1
TEACHERS
’ PERCEPTIONS OF
PENDIDIKAN DAN LATIHAN
PROFESI GURU
(PLPG)
ON PROFESSIONALISM
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Octniel Dwi Kurniawan 112007170
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2
TEACHERS
’ PERCEPTIONS OF
PENDIDIKAN DAN LATIHAN
PROFESI GURU
(PLPG)
ON PROFESSIONALISM
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Octniel Dwi Kurniawan 112007170
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
3
5
6
Teachers’ Perceptions of PLPG on Professionalism
Octniel Dwi Kurniawan
Abstract
Government has concerned about the quality of teachers recently. Also, the need of professional teachers has increased significantly in the globalization era. According to UU No. 19 Year 2005, a professional teacher must have 4 basic competences which are pedagogic, personality, social, and professional competence achieved through professional education program. Certification is one of the professional education programs. The certificate of educators can be obtained through Pemberian Sertifikat Pendidik secara Langsung (PSPL), (2) Portofolio (PF), (3) Pendidikan dan Latihan Profesi Guru (PLPG), or (4) Pendidikan Profesi Guru (PPG). The purpose of this study is to investigate teachers’ perception of the impact of PLPG on professionalism. The research questions were: (1) What are teachers’ perceptions on professionalism? and (2) Can PLPG really help teachers to be professional? 59 PLPG participants in SWCU were given questionnaires which had 3 open-ended questions. The result showed that there were 7 criteria of a professional teacher and PLPG could really help teachers to be professional. However, surprisingly, there were still some other teachers who did not become professional after they had passed PLPG because of their wrong motives.
Keywords: professionalism, teacher competences, certification, PLPG
Introduction
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of teacher, uneven distribution of teachers, lack of qualified teachers, lack of welfare, management of educators that has not been arranged, the complexity of the implementation of the Law on Teachers and incomplete legislation regarding to teachers (Irtanto, 2006). The implementation of education in Indonesia has not been successful. Teachers have a big role and responsibilities to succeed the goal of national education. There are many educational institutions which its teacher is still not feasible to become professional teachers. The existence of teacher certification program motivates teachers to increase their professionalism, but on the other hand it is also detrimental to the teachers who in fact have limitations in the field of administration. Settling system certification program implementation should be done more efficiently (Ministry of Education, 2004).
There are many perceptions on professionalism. Perception in Chaplin Psychology (1989) is defined as one of the psychological tool which marks someone’s ability to identify and explain an existing object in the environment.
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organize patterns of stimuli in the environment. Gibson and Donely (1994) explains that the perception is the process of giving meaning to the environment by an individual.
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subject matter according to the developmental level of students, 7) to reflect on own performance continuously, 8) utilizing the results of reflection in order to improve the professionalism, 9) conduct action research to improve professionalism, 10) followed the progress of time by learning from various sources, 11) use of technology, information, and communication in communication, 12 ) use of technology, information and communication for development. From the understanding above, it can be concluded that the definition of a professional teacher is a person who has the ability and expertise in the field of teacher training so that he/she is able to perform its duties and functions as a teacher with a maximum capability.
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evaluate their own performance, and m) develop themselves independently and sustainably. Social Competence is the ability of teachers as part of the society that at least includes the competences to: a) oral communication, written, and / or gestures in a dignified manner; b) using information and communication technology is functional; c) interact effectively with students, fellow teachers, staff, leadership education unit, the parents or guardians of students; d) hanging out in a dignified manner with the surrounding community to heed the norms and value systems that apply, and e) apply the principles and spirit of true brotherhood. Teacher Professional Competency is the ability to master knowledge in science, technology, and / or arts and culture that at least have the following control: a) subject matter is broad and deep in accordance with the standards of the education unit program content, subjects, and / or a group of subjects who will be amnestied, and b) concepts and methods of the discipline of science, technology, or art that is relevant, which is conceptually coherent with shade or program unit education, subjects, and / or a group of subjects who will be amnestied.
