D B.ING 907941 Table of content
TABLE OF CONTENTS
APPROVAL PAGE
DECLARATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
ii
iii
iv
v
x
xi
xvi
xix
CHAPTER ONE: INTRODUCTION
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
Overview of the Chapter
Background of the Study
Statement of the Problem
Research Questions
Purpose of the Study
Significance of the Study
Scope of the Study
Delimitations of the Study
Definition of Key Terms
Organization of the Dissertation
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Teacher Competence
2.2.1 Definition of Teacher Competence
2.2.2 The Importance of Teacher Competence
2.2.3 Essential Components of Teacher Competence
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1
7
8
9
10
10
11
12
13
14
14
15
15
17
18
2.2.3.1
Teacher Professional Knowledge
2.2.3.1.1 Knowledge about Content/
Subject Matter
2.2.3.1.2 Knowledge about Pedagogy
2.2.3.1.3 Knowledge about Learners
2.2.3.2 Performance Standard and Performance
Indicators for Teacher Professional
Knowledge
2.2.3.3 Alignment between Subject Matter
Knowledge, Pedagogical Knowledge, and
Learner Knowledge
2.2.3.4 Teacher Professional Skills
2.2.3.4.1 Instructional Delivery
2.2.3.4.2 Teaching Clarity
2.2.3.5 Performance Standard and Performance
Indicators for Teacher Professional Skills
2.2.3.6 Teacher Professional Attitudes
2.2.3.7 Performance Standard and Performance
Indicators for Teacher Professional
Attitudes
2.2.4 Teacher Competence Standards in
Indonesian Context
2.2.5 Alignment
between
Teacher
Competence
Contextualized in the Study and Teacher
Competence Standards in Indonesian Context
2.2.6 Teacher Competence Test in Indonesian Context
2.2.7 Summary of the Discussion of Teacher Competence
2.3 Teacher Performance
2.3.1 Definition of Teacher Performance
2.3.2 Evaluating Teacher Performance
2.3.2.1 Measurements to Evaluate Teacher
Performance
2.3.2.2 Performance Standards and Performance
Indicators for Evaluating Teacher Performance
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20
23
24
25
37
38
39
40
44
59
64
74
76
77
78
80
80
82
83
86
2.3.3 Alignment between Teacher Competence and
Teacher Performance
2.3.4 Summary of the Discussion of Teacher Performance
2.4 Students’ Perceptions on Teacher Performance
2.4.1 Definition of Student Perception
2.4.2 The Importance of Student Perception on Teacher
Competence and Performance
2.4.3 Previous Research on Students’ Perception on
Teacher Competence and Performance
2.4.4 Summary of the Discussions of Students’ Perceptions
on Teacher Competence and Performance
2.5 Summary of the Chapter
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Methodology
3.2.1 Purpose of the Study and Research Question
Revisited
3.2.2 Research Design
3.2.3 Mixed Methods Case Study Research
3.2.3.1 Qualitative Approach
3.2.3.2 Quantitative Approach
3.2.4 Research Participants and Research Settings
3.2.4.1 Research Settings
3.2.4.2 Research Participants
3.2.5 Data Collection
3.2.5.1 Qualitative Data Collection
3.2.5.1.1 Classroom Observation
3.2.5.1.2 Teacher Self-Assessment
3.2.5.1.3 Focus Group Interview
3.2.5.2 Quantitative Data Collection
3.2.5.2.1 Questionnaire
vi
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90
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93
94
96
96
99
99
100
100
101
102
103
104
106
106
107
110
111
112
115
116
118
119
3.2.6 Data Analysis
3.2.6.1 Qualitative Data Analysis
3.2.6.1.1 Analysis
of
Classroom
Observation Data
3.2.6.1.2 Analysis of Interview Data
3.2.6.2 Quantitative Data Analysis
3.2.6.2.1 Analysis of Questionnaire Data
3.2.7 Criteria for Interpreting the Findings
3.2.7.1 Reliability and Validity
3.2.8 Research Ethics, Approval, and Confidentiality
3.2.9 Summary of the Chapter
CHAPTER FOUR: FINDINGS AND DISCUSSIONS
4.1 Introduction
4.2 English Teachers’ Teaching Performance in Terms of
Teacher Professional Knowledge, Skills and Attitudes
4.2.1 Teacher Professional Knowledge
4.2.1.1 Findings from Classroom Observations
4.2.1.2 Findings from Teacher Self-Assessment
4.2.1.3 Summary of Discussion of Data for
Teacher Professional Knowledge
4.2.2 Teacher Professional Skills
4.2.2.1 Findings from Classroom Observation
4.2.2.2 Findings from Teacher Self-Assessment
4.2.2.3 Summary of Discussion of Data for
