D B.ING 907941 Table of content

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Ida Siti Hodijah, 2016

ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

APPROVAL PAGE ii

DECLARATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

ABSTRACT x

TABLE OF CONTENTS xi

LIST OF TABLES xvi

LIST OF FIGURES xix

CHAPTER ONE: INTRODUCTION 1

1.1 Overview of the Chapter 1

1.2 Background of the Study 1

1.3 Statement of the Problem 7

1.4 Research Questions 8

1.5 Purpose of the Study 9

1.6 Significance of the Study 10

1.7 Scope of the Study 10

1.8 Delimitations of the Study 11

1.9 Definition of Key Terms 12

1.10 Organization of the Dissertation 13

CHAPTER TWO: LITERATURE REVIEW 14

2.1 Introduction 14

2.2 Teacher Competence 15

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2.2.3.1 Teacher Professional Knowledge 18 2.2.3.1.1 Knowledge about Content/

Subject Matter

20

2.2.3.1.2 Knowledge about Pedagogy 23 2.2.3.1.3 Knowledge about Learners 24 2.2.3.2 Performance Standard and Performance

Indicators for Teacher Professional Knowledge

25

2.2.3.3 Alignment between Subject Matter Knowledge, Pedagogical Knowledge, and Learner Knowledge

37

2.2.3.4 Teacher Professional Skills 38 2.2.3.4.1 Instructional Delivery 39 2.2.3.4.2 Teaching Clarity 40 2.2.3.5 Performance Standard and Performance

Indicators for Teacher Professional Skills 44

2.2.3.6 Teacher Professional Attitudes 59 2.2.3.7 Performance Standard and Performance

Indicators for Teacher Professional Attitudes

64

2.2.4 Teacher Competence Standards in Indonesian Context

74

2.2.5 Alignment between Teacher Competence Contextualized in the Study and Teacher Competence Standards in Indonesian Context

76

2.2.6 Teacher Competence Test in Indonesian Context 77 2.2.7 Summary of the Discussion of Teacher Competence 78

2.3 Teacher Performance 80

2.3.1 Definition of Teacher Performance 80

2.3.2 Evaluating Teacher Performance 82

2.3.2.1 Measurements to Evaluate Teacher Performance

83

2.3.2.2 Performance Standards and Performance Indicators for Evaluating Teacher Performance

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2.3.3 Alignment between Teacher Competence and Teacher Performance

87

2.3.4 Summary of the Discussion of Teacher Performance 90 2.4 Students’ Perceptions on Teacher Performance 91 2.4.1 Definition of Student Perception 91 2.4.2 The Importance of Student Perception on Teacher

Competence and Performance

93

2.4.3 Previous Research on Students’ Perception on Teacher Competence and Performance

94

2.4.4 Summary of the Discussions of Students’ Perceptions on Teacher Competence and Performance

96

2.5 Summary of the Chapter 96

CHAPTER THREE: METHODOLOGY 99

3.1 Introduction 99

3.2 Methodology 100

3.2.1 Purpose of the Study and Research Question Revisited

100

3.2.2 Research Design 101

3.2.3 Mixed Methods Case Study Research 102

3.2.3.1 Qualitative Approach 103

3.2.3.2 Quantitative Approach 104

3.2.4 Research Participants and Research Settings 106

3.2.4.1 Research Settings 106

3.2.4.2 Research Participants 107

3.2.5 Data Collection 110

3.2.5.1 Qualitative Data Collection 111 3.2.5.1.1 Classroom Observation 112 3.2.5.1.2 Teacher Self-Assessment 115 3.2.5.1.3 Focus Group Interview 116 3.2.5.2 Quantitative Data Collection 118

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3.2.6 Data Analysis 122

3.2.6.1 Qualitative Data Analysis 122 3.2.6.1.1 Analysis of Classroom

Observation Data

123

3.2.6.1.2 Analysis of Interview Data 124 3.2.6.2 Quantitative Data Analysis 125 3.2.6.2.1 Analysis of Questionnaire Data 125 3.2.7 Criteria for Interpreting the Findings 126 3.2.7.1 Reliability and Validity 127 3.2.8 Research Ethics, Approval, and Confidentiality 128

3.2.9 Summary of the Chapter 129

CHAPTER FOUR: FINDINGS AND DISCUSSIONS 130

4.1 Introduction 130

4.2 English Teachers’ Teaching Performance in Terms of Teacher Professional Knowledge, Skills and Attitudes

131

4.2.1 Teacher Professional Knowledge 131 4.2.1.1 Findings from Classroom Observations 132 4.2.1.2 Findings from Teacher Self-Assessment 146 4.2.1.3 Summary of Discussion of Data for

