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The Profile of English Teachers' Professional Competence and Students' Achievement at Sma Negeri 1 Enrekang
The Profile of English Teachers' Professional Competence and Students' Achievement at Sma Negeri 1 Enrekang
Umiyanti Jabri
STKIP Muhammadiyah Enrekang
Email: umiyatjabri@gmail.com
Keyword Abstract
This research was aimed at identifying the profile of English teachers’
Teacher, professional competence and students’ achievement at SMK Negeri 1 Makassar. The
Professional, profile of English teachers’ professional competence was specified based on the two sub-
Competence, competences in the National Standard of Education, in section 28, sub-section 3 point c.
Achievement, The researchers employed descriptive evaluation method. The population of this
research was English teachers of SMK Negeri 1 Makassar. The sample was purposive
sampling technique in which researcher chose the three certified English teachers as the
sample. They were observed in the classroom while teaching and learning process and
were also interviewed in relation to the implementation of professional competence in
their teaching. The result showed for the first sub- competence, the teachers show their
effort in selecting, determining, and organizing the materials by making their own
module. In terms of the second sub-competence, all of the teachers have less effort in
developing their professional competence. It can be concluded that the three English
teachers still need more improvement. in terms of students’ achievement, the data from
findings indicates that the highest students’ score is from teacher III. Meanwhile, the
highest score of teacher professional competence among those teachers is teacher I. It
indicates that many factors such as intelligence type, motivation, attitude, and condition
of learning taking place that could affect the students’ achievement, not only the
professional competence.
## HowToCite##
Umiyati J. (2017). The Profile of English Teachers’ Professional Competence and Students’
Achievement at SMA Negeri 1 Enrekang. Edumaspul - Jurnal Pendidikan, 1(2), 61-77.
Jurnal Edumaspul, 1 (2), April 2017 - 62
Umiyati Jabri
parents’ expectations and to ensure that do not pass they have to follow the UKA /
students are well-educated. Therefore, all UKG next year. If it does not pass
teachers have to improve their teaching again in 2015, then they are required to
skills and knowledge. The elements and participate in Professional Teacher
domains which are supposed to be Education (PPG) for 1-2 semesters to
fulfilled by all teachers are personality, obtain teacher certification. In the Teacher
intellectual, emotion, inter-personal skills, Competency Test, besides pedagogical
intra-personal skills and creativity in competence, professional competence is
teaching. Despite the elements and also to be tested. So that, each teacher
domains that are supposed to be must truly master the professional
fulfilled by all teachers, many competence.
Indonesian teachers are lack in teaching Professional competence of the
competence (Azra in Zulfikar, 2009:14). teacher is obviously preformed in
According to Permendiknas No mastering scholarly and substance related
16/2007, the teacher must have four to learning process. In mastering the
competences; pedagogical competence; substance of scholarly, teacher is
personal competence; social competence, required to master the content of the
and professional competence. In relation to field study under their control. In this
teachers’ competence, the success of the case, a teacher should understand the
teaching materials in relation to teaching curriculum and teaching materials,
content is influenced competence. understand the concepts, methods, and
Professionally, professional teachers structures of science that deals with the
should have capability to plan and material being taught. Whereas, in
implement the learning activities to mastering the substance related to the
learning objectives. In achieving these learning process the teachers should
learning objectives, teachers must not conduct an analysis of learners
only convey learning materials, but also characteristics, prepare the design of
must update and master the learning learning process according to the
material that they present to the students; characteristics of learners and teaching
in this case the teachers need to develop materials, create a conducive
their professional competence. atmosphere to the learning process,
To develop this competence, the implement a conducive teaching and
government has a program named learning process for students to learn, and
certificate program lasting from around choose the best medium of learning
July 2007 until now. In 2007, the program media for students. When the teacher can
was executed in the form of portfolio then apply those things effectively, hopefully
changed into PLPG around October 2010. the students could achieve the learning
For the teachers who cannot pass through objectives. Based on the background
portfolio, they will get training program, explained above, the researcher is
while for the teachers who cannot interested in one of the four teacher
pass through PLPG, they have to face the competencies; that is professional
remedial program. However in 2013, there competence and its effect in students’
was a little change, every candidates of achievement so that she conducts a
teacher certification must attend Initial research under the title: The Profile of
Competency Exam (UKA) or currently English teachers’ professional
called UKG. Those who pass then they competence and students’ achievement at
are entitled to follow PLPG, for those who SMA Negeri 1 Enrekang.