Teacher Professional Skills
4.2.3 Teacher Professional Attitudes
4.2.3.1 Findings from Classroom Observations
4.2.3.2 Findings from Teacher Self-Assessment
4.3 English Teachers and Students’ Perceptions on English
Teachers’ Teaching Performance in Terms of Teacher
Professional Knowledge, Skills, and Attitudes
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125
125
126
127
128
129
130
130
131
131
132
146
150
152
152
182
183
184
184
202
206
4.3.1 English Teachers’ Perceptions on Their Own
Teaching Performance in Terms of Teacher
Professional Knowledge, Skills, and Attitudes
4.3.1.1 Findings from Teacher Self-Assessment
4.3.2 Students’ Perceptions on Their English Teachers’
Teaching Performance
4.3.2.1 Findings from Questionnaire
4.3.2.2 Findings from Focus Group Interview
4.4 English Teachers and Students’ Perceptions on the Important
Characteristics of Competent English Teachers
4.4.1 English Teachers’ Perceptions on the Important
Characteristics of a Competent English Teacher
4.4.1.1 Findings from Teacher Self-assessment
4.4.2 Students’
Perceptions
on
the
Important
Characteristics of a Competent English Teacher
4.4.2.1 Findings from Questionnaire
4.4.2.2 Findings from focus group interview
4.5 Summary of the Chapter
206
206
211
211
217
226
228
228
231
231
233
235
CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS FOR 236
GOVERNMENT
POLICY,
AND
RECOMMENDATIONS
FOR
FURTHER
STUDY
5.1
5.2
5.3
5.4
Introduction
Conclusions
Recommendations for Government Policy
Recommendations for Further Study
236
236
239
242
REFERENCES
244
APPENDICES
313
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LIST OF TABLES
CHAPTER TWO
2.1
2.2
2.3
2.4
2.5
2.6
Performance standard and performance indicators for teacher
professional knowledge
Category of questions as proposed by Poole (2009)
Performance indicators for teacher professional skills
Performance indicators for teacher professional attitudes
Teacher core competences in Indonesian context
Alignment between teacher competence standards and essential
components of teacher competence used in the study
25
35
44
64
75
77
CHAPTER THREE
3.1
3.2
3.3
Overview of the research design of the study
Characteristics of English teachers participated in the study
Characteristics of students participated in the study
104
109
109
CHAPTER FOUR
4.1
4.2
4.3
4.4
4.5
4.6
4.7
English teachers’ teaching performance in terms of teacher
professional knowledge
Teacher self-assessment of teacher’s competence in terms of
teacher professional knowledge
English teacher teaching performance in terms of teacher
professional skills
English teachers’ performance in terms of teacher professional
attitudes
Evidence of teacher punctuality (Teacher-1)
Evidence of teacher punctuality (Teacher-2)
Teacher self-assessment of their professional attitudes
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147
152
184
188
180
203
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
416
4.17
4.18
Mean score of teachers’ perceptions on their teaching
performance in terms of teacher professional knowledge, skills,
and attitudes-overall cases
English teachers’ perceptions on their teaching performance in
terms of teacher professional knowledge, skills, and attitudesoverall cases in order of rank
Mean score of teacher’s perception of their teaching
performance in terms of teacher professional knowledge, skills,
and attitudes-Teacher-1
Teacher-1’s own perception on his teaching performance in
terms of professional knowledge, skiils, and attitudesin order of rank
Mean score of Teacher-2’s perception on her teaching
performance in terms of teacher professional knowledge, skills,
and attitudes
Mean score of Teacher-2’ perception on her teaching
performance in terms of teacher professional knowledge, skills,
and attitudes
Mean score of students’ perceptions of their English teachers’
competence/teaching performance in terms of teacher
professional knowledge, skills, and attitudes-overall cases
Mean score of students’ perceptions of their English teachers’
competence/teaching performance in terms of teacher
professional knowledge, skills, and attitudes-overall cases
Mean score of students’ perceptions of their English teacher’s
competence/performance in terms of teacher professional
