THE PROFESSIONAL DEVELOPMENT OF CERTIFIED ENGLISH TEACHERS AT SMPN 1 TULUNGAGUNG

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1 THE PROFESSIONAL DEVELOPMENT OF CERTIFIED ENGLISH TEACHERS AT SMPN 1 TULUNGAGUNG Aurora ParamahitaKusumawardhani, Sri Widayati araradhanysta@gmail.com, wied@tech .com State University of Malang ABSTRACT: This study was intended to describe the certified English teachers at SMPN 1 Tulungagung's efforts in maintaining their professional development in terms of pedagogical, subject matter, personal and social competence. The study was held by applying descriptive qualitative method with which the researcher could observe the unique feature of the teachers. The data was collected through interview and fieldnotes. The finding shows that English teachers at SMPN 1 Tulungagung have maintained their professionalism well enough. Keywords: certified English teachers, professional development The Indonesian government has set the standard for educators and administrators as one of the eight standards in The National Standard of Education. It means that they give special concern to the quality of teachers as educators in improving the quality of national education in Indonesia. Moreover, Usman (2011: 9) states that competent teachers will be able to create an effective learning environment and manage their classes more so students study results are on the optimum stage. Concerning this matter, the government set standards for competences which should be possessed by teachers in order to be able to teach the subject and educate their students well. Those competences include pedagogy, personal, subject matter, and social competencies (in Government Regulation 19/2005 on National Standards of Education Chapter VI article 28 verse 3). Furthermore, since teaching has become a professional occupation in Indonesia (Education Bill No. 20/2003 chapter XI article 39 verse 2 and Government Law No. 14/2005),certificate of educators has become another requirement for teachers in order to be acknowledged as professional workers (Government Regulation No. 14/2005 Chapter 1 article). Those who have been certified are considered as professional teachers since they have passed the examination of certification. Although they have already been acknowledged as professional teachers, certified teachers should not stop learning after they get their professional teacher certificate. Amin (2012) quoted Richards and Farrel (2005: 2) stated that teachers are supposed to upgrade their professional knowledge because the knowledge about 1

2 teaching and learning is in a tentative and incomplete state. He also added that teacher professional development is a dynamic and career-long process (Amin, 2012). The condition also applies to teachers of English as a foreign language in Indonesia. English, which has been a compulsory subject and the first foreign language in Indonesia since the1989 Law was issued (Lauder, 2008: 16), has become more important along with the coming of globalization. Lauder (2008) also notes that besides the prestige it offers, English is believed as a medium which can bring development through international communication, scientific knowledge, and advanced technologies as written in the policy. This situation causes English teachers' position as foreign language educators to become more important. Students need English teachers who have outstanding skills, abilities, and competences in both their knowledge of English as well as in their professional life. In that case, the teachers can bring them to reach the aim of being able to communicate in English well so they can meet the demand for capability of competing in higher levels of education as well as developing their country later on. Consequently, the CPD (Continuous Professional Development) is needed by the English teachers, especially by those who have been certified to maintain their professional in content or subject matter knowledge, knowledge and skills to teach the content, and ability to impart learning to students (Meiers, 2007 in Amin, 2012). There are numerous activities teachers can do for their CPD, three of which are self-development, scientific publications and innovations. Self-development activity covers functional training and group teachers activity. Scientific publication includes paper presentation in scientific forum, scientific research in formal education publication, as well as text books and teachers manuals publication. Meanwhile, innovations related to the innovations of effective and efficient technology, art works, and learning tools, and composing standards, manuals, constructing test items etc. in the range of national as well as regional level (The Manual of Continuing Professional Development Management, 2011). METHOD This research was held by using descriptive qualitative method based on Bodgan and Biklen (1992) which observed a unique feature of a specific group of people in a particular setting of place or so called an observational case study. This kind of research 2

