Iis Siti Aisyah, 0203515054 (2019) THE CLASSROOM PERFORMANCE OF ENGLISH TEACHERS WITH DIFFERENT UKG (TEACHER COMPETENCE TEST) ACHIEVEMENT LEVELS AS REPRESENTATION OF THEIR PROFESSIONAL AND PEDAGOGIC COMPETENCE. Masters thesis, Universitas Negeri Semarang.

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Abstract

Aisyah, Iis Siti. 2019. “The Classroom performance of English Teachers with Different UKG (Teacher Competence Test) Achievement Levels as Representation of Their Professional and Pedagogic Competence”. Thesis. English Language Education Program. Graduate Program. Universitas Negeri Semarang. First Advisor: Dr. Issy Yuliasri, M.Pd. Second Advisor: Prof. Dr. Warsono, MA, Dip. TEFL Keywords: UKG Achievement Levels, Professional Competence, Pedagogic Competence Professional and pedagogic competence are the basic aspects for effective teaching and learning to take place in classrooms. They are dealing with the quality of teaching-learning process. However, the average score of UKG (Teacher Competence Test) in Indonesia did not achieve standard expected target. This mixed-methods study is aimed to reveal professional and pedagogic competence of English teachers with different UKG achievement levels. Quantitative method was employed in the first phase through student questionnaire to investigate English teachers’ professional and pedagogic competence performed in classrooms based on their students’ perception. 14 classes’ students of six junior high schools in Bandung, West Java, were chosen as participants. The total number of students was 474 with 14 English teachers as subjects of the study. In the second phase, this study employed a descriptive qualitative method through classrooms observation and documentation to reveal how English teachers with different UKG achievement levels performed their competence in classrooms. Five teachers out of the 14 teachers under study were chosen as participants. The finding reveals that based on students’ perception, professional and pedagogic competence demonstrated by English teachers in classrooms do not fully reflect their UKG achievement levels. In some aspects, the teachers with lower UKG achievement are not perceived worse than those with higher UKG achievement. This finding is in line with the finding based on classroom performance of the five English teachers’ under study. In some parts of lessons, the lower achievers could even perform better than the higher.

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