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certification. Teacher certification is a process of giving a certificate of educator for teachers. The certificate of educator is given to teachers who have met the professional standards of teachers (Trianto, 2007). Professional teachers are a necessary condition for creating systems and practices of quality education. Improving the quality of teachers through this certification program is an effort to improve the quality of education. The rationale is that if a teacher competence is good, followed by good earnings, the performance is also expected well. If the performance is good, the teaching and learning activities will be also good. The good teaching and learning activities are expected to be able to produce a good quality education. Based on the certification procedures specified in the guidelines of teacher certification, the certification can be obtained through Pemberian Sertifikat Pendidik secara Langsung (PSPL), (2) Portofolio (PF), (3)
Pendidikan dan Latihan Profesi Guru (PLPG), or (4) Pendidikan Profesi Guru
(PPG). The participants of certification who do not fulfill the requirements in PSPL and who have not achieved a minimum passing score in Portofolio (PF),
must take part in PLPG which is held by Perguruan Tinggi Penyelenggara Sertifikasi Guru / Lembaga Pendidikan Tenaga Kependidikan (LPTK).
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1. PLPG is implemented by LPTK (Lembaga Pendidikan Tenaga Kependidikan) in positions that have been set by Government and supported by the College which has a course relevant to the field of study / subject of teacher participants.
2. PLPG is held for a minimum of 10 days and weigh 90 Hour Meeting (HM), with an allocation of 22 HM theory and 68 HM practice. The HM is equivalent to 50 minutes.
3. The determination of the PLPG place must consider the feasibility (representative and conducive) to the learning process.
4. A study group in PLPG is attempted for one field of expertise / subject.
5. One study group consists of max 36 participants and one group of peer teaching / peer counseling / peer supervising of max 12 participants. Under certain conditions, the number of participants in one study group or peer group teaching / peer counseling / peer supervising can be adjusted.
6. One group of peer teaching / peer counseling / peer supervising is facilitated by one instructor who has relevant NIA during the exam.
7. PLPG is preceded by pretest in writing (1 HM) for measuring the pedagogic competence and the initial professionalism of participants.
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9. PLPG is ended by a competency test that includes written test and performance test (practice test).
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same as the first test which includes written test and or performance test. If the participants of performance re-test for particular subjects are few in number, it can be combined with participants from allied subjects. Re-test is only once, participants who do not pass the test again will be returned to the Department of Education to be developed. PLPG is so important that most teachers must take it in order to get the certificate of educator.
The Study
This study answered two questions related to teachers’ perceptions of PLPG
on professionalism. The two questions were: (1) What are teachers’ perceptions on professionalism? and (2) Can PLPG really help teachers to be professional? This study is a qualitative study since the researcher wants to find out the perceptions of PLPG participants. The study is also a descriptive study because the analysis will be in the form of descriptive writing without the researcher’ intervention. The
purpose of this study is to investigate the perception of the impact of PLPG on professionalism. Therefore, a descriptive qualitative study would be essential to gather the subjects; perceptions on professionalism.
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The subject of this study was the participants of PLPG (Pendidikan dan Latihan Profesi Guru) in SWCU. The researcher chose them as the participants of his study because he was the student of SWCU so he could easily get permission to take data. Therefore, the method used by the researcher was convenience sampling. The participants were actually 64 English teachers (SMP, SMA, and SMK) rayon Salatiga and Semarang Regency, but 4 teachers were absent and 1 teacher came late. Therefore, there were only 59 teachers who became the subject of this study. 15 people were male and 44 others were female. The age ranged from 30 - 53. The length of teaching English was 7 - 29 years. They were participating PLPG which started from October 15, 2011 - November 20, 2011, only on weekends (Saturdays and Sundays) in SWCU. It began at 7.30 AM and finished at 17.40 PM.
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data collection method used. The researcher used questionnaire as a tool. After making a decision of which the subjects were, the researcher went to Satya Wacana Christian University (as LPTK) to distribute the questionnaires to the PLPG participants. The researcher distributed the questionnaires on November 20, 2011, the last day of PLPG program, before the competence test. After gathering all the data needed, the researcher analyzed the data using the following procedure:
1. The researcher translated the questionnaire results into English, so that it is easy to analyze.
2. The researcher analyzed the data qualitatively and descriptively by grouping the discussions into 2 subheadings.
3. In the end, the researcher drew a conclusion and gave some suggestions.
Results and Discussion
After the data have been collected, the researcher described and analyzed them to answer the research questions. The data are presented in 2 main parts according to the order of research questions.
