A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies
ENGLISH TEACHERS’ PROFESSIONAL
DEVELOPMENT
THROUGH LESSON STUDY
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M.Hum.) Degree in
English Language Studies
S. TRI BUDIYATI
09 6332 007
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH LESSON STUDY ATHESIS Presented as a Partial Fulfillment of theRequireents to Obtain the Magister Humaniora(M.Hum.) Degree in English Language Studies S. TRI BUDIYATI 09 6332007 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA
ATHESIS ENGLISH TEACHERS ’PROFESSIONAL DEVELOPMENT THROUGH LESSON STUDY by S. TRI BUDIYATI
Student number 09 6332 007 Approved by
Dr. B.B. Dwijatmoko, M.A
_________________________ ______________________ Advisor Yogyakarta, June 28, 2012
ATHESIS
ENGLISH TEACHERS ’PROFESSIONAL
DEVELOPMENT
THROUGH LESSON STUDY
by S. TRI BUDIYATI
Student number 09 6332 007 Defended before the Thesis Committee and Declared Acceptable
THESIS COMMITTEE Chair person : ………….. _______________ Secretary : ………….. _______________ Members : 1. ……………. _______________
2. ……………_______________ Yogyakarta, August 15, 2012
The Graduate Program Director Sanata Dharma University
Prof.Dr. Agustinus Supratiknya
DEDICATION
This work is dedicated to God The Almighty, in His hands, my path was clear and smooth, to M Silalahi, a man, who God created me for, to Joshua, who unfailingly encouraged me with his laughter and love since you were born, to my students, on the belief, if I change, you will change.
STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full concequences including degree cancellation if she took other somebody’s ideas, phrases, or sentences without proper references.
Yogyakarta, August 15, 2012 S. Tri Budiyati
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata dharma : Nama : S. Tri Budiyati No mahasiswa : 09 6332 007 Demi perkembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH LESSONSTUDY beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata dharma hak untuk menyimpan, mengalihkan data dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Yogyakarta, August 15,2012 Yang menyatakan S. Tri Budiyati
ACKNOWLEDGMENTS
I bend my knees down deeply on the ground and look up to the highest peak of the sky to offer a very great gratitude to my Lord, Jesus Christ, for without His participation everything is nothing, without His hands I could not finish this study.
I would like to express my sincerest gratitude to Dr. B.B. Dwijatmoko, M.A. as my advisor who helped me very much on planting the seed for this initial idea of this study and played a very big role on bringing it to fruition. Thank you very much for your guidance, patience, valuable suggestions and wisdom.
My deepest gratitude also goes to the participants of the research, the group of Junior High School English teachers of the Lesson Study, for their kindness and permission for me to conduct the research. I am so grateful to have them for their willingness to share their personal experience.
I would also like to express my deep gratitude to F.X. Mukarto, Ph.D.for his wonderful class on SLA. It always reminds me on the way a language is acquired.
My deep appreciation also goes to Dr. J. Bismoko for his philosophycal words such as “How to be more meaningful for others”. I always remember the words.
This following gratitude goes to my beloved lecturer, Dr. Novita Dewi, M.S., M.A. (Hons). From her lecture I learnt that words have many colours and must be seen from different angles. It energized and empowered me very much.
May God bless you always.
In particular, I am very greatful for the help and guidance given by my great fellows friends of evening class 2009; Bu Aris, Bu Yanti, Bu Dian, Bu Woro, Pak Kongko and Dik Iwan who have been directly involved in the development of my knowledge and skills during I attended the lectures.
Last but not the least, my greatest gratitude is offered to my beloved husband, M Silalahi, and son, Joshua, for their great love and endless prayer.
“I love you all.”