Teacher Professional Knowledge

150

4.2.2 Teacher Professional Skills 152

4.2.2.1 Findings from Classroom Observation 152 4.2.2.2 Findings from Teacher Self-Assessment 182 4.2.2.3 Summary of Discussion of Data for

Teacher Professional Skills

183

4.2.3 Teacher Professional Attitudes 184 4.2.3.1 Findings from Classroom Observations 184 4.2.3.2 Findings from Teacher Self-Assessment 202 4.3 English Teachers and Students’ Perceptions on English

Teachers’ Teaching Performance in Terms of Teacher

Professional Knowledge, Skills, and Attitudes

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4.3.1 English Teachers’ Perceptions on Their Own Teaching Performance in Terms of Teacher Professional Knowledge, Skills, and Attitudes

206

4.3.1.1 Findings from Teacher Self-Assessment 206 4.3.2 Students’ Perceptions on Their English Teachers’

Teaching Performance

211

4.3.2.1 Findings from Questionnaire 211 4.3.2.2 Findings from Focus Group Interview 217 4.4 English Teachers and Students’ Perceptions on the Important

Characteristics of Competent English Teachers

226

4.4.1 English Teachers’ Perceptions on the Important Characteristics of a Competent English Teacher

228

4.4.1.1 Findings from Teacher Self-assessment 228 4.4.2 Students’ Perceptions on the Important

Characteristics of a Competent English Teacher

231

4.4.2.1 Findings from Questionnaire 231 4.4.2.2 Findings from focus group interview 233

4.5 Summary of the Chapter 235

CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS FOR

GOVERNMENT POLICY, AND

RECOMMENDATIONS FOR FURTHER

STUDY

236

5.1 Introduction 236

5.2 Conclusions 236

5.3 Recommendations for Government Policy 239

5.4 Recommendations for Further Study 242

REFERENCES 244

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LIST OF TABLES

CHAPTER TWO

2.1 Performance standard and performance indicators for teacher professional knowledge

25

2.2 Category of questions as proposed by Poole (2009) 35 2.3 Performance indicators for teacher professional skills 44 2.4 Performance indicators for teacher professional attitudes 64 2.5 Teacher core competences in Indonesian context 75 2.6 Alignment between teacher competence standards and essential

components of teacher competence used in the study

77

CHAPTER THREE

3.1 Overview of the research design of the study 104 3.2 Characteristics of English teachers participated in the study 109 3.3 Characteristics of students participated in the study 109

CHAPTER FOUR

4.1 English teachers’ teaching performance in terms of teacher professional knowledge

132

4.2 Teacher self-assessment of teacher’s competence in terms of teacher professional knowledge

147

4.3 English teacher teaching performance in terms of teacher professional skills

152

4.4 English teachers’ performance in terms of teacher professional attitudes

184

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4.8 Mean score of teachers’ perceptions on their teaching performance in terms of teacher professional knowledge, skills, and attitudes-overall cases

207

4.9 English teachers’ perceptions on their teaching performance in terms of teacher professional knowledge, skills, and attitudes-overall cases in order of rank

208

4.10 Mean score of teacher’s perception of their teaching performance in terms of teacher professional knowledge, skills, and attitudes-Teacher-1

209

4.11 Teacher-1’s own perception on his teaching performance in terms of professional knowledge, skiils, and attitudes-

in order of rank

209

4.12 Mean score of Teacher-2’s perception on her teaching performance in terms of teacher professional knowledge, skills, and attitudes

210

4.13 Mean score of Teacher-2’ perception on her teaching performance in terms of teacher professional knowledge, skills, and attitudes

211

4.14 Mean score of students’ perceptions of their English teachers’ competence/teaching performance in terms of teacher professional knowledge, skills, and attitudes-overall cases

212

4.15 Mean score of students’ perceptions of their English teachers’ competence/teaching performance in terms of teacher professional knowledge, skills, and attitudes-overall cases

213

416 Mean score of students’ perceptions of their English teacher’s competence/performance in terms of teacher professional knowledge, skills and attitudes-School-1

214

4.17 Mean score of students’ perceptions of their English teacher performance in terms of teacher professional knowledge, skills and attitudes-School-2

215

4.18 18 Mean score of students’ perceptions of their English

teacher’s competence/performance in terms teacher

professional knowledge, skills, and attitudes School-2

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4.19 Mean score of students’ perceptions of their English teacher performance in terms of teacher professional knowledge, skills, and attitudes School-2