A. Teachers’ perceptions on professionalism
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social, and professional. The following comment from a teacher illustrates these points:
“Guru professional adalah guru yang memiliki 4 kompetensi yaitu kompetensi professional, pedagogic, pribadi dan social.”
(Teacher 9)
(Professional teachers are teachers who have 4 professional competences which are professional, pedagogic, personal and social competence.)
All of the competences are regulated in UU No. 19 Year 2005. Perhaps, they got this idea from one of the PLPG materials which was called "Pengembangan profesionalitas guru" (Developing teacher professionalism) in the beginning of the program. Secondly, 9 teachers out of 59 teachers (15%) answered that a professional teacher must be expert in his/her subject taught at school. The following comment from a teacher illustrates these points:
“Guru professional adalah guru yang mampu menguasai materi dan menerapkan dengan kaidah-kaidah yang benar sesuai dengan tujuan pendidikan, sehingga timbul semangat terhadap anak didik untuk menguasai ilmu yang diajarkan oleh guru tersebut.”(Teacher 34)
(Professional teachers are teachers who are able to master the material and apply the correct principles in accordance with the purpose of education, so they can raise the morale of the students to master the knowledge taught by the teacher.)
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the rules and ethics. The following comment from a teacher illustrates these points:
“Guru professional adalah guru yang menjalankan tugas sesuai dengan kewajibannya mengantarkan anak didik dan mentransfer ilmu.”(Teacher 36)
(Professional teachers are teachers who perform tasks in accordance with the obligation to lead students and transfer their knowledge to students.)
It means that the teacher must be responsible to educate the students according to the valid regulations. The teacher should be creative and innovative so the students can really apply the knowledge. The teacher must have a strong commitment as an educator. Fourthly, 6 teachers out of 59 teachers (10%) thought that a professional teacher was not only able to educate students but also able to guide them to a better condition and to achieve their dream in the future. The following comment from a teacher illustrates these points:
“Guru yang mampu tidak hanya mendidik murid tapi juga before and able to achieve their goals in the future in facing the challenges of globalization era.)
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help students to study better. The teacher must also develop him/herself by evaluating their teaching and having noble characters so he/she can be a good model for the students. Fifthly, 4 teachers out of 59 teachers (7%) thought that a professional teacher should have high dedication in doing his/her duty, discipline, understanding of his/her students, high loyalty, and good IQ (Intelligence), EQ (Good Emotion Control), SQ (Spiritual Feeling). The following comment from a teacher illustrates these points:
“Guru professional adalah guru yang mempunyai dedikasi tinggi dalam menjalankan tugas, selalu bertindak ingin maju dengan banyak explore pengetahuan, selalu meningkatkan pengetahuan dan berusaha memajukan anak bangsa. Dan yang paling penting selalu berpegang pada kode etik guru.”(Teacher 49)
(Professional teachers are teachers who have high dedication in performing their duties, always want to explore knowledge, constantly improve their knowledge and try to advance the nation's children. And most importantly they always hold the code of ethics of teachers.)
Sixthly, 3 teachers out of 59 teachers (6%) thought that a professional teacher must have teaching certificate or license before he/she becomes a teacher. The following comment from a teacher illustrates these points:
“Guru professional guru yang sudah bersertifikasi, yang sudah diuji yang nantinya mampu menghasilkan anak didik yang berprestasi.”(Teacher 53)
(Teachers who have been certified and tested will be able to produce excellent students.)
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thought that a professional must keep abreast of the times. The following comment from a teacher illustrates these points:
“Guru yang bisa menjawab atau melaksanakan sesuai dengan tujuan yang dicanangkan oleh pihak yang berwenang sesuai dengan jaman atau waktu yang sedang dihadapi.” (Teacher 57) (Professional teachers are teachers who can answer or perform in accordance with the objectives announced by the authorities which are suitable with the age or time.)