knowledge, skills and attitudes-School-1
Mean score of students’ perceptions of their English teacher
performance in terms of teacher professional knowledge, skills
and attitudes-School-2
18 Mean score of students’ perceptions of their English
teacher’s competence/performance in terms teacher
professional knowledge, skills, and attitudes School-2
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208
209
209
210
211
212
213
214
215
216
4.19
4.20
4.21
4.22
4.23
4.24
4.25
Mean score of students’ perceptions of their English teacher
performance in terms of teacher professional knowledge, skills,
and attitudes School-2
Students’ perceptions of teacher professional knowledge, skills,
and attitudes from focus group interview
Important characteristics of competent English teachers as
perceived by English teachers-overall cases
Important characteristics of a competent English teacher as
perceived by the English teachers – Summary
Students’ perceptions of competent English teachers from
questionnaire - overall cases
Summary of characteristics of a competent English teacher
The five most important characteristics of a competent English
teacher from focus group interview – Overall cases
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218
229
230
232
233
234
LIST OF FIGURES
CHAPTER ONE
1.1
Research problem and research questions of the study
8
CHAPTER TWO
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Essential components of teacher competence
Key aspects of teacher professional knowledge
Alignment between content knowledge, pedagogical knowledge
and learner knowledge
Key aspects of teacher professional skills
Key aspects of teacher professional attitudes
Teacher competence standards in Indonesian context
Interconnectedness between professional knowledge,
professional skills and professional attitudes
Major measurements to evaluate teacher performance
Teacher performance evaluation measurements used in the
study
Alignment between teacher competence and teacher
performance based on Medley’s (1982a) theory
18
19
37
38
63
75
79
84
85
89
CHAPTER THREE
3.1
3.2
3.3
3.4
3.5
3.6
Design of mixed methods case study research used in the study
Data collection used in the study
Qualitative data collection used in the study
Quantitative data collection procedure
Analysis of interview data procedure
Cronbach alpha reliability
CHAPTER FOUR
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110
111
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127
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
Teacher-1 presents the lesson to the class
Teacher-2 presents the lesson to the class
Teacher-1 provides examples to the students
Teacher-1 summarizes key points of the lesson
Teacher-2 writes examples of the lesson on the board
Teacher-2 summarizes key points of the lesson
Teacher explanation
Individual work
Pair work
Student presentation
Textbook and dictionary are used as the main learning
resources
Teacher uses the board to explain the lesson
Teacher-1 does not always integrate the available technology to
enhance student learning in most of the lessons
Teacher explanation
Individual work
Pair work
Group work
Role play
Student presentation
Teacher uses the board to explain the lesson
Textbook and dictionary are used as the main learning
resources
The use of IT to enhance student learning
Teacher-1 does not always integrate technology to enhance
student learning in most of the lessons
Teacher-1 monitors student learning
Teacher-2 goes round the class to monitor student learning
Teacher-1 collects students’ homework
Teacher checks students’ homework
Teacher-2 asks students about the homework given at the
previous lesson
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155
157
158
159
159
162
162
163
163
164
165
165
166
166
167
167
168
168
169
170
172
172
176
176
179
179
180
4.29
4.30
4.31
4.32
4.33
4.34
4.35
4.36
4.37
4.38
4.39
4.40
4.41
4.42
4.43
4.44
4.45
4.46
4.47
4.48
4.49
4.50
Teacher-2 checks students’ homework
Teacher-1 prepares the lesson as soon as he comes into the
classroom
Teacher-2 begins the lesson as soon as she arrives in the
classroom
Teacher-1 helps the students who have difficulties in present
lesson
Teacher-1 shows his caring behavior to the students
