A PORTRAIT OF PROFESSIONAL EFL TEACHERS AT SENIOR HIGH SCHOOL
SKRIPSI
BY
NISAUL QOMARIYAH NPM 21601073066
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
2020
A PORTRAIT OF PROFESSIONAL EFL TEACHERS AT SENIOR HIGH SCHOOL
SKRIPSI Presented to
Faculty of Teacher Training and Education University of Islam Malang
in partial fulfillment of the requirements for the degree of Sarjana in English Languange Education
BY:
NISAUL QOMARIYAH NPM 21601073066
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY, 2020
UNIVERSITAS ISLAM MALANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Mayjen Haryono 193 Malang, Telp. 0341-571950
Nama : Nisaul Qomariyah
NPM : 21601073066
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : A Portrait of Professional EFL Teachers at Senior High School
ABSTRAK
Kata kunci: Guru EFL, Kompetensi Guru, Guru Profesional
Penelitian ini menyajikan potret guru profesional Bahasa Inggris di sekolah menengah atas. Sebagai negara di mana bahasa Inggris berdiri sebagai bahasa asing, kebutuhan akan guru profesional Bahasa Inggris memainkan peran penting. Oleh karena itu, peneliti kemudian melakukan penelitian dengan tujuan untuk memberikan deskripsi rinci tentang bagaimana potret guru profesional Bahasa Inggris dengan menggunakan dua kompetensi utama yaitu Kompetensi Pedagogik dan Kompetensi Profesional.
Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan rancangan studi kasus. Subjek penelitian ini adalah guru bahasa Inggris di salah satu SMA dan guru bahasa Inggris di SMA Islam di Malang. Subyek penelitian dipilih berdasarkan pertimbangan bahwa keduanya memiliki cara tersendiri untuk mencapai profesionalisme mereka dalam mengajar bahasa Inggris. Untuk membuktikan serta menyelidiki profesionalisme subjek penelitian, peneliti mengimplementasikan penelitian berbasis online, yaitu; wawancara online, menyebarkan formulir refleksi diri, dan melakukan analisis dokumen yang digunakan sebagai metode pengumpulan data.
Hasil temuan dari penelitian ini menunjukkan bahwa subyek adalah guru Bahasa Inggris profesional, hal ini dilihat dari kompetensi pedagogik dan profesional yang mereka miliki. Dari kompetensi profesional, ditemukan bahwa subyek mendapatkan sertifikat pendidikan bidang studi mereka, mendapat penghargaan pendidikan, bergabung dengan asosiasi profesional yang disediakan
oleh pemerintah atau sekolah, dan mereka selalu mencari peluang untuk meningkatkan potensi mereka. Dari kompetensi pedagogik, ditemukan bahwa subjek tahu dengan baik tentang kurikulum, bagaimana memotivasi siswa, dan memiliki hubungan yang baik dengan kolega dan siswa.
Dapat disimpulkan bahwa subjek memenuhi kompetensi yang dibutuhkan untuk menjadi guru profesional Bahasa Inggris. Satu hal yang menonjol dari hasil penelitian ini bahwa apa pun kondisi dan di mana mereka mengajar, para guru profesional memiliki satu kesamaan: mereka profesional dalam arti sebenarnya.
Peneliti menyarankan bahwa untuk guru Bahasa Inggris dan guru Bahasa Inggris di masa depan, mata pelajaran dapat digunakan sebagai contoh ideal bagaimana menjadi guru Bahasa Inggris profesional. Untuk peneliti masa depan yang ingin melakukan penelitian serupa, penelitian ini juga dapat digunakan sebagai referensi, namun peneliti berharap bahwa parameter yang digunakan akan didasarkan pada teori terbaru dari guru Bahasa Inggris profesional.
Malang, August 3rd, 2020 The Researcher,
Nisaul Qomariyah Advisor I,
Dr. Alfan Zuhairi, M.Pd.
NPP. 1920200011
Advisor II,
Dr. Imam Wahyudi Karimullah, S.S., MA.
