T BING 1303254 Table of content
v
TABLE OF CONTENTS
CANDIDATE’S STATEMENT ......................................................................................... i
ACKNOWLEDGEMENT .................................................................................................. ii
ABSTRACT ....................................................................................................................... iii
PREFACE .......................................................................................................................... iv
TABLE OF CONTENTS .................................................................................................... v
LIST OF TABLES .............................................................................................................. viii
LIST OF APPENDIXES..................................................................................................... ix
CHAPTER I
INTRODUCTION................................................................................ 1
1.1 Background of the study...................................................................................... 1
1.2 Research questions .............................................................................................. 5
1.3 Purposes of the study ........................................................................................... 6
1.4 Significances of the study.................................................................................... 6
1.5 Definitions of key terms ...................................................................................... 7
1.6 Organisation of the study..................................................................................... 8
CHAPTER II
LITERATURE REVIEW..................................................................... 10
2.1 General Review ................................................................................................... 10
2.2 Theoretical Foundation ........................................................................................ 11
2.2.1 Teacher Education ..................................................................................... 11
2.2.2 Teacher Competences................................................................................ 12
2.2.3 Teacher Pedagogical Competence............................................................. 15
2.2.4 English Curriculum ................................................................................... 26
2.2.5 2013 Curriculum........................................................................................ 28
2.2.6 English Subject in 2013 Curriculum ......................................................... 31
2.2.6.1 Theory of Learning ....................................................................... 31
2.2.6.2 Theory of Language ...................................................................... 33
2.2.6.3 Learning Goal and/or Objectives .................................................. 34
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
vi
2.2.6.4 Rationale of the 2013 Curriculum................................................. 34
2.2.6.5 Changes Elements of the 2013 Curriculum .................................. 35
2.2.6.6 Content of 2013 Curriculum ......................................................... 36
2.2.6.7 Teaching and Learning Process in 2013 Curriculum .................... 37
2.2.6.8 Assessment .................................................................................... 38
2.2.7 Teachers’ Peadgogical Competence in the Context
of 2013 Curriculum ................................................................................... 41
2.3 Previous Research Report.................................................................................... 44
2.4 Thesis Statement .................................................................................................. 45
CHAPTER III
RESEARCH METHODOLOGY ......................................................... 46
3.1 Research Design .................................................................................................. 46
3.2 Setting and Participant ......................................................................................... 47
3.3 Instrument ............................................................................................................ 48
3.4 Instrument Validity Analysis ............................................................................... 49
3.4.1 Credibility Analysis ................................................................................... 49
3.4.2 Transferability Analysis ............................................................................ 49
3.4.3 Dependability Analysis ............................................................................. 49
3.4.4 Conformability Analysis ........................................................................... 50
3.5 Data Collection Method ...................................................................................... 50
3.5.1 Classroom Observation ............................................................................. 50
3.5.2 Questionnaires ........................................................................................... 51
3.5.3 Documentations ........................................................................................ 51
3.6 Dana Analysis Method ........................................................................................ 51
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS ................................. 53
4.1 Teachers perception of the basic understanding of 2013 curriculum
and the characteristics of a pedagogical competence in 2013 Curiiculum......... 54
4.1.1 Teachers’ perception of the basic understanding of 2013 curriculum ...... 55
4.1.2 Teachers’ perception of the characteristics of a
pedagogical competence in 2013 Curiiculum ........................................... 58
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
vii
4.1.2.1 Knowing the students’ characteristics .......................................... 58
4.1.2.2 Mastering the learning theory and the learning principles............ 62
4.1.2.3 Being capable in developing the curriculum ................................ 66
4.1.2.4 Creating educating learning environment ..................................... 68
4.1.2.5 Developing students’ potential ability .......................................... 73
4.1.2.6 Comunicating with the students well ............................................ 76
4.1.2.7 Assessing and evaluating the process of learning ......................... 79
4.2 Teachers’ implementation of pedagogical competence in 2013 Curriculum
in the learning activities ..................................................................................... 81
4.2.1 Knowing the students’ characteristics ....................................................... 81
4.2.2 Mastering the learning theory and the learning principles ........................ 82
4.2.3 Being capable in developing the curriculum ............................................. 84
4.2.4 Creating educating learning environment ................................................. 85
4.2.5 Developing students’ potential ability....................................................... 87
4.2.6 Comunicating with the students well ........................................................ 88
4.2.7 Assessing and evaluating the process of learning ..................................... 89
4.3 Teachers’ problems in the implementation of pedagogical competence
in 2013 curriculum ............................................................................................. 91
CHAPTER V
CONCLUSION AND RECOMMENDATION ................................... 94
5.1 Conclusion ........................................................................................................... 94
5.1.1 Teachers’ perception of the basic understanding of 2013 curriculum
and the characteristics of a pedagogical competence
in 2013 curiculum ..................................................................................... 94
5.1.2 Teachers’ implementation of pedagogical competence
in 2013 curriculum in the learning activities ............................................ 97
5.1.3 Teachers’ problems in the implementation
of pedagogical competence in 2013 curriculum ....................................... 100
5.2 Recommendation ................................................................................................. 100
5.2.1 English Teacher ...................................................................................... 100
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
viii
5.2.2 Institution................................................................................................... 101
5.2.3 The 2013 Curriculum Instructor ................................................................ 101
5.2.4 Policy Makers ........................................................................................... 101
5.2.5 Other Researchers...................................................................................... 102
REFERENCE ...................................................................................................................... 103
APPENDIXES .................................................................................................................... 113
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
TABLE OF CONTENTS