TABLEOFCONTENTS
TITLE PAGE………………………………………………………..……..…..i APPROVAL PAGE …………………………………………………….…..…ii THESIS DEFENSE APPROVAL PAGE ……………………………….…....iii DEDICATION
…………………………………………………….….…….....iv STATEMENT OF ORIGINALITY
………………………………….……..…v PERNYATAANPERSETUJUANPUBLIKASI
……………………….……..vi A
CKNOWLEDGMENTS ………………...…………………………………vii TABLEOFCONTENTS
……………...……………………………………....ix LIST OF TABLES …………………………………………………………...xii LIST OF FI
GURES……………………...…………………………………..xiii LIST OF ABBREVIATIONS AND CODES
……………….……….……..xiv ABSTRACT …………………………………………………….……………xv ABSTRAK ………………………………………………….……………….xvi
CHAPTER I INTRODUCTION A. Background of the research…………………………….…………………..1 B. ProblemIdentification ………….................................................................5
C. Problemform ulation…..…………………………………...........................6 D
. Research Objectives……………………………………….........................6 E
. Research Benefits …………………………………………….…………….7 CHAPTERII LITERATURE REVIEW
A. Theoretical R eview……………………………….…………………...…..8
1. Professional Development . ………………………...……….…………..8
2. Professional Teachers ……………………………………………...…..11
a. Teachers’ Competence…………………………………..…….….11
b. The Implementation of Teachers’ Competence……………...…...15
3. An Overview of Lesson Study …………….…………….…………….19
4. The Implementation of Lesson Study ………….…………….………..20 5.
Lesson Study’s Difference from Action Research..………………….…….26
B. Review of Related Study………………………………………,,……,.…..28 C. Theore tical Framework………………………………………,……….…..30
CHAPTER III RESEARCH METHODOLOGY A. Research Method………………………………………………………….36 B. Nature and Sources of Data……………………………………………….37 C. Instruments…………………………………………………...…………...39 D. Data Gathering Techniques……………………………………………….44 E. Research Procedure ……………...……………………………………….46 F. Data Processing………………………………...…………………………48 CHAPTER IV RESULTS AND DISCUSSIONS A. Results of Data Analysis…………………………………….…….……..51
1. The Cycles of Lesson Study…………………………………………..51
a. The First Cycle ……………………………………………………52
b. The Second Cycle …………………………………………………53
2. Teachers’ Activities and Actions………………………………………53
a. Working All Together on a Lesson Preparation …….……….…...55
b. Teaching Practice …………………………………………….…...59
c. Observation ………………………………………………….……62
d. Evaluation and Reflection.…………………………………….…..63
3. Students’ Point of View…………………………………………,……..65
B. The Distinctions from other Lesson Study………………………….…….68
C. Teacher’s Professional Development……………………………….…….69
1. Planning……………...………………………………………….….....70
2. Implementation……..……………………………………………....…76
3. Observation ……..……………………………………………….……80
4. Evaluation and Reflection.…………………………………….…...….81
CHAPTER V CONCLUSION AND SUGGESTION A. Conclu sion………………………………………………………….……….85 B. Expectation and Suggestion…………………………………………...…….87
BIBLIOGRAPHY……………………………………………………….……..89 APPENDICES
………………………………………………………….…...….92 A. The Process of the Lesson Study…….……………………………….……..93