NPP. 130301198632110
Acknowledged by, On Behalf of Dean, 1st Assistance of Dean,
Dr. Sri Wahyuni,M.Pd.
NPP. 196808231993032003
UNIVERSITAS ISLAM MALANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Mayjen Haryono 193 Malang, Telp. 0341-571950
Nama : Nisaul Qomariyah
NPM : 21601073066
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : A Portrait of Professional EFL Teachers at Senior High School
ABSTRACT
Keywords: EFL Teachers, Teacher’s Competencies, Professional Teachers This research presents the portrait of professional EFL teachers at senior high school. As a country in which English stands as foreign language, the need of professional EFL teacher plays an important role. Therefore, the researcher then conducted a research with the goal to give a detail description on how the portrait of professional EFL teacher is by using two main competences that is Pedagogical Competence and Professional Competence.
This research used a descriptive qualitative approach with a case study as the research design. The subjects are an English teacher at one of senior high school and an English teacher at Islamic senior high school in Malang. The subjects are chosen based on the consideration that both of subjects had their own way to achieve their professionalism in teaching English. To prove as well as investigate the professionalism of the research subject, the researcher implement the online-based research, those are; online interview, spreading the self-reflection form, and did a document analysis were employed as the methods of collecting data.
The findings showed that the subjects are professional EFL teacher, it is seen by the pedagogical and professional competence they have. From the professional competence, it was found that the subjects got their educational certificate of field of study, got the educational award, joining the professional association that provides by the government or the school, and they always seek opportunities to increase their potentials. From the pedagogical competence, it was found that the subjects knew well about the curriculum, how to motivate the students, and having good relationship with the colleague and students.
It can be concluded that the subjects met the competencies required to be professional EFL teacher. One thing stands out from the results of this research that whatever the condition and where they teach, the professional teachers have one thing in common: they are professional in the real sense of word. The researcher suggests that for the EFL teacher and future EFL teacher, the subjects can be used as an ideal example of how to be a professional EFL teacher. For the future researcher who wishes to conduct similar research, this study could also be
used as a reference, yet the researcher expected that the parameters used would be based on the latest theory of professional EFL teacher.
Malang, August 3rd, 2020 The Researcher,
Nisaul Qomariyah
Advisor I,
Dr. Alfan Zuhairi, M.Pd.
NPP. 1920200011
Advisor II,
Dr. Imam Wahyudi Karimullah, S.S., MA.
NPP. 130301198632110
Acknowledged by, On Behalf of Dean, 1st Assistance of Dean,
Dr. Sri Wahyuni,M.Pd.
NPP. 196808231993032003
CHAPTER I INTRODUCTION
In this chapter, the researcher presents some points related to this study.
Those include the background of the study, formulation of the research problem, objective of the study, the significance of the study, scope and limitation of the study, and definition of the key term.
1.1 Background of the Study
Teaching is basically an attempt to create conditions or environmental systems that support and allow for the learning process to take place. Teaching in principle means to guide the students during the teaching and learning process. It implies that teaching is an attempt to organize the learning environment which later can enable the students to absorb and gain the material being discussed. This understanding implies that teachers are required to be able to act as organizers of students during their learning activities and should also be able to utilize the environment, both in the classroom and outside the classroom, which can support the teaching and learning activities. Harmer (2007) points out:
One of the most important tasks that teachers have to perform is organizing students to do various activities. This often involves giving the students information, telling them how they are going to do the activity, putting them into pairs of groups, and finally closing things down when it is time to stop.
(p.111)
It means that, without the existence of the teacher, it is almost impossible for the students to learn by themselves during their learning process.
An English teacher is not possible if he or she has to do the teaching without guidance. Teachers’ readiness and ability are indeed considered important, but without guidance, the teacher cannot teach optimally. According to Horn (2019), there are six principles for exemplary English teaching, those are:
knowing the learners, creating conditions for language learning, designing high- quality lessons for language development, adapting lesson delivery as needed, monitoring and assessing student language development, engaging and collaborating within a community of practice. The six principles are the core set of principles for exemplary teaching and learning of English as a new language.
