ENGLISH TEACHER PROFESSIONAL DEVELOPMENT:A Case Study of Three Junior High School English Teachers in Pidie Regency, NAD.

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LISTS OF APPENDICES

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LIST OF TABLES

Table 2.1 Characteristics of Good Language Teachers ... 10 Table 2.2 Questions of Self-Reflection ... 13 Table 4.1 T1 and T2’s Questions of Self-Reflection ... 30 Table 4.2 Names of Seminars, Workshops, and Trainings Attended by T1 .... 51 Table 4.3 Names of Seminars, Workshops, and Trainings Attended by T2 .... 51 Table 4.4 Names of Seminars, Workshops, and Trainings Attended by T3 .... 51 Table 4.5 Participants’ Broader TPD Activities (Questionnaire Data) ... 59 Table 4.6 Participants’ Broader TPD Activities (Interview Data) ... 59 Table 4.7 Characteristics of Good Language Teachers (Reproduced

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CHAPTER I

INTRODUCTION

This chapter presents the introduction to the study. It covers background of

the study, research question, purpose of the study, scope of the study, significance

of the study, research methodology, and thesis organization.

1.1 Background of the Study

The publication of Government Regulation number 19, 2005 about the

national standard of education has prioritized teachers’ quality in educational

field. In fact, according to Suherdi (2007: 2), students’ failure in the national

examination (Tribun Jabar, 17 Juni 2007 in Suherdi, 2007: 2) is able to be

avoided as long as the teaching and learning process is conducted optimally.

Suherdi’s statement conforms to that of Rivkin et al. (2000, in Hammond, 2006:

19), i.e. that students who were assigned to effective teachers had significantly

greater gains in achievement than those assigned to several ineffective teachers.

However, we cannot deny that there are many teachers who seem reluctant

to develop their teaching quality. They claim they do not have enough time since

they need to earn more income to support their family livelihood (see Suherdi,

2007: 6). This implies that their incomes are unsatisfactory. However, there are

things other than income that needs to be taken care of. What expected is the

awareness from the teachers themselves to develop their professionalism in order

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In addition, the program of teacher certification as the result of the

publication of Republic Indonesia law number 14, 2005 requires teachers to make

serious effort to develop their professionalism in order to be certified and

professional teachers (see Supriyanti, 2007).

Actually, teachers have many possible ways to develop their

professionalism. They can do it either formally or informally. The formal

professional development is one which is planned in the teacher trainings or

education. The informal professional development is the activity that the teachers

do in their daily practice such as reading books or journal, meeting with

colleagues, joining in the teachers’ group activities, and even conducting a

classroom action research (see Agustina, 2007).

The previous studies on teacher professional development (TPD) were

carried out for different purposes but mostly focused on TPD program design and

effectiveness. In her research on teacher inquiry group, Johar (2002) found that

the group has empowered teachers for their professional development. Besides,

Atey (2006) conducted a case study concerning professional development through

collaborative research and found that participating in collaborative action research

gave the teachers a framework for systematically observing, evaluating, and

reflecting on their L2 teaching practices.

In Indonesia, Widodo (2004: 253) made a survey to identify the needs of

individual English teachers and the preferred programs for professional

development. He found that the programs mostly needed by respondents were

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interschool visit, but teacher training was the most needed program among others.

Another research was carried out by Ghozali (2007) who investigated teacher

development through teacher community learning and found that the teachers

made significant progress from the program.

The previous research on TPD indicated the necessity to investigate the

teachers’ effort in the present time to develop their professionalism. Dede et al.

(2006) make recommendations for areas of TPD research in term of the impact of

professional development programs on teacher teaching quality change,

particularly improvement through transformation practice. This kind of research

covers the advantages that teachers gain through TPD activities and the extent to

which they apply those advantages into the teaching performance.

This study focuses on investigating the teacher professional development

issue including the activities conducted by teachers in developing their

professionalism, the characteristics of good language teachers developed through

each activity and the implementation of those characteristics into the teaching

performance.

1.2 Research Question

The following questions are developed in order to guide the inquiry

process of the present study:

a. What activities do the teachers carry out in order to develop their

professionalism?

b. What characteristics of good language teachers are developed through each

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c. How do the teachers implement these characteristics into the teaching performance?

1.3 Purpose of the Study

The purposes of this study are formulated based on the problems

investigated. This study aims to:

a. explore the activities carried out by teachers in developing their

professionalism.

b. find the characteristics of good language teachers developed through each TPD

activity conducted.

c. investigate the implementation of the characteristics into the teaching

performance.

