Thesis

THE DESCRIPTION OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING
ENGLISH IN SMK NEGERI 1 TUHEMBERUA

IN 2021/2022
THESIS
By
ARDIWANTON ZAI
Reg. Number: 182108007
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI

FACULTY OF EDUCATION OF LANGUAGES AND ARTS
ENGLISH EDUCATION STUDY PROGRAM
JANUARY 2022
THE DESCRIPTION OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING
ENGLISH IN SMK NEGERI 1 TUHEMBERUA
IN 2021/2022
THESIS
Submitted to
Institute of Teacher Training and Education of Gunungsitoli and the English
Education Study Program in Particular Fullfillment for the
Requirement of the Degree of Sarjana Pendidikan
By
ARDIWANTON ZAI
Reg. Number: 182108007
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI

FACULTY OF EDUCATION OF LANGUAGES AND ARTS
ENGLISH EDUCATION STUDY PROGRAM
JANUARY 2022
APPROVAL SHEET OF THESIS ADVISORS
The thesis is proposed by :
Name : ARDIWANTON ZAI
Register Number :182108007
Program :Scholar
Department : EnglishEducationStudyProgram
Faculty : Education of Languages and Arts
The Title of Thesis :The Description of Teachers' Pedagogic Competence in

Teaching English in SMK Negeri 1 Tuhemberua in
2021/2022
has been approved by the board of thesis examiners on January 2022.
Gunungsitoli, January 2022
Advisor I Advisor I
Dra.Nursavani Maru'ao, M.Pd Kristof M. EATelaumbanua, S.S., M.Pd

NIDN. 0101066003 NIDN. 0104117202
Acknowledged by:
Chair of English Education Study Program
Yasminar A. Telaumbanua, S.Pd., M.Pd

NIDN. 0130047702
THESIS APPROVAL
The thesis is proposed by
Name :ARDIWANTONZAI
Program :Scholar
Department :English Education Study Program

Faculty : Education of Languages and Arts
Thesis Title : The Description of Teachers' Pedagogic Competence in
Teaching English in SMK Negeri 1 Tuhem berua in 2021/2022
has been approved by the Board of Examiners on 29 January 2022
Gunungsitoli, 27 January 2022

Board of Examiners,
Sigattre,
1. Afore Tahir Harefa, S.Pd.,M.Hum 9 *******5**
2. Hasrat Sozanolo Harefa, S.Pd.,M.Pd 2.

3. Yasminar A. Telaumbanua, S.Pd.,M.Pd 3 *****
4. Kristof M. E. Telaumbanua, S.S., M.Pd

5. Dra.Nursayani Maru'ao, M.Pd 5..
The committee of Thesis Examiners
Chief, Secretary,
Riand, M.Pd Yasminar A, Telaumbanua, M.Pd

NIDN. 0114026404 NIDN. 0130047702
Approved by,
Rector of Institute ofTeacher Training and Education of Gunungsitoli,
Adieli Ladl SPa/MP

NIR 196427 199402001
THE EXAMINERS' BOARD APPROVAL OF THESIS
The thesis is proposed by

Name ARDIWANTON ZAI
Program Scholar
Department : English Education Study Program
Faculty Teacher Training and Education
Thesis Title :The Description of Teachers' Pedagogic Competence in Teaching
English in SMK Negeri1 Tuhemberua in 2021/2022
No Name of Lecturers Position Date Signature Explanation

Afore Tahir Harefa, Examiner of 1/01-10 Has been approved/
S.Pd.M.Hum Study uwFas-not been-appreved
Hasrat Sozanolo Harefa, Examiner of Has been approved/
. 11/01-10
S.Pd., M.Pd Education Has mot been approved
Yasminar Amaerita Tel., Examiner of Has been approved/
3 S.Pd.,M.Pd Research Has-not been approved
Method
Kristof Marthin E. Tel., Advisor II Has been approved/

4. 27/01-10
S.S., M.Pd Examiner Has-net-been approved
Dra. Nursayani Maru'ao, Advisor / Has been approved/
5 21/01-102
M.Pd Examiner Has-not been-approved
Gunungsitoli, U) January 2022

Acknowledged by:
Chair of English Education Study Program,
Yasminar Amaerita Telaumbanua, S.Pd.M.Pd

NIDN.0130047702
ABSTRACT
Zai, Ardiwanton. 2021. The Description of Teachers’ Pedagogic Competetence in

Teaching English in SMK Negeri 1 Tuhemberua in 2021/2022. Thesis,
Advisors (1) Dra. Nursayani Maru’ao, M.Pd. and (2) Kristof M. E.
Telaumbanua, S.S.,M.Pd.
Pedagogic competence is teacher’s ability in managing students’ learning