B. Observation Sheets in t he Classroom………………………….…….….....104 C.
Teachers’ Interview Guidelines ………………………….…………….….110
D. Students’ Questionnaire ….…………………………….………………….111
E. Transcript of the interview ………………………………….…….,………..115
1. Transcript of the Inte rview with Mrs.Yunda ……………….….…….…115
2. Transcript of the Inter view with Mrs. Dinda …………………...………123 F. The Results of the Q uestionnaire……………..……………………,…..….128
LIST OF TABLES
Table 2.1 Blueprint Pre-figured Th emes of Teachers’ Activities………...35Table 3.1 Teacher’s Interview Guidelines …………………………….….40
Table 3.2 Observation Sheet in the Classroom ……………………….…..42Table 3.3 Sample of Students’ Questionnaire ………………………….…44Table 3.4 The Preocedure of the Research …………………………….…47Table 3.5 Qualit ative Table ………………………………………………50Table 4.1 Themes ………………………………………………………...54Table 4.2 Observation sheet on the Lesson Plan …………………………56Table 4.3 The Results of Students’ Questionnaire ………………….……66Table 4.4 The Components of a Les son Plan……………………….….…72
LIST OF FIGURES
Figure 2.1 Less on study Cycle…………………….…………………………..22Figure 2.2 Conce ptual Framework ……………………………………………33LIST OF ABBREVIATIONS
S K = Standar Kompetensi K D = Kompetensi Dasar BKOF = Building Knowledge of the Field MOT = Modeling of Text JCOT = Joint Construction of Text
ICOT = Independence Construction of Text S K L = Standar Kompetensi lulusan U N = Ujian Nasional
ABSTRACT
S.Tri Budiyati. 2012. English
Teachers’ Professional Development through
Lesson Study. Yogyakarta: The Graduate Program, English Language Studies,
Sanata Dharma University.
Nowadays, teachers’ professionalism has become a hot issue. People blame teachers as the culprits behind the failure of education. For that reason, teachers need to always update their competence. It is not only to cover the goal of the curriculum but also to catch up with the development of science and technology. Lesson Study is a Japanese form of professional development that centers on collaborative study of live classroom lessons (Lewis 2006). In Indonesia, Lesson Study for mathematics has been applied in Malang, Yogyakarta, and Bandung. The purpose of this study was to describe how English teachers developed their professionalism through Lesson Study.
This study implemented a qualitative method. The qualitative method addresses the questions directed toward a deeper understanding of social phenomena (Creswell 2007). According to Creswell (2007) a phenomenological study describes the meaning for several individuals of their lived experiences of a phenomenon. The data of this study were gathered by actually seeing the teachers behave and act within the issue and talking directly to the participants experienced the issue under this study in the field. The instruments used in collecting the data were observation, in-depth interview, and questionnaire. A group of four junior high school English teachers participated in Lesson Study were as the participants of this research. The observation was done to the lesson study group on conducting a lesson study. The first interview was done to a Junior high school English teachers supervisor. The second interview was done to a teacher who implemented a lesson plan in a school where she did not teach. The questionnaires were given to the students where the teachers conducted the lesson study.
The findings shows some activities in the lesson study which develop teacher’s professionalism. The activities were planning a lesson, implementing the lesson plan, observing the lesson, and evaluating the lesson. On planning a lesson the teachers worked together and shared their knowledge to design a lesson plan. They decided the goal of the lesson, arranged the steps to achieve the goal, developed the instructional material, and decided the teaching media and evaluation instruments. On the implementation of the lesson plan the model teachers improved their teaching skills and their self-confidence. They built new interaction with different students. On being the observers to other teachers teaching, the teachers learnt from the way other teachers teaching. In the evaluation process the teachers evaluated the strengths and weaknesses of the lesson plan and its implementation. The process of lesson study built good communication and relationship among the members of the group.
In summary, the findings of this study show some subtantial knowledge and information on how lesson study developed teachers’ professionalism. Lesson study gives an opportunity for teachers to work collaboratively on preparing a lesson and evaluating the lesson. Through the process of the lesson study from preparing the lesson, implementing the lesson and evaluating the lesson, lesson study improves the four teacher’s competences, pedagogic, personal, social, and
ABSTRAK
S. Tri Budiyati. 2012. English
Teachers’ Professional Development through
Lesson Study. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris,
Universitas Sanata Dharma.