It means the teacher must be able to adapt the materials to the development of the world so the students will not lack of information. The teacher must also be able to use the methods or steps which change from time to time.
B. THE IMPACTS OF PLPG ON PROFESSIONALISM
The second research question of this study is: can PLPG really help teachers to be professional? It was represented by the second question of the questionnaire. All 59 participants (100%) agreed that PLPG really helped them to be professional teachers. They also explained why it can help them to be professional. First of all, 40 out of 59 teachers (68%) explained that they could get so many useful knowledge and skills from this PLPG and develop them for their future teaching. The following comment from a teacher illustrates these points:
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(Of course. With the education and training, we get a lot of knowledge which is particularly useful in designing teaching plans and classroom action research. The teaching practice of peer teaching with instructor assistance is also very useful for many entries.)
PLPG opened their eyes to the new knowledge and creative methods in teaching. They could share their experiences to others and get new experiences as well. They could get many creative ideas in designing the learning process in class and determining the learning method and materials. The workshops gave them broader insight in teaching and the peer teachings helped them to practice the skill and knowledge. They could learn to use the newest technology like computer, internet, etc. They could know more about the characteristics of a professional teacher. Secondly, 12 out of 59 teachers (20%) explained that PLPG could improve their pedagogic, social, personality, and professionalism competence. The following comment from a teacher illustrates these points:
“Ya. Lebih meningkatkan kompetensi pedagogis, social, kepribadian dan profesionalisme.” (Teacher 48)
(Yes, it can improve the competence of pedagogic, social, personality, and professionalism.)
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“Ya. Adanya PLPG ini paling tidak memberi pelajaran, mengingatkan dan melatih para guru yang selama ini ternyata pandangan dan persepsi yang keliru tentang bagaimana cara mengajar.”(Teacher 44)
(Yes, PLPG at least can teach, remind and train teachers who actually have wrong views and perceptions about how to teach.) They could get the right view or perception about how to teach correctly. They could understand deeper about how to be a professional teacher.
In the results above, the teacher participants of PLPG were sure that PLPG really helped them to be professional. Then the third question of questionnaire was actually formed to confirm the answer of the second question. However, when being asked about the professionalism of other teachers who they knew they had already passed PLPG before, their answers were quite surprising. 32 of 59 participants (55%) agreed that some teachers who they knew they had joined PLPG before had become professional teachers. Those other teachers had shown changes or improvements in teaching like now using technology as their teaching aids. The following comment from a teacher illustrates these points:
“Beberapa teman saya yang sudah lulus PLPG sudah menggunakan media.metode yang bervariasi untuk PBM (Proses Belajar Mengajar) di kelas. Ada perubahan yang lebih baik sesudah mengikuti PLPG.” (Teacher 18)
(Some of my friends who have passed PLPG have already used varying tools and methods to teach in their classroom. There is a better improvement after they participated in PLPG.)
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“Ada yang sudah ada yang belum. Hal tersebut tergantung attitude dari guru tersebut karena ada yang berusaha mengaplikasikan apa yang sudah diperoleh setelah PLPG dan ada yang mengangggap hal tersebut hanya bersifat formalitas belaka.”(Teacher 50)
(Half of them have become professional teachers, but the other halves have not. It depends on the attitude of the teacher itself because some teachers really tried to apply what they have been obtained in PLPG and some others consider it is merely a formality.)
16 of 59 participants (27%) did not see any changes from the teachers they knew before and after joining PLPG. Most of them thought that the teachers joined PLPG because their motivation was only to get additional salary. The following comment from a teacher illustrates these points:
“Tidak semua guru yang lulus PLPG sekarang ini menjadi guru yang professional. Lebih banyak mereka yang kembali lagi seperti sebelum mengikuti / lulus PLPG. Kinerjanya tidak ada bedanya, sikapnya sama saja. Yang menjadikan lain hanyalah sikap konsumsif setelah mendapat tunjangan profesi.”(Teacher 42)
(Not all teachers who passed PLPG have become professional teachers. Most of them remain unchanged just like before joining PLPG. Their performances are not different, just the same manner. What makes different is the consumptive manner after receiving additional salary.)