from planning, implementing and evaluating the process and the learning
outcome. The method used in the research was descriptive qualitative. The focus
of the research was the teachers’ pedagogic competence in teaching. The purposes
of the research were to describe the teachers’ pedagogic competence in teaching
English and to find out the factors that affected the teachers’ pedagogic. The data
were gained from the observation checklist which then was described to reveal
teachers’ pedagogic competence. The data of the interviews were described to
reveal factors that affected the teachers’ pedagogic competence in teaching
English. Furthermore, the informants of the research were 2 English teachers of
SMK Negeri 1 Tuhemberua in 2021/2022. After conducting the description of
teachers’ pedagogic competence through observation and interview, the researcher
found that both of teachers did not use technology skill while explaining the
material in advance. The teachers have conducted the effective classroom
management, effective teaching practices, effective assessment but still not about
technology skill. Furthermore, the research findings also revealed the factors that
affected were not all teaching materials can be facilitated by technology and also
the limited technology, especially projector in the school. So, the research
findings were concluded that both of teachers have pedagogic competence, but not
maximal in using technology skill when teaching English in the classroom.
Suggestions were addressed toward the English teachers, the principal of school
and the next researchers. For the English teachers, it is substantial to facilitate and
use technology while teaching English in the classroom. Because it can make the
students to understand material easily and support the skill of teachers as the
professional educator. Then, the researcher suggests the principal of shool to
facilitate the technology in the classroom, especially projector, that can support
the teaching learnig process. Furthermore, the researcher expects the next
researchers to conduct the same research to find out more the teachers’ pedagogic
competence and factors influencing it in the future by making this research as the
reference in the same field.
Keywords : English Teachers, Pedagogic Competence, Descriptive Research.
i
ACKNOWLEDGEMENTS
As the researcher accomplishes the research, the researcher gives his deep
and immeasurable thanks to Jesus Christ who has bestowed blesses, strength and
health upon his study in IKIP Gunungsitoli and in finishing this thesis entitled,
“THE DESCRIPTION OF TEACHERS’ PEDAGOGIC COMPETENCE IN
TEACHING ENGLISH IN SMK NEGERI 1 TUHEMBERUA IN 2021/2022”. This
thesis is presented to fulfill one of the requirements for Scholar Degree (S-1) in
IKIP Gunungsitoli, faculty of Education of Languages and Arts, English
Education Study Program.
In the process of arranging this thesis, it is not possible to be completed
without help, guidance and prayers of blessing from valuable people. The
researcher is deeply grateful to many people who supported him to finish this
thesis. Hence, the researcher wants to express his appreciation and thanks to:
1. Mr. Adieli Laoli, M.Pd, as the Rector of IKIP Gunungsitoli who always
motivates and supports all of the activities of the students of IKIP
Gunungsitoli.
2. Mr. Drs. Amin Otoni Harefa, M.Pd, as Vice Rector I, and Mr. Adrianus
Zega, S.T., M.Psi. as Vice Rector III who also give motivation and
supports to all of students of IKIP Gunungsitoli.
3. Mrs. Riana, S.Pd., M.Pd as the Dean of FPBS, who always gives helps and
guides during finishing this thesis and his study in IKIP Gunungsitoli.
4. Miss Yasminar Amaerita Telaumbanua, S.Pd.,M.Pd as the Chair of
English Education Study Program and his examiner of research method
ii
iii
who always guides him by giving wonderful input, time, motivation,
suggestion to support the researcher in finishing this thesis.
5. Mr. Hasrat Sozanolo Harefa, S,Pd.,M.Pd as secretary of English Education
Study Program and as his examiner of education who provides helps,
advice and solution needed by the researcher.
6. Mrs. Dra. Nursayani Maru’ao, M.Pd as the first advisor who motivates the
researcher and gives time, suggestions, solutions, corrections in arranging
this thesis.
7. Mr. Kristof Marthin E. Telaumbanua, M.Pd as the second advisor who
motivates the researcher and gives time, suggestions, solutions, corrections
in arranging this thesis.
8. Mr. Afore Tahir Harefa, S.Pd, M.Hum as his examiner of education and
also as his examiner of study who always gives helps, guides, advices and
new knowledges and valuable inspirations to him in studying as a student
of IKIP Gunungsitoli and finishing this thesis.
9. Mr. Elwin Piarawan Zebua, S.Pd., M.Pd, as his Academic Advisor who
helped and inspired the researcher from the first arranged the title of the
research, always gives the brilliant solution, motivation, suggestion, advice
like father to his son, supports him until finished the thesis.
10. All of the outstanding lecturers of English Education Study Program of
IKIP Gunungsitoli who have taught him with valuable knowledge during
his study in IKIP Gunungsitoli.
11. The principal and the English teachers of SMK Negeri 1 Tuhemberua for
permitting and helping him to conduct the research.

iv
12. Miss Oktriani Telaumbanua, S.Pd., M.Pd., Mrs. Titian Nidam Hulu, S.Pd.,
and Mr. Yarudi Gulo, S.Pd., as validators who validated the test
instrument used in the research.
13. The researcher’s organization of HMPS and the community of Hagajinos
Pirates (Kohare) who helped, motivated and supported him.
14. The researcher’s Lovely Family, the researcher’s parents who always pray
and support the researcher in the research in IKIP Gunungsitoli.
15. All his dearest and magnificent friends of class A, B, and C of 2018
generation whose name cannot be mentioned one by one in English
Education Study Program of IKIP Gunungsitoli.
Finally, the researcher realizes that this thesis still has some weakness and
still far for being perfect. Thus, he would be grateful to accept any constructive
suggestions and corrections from anyone for better thesis.
Gunungsitoli, January 2022