1.4 Scope of the Study

This study attempts to investigate professional development of three

English teachers of Junior High School in Pidie Regency, Nanggroe Aceh

Darussalam. This study specifically presents and describes teachers’ activities in

developing their professionalism, the characteristics of a good language teachers

developed through each TPD activity conducted and the implementation of the

characteristics in the teaching performance.

1.5 Significance of the Study

This study is expected to give contribution to the teacher professional

development (TPD) issue theoretically and practically. Theoretically, this study is

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of possible activities they can carry out to develop their professionalism and

advantages they can gain through each activity. Moreover, learning from others’

experiences will motivate teachers to take lesson from them. As a result, they can

make efforts to conduct those activities for themselves.

1.6 Research Methodology

The present study is qualitative in nature. It is appropriate for

understanding process by which events and actions take place (see Maxwell,

1996).

In selecting the participants, purposive sampling is used, in which one

selects a sample from which he/she can learn the most (Merriam, 1988: 48). The

selected participants are three Junior High School English teachers in Pidie

Regency, Nanggroe Aceh Darussalam who were active in attending in-service

trainings and conducting other TPD activities.

The data were collected through questionnaire, interview, documents

study, and observation. The first research question, i.e. the teachers’ activities in

developing their professionalism is answered through data from questionnaire,

interview, and document analysis. The second research question, i.e. the

characteristics of good language teachers developed through each TPD activity is

answered using data from questionnaire and interview. Finally, the third research

question, i.e. the implementation of the characteristics in the teaching performance

is answered using data from observation.

Data were analyzed in several steps. First, the findings from questionnaire

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research questions. Second, the findings from document analysis were analyzed to

answer the first research question. Third, the findings from classroom observation

were transcribed and analyzed to answer research the third research question.

1.7 Thesis Organization

This thesis is organized into five chapters. The first chapter is introduction

which highlights the basic concerns of the study. The second chapter deals with

theoretical framework on which to base the present study. The third chapter

discusses research methodology including research question, research design, data

collection, and data analysis. The fourth chapter elaborates research findings and

discussion. The fifth or the last chapter presents the conclusions of the study and

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CHAPTER III

RESEARCH METHODOLOGY

This chapter describes some important elements related to research

methodology. The elements are: (1) research design, (2) data collection, and (3)

data analysis.

3.1 Research Design

The present study employs a qualitative case study approach in order to

document detailed information of how people interact in particular situation (see

(Silverman, 2000: 6). The purposes of a case study are to arrive at a

comprehensive understanding of the groups under study and to develop general

theoretical statements about regularities in social structures and processes (see

Becker, 1968, cited in Merriam, 1988: 11). In line with this, Stake (1988, in

Nunan, 1992: 75) states the difference between a case study and other research

studies is that it focuses on one single case, not the whole population of cases.

Moreover, in most other studies, Stake further states that researchers search for an

understanding that ignores the uniqueness of individual cases and generalizes

beyond particular instances, while in the case study, the search is for an

understanding of a particular case.

3.2 Data Collection

Data collection covers some aspects including participants and setting of

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3.2.1 Participants and the Setting

This study employs purposive sampling which is defined as selecting a

sample from which one can learn the most to discover, understand, and gain in

sight (Merriam, 1988: 48). One of the aims of selecting the sample purposively,

according to Maxwell (1996, cited in Alwasilah, 2007: 147) is to get the

uniqueness or representativeness of background, individual or activities.

There were three participants selected. All of them are English teachers at

Junior High School in Pidie Regency, Nanggroe Aceh Darussalam who graduated

from S1 program. The relevance of the choice of the subjects to the purpose of the

present study is that the teachers were certified teachers who actively participated

in some professional development activities such as teachers’ training and other

teachers’ in-service programs. Thus, since this study is concerned with teacher

professional development, it needs the subjects with those characteristics.

3.2.2 Instrument

This study used four types of instruments, i.e. questionnaire, teachers’

interview, observation, and document analysis. It is overviewed as follows.

3.2.2.1 Questionnaire

There are two kinds of questionnaires in this research, i.e. open-ended

questions which allow the respondents to give a totally free answer and closed

questions in which the answer are provided to the respondents and they are

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The open ended questions were employed to explore the first research

question concerning the activities conducted by the participants in TPD and the

second research question concerning the characteristics of good language teachers

developed from each TPD activity. The questions were constructed based on

Richard and Lockhart’s (1994) theories of self-reflection and Harmer’s (2001)

view about some possible ways of TPD programs for English teachers. They

consist of ten items, i.e. (1) self-reflection, (2) classroom action research, (3)

cooperative development, (4) peer teaching/peer observation, (5) teachers’ group

(6) teachers’ association, (7) seminars, workshops, and trainings, (8) virtual

community, (9) reading professional literature, and (10) broader TPD activities.

