Submitted to the English Education Program of the Tarbiyah Faculty of the Islamic State Institute of Parepare in partial fulfillment of the requirements for the degree of. This study was descriptive qualitative and the researcher directly observed the object of the study.
LIST OF APPENDICES
- Background
- Research Question
- Objectives of the Research
- Significance of the Research
- Some Pertinent Ideas
How the English teacher's competence is changing in the development of teaching materials based on the 2013 curriculum at SMAN 2 Parepare. To know how the competence of the English teacher in the development of teaching materials based on the 2013 curriculum at SMAN 2 Parepare.
While in particular, teacher in the Islamic educational perspective is the person who is responsible for the students' development by making the whole potential of a student fit the Islamic value.
وي
حك
وٱ
وي ۡ
ءا
من
رس ۡ
ك ام
Teacher’s Competences
Pedagogical competence is the ability of a person to perform or perform a job or task that is based on skills, knowledge and attitudes supported by the work in accordance with the requirements of the job. The learning process depends on how the teacher chooses an appropriate method and fits the material presented, or during the teaching and learning process; it is all the teacher's abilities and skills.
Materials Development
It means that material can be anything that is used purposefully to increase students' knowledge or experience of the language.14 Sometimes the teacher must explore and adapt teaching materials beyond the textbook to be relevant to the needs and requirements of a particular group of students . students. Its teaching can be direct (in the sense of communicating information openly to students) or indirect (in the sense of helping students discover things for themselves). Material development refers to anything done by writers, teachers, or students to provide sources of language input in a way that maximizes the likelihood of intake.
Impact is achieved when it has an impact on the students' curiosity, interest and attention to learning. Comfort is when students feel more comfortable or relaxed with the materials they are learning about. It means that the students use the material through the activities that try to take the students a little further than they already are.
The purpose of teaching materials is to help the learners to use the resources effectively to facilitate self-discovery. Materials should provide the learners with opportunities to use the target language to achieve communicative purpose. Materials should maximize learning potential by encouraging intellectual, aesthetic and emotional engagement that stimulates both right and left brain activities.
The Curriculum
They think about material they will use, activities their students will do, techniques they will use. They think about the way they want their student to learn and their own role in the classroom. 16. The outcome of this interaction produces student knowledge, which is then transformed or constructed by students into experience and competence.
Implicitly, students who have experience or competence mean that they have application skills in converting content into knowledge, experience and competence.18 According to the National Education System Undang-undang Nomor 20 Tahun 2003 “kurikulum adalah seperangkat rencana dan pengaturan mengai tujuan, isi , dan you can see what you can do to earn your money.”19. This curriculum is a curriculum that is still used by the government to replace Curriculum 2006, which is valid for approximately 6 years. The 2013 curriculum entered the trial period in 2013 by turning several schools into star-up schools.20 The 2013 curriculum has four assessment aspects, namely aspects of knowledge, aspects of skills, aspects of attitude and behavior.
In the 2013 curriculum, especially in the teaching material, materials have been simplified and materials have been added. Based on this, there are two dimensions of curriculum, the first is the plan and arrangement of objectives, content and learning materials, and the second is the method used for learning activities.
Previous Related Research Findings
The result showed that the variables pedagogical, personal, professional and social competences at the same time have a significant effect on the improvement of learning performance and competence is the basis of a personal characteristic that is the decisive factor in the success or failure of a person who does a job. in a given situation.23. The first study investigated Teacher's competence in teaching English, the next research investigated Teacher's role in teaching English, the last study investigated Contribution of Teacher's Competence (Pedagogical, Personality, Professional Competence and Social) on the Learning Achievement . The result of these previous studies shows the importance of teacher's competence in teaching English to improve learning achievement.
This research also focuses on the competence of teachers especially in the development of teaching materials based on the 2013 curriculum at SMA in Parepare.