The Researcher,
Ardiwanton Zai
Reg. No. 182108007
TABLE OF CONTENTS
Page
ABSTRACT ......................................................................................................... i
ACKNOWLEDGEMENT .................................................................................. ii
TABLE OF CONTENTS.................................................................................... v
LIST OF FIGURES ............................................................................................ vii
LIST OF TABLES .............................................................................................. viii
LIST OF APPENDICES .................................................................................... ix
CHAPTER I: INTRODUCTION
A. The Background of the Problem ............................................ 1
B. Focus of the Research............................................................. 4
C. The Purpose of the Research ................................................. 5
D. The Significance of the Research ........................................... 5
E. The Limitation of the Research .............................................. 6
F. The Key Terms Defenition of the Research ........................... 6
G. Research Method ................................................................... 7
1. Research Approach and Type ........................................... 7
2. The Settings of the Research ............................................. 8
3. Research Data and Informant ............................................ 8
4. Schedule of Action ........................................................... 9
5. Procedures of Collecting Data ........................................... 9
6. Techniques of Analyzing Data .......................................... 10
7. Checking the Validity of the Data and Research
Findings Data ..................................................................... 14
8. Procedures of the Research ................................................ 23
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework .......................................................... 24
1. Teacher and Pedagogic Competence ................................. 24
a. Definition of Teacher Competence............................. 24
b. Definition of Pedagogy Competence .......................... 26
2. Dimension of Teacher Pedagogy Competence .................. 28
3. The Relationship between Teachers’
Pedagogic Competence and Teaching English .................. 30
v
B. The Latest Related of Research ............................................. 31
C. Conceptual Framework ......................................................... 34
CHAPTER III: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ..................................................................... 36
1. The Result of the Observation ............................................. 38
2. The Result of Teachers’ Interview ....................................... 40
B. Discussion ................................................................................. 42
1. The Description and Interpretation of the Research
Findings ……………………………………………………42
a. The Teachers’ Pedagogic competence in Teaching
English ............................................................................. 42
b. The Factors Affected the Teachers’ Pedagogic
competence in Teaching English ..................................... 47
2. The Research Findings compared to the Latest Related
Reseaches ............................................................................. 49
3. The Research Findings compared to Theories ..................... 51
4. The Research Findings Implications .................................... 52
5. The Research Findings Limitations ..................................... 52
CHAPTER IV: CONCLUSIONS AND SUGGESTIONS
A. Conclusions............................................................................... 53
B. Suggestions ............................................................................... 54
BIBLIOGRAPHY ............................................................................................... 55
vi
LIST OF FIGURES
Page
1. The Conceptual Framework of the Research ............................................ 35
vii
LIST OF TABLES
Page
1. An example of teachers’ interview sheet .................................................. 12
2. Lincoln and Guba’s principles for evaluating trustworthiness in
qualitative research.................................................................................... 15
3. Lincoln and Guba’s principle of credibility .............................................. 16
4. Lincoln and Guba’s principle of transferability ........................................ 18
5. Lincoln and Guba’s principle of dependability......................................... 19
6. Lincoln and Guba’s principle of confirmability........................................ 21
7. Advisor’s And Teachers’ Validation ........................................................ 22
8. The description checklist of teachers’ pedagogic competence…………..29
viii
LIST OF APPENDICES
Page
1. Appendix 1 The Observation Checklist of Teachers’ Pedagogic
Competence Instrument ............................................................................
2. Appendix 2 Teachers’ Interview Instrument.............................................
3. Appendix 3a The Result of Teachers’ Pedagogic Competence in
Observation Checklist Validity (Validator I) ............................................
4. Appendix 3b The Result of Teachers’ Pedagogic Competence in
Observation Checklist Validity (Validator II)...........................................
5. Appendix 3c The Result of Teachers’ Pedagogic Competence in
Observation Checklist Validity (Validator III) .........................................
6. Appendix 4 Guideliness for Validating ...................................................
7. Appendix 5 Field Notes ...........................................................................
8. Appendix 6a The Responses Teachers’ Interview (Validator I) ..............
9. Appendix 6b The Responses Teachers’ Interview (Validator II) ............
10. Appendix 6c The Responses Teachers’ Interview (Validator III) ...........
11. Appendix 7a Checking Credibility, Transferability,
Dependability, and Confirmability of data collection and
Data Analysis of Research Findings (Validator I) ...…….…….....................
12. Appendix 7b Checking Credibility, Transferability,
data Analysis of Research Findings (Validator II) ……….……....................
13. Appendix 7c Checking Credibility, Transferability,
data Analysis of Research Findings (Validator III) ……….……...................
14. Appendix 8 The Description of Credibility, Transferability,
data Analysis of Research Findings .................... ……….…….....................
15. Appendix 9 Documentation ……………………………….……................
ix
1
CHAPTER I
INTRODUCTION
A. The Background of the Research
Teaching is a highly professional activity. It is often said that good
teachers are born. Teaching English is something people do when they are ready
to change their lives. Teachers‟ roles and responsibilities in education are very
heavy and hard. Therefore, teachers should really bring their students to the
learning objectives to be achieved. Teachers must be able to influence their
student. Considering with this description, it is important for teachers to be
competent. Teachers‟ pedagogical competence seems to significantly relate to
students‟ attitude towards learning in the school. Teachers are people who are
very influential in the teaching-learning process.
English subject equips the students with the ability to communicate in
daily life according to global demands, and develop communication to a higher
level. Competence is a personal ability. When this is able to be communicated
and even to the global level, it will be a glorious achievement. Furthermore,
competence as described by Popoola (2013) in Anegbola and Florence
(2019:656) the underlined characteristics of a person relating to the effectiveness
of individual performance on any job. Understanding comprises the skills for
planning lessons, making decisions on how learning would be systematic,
explaining materials clearly, responding to individual differences and guide
students how to learn. Therefore, competence is a skill possessed by each
1
2
individual in carrying out a task or work in a particular field, in accordance with
the position that has been given. In this research, it focuses on the teachers‟
pedagogic competence in teaching English.
According to the regulation of teacher competence classifies into four
areas, that are pedagogical competence, personal competence, professional
competence and social competence (Kementerian Pendidikan Nasional, 2007b)
in Kuntarto et al. (2019:9). But in this research, the researcher only focusses the
pedagogic competence in teaching, that means that the ability of teachers to
understand the learners and manage learning.
In curriculum of 13, teachers who have pedagogic competence in
curriculum development and the development of educational activities will
produce good performance in lesson planning. Teachers who have pedagogical
competence in mastering student characteristics and learning theories and can
facilitate or as potential liaisons and communicate well, the teacher shows
responsible performance in the implementation of active and effective activities.
Therefore, the benefit of pedagogic competence is the teachers can understand
the students by utilizing the principles of students‟ cognitive development,
personality development and reflect on it in the learning process.
Pedagogical competence refers to performance, knowledge and skill in
teaching and learning (Cooper, 1986) in Syahruddin, et al. (2013) thus it includes
teachers‟ capability to manage the teaching and learning process from the
planning to the evaluation stages. Indonesian government policy and regulation
in Syahruddin, et al. (2013) define that teachers‟ pedagogical competence as the

3
understanding of basic education, students, curriculum development, lesson
plans, dialogical teaching and learning process, learning evaluation, and students
potential developments. Additionally, Suciu and Mata (2011) in Astuti, et, al
(2019:250) state that pedagogical is a set of behaviors or capacities allowing for
efficient manifestation of an activity, or as a minimum professional standard. It is
often specified by law which professionals should reach. So, teacher pedagogic
competence is the skill of teacher who can manage a learning process or teaching
and learning interaction with students.
However, based on the reseacher‟s observations to the English teachers
on November 2021 SMK Negeri 1 Tuhemberua, when the researcher observed
the English teachers in the classroom, the researcher found a problem. The main
problem was the teachers did not use technology skill while explaining the
material in advance. Furthermore, Nessibayeva (2012) in Otaya et al. (2018:26)
states that there are four dimensions of teachers pedagogy competence, namely:
effective classroom management, effective teaching practices, effective
assessment and technology skill. In this school, the teachers did not conduct one
dimension, that is technology skill but others have been done.
Inspired by the fact, the researcher has conducted the description of
teachers‟ pedagogic competence in teaching learning. According to Kuntarto, et
al. (2019:9) that pedagogical competence is the ability of teachers to understand
the learners and manage learning. Pedagogical competence refers to educational
and teaching qualifications. It means that pedagogical competence of teacher is
the ability of teacher in learning management of the learners. The teaching and
4
learning achievement is not regardless of the teachers‟ ability on how the teacher
manages the class. The ability to manage the class is a part of pedagogical
competence.
The method of the research was descriptive research. Descriptive research
is about describing how reality is. According to Gall, Gall, & Borg (2007) in
Nassaji (2016:129) that the goal of descriptive research is to describe a
phenomenon and its characteristics. This research is more concerned with what
rather than how or why something has happened. A lot of descriptive research is
trying to describe reality according to a systematic approach rigorously followed.
Usually it is based on theoretical considerations and is dependent on the
objective of the study as well. The descriptive qualitative research is a research
tends to describe a phenomenon of human experiences in natural setting.
Therefore, observations and interviews have been conducted to collect qualitative
data from the participants in SMK Negeri 1 Tuhemberua.
Regarding to the explanation above, the researcher has investigated the
teachers‟ pedagogic competence when teaching English in the classroom by
using descriptive qualitative research method by promoting research title, “The
Description of Teachers’ Pedagogic Competence in Teaching English in
SMK Negeri 1 Tuhemberua in 2021/2022”.
B. Focus of the Research
To clarify the research, the researcher has formulated the research focuses
which were intended to answer the following questions, as follows:

5
1. The description of teachers‟ pedagogic competence in teaching English in
SMK Negeri 1 Tuhemberua, the researcher uses this question :
How were the teachers‟ pedagogic competence in teaching English?
2. To find out the factors affecting the teachers‟ pedagogic competence in
teaching English in SMK Negeri 1 Tuhemberua, the researcher uses this
question:
What factors are affecting the teachers‟ pedagogic competence in teaching
English?
C. The Purpose of the Research
There are some purposes that can be taken from this research as follows:
1. To describe the teachers‟ pedagogic competence in teaching English in SMK
Negeri 1 Tuhemberua.
2. To find out the factors were affecting the teachers‟ pedagogic competence in
teaching English in SMK Negeri 1 Tuhemberua.
D. The Significances of the Research
There are some significances that can be taken from this research as
follows:
1. Theoretically, the result of this study provides the description of a situation
as it naturally happens in the class, especially in teaching learning English.
2. Practically, the researcher expects that this research can give more
knowledge to the reader about the teachers‟ pedagogic competence in
teaching English.
6
3. For the researcher, as a tool and way to enrich his knowledge and experience
in analysing the teachers‟ pedagogic competence in teaching English.
4. For the teachers, it improve the teachers‟ ability and knowledge for looking
the best and suitable components of teaching English in the class such as
strategy, material, media ect.
5. For other researchers, this research can be used as references and a source of
improvemnet in doing research in the same field in the future.
E. Limitation of the Research
In order to investigate the problem more accurately and correctly, the
researcher has conducted the research by using observation and interview to find
out the result of description of teachers‟ pedagogic competence in teaching
English in SMK Negeri 1 Tuhemberua in 2021/2022.
F. The Key Terms Definition of the Research
To avoid some misconceptions of the research, the researcher identified
key terms of the study, as follows:
1. Descriptive research is about describing how reality is. In this regard
descriptive research differs from prescriptive research that is primarily
concerned with the question how the reality should be.
2. Teacher competence is a combination of personal, scientific, technological,
social, and spiritual abilities that form the standard competency of the teacher
7
profession which includes material mastery, understanding of students,
educational learning, personal development and professionalism.
3. Pedagogical competence is the ability of the teacher to manage classroom
learning, to master the situation in the classroom, to know the students‟
weaknesses and strengths in the class.
G. Research Method
To conduct the research, the researcher used the descriptive qualitative
method. Mimansha and Nitin (2019:49-50) say:
Descriptive Research: As the name itself indicates, this research deals

with description. It includes different data collection like survey method
and fact-finding techniques. The main character of this research is that,
the researcher does not have control over the variables. He should
describe what has happened and what is happening.
Furthermore Atmowardoyo (2018) says :
Descriptive research is defined as a research method used to describe the

existing phenomena as accurately as possible. The word “existing
phenomena” makes descriptive research contrary to experiment research
which observes not only the existing phenomena, but also the phenomena
after a certain period of treatment. The phenomena observed in
descriptive research are already available. What is necessary for a
researcher to do is collecting the available data through the use of
research instruments such as test, questionnaire, interview, or even
observation. The main goal of descriptive research is to describe
systematically the existing phenomena under the study.
1. Research Approach
The approach used by the researcher to conduct the research is a
qualitative research which is using inductive approach with the aim of finding
the meaning that originates the facts with an approach to make observation,
8
recording all facts holistically scientific with the observed problem. Mimansha
and Nitin (2019: 53) say that the inductive approach does not involve
formulation of hypothesis. It starts with research questions and aims and
objectives that need to be achieved during the research process”. It may also
involve collaborating with the participants interactively, so that participants
have a chance to shape the themes or abstractions that emerge from the
process. Furthermore, there are two types of instrument divided into two kinds
of data used in the research. The first is observation as the observation
checklist that the researcher described as the primary data. Then, interview as
the secondary data. The researcher conducted the interview to the teachers
based on the structured interview questions.
2. The Setting of the Research
The location of the research was in SMK Negeri 1 Tuhemberua that is
located in Kecamatan Tuhemberua. There are 2 English teachers in this
school.
3. Research Data and Informant
The data of the research indicates the types of data that shoud be
collected and analyzed by the researcher. Tracy (2013:3) states that qualitative
research is about immersing oneself in a scene and trying to make sense of it
whether at a company meeting, in a community festival, or during an
interview”. Qualitative researcher purposefully examine and make note of
small cues in order to decide how to behave, as well as to make sense of the
9
context and build larger knowledge claims about the culture. It means that the
selected data and informant are supposed to help the researcher to understand
the problem and the research focuses that have been formulated.
The data sources were the result of observation and also the transcripts
of structured interview of the teachers. Observation sheet was the primary
data, and the transcripts of structured interview was the secondary data. The
researcher chose 2 English Teachers of SMK Negeri 1 Tuhemberua as the
informant.
4. Schedule of Action
This research has been conducted from October until November 2021.
5. Procedures of Collecting the Data
In collecting the data, some procedures were needed. Creswell
(2014:239) states:
The data collection of qualitative research consists of some procedures

as follows: identify the purposefully selected sites or individuals for
the proposed study, a related topic would be the number of sites and
participants to be involved in your study, indicate the types of data to
be collected, collecting information through unstructured or semi
structured observations and interviews, documents, and visual
materials, as well as establishing the protocol for recording
information.
Moreover, because the researcher aims to describe the teachers‟
pedagogic competence in teaching English, the researcher used observation
and interview. In here, the content of observation was observation checklist
and also conducting interview as the process of collecting the data.