CANDIDATE’S STATEMENT ......................................................................................... i
ACKNOWLEDGEMENT .................................................................................................. ii
ABSTRACT ....................................................................................................................... iii
PREFACE .......................................................................................................................... iv
TABLE OF CONTENTS .................................................................................................... v
LIST OF TABLES .............................................................................................................. viii
LIST OF APPENDIXES..................................................................................................... ix
CHAPTER I
INTRODUCTION................................................................................ 1
1.1 Background of the study...................................................................................... 1
1.2 Research questions .............................................................................................. 5
1.3 Purposes of the study ........................................................................................... 6
1.4 Significances of the study.................................................................................... 6
1.5 Definitions of key terms ...................................................................................... 7
1.6 Organisation of the study..................................................................................... 8
CHAPTER II
LITERATURE REVIEW..................................................................... 10
2.1 General Review ................................................................................................... 10
2.2 Theoretical Foundation ........................................................................................ 11
2.2.1 Teacher Education ..................................................................................... 11
2.2.2 Teacher Competences................................................................................ 12
2.2.3 Teacher Pedagogical Competence............................................................. 15
2.2.4 English Curriculum ................................................................................... 26
2.2.5 2013 Curriculum........................................................................................ 28
2.2.6 English Subject in 2013 Curriculum ......................................................... 31
2.2.6.1 Theory of Learning ....................................................................... 31
2.2.6.2 Theory of Language ...................................................................... 33
2.2.6.3 Learning Goal and/or Objectives .................................................. 34
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
vi
2.2.6.4 Rationale of the 2013 Curriculum................................................. 34
2.2.6.5 Changes Elements of the 2013 Curriculum .................................. 35
2.2.6.6 Content of 2013 Curriculum ......................................................... 36
2.2.6.7 Teaching and Learning Process in 2013 Curriculum .................... 37
2.2.6.8 Assessment .................................................................................... 38
2.2.7 Teachers’ Peadgogical Competence in the Context
of 2013 Curriculum ................................................................................... 41
2.3 Previous Research Report.................................................................................... 44
2.4 Thesis Statement .................................................................................................. 45
CHAPTER III
RESEARCH METHODOLOGY ......................................................... 46
3.1 Research Design .................................................................................................. 46
3.2 Setting and Participant ......................................................................................... 47
3.3 Instrument ............................................................................................................ 48
3.4 Instrument Validity Analysis ............................................................................... 49
3.4.1 Credibility Analysis ................................................................................... 49
3.4.2 Transferability Analysis ............................................................................ 49
3.4.3 Dependability Analysis ............................................................................. 49
3.4.4 Conformability Analysis ........................................................................... 50
3.5 Data Collection Method ...................................................................................... 50
3.5.1 Classroom Observation ............................................................................. 50
3.5.2 Questionnaires ........................................................................................... 51
3.5.3 Documentations ........................................................................................ 51
3.6 Dana Analysis Method ........................................................................................ 51
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS ................................. 53
4.1 Teachers perception of the basic understanding of 2013 curriculum
and the characteristics of a pedagogical competence in 2013 Curiiculum......... 54
4.1.1 Teachers’ perception of the basic understanding of 2013 curriculum ...... 55
4.1.2 Teachers’ perception of the characteristics of a
pedagogical competence in 2013 Curiiculum ........................................... 58
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
vii
4.1.2.1 Knowing the students’ characteristics .......................................... 58
4.1.2.2 Mastering the learning theory and the learning principles............ 62
4.1.2.3 Being capable in developing the curriculum ................................ 66
4.1.2.4 Creating educating learning environment ..................................... 68
4.1.2.5 Developing students’ potential ability .......................................... 73
4.1.2.6 Comunicating with the students well ............................................ 76
4.1.2.7 Assessing and evaluating the process of learning ......................... 79
4.2 Teachers’ implementation of pedagogical competence in 2013 Curriculum
in the learning activities ..................................................................................... 81
4.2.1 Knowing the students’ characteristics ....................................................... 81
4.2.2 Mastering the learning theory and the learning principles ........................ 82
4.2.3 Being capable in developing the curriculum ............................................. 84
4.2.4 Creating educating learning environment ................................................. 85
4.2.5 Developing students’ potential ability....................................................... 87
4.2.6 Comunicating with the students well ........................................................ 88
4.2.7 Assessing and evaluating the process of learning ..................................... 89
4.3 Teachers’ problems in the implementation of pedagogical competence
in 2013 curriculum ............................................................................................. 91
CHAPTER V
CONCLUSION AND RECOMMENDATION ................................... 94
5.1 Conclusion ........................................................................................................... 94
5.1.1 Teachers’ perception of the basic understanding of 2013 curriculum
and the characteristics of a pedagogical competence
in 2013 curiculum ..................................................................................... 94
5.1.2 Teachers’ implementation of pedagogical competence
in 2013 curriculum in the learning activities ............................................ 97
5.1.3 Teachers’ problems in the implementation
of pedagogical competence in 2013 curriculum ....................................... 100
5.2 Recommendation ................................................................................................. 100
5.2.1 English Teacher ...................................................................................... 100
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]
viii
5.2.2 Institution................................................................................................... 101
5.2.3 The 2013 Curriculum Instructor ................................................................ 101
5.2.4 Policy Makers ........................................................................................... 101
5.2.5 Other Researchers...................................................................................... 102
REFERENCE ...................................................................................................................... 103
APPENDIXES .................................................................................................................... 113
Denis Era Budianto, 2015
EFL TEACHERS’ PEDAGOGICAL COMPETENCE IN THE CONTEXT OF ENGLISH CURRICULUM 2013:
IMPLICATIONS FOR CLASSROOM ACTIVITIES
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu [Type text]