Students feel safe and confidence to learn in the classroom
Students show their enthusiasm for learning
Teacher-2 shows her enthusiasm for student learning
Teacher-2 shows her caring behavior to the students
Students show their enthusiasm for learning
Students feel safe and confidence to learn in the classroom
Teacher-1 greets the students by their names
The student answers her teacher’s question
Teacher-1 asks the students’ names
Teacher-2 communicates with the students by addressing their
names
Teacher-2 asks one of the students’ names
Teacher-1 invites his students asking them to participate in
learning in equal and fair way
Students of school-1 raises their hands to answer teacher’s
question
Teacher-2 invites all students to answer her questions and to
give opinions on the present lesson in equal and fair way
Students of school-2 raises their hands to answer teacher’s
question
Teachers’ perceptions on their own teaching performance in
terms of professional knowledge, skills and attitudes-overall
cases
180
187
Teacher-1’s perception on his own teaching performance in
terms of professional knowledge, skills, and attitudes
208
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192
193
193
194
194
195
195
196
197
198
198
199
199
200
201
201
201
207
4.51
4.52
4.53
4.54
Teacher-2’s perception on her own teaching performance in
terms of professional knowledge, skills, and attitudes
Students’ perceptions on English teachers’ teaching
performance in terms of professional knowledge, skills, and
attitudes-overall cases
Students’ perceptions of their English teacher’s teaching
performance in terms of teacher professional knowledge, skills,
and attitudes of School-1
Students’ perceptions of their English teachers’ performance of
teacher professional knowledge, skills, and attitudes of
School-2
xv
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212
214
216
APPROVAL PAGE
DECLARATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
ii
iii
iv
v
x
xi
xvi
xix
CHAPTER ONE: INTRODUCTION
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
Overview of the Chapter
Background of the Study
Statement of the Problem
Research Questions
Purpose of the Study
Significance of the Study
Scope of the Study
Delimitations of the Study
Definition of Key Terms
Organization of the Dissertation
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Teacher Competence
2.2.1 Definition of Teacher Competence
2.2.2 The Importance of Teacher Competence
2.2.3 Essential Components of Teacher Competence
iv
Ida Siti Hodijah, 2016
ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1
1
7
8
9
10
10
11
12
13
14
14
15
15
17
18
2.2.3.1
Teacher Professional Knowledge
2.2.3.1.1 Knowledge about Content/
Subject Matter
2.2.3.1.2 Knowledge about Pedagogy
2.2.3.1.3 Knowledge about Learners
2.2.3.2 Performance Standard and Performance
Indicators for Teacher Professional
Knowledge
2.2.3.3 Alignment between Subject Matter
Knowledge, Pedagogical Knowledge, and
Learner Knowledge
2.2.3.4 Teacher Professional Skills
2.2.3.4.1 Instructional Delivery
2.2.3.4.2 Teaching Clarity
2.2.3.5 Performance Standard and Performance
Indicators for Teacher Professional Skills
2.2.3.6 Teacher Professional Attitudes
2.2.3.7 Performance Standard and Performance
Indicators for Teacher Professional
Attitudes
2.2.4 Teacher Competence Standards in
Indonesian Context
2.2.5 Alignment
between
Teacher
Competence
Contextualized in the Study and Teacher
Competence Standards in Indonesian Context
2.2.6 Teacher Competence Test in Indonesian Context
2.2.7 Summary of the Discussion of Teacher Competence
2.3 Teacher Performance
2.3.1 Definition of Teacher Performance
2.3.2 Evaluating Teacher Performance
2.3.2.1 Measurements to Evaluate Teacher
Performance
2.3.2.2 Performance Standards and Performance
Indicators for Evaluating Teacher Performance
v
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ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
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20
23
24
25
37
38
39
40
44
59
64
74
76
77
78
80
80
82
83
86
2.3.3 Alignment between Teacher Competence and
Teacher Performance
2.3.4 Summary of the Discussion of Teacher Performance
2.4 Students’ Perceptions on Teacher Performance