217

4.20 Students’ perceptions of teacher professional knowledge, skills, and attitudes from focus group interview

218

4.21 Important characteristics of competent English teachers as perceived by English teachers-overall cases

229

4.22 Important characteristics of a competent English teacher as perceived by the English teachers – Summary

230

4.23 Students’ perceptions of competent English teachers from questionnaire - overall cases

232

4.24 Summary of characteristics of a competent English teacher 233 4.25 The five most important characteristics of a competent English

teacher from focus group interview – Overall cases

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LIST OF FIGURES

CHAPTER ONE

1.1 Research problem and research questions of the study 8

CHAPTER TWO

2.1 Essential components of teacher competence 18 2.2 Key aspects of teacher professional knowledge 19 2.3 Alignment between content knowledge, pedagogical knowledge

and learner knowledge

37

2.4 Key aspects of teacher professional skills 38 2.5 Key aspects of teacher professional attitudes 63 2.6 Teacher competence standards in Indonesian context 75 2.7 Interconnectedness between professional knowledge,

professional skills and professional attitudes

79

2.8 Major measurements to evaluate teacher performance 84 2.9 Teacher performance evaluation measurements used in the

study

85

2.10 Alignment between teacher competence and teacher

performance based on Medley’s (1982a) theory

89

CHAPTER THREE

3.1 Design of mixed methods case study research used in the study 101

3.2 Data collection used in the study 110

3.3 Qualitative data collection used in the study 111

3.4 Quantitative data collection procedure 118

3.5 Analysis of interview data procedure 124

3.6 Cronbach alpha reliability 127

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4.1 Teacher-1 presents the lesson to the class 154 4.2 Teacher-2 presents the lesson to the class 155 4.3 Teacher-1 provides examples to the students 157 4.4 Teacher-1 summarizes key points of the lesson 158 4.5 Teacher-2 writes examples of the lesson on the board 159 4.6 Teacher-2 summarizes key points of the lesson 159

4.7 Teacher explanation 162

4.8 Individual work 162

4.9 Pair work 163

4.10 Student presentation 163

4.11 Textbook and dictionary are used as the main learning resources

164

4.12 Teacher uses the board to explain the lesson 165 4.13 Teacher-1 does not always integrate the available technology to

enhance student learning in most of the lessons

165

4.14 Teacher explanation 166

4.15 Individual work 166

4.16 Pair work 167

4.17 Group work 167

4.18 Role play 168

4.19 Student presentation 168

4.20 Teacher uses the board to explain the lesson 169 4.21 Textbook and dictionary are used as the main learning

resources

170

4.22 The use of IT to enhance student learning 172 4.23 Teacher-1 does not always integrate technology to enhance

student learning in most of the lessons

172

4.24 Teacher-1 monitors student learning 176

4.25 Teacher-2 goes round the class to monitor student learning 176

4.26 Teacher-1 collects students’ homework 179

4.27 Teacher checks students’ homework 179

4.28 Teacher-2 asks students about the homework given at the previous lesson

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4.29 Teacher-2 checks students’ homework 180

4.30 Teacher-1 prepares the lesson as soon as he comes into the classroom

187

4.31 Teacher-2 begins the lesson as soon as she arrives in the classroom

190

4.32 Teacher-1 helps the students who have difficulties in present lesson

192

4.33 Teacher-1 shows his caring behavior to the students 193 4.34 Students feel safe and confidence to learn in the classroom 193 4.35 Students show their enthusiasm for learning 194 4.36 Teacher-2 shows her enthusiasm for student learning 194 4.37 Teacher-2 shows her caring behavior to the students 195 4.38 Students show their enthusiasm for learning 195 4.39 Students feel safe and confidence to learn in the classroom 196 4.40 Teacher-1 greets the students by their names 197 4.41 The student answers her teacher’s question 198

4.42 Teacher-1 asks the students’ names 198

4.43 Teacher-2 communicates with the students by addressing their names

199

4.44 Teacher-2 asks one of the students’ names 199 4.45 Teacher-1 invites his students asking them to participate in

learning in equal and fair way

200

4.46 Students of school-1 raises their hands to answer teacher’s question

201

4.47 Teacher-2 invites all students to answer her questions and to give opinions on the present lesson in equal and fair way

201

4.48 Students of school-2 raises their hands to answer teacher’s question

201

4.49 Teachers’ perceptions on their own teaching performance in terms of professional knowledge, skills and attitudes-overall cases

207

4.50 Teacher-1’s perception on his own teaching performancein terms of professional knowledge, skills, and attitudes

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4.51 Teacher-2’s perception on her own teaching performance in terms of professional knowledge, skills, and attitudes

210

4.52 Students’ perceptions on English teachers’ teaching

performance in terms of professional knowledge, skills, and attitudes-overall cases

212

4.53 Students’ perceptions of their English teacher’s teaching

performance in terms of teacher professional knowledge, skills, and attitudes of School-1

214

4.54 Students’ perceptions of their English teachers’ performance of teacher professional knowledge, skills, and attitudes of

School-2