Saat ini, profesionalisme guru menjadi hal yang sedang hangat diperbincangkan. Kesalahan akan ditimpakan pada guru sebagai aktor utama jika terjadi kegagalan di dunia pendidikan. Untuk itu, guru perlu selalu memperbarui kompetensi mereka agar tidak tertinggal oleh perkembangan ilmu pengetahuan dan teknologi yang berkembang dengan pesat. Berdasarkan Peraturan Menteri Pendidikan Nasional Republik Indonesia, Nomor 16 Tahun 2007 tentang Kompetensi Guru dan Standar Kualifikasi Akademik, guru sebagai agen pendidikan harus memiliki empat kompetensi utama yaitu kompetensi pedagogi, kepribadian, sosial, dan akademik. Tujuan dari penelitian ini adalah untuk menggambarkan aktifitas yang dilakukan sekelompok guru Bahasa Inggris dalam mengembangkan profesionalisme mereka sebagai guru melalui kegiatan Lesson Study.
Metodologi yang digunakan dalam penelitian ini adalah penelitian kualitatif. Instrumen yang digunakan dalam pengumpulan data adalah observasi, wawancara, dan kuesioner. Sekelompok guru Bahasa Inggris SMP yang sedang melakukan kegiatan Lesson Study menjadi partisipan dari penelitian ini. Para guru tersebut diamati selama mereka melakukan kegiatan lesson study mereka dalam merencanakan pembelajaran (Plan), melaksanakan rencana pembelajaran dalam kelas (Do), dan mengevaluasi pelaksanaan pembelajaran (See). Wawancara pertama dilakukan pada seorang pengawas guru bahasa Inggris SMP yang juga merupakan anggota dari tim lesson study tersebut. Wawancara kedua dilakukan pada seorang guru yang menjadi guru model dalam melaksanakan lesson study di sekolah dimana ia tidak mengajar. Kuesioner diberikan pada siswa dimana kelompok guru tersebut melakukan lesson study.
Dalam melakukan lesson study mereka melakukan empat kegiatan pokok yaitu; perencanaan, pelaksanaan, obervasi, dan evaluasi. Kegiatan yang menunjang pengembangan profesional merekayang dilakukan di dalam tahap perencanaan adalah menyusun rencana pelaksanaan pembelajaran (RPP) secara bersama-sama. Pada tahap pelaksanaan, aktifitas yang menunjang pengembangan profesi mereka adalah dengan menjadi guru model dan menjadi pengamat pada proses kegiatan belajar mengajar dari RPP yang telah disusun mereka bersama sebelumnya. Pada tahap evaluasi mereka mengevaluasi pelaksanaan dari RPP mereka dan melakukan revisi atas kelemahan yang mereka temukan dalam proses belajar mengajar.
Temuan penelitian menunjukkan pengetahuan dan informasi subtantial bagi guru
- – guru tentang bagaimana lesson study mengembangkan profesionalisme guru. Lesson study memberikan kesempatan pada guru untuk bekerja secara kolaborasi dalam menyusun rencana pembelajaran, mengkajinya, serta mengevaluasinya. Melalui proses lesson study dari persiapan, pelaksanaan, dan evaluasi guru
- – guru dapat mengembangkan keempat kompetensi guru, yaitu kompetensi pedagogi, kepribadian, sosial, dan akademik.
CHAPTER I INTRODUCTION This chapter presents the background information related to the research
problem. Thepurpose is to provide a framework for the study so that readers know the importance of the issue under study. The chapter contains six major sections, namely (a) background, (b) problem identification, (c) problem formulation, (d) research objectives, and (e) research benefits.
A. Background
In order to improve the quality of education our government released Indonesian Government Regulation Number 74, 2008 about teachersin which it is very important for teachers to see and understand their responsibilities as the main characters on education.Stated in the regulation that teachers are educators with the primary tasks of educating, teaching, guiding, directing, coaching, assessing and evaluating learners (article 1). Teachers are the agents of learning who have the function to improve the quality of national education (article 4). Teachers should have four competences which include pedagogy, personality, social, and academic competences (article10). In executing their duties they have to: (a) plan the lesson, implement the lesson plan, and assess and evaluate the learning outcomes; (b) enhance and develop academic qualifications and competence on an ongoing basis in line with the development of science, technology, and art (article 20 a -b).