Unfortunately, there were 2 participants (3%) who did not answer the question or left it blank.
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about teaching. However, the motives of the participants in joining PLPG are sometimes wrong. It is unfortunate if there is no improvement after teachers pass PLPG whereas the government is really serious about this program.
Conclusion
This study is aimed to investigate the teachers’ perceptions of PLPG on professionalism. The study was guided by the following questions: (1) What are teachers’ perceptions on professionalism? and (2) Can PLPG really help teachers to be professional? To answer the research questions, the writer used questionnaires which had 3 open-ended questions. For the first question, there were 7 criteria that participants stated were needed to be a professional teacher. They were: having basic competences (42%), having expertise in subjects (15%), having responsible to duties (14%), student guidance (10%), having dedication (7%), having certificate / academic requirements (6%), and abreast of the times (6%). In relation to the second research question, the data revealed that PLPG helped all teacher participants to be professional. However, surprisingly, some participants answered the third question of questionnaire that other teachers who they knew still did not become professional after they passed PLPG. In their opinion, some teachers joined PLPG just to get additional salary. The government should be more concerned about this because PLPG will be useless if the participants cannot become professional teachers.
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government. For teachers, it can give deeper understanding about PLPG and higher awareness that PLPG is important for becoming professional. Teachers who are aware of the importance of PLPG will join it to be professional teachers. Also, it will give input for the government who hold the teacher certification program, especially for the Department of National Education and LPTK which can develop the policies in order to increase the professionalism of teachers.
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Acknowledgement
This thesis would not have been possible without the support of many people. I wish to express my gratitude to:
My Father in Heaven, Lord Jesus Christ, who always gives me strength and motivation to finish this thesis. Thanks for hearing my tears and cries every day and night in Your Presence. I surrender my whole life for You.
My supervisor, Mrs Anne Timotius, who always helped me and forced me to finish this thesis soon so that I could graduate on March. Thank you very much mam! I was so sorry for being lazy. I promise to change into a better man. I will never forget you.
My thesis examiner, Mrs Anita Kurniawati, who were willing to check my thesis quickly and giving me a good grade. Thanks a lot mam! May Jesus always bless you and your family.
My great family; Papa, Mama, Cik Nonik, Nuel, Sela, Excel, and especially for my extraordinary brother and sister; Nael and Debi. You have become an excellent model for me. Thanks all for being patient with me all the time. I will make you all proud of me one day! Amen.
My girlfriend, Indriani, who always loves me, encourages me, be patient with me, and be loyal. I know you are my true love and I will never let you go. I promise to be the best man for you! I love you now and forever.
My best friend, Oviana Listiyaningrum, who always cheers me, motivates me, and reminds me to Jesus. Best Friends Forever! Thanks for your pray. Let’s race together to receive the Crown of Life.
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Appendix (Questionnaire)
ANGKET PENELITIAN
Tujuan dari angket ini adalah untuk mengetahui persepsi guru terhadap pengaruh PLPG (Pendidikan dan Latihan Profesi Guru) terhadap profesionalisme guru. Kami sangat berterima kasih apabila bapak ibu berkenan meluangkan waktu untuk mengisi angket ini. Angket ini sama sekali tidak berpengaruh terhadap hasil PLPG. Kerahasiaan Anda kami jamin.
Jenis Kelamin : L / P (lingkari salah satu) Umur : . . .
Institusi Mengajar : SMP / SMA / SMK (lingkari salah satu) Lama Mengajar : . . .
Jawablah pertanyaan berikut dengan jujur.
1. Menurut pendapat Anda, apakah definisi guru profesional itu?
2. Apakah menurut Anda program PLPG ini dapat membantu Anda menjadi seorang guru profesional? Jelaskan.
3. Cobalah merefleksikan seseorang/beberapa orang guru yang Anda kenal yang sudah lulus PLPG. Apakah menurut Anda guru tersebut sekarang menjadi seorang guru profesional? Jelaskan.