Thus, these six basic principles can be adapted during his or her English teaching as the guidelines for an EFL instructor.
Besides the teachers’ guidance, teachers also have to know about four teachers’ competencies, those are pedagogical competence, professional competence, personality competence, and social competence. Those parameters are clearly stated in Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen or Act on Teachers and Lecturers Number 14 Year 2005. All aspects mentioned above are important as the main benchmark as a professional English teacher, because teachers can fulfill their duties with the best performance in the teaching and learning process by promoting aspects of competence.
Some experts and researchers have tried to define the meaning of being a professional English teacher as a starting point to meet the needs of professional English teachers. Asmaradhani (2017, p. 2) defined that a professional teacher indeed possesses a deep interest in knowledge, especially the knowledge he or she
teaches. This deep interest keeps a teacher constantly updated on the progress in his or her field in some way. Therefore, this kind of teacher will never feel any doubt about incorporating the newest development of technology into the lesson he or she teaches. In this way, the professional teacher always up-dated and presents a high quality of the teaching-learning process.
Defining the meaning of a good English language teacher is not enough.
Some experts also try to further give characteristics of a good and professional English teacher by synthesizing several researchers’ findings. Brown (2007, p.
430) listed the characteristics of a good language teacher after doing a synthesis of a successful language teacher. Those characteristics of a good English teacher can be seen from several aspects namely technical knowledge, pedagogical skills, interpersonal skills, and personal qualities. Each from those aspects has several points on how to be a good English foreign language teacher. Asmaradhani (2017, p. 2) revealed that as someone who really masters the field, a professional teacher always uses his or her time continuously in obtaining new things in the field. He or she presents the materials enthusiastically and stimulates the eagerness to the students. This will finally make the students learn independently.
Another opinion of how to be a professional teacher, there are some significant levels of teaching English in the terms of professionalism, those are;
teaching English in elementary school, secondary school, and vocational high school. Some researchers tried to give detailed information about those four different levels. Sepyanda (2017, p. 206) to be a professional English teacher at elementary school is easy and challenging at the same time. Even though teaching
elementary level is easy, the teacher also feel the challenge to teach the students because teaching Bahasa Indonesia is seen more important as their first language rather than English, but, on the contrary, teaching English in elementary school is the right level to start introducing English as a foreign language because they are still in the golden age, so that is why the role of teachers’ professionalism is needed.
Teaching English at secondary school also gives a different perspective.
Students at the secondary level are they who still in the transition period from elementary school, in which the role of the English teacher is more extra in conveying the material. According to Behroozi and Amoozegar (2013, p. 204) students and learners see learning English as a challenging subject that students rely on to the teacher’s authority and a classroom is a place that used to answer teacher’s questions and spoken during English class.
Another level of teaching English is also coming up from vocational high schools that English is used for specific purposes suit with each offering. Mustofa (2011, derived from Google scholar) says that “EFL teachers at vocational high schools use various strategies to master their subject-matter relevant to the students’ study program and keep updated on the current development of their profession.” The basic aim in question is to use English as the lingua franca according to the majors taught. Therefore, in this case, English used in vocational high school is considered as a specific purpose.
Skilled English teacher words can also be linked to the successful English language teacher. Dincer, Goksu, Takkac, and Yazici (2013, p. 3-5) in the meta-
analysis of studies in the area of foreign language education four main characteristics of an effective English language teacher; those are socio-affective skills, pedagogical knowledge, subject matter knowledge, and personal qualities.
From the meta-analysis, a teacher can be called an effective English language teacher if the teacher can accomplish those four main characteristics.
A research on finding parameters of a professional teacher had been conducted by Anugerahwati (2009) found that the subjects in three of four towns have all the four competencies (subject matter, pedagogical, social and personal competences), with the personal competence being the most influential in shaping them as professional and exemplary teachers. A profile of the professional qualifications of the exemplary English teachers at secondary schools is developed from the findings.