Todays teachers‟ professionalism has become a hot issue in our education People see the main culprits behind the reason of why the quality of our education is low are teachers.They judge that teachers are not qualified enough for teaching.
They have low competences. The reasons are that teachers are not motivated to develop their professionalism; they are not encouraged to update their knowledge and skills. Some of them are reluctant to join such kind of teachers
‟ professional development programs; seminars, workshops or in-service training programs, because most of the programs need money to join.
The government pays attention to this issue very much.Our government thinksthat it is very important to always support and facilitate teachers to develop their professionalism. One of the government
‟s efforts is releasing certification program. A teacher who can fulfill certain qualification will be given an educator- certificate. The educator-certificate is an indication that the teacher is a professional person. As stated in Indonesian Government Regulation Number 74, 2008 about Teachers that there are 10 components should be completed by teachers for certification program; (1) academic qualification, (2) training and workshops, (3) teaching experience, (4) teaching program, (5) official judgment, (6) academic prestige, (7) professional development, (8) scientific meeting, (9) organizational experience on education and social, and (10) relevant award. This program is very challenging for teachers, for the teachers who fulfill the qualification will get an incentive reward.
Teachers need to update their knowledge and skills to catch up with the curriculum which changes from time to time. The curriculum of education in our country has changed many times. It changed in such aspects, as its approach, content, goal and material. The changing of the curriculum is as the result of the movement of the needs and the development of the society and technology. Directly it has some effects on how teachers implement the curriculum especially in the teaching and learning process. They have to find the suitable way of their teaching. They need to change their strategy, method or approach in order to achieve the goal of the curriculum. As what happened in the latest curriculum, curriculum 2006, it is a competency based curriculum. It contains standard competences and basic competences. In this curriculum teachers are free to decide the instructional design based on the situation and condition of the school where they are teaching. This condition requires teachers to be more creative and professional on being able to adjust themselves on fulfilling the target of the curriculum.
Teachers rarely discuss about teaching problems, students‟ development, or teaching improvement together. We rarely see teachers sharing their teaching experiences in the teachers‟ office. It is common that teaching is a private activity. A teacher is the master in the classroom. Whatever happens in the classroom is closed. It is within the teacher and the students only. How far the teacher does a reflection on what and how the teaching and learning process becomes the teacher‟s autonomy.
Teachers need professional development. It is not only to cover the goal and material of the curriculum but also to catch up with the development of the technology and science. Teachers need to learn more to acquire the new technology and science and then transfer them to the students. The world outside the classroom develops very fast. It will be wiser if the teachers do not step behind the students. Teachers can develop their professional through some kinds of activities such as attending seminar, workshop, study groups, peer collaboration, mentoring, etc.
Lesson study is a Japanese form of professional development that centers on collaborative study of live classroom lessons (Lewis 2006).Lesson study is a direct translation from the Japanese word jugyokenkyuwhich is composed of two words: jugyo which means lesson, and kenkyu which means research. In doing lesson study some teachers, usually 4 to 6 teachers make a group of leson study. They are planning a lesson together. One of the teachers implements the lesson plan in the classroom. During the lesson the other teachers are as observers. And then they make a reflection to see what should be revised and improved.
In Indonesia, lesson study for mathematics has been applied in three regions (Malang, Yogyakarta, and Bandung) since 2006 through a scheme Strengthening In-Service Teacher Training of Mathematics and Science (SISTTEMS) (Susilo 2007). Lesson study is a process by which teachers and teacher educators work together to critically improve the quality of classroom practice through a planning, observation and reflection cycle. Their activities are based on the principles of collegiality and mutual
- – learning to develop a learning community (Suratno and Cock 2009).
Professional development is very valuable for teachers in the process of teaching and learning. Lesson Study offers teachers to develop their professionalism. From that reason the purpose of this study is to give description and interpretation on how English teachers develop their professionalism through lesson study. This study is based on a research on one cycle of lesson study done by a group of four English junior high school teachers in Sleman. One cycle of lesson study consists of the three phases activities of lesson study: Plan, Do, and See.
