empty.
3 Students’ Perception on The Pre-Service English Teachers’ Social Competence.
According to the results of the descriptive analysis of the percentages as shown in Table 4.1, students' perceptions of pre-service English teachers social competence show in good category, namely 78.00%. In this case students have a good perception of service English teachers social competence. It is means that
pre-service English teachers show good communication skills which include student relationships , namely the development of positive attitudes in students, an open and flexible attitude towards students, and management of classroom behavioral interactions. In more detail, these indicators will be described as follows:
a. Description of Encourage Students to be Brave to Have Different Opinions From Others
Based on Table 4.3, it can be seen 41 (31.8%) students choose strongly agree, 59 (45.7%) students choose agree, 16 (12.4%) students choose not sure, 4 (3.1%) ) students choose disagree, and 9 (7%) students choose strongly disagree. Based on table 3.4, the statement “Encourage Students to be Brave to Have Different Opinions From Others” is included in the enough category with 45.7%, this shows that most students are confident enough of pre-service English teachers ability to encourage students to be brave to have different opinion from others. A concrete example that can be done by pre-service English teachers is when a discussion takes place on a certain material, a teacher must be able to encourage students to be brave to have a different opinion from others.
b. Description Of Encourage Students to be Brave in Expressing And Explaining Their Work
Based on Table 4.3, it can be seen 48 (37.2%) students choose strongly agree, 51 (39.5%) students choose agree, 13 (10.1%) students choose not sure, 8 (6.2%) ) students choose disagree, and 9 (7%) students choose strongly disagree. Based on table 3.4, the statement “Encourage Students to be Brave in Expressing And Explaining Their Work” is included in the not