3 method also aimed to provide images in using data in the form or words or pictures than numbers (quantitative) (Strider, 2011). This study was conducted in SMPN 1 Tulungagung located at Jalan Jenderal Basuki Rahmad No. 96, Tulungagung, East Java. It is one of the favorite and central junior high schools in Tulungagung. It used to be a school entitled Rintisan Sekolah Bertaraf Internasional (RSBI) and, for its excellent programs, it has become a model school for many junior high schools in Indonesia. It has succeeded in getting the first rank of National Examination average score among junior high schools in East Java by getting the average score of 9.70 in 2009 and 9.38 in 2010 and several achievements in mathematics and science Olympiad both in national and international levels. The subject of this study was the English teachers in SMPN 1 Tulungagung who have been awarded certificate of profession. There are eight English teachers who taught in the school, but the researcher only took seven of them since one teacher has not got the civil servant status as well as the certificate of profession yet. These seven teachers varied in many ways, such as the period of teaching, teaching experience, and personal characteristics. In conducting this study, the researcher used several data collection instruments which were: (1) the researcher herself as the key in conducting this study, (2) interview guide for English teachers and the principal or vice principal, (3) audio recorder, and (4) fieldnotes. FINDINGS AND DISCUSSIONS Based on the result of data analyses, it was found that in order to improve pedagogical competence, most of the certified English teachers in SMPN 1 Tulungagung joined seminars, workshops, and trainings with various topics such as teaching resources, lesson study, and the introduction to a certain teaching and learning model. This kind of development activity was included in the self-activity functional trainings in which the teachers involved (The Manual of Continuing Professional Development Management Book 1, 2011: 13-14). By participating in the occasions, the government wished that the teachers could expand their perception and ability to give their best service as educators. Although personally they were willing to spend money to participate in the events, they mostly waited for invitation or the order from the 3

4 school to join these events. Unfortunately, such events were not frequently held in Tulungagung so that they could not regularly do this kind of development. The teachers of SMPN I Tulungagung also formed a teacher forum to discuss as well as share their experiences in class. This activity subconsciously could be a very good exposure for them. The teachers could learn from each other regarding the teaching techniques they used and how to cope with certain problems in class. For them, although it was informally performed, it was a regular activity they had in the MGMPS (Musyawarah Guru Mata PelajaranSekolah). According to Amin (2012), this activity was included in professional development conducted by collaborating teachers to each other. This method is very good in order to enrich teachers knowledge by observing and learning from each other s experience. The English teachers at SMPN 1 Tulungagung also constructed tests for semester final exam and English practice exam for the IX graders. They made modules for students, too, when SMPN 1 Tulungagung still held RSBI status. Moreover, there was one teacher who wrote articles published internally and became a speaker in an internal seminar. According to The Manual of Continuing Professional Development Management (2011: 12-22), this type of teachers professional development is called innovations development which relates to the innovation of effective and efficient technology, art works, and learning tools, as well as composing standards, manuals, constructing test items etc. in the range of national and regional level. For several teachers, reading books and browsing the internet became another option to enrich their insight for the latest teaching methods and techniques. This activity could be included in the professional development conducted by teachers self-awareness (Hartatik, 2011: 422). Then, for subject matter competence development, most English teachers improved their mastery in English skill only when they met difficulties or needed to ensure certain things, such as pronunciation of words, so that they would perform well in class by reading books or internet browsing. Besides, they usually do sharing and discussing activity with other English teachers either in the same of different school when they gather for MGMP (Musyawarah G uru Mata Pelajaran) Kabupaten activity or others. It seemed that this activity becomes the best exposure for the English teachers in SMPN 1 Tulungagung for learning new things concerning English abilities. 4