2.4.1 Definition of Student Perception
2.4.2 The Importance of Student Perception on Teacher
Competence and Performance
2.4.3 Previous Research on Students’ Perception on
Teacher Competence and Performance
2.4.4 Summary of the Discussions of Students’ Perceptions
on Teacher Competence and Performance
2.5 Summary of the Chapter
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Methodology
3.2.1 Purpose of the Study and Research Question
Revisited
3.2.2 Research Design
3.2.3 Mixed Methods Case Study Research
3.2.3.1 Qualitative Approach
3.2.3.2 Quantitative Approach
3.2.4 Research Participants and Research Settings
3.2.4.1 Research Settings
3.2.4.2 Research Participants
3.2.5 Data Collection
3.2.5.1 Qualitative Data Collection
3.2.5.1.1 Classroom Observation
3.2.5.1.2 Teacher Self-Assessment
3.2.5.1.3 Focus Group Interview
3.2.5.2 Quantitative Data Collection
3.2.5.2.1 Questionnaire
vi
Ida Siti Hodijah, 2016
ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
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90
91
91
93
94
96
96
99
99
100
100
101
102
103
104
106
106
107
110
111
112
115
116
118
119
3.2.6 Data Analysis
3.2.6.1 Qualitative Data Analysis
3.2.6.1.1 Analysis
of
Classroom
Observation Data
3.2.6.1.2 Analysis of Interview Data
3.2.6.2 Quantitative Data Analysis
3.2.6.2.1 Analysis of Questionnaire Data
3.2.7 Criteria for Interpreting the Findings
3.2.7.1 Reliability and Validity
3.2.8 Research Ethics, Approval, and Confidentiality
3.2.9 Summary of the Chapter
CHAPTER FOUR: FINDINGS AND DISCUSSIONS
4.1 Introduction
4.2 English Teachers’ Teaching Performance in Terms of
Teacher Professional Knowledge, Skills and Attitudes
4.2.1 Teacher Professional Knowledge
4.2.1.1 Findings from Classroom Observations
4.2.1.2 Findings from Teacher Self-Assessment
4.2.1.3 Summary of Discussion of Data for
Teacher Professional Knowledge
4.2.2 Teacher Professional Skills
4.2.2.1 Findings from Classroom Observation
4.2.2.2 Findings from Teacher Self-Assessment
4.2.2.3 Summary of Discussion of Data for
Teacher Professional Skills
4.2.3 Teacher Professional Attitudes
4.2.3.1 Findings from Classroom Observations
4.2.3.2 Findings from Teacher Self-Assessment
4.3 English Teachers and Students’ Perceptions on English
Teachers’ Teaching Performance in Terms of Teacher
Professional Knowledge, Skills, and Attitudes
vii
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ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
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122
123
124
125
125
126
127
128
129
130
130
131
131
132
146
150
152
152
182
183
184
184
202
206
4.3.1 English Teachers’ Perceptions on Their Own
Teaching Performance in Terms of Teacher
Professional Knowledge, Skills, and Attitudes
4.3.1.1 Findings from Teacher Self-Assessment
4.3.2 Students’ Perceptions on Their English Teachers’
Teaching Performance
4.3.2.1 Findings from Questionnaire
4.3.2.2 Findings from Focus Group Interview
4.4 English Teachers and Students’ Perceptions on the Important
Characteristics of Competent English Teachers
4.4.1 English Teachers’ Perceptions on the Important
Characteristics of a Competent English Teacher
4.4.1.1 Findings from Teacher Self-assessment
4.4.2 Students’
Perceptions
on
the
Important
Characteristics of a Competent English Teacher
4.4.2.1 Findings from Questionnaire
4.4.2.2 Findings from focus group interview
4.5 Summary of the Chapter
206
206
211
211
217
226
228
228
231
231
233
235
CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS FOR 236
GOVERNMENT
POLICY,
AND
RECOMMENDATIONS
FOR
FURTHER
STUDY
5.1
5.2
5.3
5.4
Introduction
Conclusions
Recommendations for Government Policy
Recommendations for Further Study
236
236
239
242
REFERENCES
244
APPENDICES
313
viii
Ida Siti Hodijah, 2016
ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
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LIST OF TABLES
CHAPTER TWO
2.1
2.2
2.3
2.4
2.5
2.6
Performance standard and performance indicators for teacher
professional knowledge
Category of questions as proposed by Poole (2009)
Performance indicators for teacher professional skills
Performance indicators for teacher professional attitudes
Teacher core competences in Indonesian context
Alignment between teacher competence standards and essential