10
a. Observation
Observation is monitoring with systematic phenomenon which is
investigated. Tracy (2013:25) states that observations are registered
through the researcher‟s mind and body. In such circumstances, self-
reflexivity about one‟s goals, interests, proclivities, and biases is especially
important. It means the researcher comes to the location of the research,
then the researcher observed the teachers' pedagogical competence in
teaching English in SMK Negeri 1 Tuhemberua.
From this observation, the research has used the observation
checklist and field notes to describe the teachers‟ pedagogical competence
in teaching English. Cresswel (2014:239) says :
A qualitative observation is when the researcher takes field notes on

the behavior and activities of individuals at the research site. In
these field notes, the researcher records, in an unstructured or
semistructured way (using some prior questions that the inquirer
wants to know), activities at the research site. Qualitative observers
may also engage in roles varying from a nonparticipant to a
complete participant. Typically these observations are open-ended
in that the researchers ask general questions of the participants
allowing the participants to freely provide their views.
It means that observation is systematic data collection approach which the
researcher used all of the sense to describe the people in natural setting.
b. Interview
Interviews are particular useful for getting the story behind a
participant‟ experience. The interviewer can pursue-in depth information
around the topic. The researcher conducted the interview to the teachers.
11
Interviewing in qualitative research is increasingly being seen as a moral
inquiry (Kvale, 2007) in Creswell (2014:137). It could equally be seen as
such for quantitative and mixed methods research. As such, interviewers
need to consider how the interview will improve the human situation (as
well as enhance scientific knowledge), how a sensitive interview
interaction may be stressful for the participants, whether participants have a
say in how their statements are interpreted, how critically the interviewees
might be questioned, and what the consequences of the interview for the
interviewees and the groups to which they belong might be.
Creswell (2014:239) states that in qualitative interviews, the
researcher conducts face-to-face interviews with participants, telephone
interviews, or engages in focus group interviews with six to eight
interviewees in each group. There are some types of interview, such as
single or multiple session interview, structured interview, unstructured
interview, and semi-structured interview. In this study, the researcher used
structured interview. Gay, et al. (2012:387) says “in a formal structured
interview, the researcher has a specified set of questions that elicits the
same information from the respondents.”
In conducting the interview, the researcher has conducted the
example of teachers‟ interview sheet below.

12
Table 1.1
AN EXAMPLE OF TEACHERS‟ INTERVIEW SHEET
INTERVIEW SHEET
1. Berapa lama Bapak/Ibu mengajar Bahasa Inggris ?
2. Bagaimana Bapak/Ibu memanajemen kelas dalam mengajar ?
3. Bagaimana Bapak/Ibu mempersiapkan materi sebelum proses
pembelajaran berlangsung ?
4. Apa saja kendala yang Bapak/Ibu temui dalam manajemen kelas yang
diajarkan?
5. Bagaimana cara Bapak/Ibu mengukur tingkat kemampuan peserta didik
yang telah diajarkan ?
6. Bagaimana langkah Bapak/Ibu mempraktikkan materi yang diajarkan
secara efektif.
7. Apakah dalam proses pembelajaran Bapak/Ibu menggunakan teknologi
untuk mendukung penyampaian materi kepada siswa ?
6. Technique of Analyzing Data
In this research, the researcher has used the instruments of
observation and interview to analyze the data.
Analyzing the Qualitative Data
The researcher analyzed the qualitative data source from the
transcripts of interviews. Gay, et al. (2012:467) say that one way to proceed
with analysis is to follow three iterative, or repeating, steps:
reading/memoing, describing what is going on in the setting, and classifying
research data.
1) Reading and Memoing
This step focuses on becoming familiar with the data and identified
potential themes. The researcher read and wrote memos about observation
sheets and the transcripts of interviews. In the process of reading the

13
researcher also highlighted the important sentences and made notes for
the important parts of the data needed for more explanation. In addition,
the researcher re-reads the interview‟s result. Then the researcher
highlight some important answer from the students that used to get some
information about their opinion in teachers‟ pedagogic competence.
2) Describing
This step focuses on examining the data deeply to provide detailed
descriptions of the setting, participants, and activity. In this step, the
researcher analyzed comprehensive descriptions of the participants, the
setting, and the phenomenon studied to convey the rich complexity of the
research. This step describes all important things about the data, such as,
where data from, how the data taken and so on.
3) Classifying
This step focuses on categorizing and coding pieces of data and
grouping them into themes. In this step, the researcher categorized all of
the collected data into some classifications or categories. The observation
checklist are classified based on the categorized of the data. For the
interview‟s data, the researcher classifies based on the order of the
teachers interview. The researcher examined and compared all data, one
to another to categorize them.
Through the steps, the researcher could easily analyzed the secondary
data. Firstly, the researcher read the data and remembered it to make it
14
familiar. Secondly, the researcher described the experience from the
phenomena. The last, the researcher categorized to classify the data.
Furthermore, the interview for the teacher was conducted after the
researcher analyzed the primary data. As the researcher stated before the
primary data were the observations of teachers‟ pedagogic competence in
teaching English such as observation checklist. Based on the result of data
analysis, the researcher has conducted the interviews to obtain the factors
that affected the teachers‟ pedagogic competence in teaching English. In this
research, the researcher used structured interview. Gay, et al (2012:387) say
“In a formal structured interview, the researcher has a specified set of
questions that elicits the same information from the respondents.”
Based on the results of the interview, the answers from the teachers
were the conclusions of factor that affected teachers‟ pedagogic competence
in teaching English.
7. Checking the Validity of the Data and Research Findings
Checking the validity of the data is an important thing to do in
conducting a research. As Creswell (2014:251) says that validity is one of
the strengths of qualitative research and is based on determining whether the
findings are accurate from the standpoint of the researcher, the formant, or
the readers of an account. Moreover, Gay et al. (2012:160) says that validity
is important in all forms of research and all types of tests and measures and
is best thought of in terms of degree: highly valid, moderately valid, and

15
generally invalid. Validation begins with an understanding of the
interpretation to be made from the selected tests or instruments. It then
requires the collection of sources of evidence to support the desired
interpretation.
In checking the validity and research findings, the researcher used
four criteria by Lincoln and Guba in Johnson, et al. (2016:12) as folows:
Table 1.2
LINCOLN AND GUBA‟SPRINCIPLES FOR EVALUATING

TRUSTWORTHINESS IN QUALITATIVE RESEARCH.
Qualitative Questions that underpin the principles of qualitative