It is in line with the Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen or the Teachers and Lecturers Act No. 14 Year 2005, certain criteria exist that considered as the main benchmark as a professional English teacher, those are; pedagogical competence, professional competence, social competence, and personality competence. Thus, teachers can carry out their duties with the best performance in the teaching and learning process by promoting aspects of competency.
Those findings of characteristics of a professional EFL teacher based on Dincer, Goksu, Takkac, and Yazici (2013), Anugerahwati (2009), and also from the parameters of Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen are similar in each competence. In brief, Anugerahwati (2009) mentioned
that the characteristics of a professional EFL teacher consist of four main domains, those are; subject matter, pedagogical, social, and personal competence.
It is in line with the findings from Dincer et al. (2013) and also from the parameters that they are liaising with each other.
Based on the parameters which have been stated in Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen and also from the qualification of professional EFL teacher proposed by Anugerahwati (2009) and Dincer et al.
(2013), one of English teachers at SMA Negeri 7 Malang, East Java, is seen as a professional EFL teacher and an English teacher at MA Al-Ittihad Malang who also seen as a professional EFL teacher. That is why the researcher wants to investigate both of teachers and find the difference among the teachers. In short, the terms of those parameters of a professional EFL teacher which is used in this study namely teacher pedagogical competence and professional competence.
In an attempt to know how a portrait of professional English foreign language teacher as both teachers are, the researcher interested to conduct a research entitled “A Portrait of Professional EFL Teachers at Senior High School”
which provides detailed information specifically about pedagogical and professional competence, meanwhile some previous studies were mentioned four aspects of a professional EFL teacher in the Indonesian context. The differences of this research and several previous studies also seen by the population of the subjects, while in this study the researcher broaden the scope of the subject than what Yulianto, 2016 had.
Another difference is seen from the number of teachers’ competencies that all the previous studies discussed four; pedagogical, social, interpersonal, and professional competence, yet in this research, the researcher only provides two aspects of pedagogical and professional competence and gives its detailed information of both aspects.
1.2 Research Problem
Based on the background of the study above, the researcher formulates the problem as follows;
1) What competencies do the two English teachers possess?
This question can be further elaborated into:
a) What pedagogical competencies do they have?
b) What professional competencies do they have?
2) How do the two English teachers achieve those competencies?
This question can be further elaborated into:
a) How do they achieve their pedagogical competencies?
b) How do they achieve their professional competencies?
1.3 Objectives of the Study
Based on the background of the study and the research problem above, the objective of the study can be formulated as follows:
To know the detail description of a portrait of professional EFL teacher at SMA Negeri 7 Malang and MA Al-Ittihad Malang, such as:
1) The competencies of a professional EFL teacher in senior high schools in Malang, which are further elaborated into the pedagogical and professional competencies,
2) How the professional EFL teacher achieves those competencies.
1.4 The Significance of the Study
It is expected that after reading this research the reader will get detailed information on how to be a professional EFL teacher. It is also expected that this research can be used as a reference.
a. For EFL teacher and non-English teachers
It is expected that after reading the result of this study, a self-reflection can be done in order to become a better and more professional English teacher. While for teachers teaching other than English, it is expected that the result of this study can be used as a reference on how to be a good and ideal teacher.
b. For the theoretical contribution
With regard to theoretical contributions, it is expected that the results of this study can provide theories of teacher competences of professional EFL teacher portraits through pedagogical and professional competence, especially in Indonesian context, as it is quite difficult to find clear and detailed description of it.
1.5 Scope and Limitation of the Study
● Locative scope: the teachers are located at SMA Negeri 7 and MA Al- Ittihad Malang.
● Human scope: the subjects of this study are the EFL teachers at SMA Negeri 7 and MA Al-Ittihad Malang.