B. Problem identification
Most teachers are concerned about their professional development, although they do it as the positive impacts of certification program from the government. Because of the certification program there are large numbers of teachers attending various professional development programs, such as continuing their study to S1, S2, or S3, attending conferences, taking part in seminars, workshops and short courses. The positive impacts of what have been done by the teachers are that the teachers have better knowledge, skills and experience which isneeded to the improvement of their classroom practice and learning experience of their students.
Teachers need to update their knowledge and skills to be able to implement the new curriculum. Based on the new curriculum teachers should be able to design the lesson plan which will be implemented in the classroom.After the implementation of the lesson plan in the classroom teachers should evaluate whether the lesson plan is good or not on achieving the goals in the curricullum. Can teachers understand every new curriculum by themselves?
From the background above there are some problems identified. There are how teachers update their professionalism, how teachers develop their competencies, how teachers improve their knowledge and skills, what teachers do to keep up with the development of technology and science, and how teachers develop their professionalism.
C. Problem formulation
According to Guskey (2000), professional development is process and activities designed to enhance the professional knowledge, skills, and attitudes of educators. “Development generally refers to general growth not focused on a specific job” (Richards and Farrel 2005: 4)
Lesson study basically involves a group of teachers who do the planning, implementation, and post-learning reflection together to form a synergistic learning community. Teachers are working collaboratively. First, they analyze the problem of learning, both from the aspect of teaching materials and teaching methods. Furthermore, the teachers also collaboratively find solutions and design student-centered learning. The next step is to apply the lesson plan in class by a teacher, the others are as observers of student activities, and then it is followed by a discussion after the lesson to reflect on it. This research will specifically address a research question “How do English teachers develop their professionalism through lesson study?”
D. Research Objectives
In order to improve the quality of education the government released Indonesian Government Regulation Number 74, 2008 about teachers. Article number 10 states that teachers should have four competences. The four competences include pedagogic, personal, social, and academic competences.
As previously stated above that this research will specifically address to a question, ‟How do English teachers develop their professionalism through lesson study?” In relation to the research question, the objective of this research is to competences: (1) pedagogic, (2) personal, (3) social, and (4) academic competences through lesson study.
E. Research benefits
This study would describe how English teachers developed the four competences of teacher‟s professionalism through lesson study. They are pedagogic, personal, social, and academic competence. The description is a kind of information for English teachers, schools, government and teachers in all subjects as well as any parties who are concerned with education.
Based on the description of this study teachers will acknowledge some aspects of lesson study that are in line with teachers‟ professional development.They will see the effectiveness of the lesson study on examining and improving their lesson preparation and teaching practice. The description and interpretation are also valuable for further research related to the use of lesson study in other lines. In other words, the result of this study will give contribution to the improvement of English language studies in general.
CHAPTER II THEORETICAL REVIEW This chapter attempts to place this study in the context of English teachers‟
professional development through lesson study. It provides basic information about some keywords in this study from some relevant literatures. It consists of three major sections, namely, (a) theoretical review, (b) review of related study and (c) theoretical framework.
A. Theoretical Review
This section will elaborate some keywords that are used in this study. It will lead the subject being studied more closely and accurately. It will give more comprehension to the construct of the object studied. There are four notions to be explored, namely, (1) professional development, (2) professional teacher, (3) lesson study, and (4) action research.
1. Professional Development
According to the thesaurus of the Educational Resources Information Center data base (ncrel.org), professional development refers to some activities to enhance the professional career growth. Such activities may include individual development, continuing education, and in-service education, as well as curriculum writing, peer collaboration, study groups, and peer coaching or mentoring. There are some overviews given by Guskey, Richard and Farrel, Rodrigues, Glatthorn, and Rasidas and Glassto see more deeply what professional development is.
Guskey (2000) defines professional development as process and activities designed to enhance the professional knowledge, skills, and attitudes of educators.