Research research (Pretty, 1994: 42)
How can we be confident about the „truth‟ of the
Credibility
findings?
Can we apply these findings to other context or with other
Transferability
groups of people?
Would the findings be repeated if the inquiry were
Dependability replicated with the same (or similar) subjects in the same
or similar context?
How can we be certain that the findings have been
determined by the subjects and contexts of the inquiry,
Confirmability
rather than the biases, motivations and perspectives of the
investigator?
a. Credibility
Many researchers argue that the most important criterion for
judging a qualitative study is its credibility. Shanton in Chowdhury, et al.
(2015:148) says that credibility is the accuracy of research findings where
investigators attempt to demonstrate that a true picture of the
phenomenon under scrutiny is being presented. Moreover, Johnson, et al.
(2016:15) say that a research is seen as credible when the researcher has
16
confidence in the truth of the findings with regard to the subjects of
research and the context where it was conducted. It means that credibility
establishes whether the research findings represent possible information
drawn from the informants‟ original data (truth) and is a correct
interpretation of the informants‟ original view.
Table 1.3
LINCOLN AND GUBA‟S PRINCIPLE OF CREDIBILITY AND STRATEGIES TO

ACHIEVE IT.
Strategies to
Stages of
Principle achieve the Purposes of strategies
implementation
principle
Credibility Design Purposeful To involve as many experiences as
sampling possible until thematic saturation is
(Authentic reached and to include negative cases
representation Time sampling To sample all possible situations,
of experience) different social settings; times of day,
week, and season; and interactions
among different social groupings to
see how research participants interact
with one another in a number of
contexts at different times.
Data Collection Reflexivity To assess the influence of the
(field journal) researcher's own background,
perceptions, and interests on the
research process
Disciplined To monitor the researcher‟s own
subjectivity influence on developing thematic
constructions and be aware of their
own biases
Prolonged To identify reappearing

engagement in patterns/themes and to build rapport
the field
Persistent To observe phenomenon under
observation scrutiny in the natural context
Data Analysis Peer debriefing To discuss data and interpretation
with colleagues
Triangulation To cross check data and interpretation
(methods,
sources,
researchers,
theories)
Negative case To constantly revise the hypothesis
17
Continued Table 1.3…
review against all the texts until it accounts

for all of the cases
Referential To verify „…the constructs developed
adequacy through an interpretation of the bulk
of the data by the subsequent analysis
of a selection of previously collected
data which has been archived (Baxter
and Eyles, 1997:515)
Writing up Structural To ensure coherent structure of the
coherence story line and that there is no
unexplained inconsistencies between
the data and their interpretations
Member To constantly check the data, analysis
checking and interpretation with informants
Using quotes To check the interpretation against
verbatim accounts
Regarding the explanation, researcher simplified the credibility
was test trust to result of the research. Hence, the research can be trust
and undoubted.
b. Transferability
Transferability is when the research descriptions and findings are
sufficient to draw similarities with another context. Transferability refers
to the degree to which the result of qualitative research can be transfered
to other contexts with other respondents, it is the interpretive equivalent
of generalizability. According to Bitsch in Anney (2014:277) in
transferability, the researcher facilitates the transferability judgement by a
potential user through thick description and purposeful sampling. In other
words, when the researcher provides a detailed, clear, sistematic
description of the research, so it will encourage the readers for deciding
the application of that research to other contexts as well as it facilitates
the tranferability of the research.

18
To achieve this criterion, the researcher needs to provide detailed
descriptive information.These details should enable the reader to judge
the applicability of findings to his own settings. Nevertheless, the
researcher has the (ethical) responsibility to describe the findings in the
way that allows transferability and let the reader decide whether those
meanings are transferrable to her context (Baxter and Eyles, 1997 in
Johnson et al., 2016).
Table 1.4
LINCOLN AND GUBA‟S PRINCIPLE OF TRANSFERABILITY AND

STRATEGIES TO ACHIEVE IT.
Strategies to
Stages of
implementation
principle
Transferability Design Purposeful To search for as many different cases as
(Fit within sampling possible until new themes stop emerging
contexts Writing up Thick To give detailed information about the
outside the description research participants, contexts and
study settings
situation) Comparison of To compare the characteristics of the
sample to research participants against the
Applicability demographic demographic information available on
data the group under scrutiny.
Related to the previous theory, the researcher used transferability
to know the accurate of the data result of the research, transferability can
see if the result can be use in the different situation. In transferability, the
researcher gave the detail, clear, and systematic of the research.
c. Dependability
According to Bitsch in Anney (2014:278), dependability refers to
stability of finding over time, it involves the participants evaluating the

19
findings and the interpretation and recommendations of the study to make
sure that they are all supported by the data received from the informants
of the research. Moreover, Johnson et al. (2016:22) say that dependability
is to ensure consistent data collection without unnecessary variations to
ensure repeatability of the research process.This is about being able to
trace sources that the data comes from and about documenting the data,
methods and decisions made during the fieldwork. So consistency in the
entire research process is key for achieving dependability.
Table 1.5
LINCOLN AND GUBA‟S PRINCIPLE OF DEPENDABILITY AND STRATEGIES

TO ACHIEVE IT.
Strategies to
Stages of
implementation
principle
Dependability Data collection Low inference To check the level of „agreement‟
(Minimization of descriptors, between data and its interpretation
idiosyncrasies in mechanically through checking the field notes,
interpretation; recorded data quotations, and other narratives.
Variability Audit check To document the methods of data
tracked to gathering, analysis, and interpretation
identifiable to make it repeatable and auditable for
sources) another researcher to understand the
decision trail, the process and findings
Repeatability Triangulation, Checking between researchers‟ to
inquiry audit check the process of the research in
terms of relevant decision making done
along the way as well as introducing
alternative perspectives in data analysis
prior to finalizing the set of theoretical
constructs.
Thick To generate detailed descriptions of
description of methods including their purposes,
methods limitations, order of using them,
matching them with research questions
etc.
Data analysis A stepwise Teams or researchers work separately
replication on the data and compare results
technique
A code-recode A researcher codes a segment of data
20
Continued Table 1.5…
Procedure and checks its coding after a while