The closed questions were employed to explore research question number two

concerning the characteristics developed through each activity conducted. They

were constructed based on the list of characteristics of good language teachers

consisting four skill areas proposed by Brown (2001). They consist of ten items

including the characteristics developed through each of the ten activities

conducted. The questionnaire itself can be observed in Appendix 1.

3.2.2.2 Interview

Interview is another technique used in this study. The purpose of

interviewing people is to find out what is on their mind, what they think and how

they feel about something (see Fraenkel and Wallen, 1993: 385).

The interview of this study was employed to gather data for the first

research question, i.e. the activities conducted by the participants in TPD and the

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during the TPD activities. The interview which was conducted twice was

tape-recorded. It was then transcribed to enhance the data. The interview guide can be

observed in Appendix 2, while the interview transcriptions can be observed in

Appendix 3.

3.2.2.3 Document Analysis

Document analysis is also employed in the present study. Merriam

(1988:1) says that the researchers can use documentary materials as data. It aims

to strengthen the data gained from other techniques.

The data from document analysis were used to answer the first research

question, i.e. the activities the teachers carried out in order to develop their

professionalism. The present study examines document concerning seminars,

workshops, or trainings and MGMP activities. The document analysis can be

observed in Appendix 4.

3.2.2.4 Classroom Observation

Certain kind of research questions can be best answered by observing how

people act or how things look (see Fraenkel and Wallen, 1993: 384). In this study,

class observation was conducted to answer the third research question, i.e. the

implementation of good language teachers’ characteristics in the participants’

teaching performance. It was based on the Brown’s (2001: 430) list of good

language teachers’ characteristics. The researcher who worked as the observer

used audio visual recording in order to record the teaching activity. The

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were transcribed to enhance the data for implementation of the characteristics in

the teaching performance. However, since the accurate data gained were only

from two observations, there were only two transcriptions made. The classroom

observation transcription can be observed in Appendix 5.

3.2.3 Validity

Validity is another word for truth (see Silverman, 2005: 210). The validity

of this research was made by using the triangulation referring to the use of a

variety of instruments to collect data (see Fraenkel and Wallen, 1993: 400). Thus,

the combination of different ways of data collection in this research including

questionnaire, interview, observation, and document analysis should ensure

validity and reliability of the data.

3.3 Data Analysis

The data for this research will be mostly analyzed qualitatively. Analyzing

data in a qualitative study involves synthesizing the information the researcher

obtains from various sources such as observations, interviews and document

analysis into coherent description of what he or she has observed or discovered

(see Fraenkel & Wallen, 1993: 383).

The process of data analysis is presented through the following steps. First,

the findings from questionnaire and interview were categorized based on the

research questions in order to help data analysis process. They were analyzed to

answer the first research question, i.e. the activities the teachers carried out in

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characteristics of good language teachers developed from each TPD activity

conducted. Second, the findings from document analysis were analyzed to answer

the first research question, i.e. the activities the teachers carried out in order to

develop their professionalism. Third, the findings from classroom observation

were transcribed and analyzed to answer the first research question, i.e. the

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions or the major findings of the study

and recommendations for further study. The presentation covers two sub parts.

The first part is conclusions and the second part is the recommendations for

further study.

5.1 Conclusions

This study investigated English teacher professional development (TPD).

There were three research problems investigated toward this issue. The first

research problem is “what activities do the teachers carry out in order to develop

their professionalism?” It was found that the teachers conducted or participated in

various activities. They are self-reflection (Richard & Lockhart, 1994), classroom

action research (CAR), cooperative development, peer teaching/peer observation,

teachers’ group and teachers’ association, seminars, workshops, and trainings,

professional literature, and some broader view of TPD activities (Harmer, 2001).

The only activity the teachers did not participate was being involved in virtual

community because of lack of time. In addition, CAR was also was still rarely

conducted by the teachers. There was only one participant conducted CAR and it

was not even completed. Moreover, self-reflection, teachers’ association

(MGMP), and teachers’ trainings were believed as the most useful programs.

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they conducted in teachers’ trainings and MGMP really supported them to be

certified teachers.

The fact that the teachers have conducted various TPD activities indicates

that they have awareness to develop their professionalism. However, there were

two activities which were not conducted or rarely conducted, i.e. virtual

community and classroom action research. This was caused by some factors, i.e.

lack of time and the system of work environment such as lack of school facility.

