UniversitasNegeri Jakarta
III. DISCUSSION A. The Impact Of Training Toward Pedagogical
Competence Enhancement For Japanese Language Teachers
TABLE 1
THE IMPACT OF TRAINING TOWARD
PEDAGOGICAL COMPETENCE ENHANCEMENT FOR JAPANESE LANGUAGE TEACHERS
No Aspects Time Answer Teacher Student 1 Teacher gives
students the chance to be active in teaching
Before Yes 100% 88%
No 0% 12%
After Yes 100% 100%
No 0% 0%
2 Teacher teaches systematically and focuses on materials.
Before Yes 50% 90%
No 50% 10%
After
Yes 100% 99%
No 0% 1%
3 Teacher gives students the chance to show their abilities.
Before Yes 100% 86%
No 0% 14%
After
Yes 100% 98%
No 0% 2%
4 Teacher evaluates students regularly.
Before Yes 50% 87%
No 50% 13%
After Yes 100% 96%
No 0% 4%
5 Teacher asks about students’
background, interests, and passions.
Before Yes 33% 55%
No 67% 45%
After
Yes 83% 78%
No 17% 22%
6 The teacher
tells the Before Yes 50% 74%
No 50% 26%
No Aspects Time Answer Teacher Student student
learning objectives to be achieved in every material being taught
After
Yes 100% 97%
No 0% 3%
7 Teachers plan learning that can motivate students to learn more.
Before Yes 50% 82%
No 50% 18%
After Yes 100% 97%
No 0% 3%
8 Do you use media that can motivate students?
Before Yes 83% 62%
No 17% 38%
After Yes 100% 92%
No 0% 8%
9 Teachers provide opportunities for students to demonstrate proficiency in the form of different learning interactions (Role Play, Interview, Information Gap, Games, etc ....)
Before
Yes 50% 80%
No 50% 20%
After
Yes 100% 97%
No 0% 3%
10 Teachers motivate students by directly correcting errors they speak..
Before Yes 83% 93%
No 17% 7%
After
Yes 100% 97%
No 0% 3%
11 Teachers motivate students by displaying the results of students’
learning in the classroom / bulletin / school newsletter, etc.
Before Yes 17% 12%
No 83% 88%
After
Yes 67% 13%
No 33% 87%
B. Principal Policy in Improving the Quality of Learning Languages
1. Policy in Terms of Infrastructure
TABLE 2
POLICY IN TERMS OF INFRASTRUCTURE
No Aspek Ans
wer Princi pal Tea
cher Stud ent 1 Provide language
laboratory Yes 33% 50% 51%
No 67% 50% 48%
2 Provide language learning media.(If you have, mention!)
Yes 67% 67% 75%
No 33% 33% 21%
3 Provide conducive classrooms to learn a language.
Yes 67% 100
% 78%
No 33% 0% 20%
4 Provide students’
textbooks/ learning materials
Yes 100% 83% 88%
No 0% 17% 12%
5 Enrich books
collections Yes 100% 83% 53%
No 0% 17% 48%
6 Arrange special program about language learning enhancement
Yes 67% 67% 54%
No 33% 33% 45%
7 Provide fund to
implement program Yes 67% 50% 50%
No 33% 50% 48%
8 Provide opportunities to students to follow language
competition/contest
Yes 100% 100
% 76%
No 0% 0% 24%
9 Give financial support for language
competition/contest activities
Yes 83% 83% 63%
No 17% 17% 36%
10 Motivate students to demonstrate learning
achievements (in the magazine wall, during the
ceremony, bulletin, etc ....)