(eg.1-2 weeks)
Writing up Peer Colleagues check the research plan and
examination, implementation
Multiple
Researchers
Based on the previous theory, dependability was criteria to see the
consistency of the research result. In checking dependability, the
researcher did the audited to advisor about the process of the research, in
order to minimize the mistake in presenting result of the research.
d. Confirmability
Confirmability refers to the degree to which the results of an
inquiry could be confirmed or corroborated by other researchers. Baxter
and Eyles in Johnson et al. (2016:20) say that confirmability is about
ensuring that the research process and findings are not biased, hence it
refers to both the researcher and the interpretations.
This raises the issue of distance from and influence of the
researcher on data collection and analysis when the researcher is actively
involved with research participants and constantly engages with the data.
This closeness of the researcher to the object of the study is argued to be a
unique feature of qualitative data, so it is challenging for the researcher as
a „positioned subject‟ (Rosaldo in Johnson et al., 2016:20) to consciously
reflect about his own acts and background in relation to the data.
Confirmability is concerned with establishing that the data and
interpretations of the findings are not figments of the inquirer‟s

21
imagination, but are clearly derived from the data. The result was
obtained from the process. Confirmability is achieved when the
interpretation of data is neutral and free from the researcher‟s personal
bias (Johnson, et al., 2016:20).
Table 1.6
LINCOLN AND GUBA‟S PRINCIPLE OF CONFIRMABILITY AND

STRATEGIES TO ACHIEVE IT.
Strategies to
Stages of
implementation
principle
Confirmability Data collection Audit trail To follow through the progression of
(Extent to which events and decisions made as well as
biases, the product, data, findings,
motivations, interpretations to arrive at comparable
interests or findings
perspectives of Field notes, To keep notebooks, journals or a log of
the inquirer reports, everyday events during the fieldwork
influence journal/notebook as well as to reflect on the researcher‟s
interpretations) thoughts, feelings, assumptions, etc.
Data analysis Ethics Ethics in truthfully interpreting data,
True findings free applying respectful attitudes to
of biases research
participants and being reflexive of own
personal biases
Systematic To show how data was interpreted,
coding and data reduced and how the main
reduction themes/claims emerged as a result
In other word, confirmability concern with establishing that the
data and interpretations of the findings were not figments of the inquirer‟s
imagination, but were clearly derive from the data. The result was
obtained from the process. Based on the previous theories, to conduct the
research, the researcher validated the data by consultation to the

22
validators and the teacher. They have been marked such checklists on the
next page based on their validation.
Table 1.7
ADVISOR‟S AND TEACHERS‟ VALIDATION
The Research Title : The Teachers’ Pedagogic Competence in Teaching English in

SMK Negeri 1 Tuhemberua in 2021/2022.
The Researcher : Ardiwanton Zai
Research Site : SMK Negeri 1 Tuhemberua
Teacher’s
Principles Steps Description Validation
Data A. Design
Collection 1. Purposeful sampling
2. Time sampling
B. Data Collection
1. Reflexivity (field journal)
2. Disciplined subjectivity
3. Prolonged engagement in the field
Credibility 4. Persistent observation
Data Analysis Peer debriefing
Triangulation (methods, sources, researchers,
theories)
Referential adequacy
Structural coherence
Member checking
Data Purposeful sampling
Collection Thick description
Transferability Comparison of sample to demographic data
Data Low inference descriptors, mechanically

Collection recorded data
Audit check
Triangulation, inquiry audit
Dependability Thick description of methods
Data Analysis A stepwise replication technique
A code-recode procedure
Peer examination, Multiple researchers
Data Audit trail
Collection Field notes, reports, journal/notebook
Confirmability Data Analysis Ethics
Systematic coding and data reduction
Furthermore, the data have been validated based on the result
validation. To validate the data, the researcher needed three validators.

23
The aims were to ensure the result of secondary data. Three validators
were two English teachers and one lecturer from the campus.
8. Procedures of the Research
In conducting the research, the researcher conducted some
procedures to obtain the result as follows:
a. The researcher asked permission to the principal of SMK Negeri 1
Tuhemberua to conduct the research.
b. The researcher decided the the number of informant of the research.
c. The researcher came to school and made a schedule with the English
teachers of SMK Negeri 1 Tuhemberua.
d. The researcher prepared the observation sheet and field notes to describe
the teachers.
e. The researcher came to school and observed the teachers in the
classroom while teaching learning process.
f. After described the teachers by observation sheet, the researcher
conducted the structure interview.
g. The researcher listed the questions for the teachers.
h. After that, the researcher described the English teachers.
i. The researcher concluded and made interpretation of the research.
j. The researcher analyzed the data
k. The researcher checked validity of research findings from the validators
l. The researcher did the report of research findings.

24
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Teacher and Pedagogic Competence
a. Definition of Teacher Competence
A teacher is someone who has devoted himself to teaching a
science, educating, directing, and training his students to understand the
knowledge he teaches. Ramayulis (2017: 19) in Nurahmah (2020:6) states
that teacher is a person who does the guidance; this understanding gives
impression that teacpher is people who are do activities in education. In
addition, Kunandar (2009: 40) in Nurahmah (2020:6) says that teacher is
the forefront in creating human resources. Teacher faces the students in the
classroom through the learning process. Through teacher‟s hands, it can
produce qualified students. Students should have well in academically,
skills, emotional maturity, moral and spiritual. Teachers is a person who
standing in front of the class, teaching about certain knowledge and skill to
students who come to learn.
In addition, Apriyanti (2014: 9) in Nurahmah (2020:7) states that
the teacher is one of the important components involved determine the high
and low quality of education. Teacher attendance is absolute requirements
for the implementation of the learning process in school.
24
25
From the some definition above can be concluded that teacher is
one of the important components in education to educate, teach, guide,
direct, train, assess, and evaluate students in order to achieve objectives or
goals of the teaching and learning activity both in spiritual and physical.
Competence is a collection of knowledge, behavior, and skill that
teacher must have in order to achieve the learning and educator goals.
Competence is obtained through educating, training and independent
learning by utilizing learning resources. Sanjaya (2008:133) in Nurahmah
(2020:8) says that competence is a combination of knowledge, skill, value
and behavior that are reflected in habits thinking and acting in the teaching
system. Competence is used to describe professional abilities, namely the
ability to advance knowledge and conceptualization at a higher level.
Additionally, Mulyasa (2017:9) in Nurahmah (2020:8) states that
competence is a rational behavior in order to be able achieve the require
goals in accordance with expected conditions. The competence can
describe a qualification or ability of someone in conduct something that
accordance with the competence. Therefore a teacher should learn, training,
and have a lot of experience to have a good competence.
Broke and Stone in Nurahmah (2020:8) say teacher‟s competence is
descriptive of qualitative nature of teacher behavior appears to be entirely
meaningful. This means that teacher competence can be interpreted as a
round of knowledge, skills and attitudes that make intelligent and
responsible actions in carrying out their duties. Teachers‟ competence in