● Limitation of this study: due to Corona Virus (Covid-19) break, the researcher difficult to collect the data directly in the field, which during this long-break the researcher should conduct the research at school. The researcher only did the online-based consultation with the supervisor and the researcher had conducted an online-based observation by having WhatsApp video call with the subjects in purpose of doing interview, asking the subjects to fulfill self-assessment and angket guru from Google Form, and asking the subject’s supporting documents. That is why the researcher chose these options due to the unstable condition.
1.6 Definition of Key Terms
The definition of key terms is provided to avoid misunderstanding and ambiguity. There are some terms used in this study which need to be defined.
1. EFL (English as a Foreign Language) teacher is a teacher who teaches English to students in a country where English is not the native language.
2. Pedagogy is one of teachers’ competencies that define teachers’ ability in managing the classroom activity and it is related to the ability of teachers to understand the learning process.
3. Professional is an aspect which someone is able to put themselves in a certain field. In this context, the professional being concerned is a professional in the education that teachers are expected to be qualified in terms of teaching.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of conclusion and suggestions. In conclusion, the researcher gives brief conclusion related to the findings and discussion from the previous chapter. Further, the researcher gives suggestions related to this study for the future researchers.
5.1 Conclusion
Based on the findings and discussions from the previous chapter, it can be concluded that both of subjects had already fulfilled two parameters of professional EFL teacher. The two competences outlined by Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen and its elaborations are appropriate to be used as the criteria for determining the quality of teachers. Those four competences that mentioned by Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen, if all are fulfilled, would lead a teacher to be fully professional, yet in this study, the researcher investigates two competences only. But, it does not mean, by investigating the two competences are not give a contribution to lead the teacher to be professional. In fact, from the findings, the subjects are professional according to their respective versions.
One thing stands out from the results of this research that whatever the condition of where they live and teach, the professional teachers have one thing in common: they are professional in the real sense of the word. They have very good
mastery of English. They have the skills and mastery of the appropriate teaching techniques to be used. Furthermore, they implement well-planned lessons, use various media, and can make a classroom activity interesting for the students.
They have good relationships with their principals and colleagues and are generally well-liked and well-respected because of their exemplary good conduct, work ethics, commitment and their personality in general.
The professional teachers achieved their competences through their participation in various workshops and trainings, not only in the field of English teaching, but also in assessment, Classroom Action Research, and others.
Moreover, these professional teachers are not people who get satisfied easily; they keep updating their knowledge and mastery of new ways of teaching, and of the English language in general.
In short, either subject A or subject B, they are all professional according to the standard of Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen, even though the researcher only investigate two competences; pedagogical and professional competence. The researcher really sure that even though the social and personality competence are not tested, both of subject have a good social and personality; it is proved from the findings that both of subjects have a good relationships with the students and colleagues. It can be seen that both of subjects also master the social and personality competence.
5.2 Suggestions
There are several suggestions related to the result of this study. The first is for the teacher and the future researcher who had read this study, can learn the
way the subject in becoming a professional EFL teacher. The professionalism can be started by having a good personal competence that can lead to the good social competence and good pedagogical competence will lead to great professionalism.
This research employed several parameters of professional EFL teacher from Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen, Anugerahwati (2009), and Dincer et al. (2013). The researcher really suggests that the next research on finding the portrait of professional EFL teacher will use the newest parameters found by other researcher other than those who have mentioned above.
It is expected that the next researcher will renew their references or parameters that used in this research, in order to there will be a difference and new update rather than this research. The researcher also suggests that the next researcher will not only focus on the professional parameters, but also on the characteristics of an ideal EFL teacher as an addition in order to make the result of the next study richer than this research.
In term of selecting the subject, the research suggests that the next researcher will select more than two professional EFL teachers from different region across Indonesia in order to enrich information of being a professional EFL teacher. As this research did not conduct either observation or interview directly on the spot, it is suggested also that the next researcher will conduct a direct research, since the result of the direct research and online-based research are really different. It will be easy to write the findings if the researcher can conduct the direct research, since he or she can remember when observation takes place, and it is more authentic rather than online-based research.
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