He also states that there are three characteristics of professional development. First, professional development is a purposeful and intentional process. It is a consciously design effort to bring about positive change and improvement to the educators. Second, professional development is an ongoing process. The process grows and develops continuously. Third, professional development is a systemic process. It is a deliberate process, guided by a clear vision of purposes and planned goals. These goals formed the criteria by which content and material are selected, processes and procedures developed, and assessments and evaluation prepared.
Strategies for teacher development often involve documenting different kinds of teaching practices; reflective analysis of teaching practices, examining beliefs, values, and principles; conversation with peers on core issues; and collaborating with peers on classroom project. (Richards and Farrel 2005:4) Professional development is a continuous process of individual and collective examination and improvement of practice. It should empower individual educators and communities of educators to make complex decisions; to identify and solve problems; and to connect theory, practice, and student outcomes. “Mutual sharing of knowledge and experience is a valuable source of teachers‟ professional growth.” (Richards and Farrel 2005: 2). Professional development also should enable teachers to offer students the learning opportunities. Professional development should deepen and broaden knowledge of content. It should provide a strong foundation in the pedagogy of particular disciplines and knowledge about the teaching and learning processes. Professional development should be rooted in and reflect the best available research. The content of professional development should be aligned with the standards and curriculum teachers‟ use. Professional development should contribute to measurable improvement in student achievement. Professional development should be intellectually engaging and address the complexity of teaching. Professional development should provide sufficient time, support, and resources to enable teachers to master new content and pedagogy and to integrate this knowledge and skill into their practice. Professional development should be designed by teachers in cooperation with experts in the field. Professional development should take a variety of forms, including some we have not typically considered. Rodrigues (2005) states that according to Tobin, Briscoe, and Holman (1990) that personal reflection, the commitment to personal change and the reconstruction of personal understanding of teaching and learning, and the ultimately classroom practice have a significant role to play in teacher professional development.
”Professional development has no fixed route if it is viewed as lifelong le arning” (Rodrigues 2005: 4).
Professional development refers to knowledge and skills attained for both personal development and career advancement. Englis h teachers‟ professional development is that teachers enhance and nurture their knowledge of the subject they are teaching and their teaching skills through evaluating or reflecting their teaching experience. “Teacher‟s development is the professional growth a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically” (Glatthorn 1995: 41). Teachers‟ professional development is when they are engaged in meaningful activities; when they collaborate with peers, exchange ideas, and provide and receive peer feedback; when they reflect critically on what they are doing; when they work on real-world, challenging, authentic activities; when they work is constantly evaluated; and when they are intrinsically motivated (Rasidas and Glass 2004)
2. Professional Teachers
Indonesian Government Regulation Number 74, 2008 about Teachers states that teachers are professional educators. They should have: (a) an academic qualification, (b) four competences, (c) an educator certificate, and (d) an ability to achieve national education goal. They should be healthy inside and outside.
Their main tasks are to educate, to teach, to guide, to train, to assess, and to evaluate the students. To do that a teacher should have a set of knowledge, skill, and attitude that should be actualized in his professional on doing his work (article 3). He should posses the academic qualification which is suitable for the subject he is teaching. It is also stated in Indonesian Government Regulation Number 74, 2008 about Teacher that teachers should have four competencies which include pedagogy, personality, social, and academic competence and apply the four competences in their real work.
a. Teacher ‟s Competence
Based on The Regulation of National Education Minister of Republic of Indonesia Number 16, 2007 on Teachers Competence and Academic Qualification Standard, teachers are as the agents of education. They should have four main teachers‟ competences, pedagogic, personal, social, and academic competences.
The four competences are developed into smaller points of teachers‟ competences.
Pedagogic competence is teacher‟s competence on some aspects. The first aspect is teacher‟s understanding on his students. On understanding students a teacher should understand his students physically, morally, spiritually, socially, culturally, emotionally, and intellectually. T eachers are able to identify students‟ potential on the subject being taught and to know the initial input of the students