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case include the ability to (1) understand research (action research), (10) finding
and implement good educational the appropriate technology, (11)
foundation of philosophical, making props / media, (12) create the
psychological, and so on, (2) understand artwork, (13) join accredited training,
and apply the learning theory according to (14) joins the educational qualifications,
the developmental level of the learner's and (15) joins the curriculum
behavior, (3) be able to handle or field of development activities..
study subjects assigned to him, (4) Understanding insights include (1)
understand and apply the appropriate understand the vision and mission, (2)
teaching method, (5) able to use a variety understand the relation between education
of tools and media studies as well as other and teaching, (3) understand the concept
learning facilities, (6) is to able to of primary and secondary education, (4)
organize and implement the programs, (7) understand the function of the school, (5)
is able to carry out the evaluation of identify the common problems of
learning and (8) is able to motivate education in terms of process and
learners. outcomes of learning, (6) establish a
Johnson in Anwar (2004:63) argues system that shows the linkage of
professional competencies include (1) education and academic study beyond the
mastery of the recent lessons that to be schools.
taught, and the basic concepts of materials Mastery of academic study include
that are going to be taught, (2) mastery (1) understanding the structure of
and appreciation of the foundation and knowledge, (2) master the material
educational insights and teacher, (3) substance, (3) controlled substance
control of the processes of education, authority in accordance with the type of
teacher training and student learning. services students needed.
Arikunto (1993:239) suggests professional According to description above, the
competence requires teachers to have a professional competence of teachers is
broad knowledge of the subject matter and reflected in the indicator (1) the ability to
the subject matter (field of study) will be master the subject matter, (2) the ability of
taught as well as mastery of the research and preparation of scientific
methodology is to master the theoretical papers, (3) the ability of professional
concepts, as well as choosing the development, and (4) knowledge and
appropriate method and is able to use it in understanding of the educational
teaching and learning process. foundation.
Ministry of Education (2004:9) In this research, researcher uses the
argues professional competence includes sub-competences of professional
professional development, understanding competence according to Permendiknas
insight, and mastery of academic study. No. 16/2007 section 1, subsection 1 that
Professional development includes (1) sub- competence of professional
following the development of science and competence includes: 1) Mastering the
technology information that supports the material, structure, concept, and scientific
profession through scholarly activities, thinking to support their teaching and
(2) transfer the textbooks / scientific learning process. 2) Developing their
papers, (3) develop various models of professional competence through
learning, (4) write a paper, (5) write / reflective act.
compile textbook lesson , (6) writing According to National Education
textbooks, (7) writing module, (8) writing Standards, phase 28, line 3, clause c,
scientific papers, (9) conduct scientific professional competence refers to the
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products, or practice (Gay, 2007:7). In this English teacher of all English teachers at
research, the researcher provided the SMK Negeri 1 Makassar. There were five
description of profile of English teachers’ certified English teachers but researcher
professional competence at SMK Negeri 1 only chose three teachers representing:
Makassar. First was teacher who taught the third
grade and second and third were
2. Teachers’ Professional Competence teachers who taught the second grade.
Whereas, sample of the students were
Professional competence can be who were taught by that teacher.
defined as the teachers’ capability to
master their subjects in-depth and the way
C. Instruments of the Research
to appropriately deliver it to the students.
In this research, the researcher focused 1. Classroom Observation Checklist
on sub-competence that is stated in the
Indonesia Standard National of Education Classroom observation checklist
that professional competence deals with was used by the researcher to obtain the
sub-competences which are teachers’ data by simply watching the participants
competence in mastering concept, when teaching and learning process
structure, the learning materials, and taking place. Marshall in Sugiyono
scientific thinking to support teaching and (2009:226) states that through observation,
learning process and developing the researcher learned about behavior and
professional competence through reflective the meaning attached to those behaviors.
act. In this research, the researcher saw the
activity in the classroom and records it.