This phenomenon indicates that teacher professional development is influenced by

many factors. The factors are both personally and environmentally. To handle the

personal factor teachers should have personal commitment to devote time for

professional development. Meanwhile, environmental factor requires government

support in term of providing sufficient school facility. Thus, when a professional

development is expected to be ongoing, these factors should be handled

appropriately. Moreover, the fact that self-reflection is considered as one of the

most important TPD activities indicates that professional development should be

started with personal intention. Finally, the fact that teachers’ association or

MGMP and teachers’ trainings are believed as the most useful TPD activities and

support them to be certified teachers indicates that such programs should be

provided more for teachers for their professional development.

The second research problem is “what characteristics of a good language

teacher are developed from each activity?” It was found that in general, through

each activity, each participant could develop large numbers of the characteristics

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interpersonal skills, and personal qualities. Moreover, there were four

characteristics which were the most developed. Three of them are technical

knowledge and one is personal skill. The technical knowledge are (1) understands

the linguistic system of English phonology, grammar, and discourse, (2) knows

through experience what it is like to learn a foreign language, (3) understands the

close connection between language and culture. The personal sub-skill is

“maintains and exemplifies high ethical and moral standard”. The least developed

characteristic was the personal sub-skill “sets short-term and long-term goals for

continued professional growth”.

The fact that the teachers can develop many characteristics from the TPD

activities indicates that the activities provide many advantages for their

professional development. They can develop not only the knowledge/skill related

to teaching and learning, but also the skill related to personal and interpersonal

skills. This helps teachers to become more professional. Moreover, the fact that

the most developed skills were in terms of content knowledge indicates that the

teachers in the future should also focus more on developing the pedagogical or

practical skills. Third, the fact that the characteristic “sets short-term and

long-term goals for continued professional growth” was the least developed skill

indicates that the teachers are still weak in planning their professional

development so that in future, they should make a strategic planning for their

professional development.

The third research problem is “how do they implement the characteristics

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effort in implementing the characteristics although some characteristics were still

weak. In terms of technical knowledge, they put the knowledge into practice when

they implemented the pedagogical knowledge. They also tried to implement

pedagogical skills optimally. For example, various techniques used were

appropriate to the approaches of language skills teaching, lesson plans were

prepared and some alterations were made to suit students’ need, students’

linguistic need were fulfilled, feedbacks, interaction, cooperation and team work

were provided optimally, classroom management principles were applied,

textbooks material and simple visual aids were adapted, and the assessment were

conducted interactively as ongoing assessment. The interpersonal skills were also

implemented appropriately. The teachers had good awareness of students’ cultural

traditions, kept good rapport with the students, sometimes provided appropriate

humor, valued the students’ ability, worked with students of lesser ability, and

sometimes offered challenges for high ability students. In terms of personal

qualities, they had positive personality for being well-organized, being flexible,

maintaining an inquisitive mind in trying out new ways of teaching and applying

high ethical and moral standard. However, some implementations of the

pedagogical skills were not evidenced during the observation such as “creatively

adapting audio, visual and mechanical aids” and “innovatively creating brand new

material when needed”.

The fact that the teachers have generally implemented the characteristics

in the teaching performance indicates that the professional development activity

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Moreover, the fact that they were still weak in implementing some of the

characteristics indicated that they should focus more on the areas of weakness so

that all characteristics are fulfilled and they become more professional.

5.2 Recommendations for Further Study.

There are some methodological and practical recommendations proposed.

The methodological recommendations concern the delimitations of the present

study and the possible enhancement for further research. First, since the scope of

the present study were only three English teachers at a Junior High School in

Nanggroe Aceh Darussalam, more research on teacher professional development

with larger scope are recommended. Second, since this study was not a

longitudinal study, more longitudinal research investigating the effect of teacher

professional development programs to the quality of the teaching performance are

recommended.

The practical recommendations also concern the delimitations of the

present study and the possible enhancement for further research. First, since the

teacher professional development (TPD) activities investigated in this study were

only those suggested by Richard & Lockhart (1994) and Harmer (2001), more

researches with more possible activities of TPD are recommended in order to

enrich the TPD possible activities. Second, since this study only focused on the

implementation of the skills of good language teacher’s characteristics in the

teaching performance, more researches focusing on the implementation of those

skills into all aspects of the teachers’ professional life are recommended in order

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with the findings of this study that teacher professional development is influenced

by many factors, more research on this issue are recommended in order to enrich

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