components of teacher competence used in the study
25
35
44
64
75
77
CHAPTER THREE
3.1
3.2
3.3
Overview of the research design of the study
Characteristics of English teachers participated in the study
Characteristics of students participated in the study
104
109
109
CHAPTER FOUR
4.1
4.2
4.3
4.4
4.5
4.6
4.7
English teachers’ teaching performance in terms of teacher
professional knowledge
Teacher self-assessment of teacher’s competence in terms of
teacher professional knowledge
English teacher teaching performance in terms of teacher
professional skills
English teachers’ performance in terms of teacher professional
attitudes
Evidence of teacher punctuality (Teacher-1)
Evidence of teacher punctuality (Teacher-2)
Teacher self-assessment of their professional attitudes
ix
Ida Siti Hodijah, 2016
ENGLISH TEACHERS’ PERFORMANCE AS THE REFLECTION OF THEIR COMPETENCE
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147
152
184
188
180
203
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
416
4.17
4.18
Mean score of teachers’ perceptions on their teaching
performance in terms of teacher professional knowledge, skills,
and attitudes-overall cases
English teachers’ perceptions on their teaching performance in
terms of teacher professional knowledge, skills, and attitudesoverall cases in order of rank
Mean score of teacher’s perception of their teaching
performance in terms of teacher professional knowledge, skills,
and attitudes-Teacher-1
Teacher-1’s own perception on his teaching performance in
terms of professional knowledge, skiils, and attitudesin order of rank
Mean score of Teacher-2’s perception on her teaching
performance in terms of teacher professional knowledge, skills,
and attitudes
Mean score of Teacher-2’ perception on her teaching
performance in terms of teacher professional knowledge, skills,
and attitudes
Mean score of students’ perceptions of their English teachers’
competence/teaching performance in terms of teacher
professional knowledge, skills, and attitudes-overall cases
Mean score of students’ perceptions of their English teachers’
competence/teaching performance in terms of teacher
professional knowledge, skills, and attitudes-overall cases
Mean score of students’ perceptions of their English teacher’s
competence/performance in terms of teacher professional
knowledge, skills and attitudes-School-1
Mean score of students’ perceptions of their English teacher
performance in terms of teacher professional knowledge, skills
and attitudes-School-2
18 Mean score of students’ perceptions of their English
teacher’s competence/performance in terms teacher
professional knowledge, skills, and attitudes School-2
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208
209
209
210
211
212
213
214
215
216
4.19
4.20
4.21
4.22
4.23
4.24
4.25
Mean score of students’ perceptions of their English teacher
performance in terms of teacher professional knowledge, skills,
and attitudes School-2
Students’ perceptions of teacher professional knowledge, skills,
and attitudes from focus group interview
Important characteristics of competent English teachers as
perceived by English teachers-overall cases
Important characteristics of a competent English teacher as
perceived by the English teachers – Summary
Students’ perceptions of competent English teachers from
questionnaire - overall cases
Summary of characteristics of a competent English teacher
The five most important characteristics of a competent English
teacher from focus group interview – Overall cases
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229
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232
233
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LIST OF FIGURES
CHAPTER ONE
1.1
Research problem and research questions of the study
8
CHAPTER TWO
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Essential components of teacher competence
Key aspects of teacher professional knowledge
Alignment between content knowledge, pedagogical knowledge
and learner knowledge
Key aspects of teacher professional skills
Key aspects of teacher professional attitudes
Teacher competence standards in Indonesian context
Interconnectedness between professional knowledge,
professional skills and professional attitudes
