EVI FEBRIANA, 2003512032 (2016) THE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ FULFILLMENT OF THE FOUR COMPETENCIES. Masters thesis, Universitas Negeri Semarang.

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Abstract

There are many challenges in implementing the quality of education in Indonesia. To face the challenge, teachers' competence is very needed. That is why, competence must be possessed by every teacher especially English teacher. As education minister stated in regulation number 16 year 2007 that there are four competencies that must be fulfilled by an English teacher, they are pedagocical, professional, personal and social competence. These competencies are needed to achieve the goal of education. If the English teachers have good competencies, they will easily guide students to achieve the education targets. Therefore, a study of teacher competence needs to be done. This thesis is a study of how the English teachers fulfill the four competencies as stated in the regulation of education minister. The study used qualitative method. Then, purposive sampling technique was conducted in this study. Fifteen English teachers from some private and state schools were chosen as the sample of this study. The data of teachers' competence was obtained from interviews and classroom observation. In this way, the competence of teachers in daily teaching could be analyzed. Then, the obtained data from the teachers, students and researcher was calculated by using Pearson correlation analysis to see if they have the same perception. In the analysis, there were two perceptions from the English teachers and the students to the teachers’ fulfillment in the four competencies. Their perceptions were translated in the form percentage and analyzed using Triage theory to determine the category of Semarang English teachers’ fulfillment to the four competencies. Based on the analysis, the teachers’ fulfillment in pedagogical, professional, personal and social competencies had different result. Based on the teachers’ perception, the English teachers fulfillment in pedagogical competence was good while the students assumed that the teachers’ fulfillment was fair. Then, in professional competence, based on the teachers’ perception, the fulfillment was fair but the students agreed that the fulfillment was fair. In personal and social competence, the teachers agreed that their fulfillment was excellent but the students assumed that the fulfillment was good.

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