5 Two of the seven teachers preferred to train their vocabulary and conversation by chatting with their foreign friends to improve those skills through the Internet or directly meeting them in particular occasions. Thus, they could always practice the skill which they did not frequently use in their class activity as well as they could get to know to the latest information about English teaching. This activity was very important for the English teachers since they should maintain their teaching materials 'fresh so that students could understand the lessons better (Amin, 2012). Besides, internet browsing also becomes an alternative for them to get in touch with English native speakers and their most recent culture. In fact, MGMP becomes a significant organization in which English teachers at SMPN 1 Tulungagung could develop themselves in order to improve their quality in teaching in terms of pedagogical and subject matter competences. Unfortunately, the effectiveness of MGMP is being questioned since educational society considers that this organization does not really make time to arrange creative and educated events to enhance teachers professionalism (Tuhusetya, 2008). Several English teachers at SMPN 1 Tulungagung also stated that a certain event held by MGMP Kabupaten could not be joined by every English teacher in SMPN 1 Tulungagung for the limitated quota of participation. Moreover, some teachers coming from quite remote areas were frequently not able to come because of geographical matters. Actually, MGMP Sekolah activities should have more power and bring more benefits to the teachers. Besides they could conduct regular meeting to discuss and share their problems and needs in their class, and they could also build a solidarity sense and morale boost (Brown, 2000: 443). Then, in terms of the personal and social competence development, the certified English teachers at SMPN 1 Tulungagung depended on learning from their daily experiences in school and their neighborhood; learning from the others' experience, observing the events surrounding them; and taking the moral value from what has happened. Several teachers argued that the seminars they attended also discussed personal and social competences development. Although they only got fewer portions than the topic presented, the teachers said that they could learn a lot from that. For social competence in particular, all of the English teachers participated in certain communities in their neighborhood such as arisan, yasinan, dasawisma, PKK (Pendidikan Kesejahteraan Keluarga) and organizations in their village such as KPU 5

6 (Komisi Pemilihan Umum) and PPS (Panitia Pemungutan Suara). While in school, most teachers interacted with their colleagues as well as students parents well. They also gave the same treatment to all students both in and outside the class. According to Buku2 Pedoman Pelaksanaan Penilaian Kinerja Guru The Manual of Continuing Professional Development Management Book 2 (2011: 55), those teachers have succeeded in fulfilling the indicators for social competence. This fact is in line with the Government Regulation No. 74/2008 Chapter II 1 st part article 6 that teachers are said to possess social competence when they could build effective communication and interaction with students, colleagues, school personnel, students parents and society surrounding them. Moreover, Mulyasa (2011: 177) in Azkar (2012: 3) stated that in order to build good relationship with the society, teacher should possess the following competences: (1) being able to communicate with the society, (2) being able to mingle and ser ve the society well, (3) being able to support and appreciate society s creativity, and (4) being able to hold back their emotion and immoral behaviors. It can be said that the certified English teachers of SMPN 1 Tulungagung could interact and mingle with society around them well since they participated in various society communities. By having active participation in the society communities, the teachers could recognize the society s needs so that they could serve better by developing school programs based on the needs (Sulastri, 2011). Furthermore, she also states that this can lead to the improvement of the school where the teachers teach and the quality and quantity of teachers social service. According to the vice principal and coordinator of Pendidik dan Tenaga Kependidikan (PTK) in SMPN 1 Tulungagung, among those professional development activities done by the certified English teachers, the most effective activity is their participation in workshops or trainings. These activities do not only allow them to learn new knowledge maximally since they have full-day activities, but they are also taught by experts in certain field on how to implement new information they have got later. Therefore, after joining workshops or trainings, they always come back to school with new enthusiasm to teach. They usually apply what they have learnt during their participation in workshops or trainings when they conduct the learning process. This brings benefits to the younger teachers since they participate in workshops or trainings more frequently than the senior ones. It also effects on their performance in their class 6

7 for they implement their new skill or technique there. According to Mrs. H, who is also the coordinator of PTK and a senior school counselor in SMPN 1 Tulungagung, students love to join these three teachers English class because they teach very well with new things and various methods and techniques in each session and their classes are always more lively than other teachers who rarely joins workshops or seminars. CONCLUSIONS AND SUGGESTIONS Conclusions Based on the data analysis, it showed that, besides joining seminars, workshops, and trainings, the certified English teacher had regular sharing and discussion activities concerning their teaching and learning to improve their pedagogical competence. This also becomes the main activity they did for their subject matter competence development. Meanwhile, some of them used the internet to gain the latest information relating to English language along with its culture and interact with their friends in foreign countries. For personal competence development, the teachers depended on learning from their own experiences and occurrences that happened around them while they were doing their daily activity. Then, in terms of social competence development, they made an effort to have harmonious communication with their colleagues at school as well as students parents and also have an active participation in various communities and activities in their neighborhoods. This shows that the teachers could interact and mingle with various societies well. Among the professional development activities aforementioned, the most effective one is their participation in workshops and trainings for they always came back from those activities in new enthusiasm to teach and applied what they had learnt in their classes. Therefore, it could be concluded that the certified English teachers at SMPN 1 Tulungagung have tried to develop their pedagogical, subject matter, personal and social competence well enough. 7