Yes 100% 83% 68%
No 0% 17% 29%
2. Teacher Competence Improvement TABLE 3
TEACHER COMPETENCE IMPROVEMENT No Aspects Answer Principal Teacher
1 Supervise to class regularly
Yes 67% 33%
No 33% 50%
2 Provide suggestions, feedback or ideas in
Yes 100% 50%
No 0% 33%
No Aspects Answer Principal Teacher supervision
activities 3 Provide ease
of licenses for teachers to follow the training / training
Yes 100% 67%
No 0% 0%
4 Ask the teacher training report the results in writing
Yes 100% 83%
No 0% 0%
5 Ask the teacher presents the results of training in front of fellow teachers
Yes 33% 33%
No 50% 50%
6 Provide curriculum documents for each subject
Yes 100% 83%
No 0% 0%
7 Requiring teachers make instructional administratio n (syllabus, lesson plans, etc.) in an orderly manner.
Yes 100% 83%
No 0% 0%
8 Check for teaching administratio n made teachers regularly
Yes 67% 50%
No 33% 33%
9 Supporting teachers to be active in Teacher’s Association activities.
Yes 100% 83%
No 0% 0%
10 Provide time for
consultation on the programs of innovation in schools.
Yes 100% 50%
No 0% 33%
3. The Implementation of Teachers’ Language Education and Training Impact
TABLE 4
THE IMPLEMENTATION OF TEACHERS’
LANGUAGE EDUCATION AND TRAINING IMPACT
No Aspects Answer Teacher
1 Everything can be utilized Yes 83%
No
2 Mostly Yes 17%
No
3 Partly Yes
No 4 Nothing can not be used Yes
No
4. Learing materials: easy or difficult to implement TABLE 5
LEARING MATERIALS: EASY OR DIFFICULT TO IMPLEMENT
5. Response of Participants’ Education and Training TABLE 5
RESPONSE OF PARTICIPANTS’ EDUCATION AND TRAINING
No Aspects Answer Principal Teacher 1 Able to improve the
knowledge, skills, and knowledge of language teachers
Yes 0% 100%
No 100% 0%
2 Proportion of training materials can support the competence of language teachers
Yes 0% 83%
No
100% 17%
3 Getting the
opportunity to apply the training results
Yes 0% 100%
No 83% 0%
4 The training allocation time is too short
Yes 17% 83%
No 0% 17%
Based on the surveys and interviews that have been conducted, it can be inferred as follows:
1. Training for the basic level of Senior High School/Vocational High Japanese teachers has has good impacts toward the improvement of nine covering aspects of pedagogical competence; Teachers teach systematically and focus on the materials, teachers evaluate students regularly, teachers ask about students’
background, interests, and passions of students, teachers tell students learning objectives to be achieved in each of the material being taught, teachers plan learning to motivate students to learn, teachers use the media to motivate students, teachers provide opportunities for students to demonstrate proficiency in the form of the interaction of different learning, teachers motivate students by correcting directly linguistic errors effectively, teachers motivate students to display their students’ learning products in the classroom, bulletin, or school newsletters.
2. There are two aspects that increase pedagogical competence that have not been convinced as a result of training, namely; Teachers give students the chance to be active in teaching and learning, and the teacher gives students the chance to demonstrate their abilities. But overall it can be concluded that the implementation of the training is high in the amount of 83-100%.
3. Teachers have attempted to implement all materials obtained in training, although there are some materials that are relatively considered difficult to be implemented , namely; listening skills, development of teaching materials and teaching aids, teaching materials analysis, and analysis of the teaching load. This is among other things due to their lack of understanding, lack of time, as well as inadequate infrastructure.
4. The principal policy makers at the school has made efforts to direct the teachers implement the results of the training, although they are still low activity on its appropriateness.
The school principal also works to support all activities
No Aspects Answer Teacher
Japanenese Language Skills
1 Listening easy 33%
difficult 67%
2 Speaking easy 67%
difficult 33%
3 Reading easy 50%
difficult 50%
4 Writing easy 83%
difficult 17%
Methodology of Japanese Language Teaching
1 Learning steps easy 83%
difficult 17%
2 Introducing basic practice easy 83%
difficult 17%
3 Introducing application
practice easy 67%
difficult 33%
4 Designing learning materials and media
easy 33%
difficult 67%
5 Analyzing learning materials easy 50%
difficult 50%
6 Analyzing learning content easy 17%
difficult 83%
7 Evaluation techniques and
item test easy 83%
difficult 17%
related to the development of teacher competence and development of Japanese language in school. In this case, it needs to be improved including the frequency improvement of headmaster in monitoring or supervising teachers.