3. Students’ Achievement The researcher used observation matrix
Students’ achievement in this referring to professional competence.
research refers to the students’ ability in The observation matrix covers some
English that can be seen in their score from criteria that are scored with final score 1
their book report. In this research, the to 4. Each score can be categorized as:
researcher only took students’ score in 4= high (very good), 3= medium (good),
their final semester. The researcher would 2= low (poor) and 1= very low (very poor)
see the whether there was relationship (Mulyasa, 2009:214).
between teachers’ professional competence
and students’ achievement 2. Interview Guide
Estenberg in Sugiyono (2009;
B. Population and Sample 231) defines interview as a meeting of two
persons to exchange information and idea
1. Population through questions and response, resulting
The population of this research in communication and joint construction
was all English teachers and students in of meaning about a particular topic.
SMK Negeri 1 Makassar. In this school, In this research, interview was a
there are five English teachers and three purposeful interaction in which the
departments namely accounting, researcher tries to obtain information from
administration office and marketing. the teachers and the students to clarify and
support the data from observation. The
2. Sample interview questions consists of some
In selecting the sample, the structured questions that asked the teachers
researcher used purposive sampling about professional competence. The
technique. The researcher chose certified interview is semi- structured interview in
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which the researcher asks questions that further analysis or caution on that
previously structured and then it is understanding. The last step was
continued by asking other questions related conclusion (drawing/verifying) in which
to the teachers’ answer to get deep data the researcher took the conclusion
about the variable (Arikunto. 2006:227), about the result of analyzing the data.
in this case the profile of English
teachers’ professional competence. The FINDING AND DISCUSSION
researcher used a recorder as the interview
device. This part discusses the result of
the research based on the research
D. Procedure of Collecting Data questions in the chapter 1. It describes
The procedure of collecting data the profile of English teachers’
covers several steps. First, the researcher professional competence and students’
visited the school in where the teachers as achievement at SMK Negeri 1 Makassar.
the sample of this research. The second There were three English teachers as the
step, the researcher explained to schools sample of this research. They all are
officers about the purpose of the study and certified English teachers. In order to get
the procedures would be involved. The the data of this research, they were
third step, the researcher met the English observed by the researcher in the
teachers to decide the time when the classroom while teaching and learning
researcher observed the teaching and process taking place. They were also
learning process and conduct the interview.
interviewed by the researcher in order to
The forth step, the researcher observed
get information and clarify some reasons
teaching and learning process in the
for conducting the activities they did in
classroom for four meeting for each
the classroom during observation.
teacher. The last step, t h e r e s e a r c h e r
The teachers’ professional
interviewed the English teacher
competence itself, as what has been
E. Technique of Data Analysis explained in the previous chapter,
Descriptive analysis is used in consists of two sub-competences. The
analyzing the data, in which the following are the further descriptions of
researcher analyzed the data collected the research findings.
through the instruments previously According to the data collected
mention. Firstly, the researcher collected during observing the teaching and learning
the data that was gained by observing the process in the classroom and interviewing
teaching and learning activity in the the teachers, there were some important
classroom and next interviewing the points that the researcher found related to
English teachers and also the students. the profile of the English teachers’
Secondly, the researcher analyzed the professional competence of SMK Negeri 1
data through data reduction in which the Makassar. The profile of English teachers’
researcher summarized, chose the main professional competence was identified
things, and focused on the important based on the two sub- competences of
points. After reducing the data, the next professional competence. Each sub-
step was data display, in which the competence covers some characteristics.
researcher analyzed and described the
data quantitatively. Miles and Huberman
in Sugiyono (2009:249) states that
looking at displays helps us to understand
what is happening and to do something
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May 12th, 2014. The following and learning process showed the score of
explanation presents the profile of the each teacher; teacher I = 4 (very good),
second English teacher’s professional teacher II = (good), and teacher III = 2
competence in terms of the first sub- (poor). Mulyasa (2011;
competence. 138) stated that three are at least four
Based on the observation conducted things should be understood by the
by the researcher toward the second teachers related to this sub-
teacher, the result shows that the second competence; understanding the types of
teacher’s score is 2 (low) (see Appendix learning materials, arranging the
IX). It indicates that the second teacher is learning materials, utilizing learning
not as good as the first and second teacher. resources and selecting and determining
Nevertheless, it is not only one way to see learning materials.