Major measurements to evaluate teacher performance
Teacher performance evaluation measurements used in the
study
Alignment between teacher competence and teacher
performance based on Medley’s (1982a) theory
18
19
37
38
63
75
79
84
85
89
CHAPTER THREE
3.1
3.2
3.3
3.4
3.5
3.6
Design of mixed methods case study research used in the study
Data collection used in the study
Qualitative data collection used in the study
Quantitative data collection procedure
Analysis of interview data procedure
Cronbach alpha reliability
CHAPTER FOUR
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110
111
118
124
127
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
Teacher-1 presents the lesson to the class
Teacher-2 presents the lesson to the class
Teacher-1 provides examples to the students
Teacher-1 summarizes key points of the lesson
Teacher-2 writes examples of the lesson on the board
Teacher-2 summarizes key points of the lesson
Teacher explanation
Individual work
Pair work
Student presentation
Textbook and dictionary are used as the main learning
resources
Teacher uses the board to explain the lesson
Teacher-1 does not always integrate the available technology to
enhance student learning in most of the lessons
Teacher explanation
Individual work
Pair work
Group work
Role play
Student presentation
Teacher uses the board to explain the lesson
Textbook and dictionary are used as the main learning
resources
The use of IT to enhance student learning
Teacher-1 does not always integrate technology to enhance
student learning in most of the lessons
Teacher-1 monitors student learning
Teacher-2 goes round the class to monitor student learning
Teacher-1 collects students’ homework
Teacher checks students’ homework
Teacher-2 asks students about the homework given at the
previous lesson
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155
157
158
159
159
162
162
163
163
164
165
165
166
166
167
167
168
168
169
170
172
172
176
176
179
179
180
4.29
4.30
4.31
4.32
4.33
4.34
4.35
4.36
4.37
4.38
4.39
4.40
4.41
4.42
4.43
4.44
4.45
4.46
4.47
4.48
4.49
4.50
Teacher-2 checks students’ homework
Teacher-1 prepares the lesson as soon as he comes into the
classroom
Teacher-2 begins the lesson as soon as she arrives in the
classroom
Teacher-1 helps the students who have difficulties in present
lesson
Teacher-1 shows his caring behavior to the students
Students feel safe and confidence to learn in the classroom
Students show their enthusiasm for learning
Teacher-2 shows her enthusiasm for student learning
Teacher-2 shows her caring behavior to the students
Students show their enthusiasm for learning
Students feel safe and confidence to learn in the classroom
Teacher-1 greets the students by their names
The student answers her teacher’s question
Teacher-1 asks the students’ names
Teacher-2 communicates with the students by addressing their
names
Teacher-2 asks one of the students’ names
Teacher-1 invites his students asking them to participate in
learning in equal and fair way
Students of school-1 raises their hands to answer teacher’s
question
Teacher-2 invites all students to answer her questions and to
give opinions on the present lesson in equal and fair way
Students of school-2 raises their hands to answer teacher’s
question
Teachers’ perceptions on their own teaching performance in
terms of professional knowledge, skills and attitudes-overall
cases
180
187
Teacher-1’s perception on his own teaching performance in
terms of professional knowledge, skills, and attitudes
208
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192
193
193
194
194
195
195
196
197
198
198
199
199
200
201
201
201
207
4.51
4.52
4.53
4.54
Teacher-2’s perception on her own teaching performance in
terms of professional knowledge, skills, and attitudes
Students’ perceptions on English teachers’ teaching
performance in terms of professional knowledge, skills, and
attitudes-overall cases
Students’ perceptions of their English teacher’s teaching
performance in terms of teacher professional knowledge, skills,
and attitudes of School-1
Students’ perceptions of their English teachers’ performance of
teacher professional knowledge, skills, and attitudes of
School-2
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212
214
216