8 Suggestions The researchers suggest to the English teachers and prospective English teachers to actively improve their competences by trying out various professional development activities and then figure out the most effective one to do continuously. To the principal of the school where the study was conducted, she proposes him or her to manage more professional development activities which could involve all teachers and school personnel and work collaboratively with other institutions to organize English teaching and learning professional development programs. Further researchers are also expected to conduct further and deeper study relating to English teachers professional development in bigger cities which have wider English exposures in order to gain more fruitful results. REFERENCES Amin, M Professional Development of EFL Teachers. In Cahyono, B. Y. and Indah, R. N. (Ed.). Second Language Research and Pedagogy towards the Development of English Language Teaching in Indonesia. Malang: State University of Malang. Azkar, M Peran Sosial Guru Pendidikan Agama Islam dalam Membina Kerukunan Umat Beragama (Studi Kasus Pengembangan Kompetensi Sosial Guru Pendidikan Agama Islam SMAN 1 Pamenang Lombok Utara). Master Thesis. Malang: Graduate Program in Islam Education, Islamic State University of Maulana Malik Ibrahim. (Online) ( - malang.ac.id/?mod=th_detail&id= ), accessed on May 16, a.m. Bodgan, R.C & Biklen, S.K Qualitative Research for Education, 2 nd Ed. San Francisco: Allyn and Bacon. Brown, H.D Teaching by Principles; an Interactive Approach to Language Pedagogy, 2 nd Ed. White Plans, New York: Addition Wesley Longman. Departemen Pendidikan Nasional Undang-Undang No. 20 tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Departemen Pendidikan Nasional. Departemen Pendidikan Nasional Undang-Undang No. 19 tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: DepartemenPendidikanNasional. Departemen Pendidikan Nasional Undang-Undang No. 14 tahun 2005 tentang Guru dan Dosen. Jakarta: Departemen Pendidikan Nasional. Hartatik, S. F Improving Teachers Professionalism: Toward Better English Language Teaching in Indonesia.In Cahyani, H. and Cahyono, B. Y. (Ed.). Best Practices in the Teaching of English. Malang: State University of Malang. Lauder, A The Status and Function of English in Indonesia: A Review of Key Factors. Makara, SosialHumaniora, Vol. 12, No. 1, July 2008: (Online) ( d6037b0f3.pdf), accessed on February 5, p.m. 8

9 Pedoman Pengelolaan Pengembangan Keprofesian Berkelanjutan (PKB), Buku Jakarta: Direktorat Pembinaan Pendidik dan Tenaga Kependidikan, Kementrian Pendidikan Nasional. Pedoman Pengelolaan Pengembangan Keprofesian Berkelanjutan (PKB), Buku Jakarta: Direktorat Pembinaan Pendidik dan Tenaga Kependidikan, Kementrian Pendidikan Nasional. Strider, C. (2011, July 4). Qualitative Descriptive Research Method.(Online) ( on January 30, Sulastri. (2011, December 10). Peran Kompetensi Sosial pada Profesi Guru. (Online) ( accessed on May 16, Tuhutseya, S. (2008, June 9). Mampukah Pemberdayaan MGMP Menjadi Therapi Kejut bagi Guru. (Online) ( - pemberdayaan-mgmp-menjadi/), accessed on May 28, Usman, M.U Menjadi Guru Professional: Edisi Kedua. Bandung: PT Remaja Rosdakarya. 9