the competence of the third teacher in First point in mastering the learning
terms of the first sub-competence. materials, structure, concept, and scientific
The teacher could map the standards thinking to support the teaching and
and basic competencies for her subjects learning process as stated by Mulyasa is
and estimate the allocation time, it can be about the ability of the teacher to spell out
seen in her syllabus that she had used. The learning material according to the
researcher found that standards, basic curriculum.
competencies and allocation time in According the gained data from
teaching have been formulated by the interview, all teachers could map the
government. The teacher only used the standard, basic competence and allocation
syllabus that are made by all SMK English time in teaching English because it had
teachers in Makassar in MGMP forum as been formulated in MGMP forum. The
agreement but still related to the jobs for the teachers were selecting and
curriculum from the government (see determining their material based on their
Appendix V). students’ condition because every school
In relation to the difficult materials, has different condition.
the supporting data gained from The teachers have to have ability in
interview indicated that for difficult decide the learning material that
materials the teacher used an approach relevance with the students need and
method to the students who didn’t students’ ability. According to Hasan in
understand it. Mulyasa (2011;139), there are five points
in selecting and determining learning
DISCUSSION
materials that the teachers have to pay
1. Teacher competence in mastering attention; they are validity, significance,
the learning materials, structure, relevance, interest, and satisfaction of the
concept, and scientific thinking to materials.
support their teaching and learning Based on the findings, there are two
process teacher (teacher I and teacher II) could
Based on the data gained from understand the types of learning materials.
observing the teaching and learning They select and determine the learning
process and interviewing the English materials based on the students condition.
teachers, the English teachers’ They select which materials that suitable
competence in mastering the learning for their students’ condition. They took
materials, structure, concept, and materials from many recourses. If the
scientific thinking to support the teaching material that they have found is not
suitable for their students’ condition even
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the finding, only Teacher I used ICT in (Passey, 1999) ICT proves that
the teaching and learning process. students who used educational technology
Teacher II and teacher II had reason why felt more successful in school they
they didn’t use ICT. Teacher II had eye are more motivated to learn more and
problem and teacher III could not operate have increased self- confidence and self-
computer. But they use other media in esteem. It is also confirmed that many
teaching. According to the findings, students found learning in a
teacher II usually used tape recorder and technology-enhanced setting more
colorful card. Teacher III admitted that stimulating and much better than in a
she used media, based on the observation traditional classroom environment
for several meetings, but the researcher (Pedretti and Mayer-Smith 1998).
did not see any evidence that she used English today must include
media in teaching and learning process. knowing how to read, write and
All teachers realized that using ICT communicate in electronic environments.
or media in teaching and learning process For most teachers and professionals,
could develop their students’ motivation learning how to compose electronic mail or
in learning process. Based on the make effective use of the World Wide Web
findings teacher I said that Using ICT involves English language skills that
could make students more interested in should be considered as essential part in
learning and she emphasized that it is not teaching English. According to the school
only helpful for students but also for condition where three departments in the
teachers. Moreover, teacher II used media school are really need know about ICT in
in teaching and learning process because relation to English as the knowledge to
it made students easy to involve in their future job.
teaching and learning process actively.
Besides for teacher III, she stated that
using media could make students more CONCLUSION
interested in teaching and learning There are some conclusions related
process. to the findings and discussion in the
Using ICT in teaching and learning previous chapter.
process could develop students’ 1. Based on the findings and
motivation in teaching and learning discussion, it can be concluded that
process. Furthermore, Elmaifi (2014) the three teachers have different
stated that it has been proved that using quality in terms of professional
ICT has lots of benefits on the students competence. For the first sub-
such as ICT allow for a higher quality competence, mastering concept,
lessons through collaboration with structure, learning materials, and
teachers in planning and preparing scientific thinking to support their
resources (Ofsted, 2002); Students teaching and learning process, two
learn new skills: analytical, including (teacher I and teacher II) are
improvements in reading comprehension categorized as good enough, especially
(Lewin et al, 2000); ICT also develop teacher I. They pay attention to the
some writing skills: spelling, grammar, material that will be given to the
punctuation, editing and re-drafting students. Organizing the materials
(Lewin et al, 2000). Still new by making their own module.
technologies encourage independent and 2. In terms of the second sub-
active learning, and students’ competence, developing professional
responsibility for their own learning competence through reflective act, all
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