YabesOlbata, 0203513079 (2015) THE IMPLEMENTATION OF PEDAGOGICAL AND PROFESSIONAL COMPETENCE OF ENGLISH TEACHERS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (The Case of Teachers in State Junior High School 1 Soe). Masters thesis, Universitas Negeri Semarang.

Abstract

The teacher is considered as the most crucial factor in implementing all educational reforms at the very basic level. In order to get the good result in education, it needs competent teachers. This study aims at finding out the way teachers implement their pedagogical competence in the form of syllabus designing and lesson planning, methods and media use and conducting evaluation, theway teachers implement their professional competence in the form of knowledge mastery, skills and performance and dispositions, the relationship between the implementation of teachers’pedagogical and professional competence in teaching English as a foreign language. This study used a qualitative descriptive design. The instruments used were questionnaire, observation and interview. The data of this study was collected through spreading questionnaires sheets, doing observation and interview. The data of this study were analyzed by using Miles and Huberman’s model of analysis (Flow Model). The result of the study showed that the way teachers implemented their pedagogical competence in the form of syllabus designing and lesson planning, media and method used and conduction evaluation was implemented well, while for the way teachers implemented their professional competence in the form of knowledge mastery, skills and performance and dispositions also implemented well.Moreover, there was a relationship between teachers’ pedagogical and professional competence in doing the teaching and learning process. Based on the result of the study, it can be said that the teachers implemented their pedagogical and professional competence in teaching and learning process well, but the teachers were not competent enough in syllabus desining and using computer in teaching. There was also a relationship between teachers’ pedagogical and professional competence in doing the teaching and learning process.

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