Conceptual Framework
Variable Operational Definition of Research .1 Variable of Research .1 Variable of Research
- Operational Definition
Research Design and Approach
Location and Duration of the Research
Research Focus
Instrument and Technique of Collecting Data
Procedure of Collecting Data and Analysis Data
Document are sources of data used to supplement research, whether in the form of written sources, films, images (photographs) and monumental works, all of which provide information to the research process. The first section deals with the results of this research and the second deals with the discussion of the research.
Finding
Sixth question on "Do you associate teaching material with other relevant knowledge?" The teacher said Yes, of course. Seventh question on "Do you associate teaching material with the realities of life?" The teacher said Yes, of course. Ninth question on "How do you develop teaching materials so that they can develop students' self-confidence?" The teacher gives different approaches.
Twelfth question on "Which criteria of teaching materials did you choose to apply the study activity in class to attract students' attention?" the teacher. Second question on "How do you arrange the teaching materials to be used in class?" The teacher who arranges teaching materials can be seen from the real of cognitive, affective and psychomotor student. Fourth question on "How do you develop teaching materials to capture students' attention?" The teacher does interesting methods and techniques.
The sixth question about "Do you connect the learning materials with other relevant knowledge?" The teacher said yes. The seventh question about "Do you relate the learning materials to the reality of life?" The teacher connects teaching with the reality of life. The eighth question on "How do you develop learning materials to make students feel at ease while learning?" The teacher directly involves the students.
Discussion
The thirteenth question on "Which learning resources do you use in your teaching?" The teacher used the Internet, books, magazines, etc. The third question: "How did you develop the teaching materials in the classroom?" Teachers design learning materials and implement the learning process and develop materials that need to be addressed in learning objectives in SK/KD. Question 4: "How do you develop learning materials to capture students' attention?" Teachers use interesting methods and techniques to use the material, play games before teaching, make eye contact, walk around the whole class and engage students' interest with a short story before teaching.
The fifth question: "How do you make students more active?" teachers have different ways to make students more active in class. The seventh question: "Do you connect teaching material with the realities of life?" all the teachers answer yes. The ninth question: "How do you develop teaching materials so that they can develop students' self-confidence?" the teacher gives tasks in groups or pairs so that the students can work together.
The twelfth question, "what learning material criteria did you choose in administering the study activity in the classroom to attract students' attention?" the teacher answers, they didn't have any criteria, because the materials are already in the KD decree, but they can be developed, they can be combined with the things that the students often do/feel. The result of the second statement "Teacher develops teaching materials to attract students' attention" based on observation, teachers do not develop in the form of teaching materials, but develop materials spontaneously in the classroom. The result of the fifth statement "the teacher practices contextual learning" based on the observation, teachers realize contextual learning.
Conclusion
This chapter consists of the summary of the research based on the findings and discussion of this research.
Suggestion
A study on the competence of teachers in teaching English in SMA2 Kupang (Journal accessed on 25 June 2019). Literature Review Core Competences of Teachers: Requirements and Development, Education and Training Thematic Working Group Professional Development of Teachers, Directorate General for Education and Culture, European Commission.
APPENDICES
Teacher Profile TEACHERS PROFILE
I always provide space for students to ask what is not clear from the material I bring and also provide opportunities for students who want to comment on learning material. In this material, the teacher does not associate the material with the reality of life. The teacher at the end of the class does not reflect on the material taught.
Sometimes at the end of the explanation the teacher gives space to ask questions and at the end of the meeting the teacher gives space to express his opinion about the material. The teacher does not develop the material in such a way that learning creates students. comfortable, but the teacher's attitude reflects that the students are too. Teacher links learning material to other relevant knowledge). with this material the teacher does not associate the material with other knowledge.
In the material on page 42 of the English book, the teacher relates the material to the daily life of the students so that the students can easily remember the material. The teacher always presents the material by asking the students for feedback more often so that the students are more active. The material provided by the teacher contains more practice so that students can develop their confidence.
The teacher does not develop teaching material. sometimes the material is too much and the time is short so sometimes the material is given directly but gives students time to ask questions. The teacher conveys the material clearly and does not beat around the bush so that the students find more additional information about the material in order for the students to think actively.