26
managing the classroom becomes a significant factor in the students‟
comprehension, and further, in developing their competence. Teacher
competency has an important role in maximizing student potential and
improving the quality of education.
Thus, it can be concluded that teacher competence is the ability of
teachers who have competency standards to carry out their tasks. The
competencies possessed by each teacher will show teacher quality in
teaching. These competencies will be realized in the form of mastering
knowledge and professionals in carrying out their functions as teacher. This
means that teachers not only have to be smart but are good at transferring
their knowledge to students in order to get a good quality in teaching and
learning activity.
b. Definition of Pedagogic Competence
Pedagogical competence is a competence that will determine the
success of teaching and learning process and also the students‟ learning
outcomes. Pedagogical competence is teachers‟ ability in managing
students‟ learning from planning, implementing and evaluating the process
and the learning outcome which consist of teachers‟ understanding of : (a)
education foundation, (b) students‟ characteristics, (c) curriculum
development, (d) lesson plan, (e) implementation of educational learning,
(f) Implementing of dialogic learning, (g) Information and communication

27
technonology utilization, (h) learning outcome evalution, (i) students‟
potential development (Mulyasa, 2007) in Sari (2020:5).
Moreover, pedagogic means as a science of education which
emphasizes how to educate implementation, evaluation of learning
outcomes, and development of learners to actualize their potential,
Lengeverd (2017) in Nurahmah (2020:10). So, pedagogic competence is
the ability of teachers to implement their knowledge to regulate the
activities of the teaching and learning process from the beginning to the
end that accordance with students needs in order to achieve the objectives
of the teaching and learning process.
Based on some definition above, it concluded that pedagogic
competence is the teacher's ability to process student learning, that is
obtained through systematic learning processes and efforts. The notion of
competence is a combination of knowledge, skills, and personality
attributes of each individual, so as to improve their performance and be
able to make a good contribution to the success of the teaching. It means
that being a teacher, someone should have to realize the purpose of
learning, able to manage and process the learning, this competency
specially characterize and differentiate teacher profession with other
professions that must also be supported by multimedia in teaching learning
process.
28
2. Dimension of Teacher Pedagogy Competence
There are some dimension of teacher pedagogy competence as state by
Nessipbayeva (2012) in Otaya et al. (2018:26), below:
1) Effective classroom management: maximizing efficiency, maintaining

discipline and morale, promoting team work, planning, communicating,
focusing on results, evaluating progress, and making constant
adjustments. A range of strategies should be employed to promote
positive relationships, cooperation, and purposeful learning. Organizing,
assigning, and managing time, space and activities should ensure the
active and equitable engagement of students in productive tasks.
2) Effective teaching practices: teaching and learning strategies should help
engage students in active learning opportunities that promote the
development of critical thinking, problem solving, and performance
capabilities while helping them assume responsibility for identifying and
using learning resources.
3) Effective assessment: strategies should be developed that involve learners
in self-assessment activities to help them become aware of their strengths
and needs and encourage them to set personal goals for learning, example
incorporating formal tests; responses to quizzes; evaluation of classroom
assignments, student performances and projects, and standardized
achievement tests to understand what students have learned.
4) Technology skill: knowing when and how to use current educational
technology, as well as the most appropriate type and level of technology
to maximize student learning.
Based on the dimensions above, the researcher made the observation
checklist (√) to describe the teachers‟ pedagogic competence in teaching
English below.
29
Table 2.1
THE OBSERVATION CHECKLIST OF TEACHERS‟

PEDAGOGIC COMPETENCE
Name of Teacher :
Day/date/year :
NO. DIMENSION ITEMS YES NO

Maximizing efficiency the classroom.
Maintaining discipline and morale.
Promoting team work, planning,
communicating, and focusing and results.
Evaluating progress and making constant
EFFECTIVE
adjustments.
CLASSROOM
1. Organizing, assigning, and managing
MANAGEMENT
time in the classroom.
Positive relationships, cooperation, and
purposeful learning in the classroom
Ensuring the active and and equitable
engagement of students in productive
tasks.
Engaging students in active learning
opportunities.
EFFECTIVE
Developing the critical thinking, problem
2. TEACHING
solving and performance capabilities
PRACTICES
Helping the students to assume
responsibility.
Involving the learners in self-assessment
activities.
Encouraging the learners to set personal
goals for learning.
Giving the example of incorporating
EFFECTIVE
3. formal tests, and responses to quizzes
ASSESMENT
Evaluating of classroom assignments,
student performance and project.
Applying the standardized achievement
tests to understand what students have
learned.
Using the current educational technology
TECHNOLOGY
4. The level of technology is maximal for
SKILL
student learning
30
3. The Relationship between Teachers’ Pedagogic Competence and

Teaching English
Teachers who have pedagogical competence in mastering student
characteristics and learning theories and can facilitate or as potential liaisons
and communicate well, the teacher shows responsible performance in the
implementation of active and effective activities. It means that teacher
pedagogic competence is an ability that must be possessed by teachers with
regard to student characteristics. Teachers who have pedagogical competence
will have good teacher performance and are manifested in learning.
According to Taniredja and Abduh (2016:268) that a significant
correlation between the teachers‟ pedagogical competence and the teachers‟
performance is reasonable, because the pedagogical competence is the ability
to manage the learning process of the students that included an understanding
of the students, learning designing, implementation, and evaluation. The
pedagogical competence included: (1) identifying the students; (2) mastering
the pedagogical knowledge; and (3) understanding the various models of
learning (Suparno, 2002) in Taniredja and Abduh (2016:268).
Moreover, Sagala (2009:32) in Taniredja and Abduh (2016:268)
states that pedagogical competence is the ability to manage the learners in
which it covers: (1) understanding the diversity of learners, (2) developing
curriculum/syllabus both in the form of documents and implementation of
learning experiences; (3) preparing the lesson plans and strategies based on
the standards of competence; (4) carrying out the teaching and learning
31
process with interactive and dialogic atmosphere, to encourage active,
innovative, creative, effective and fun learning process; (5) evaluating the
learning outcomes in compliance with the required procedures and standards;
and (6) developing the students‟ talents and interests through intra-curricular
and extra-curricular activities to actualize various potentials.
Government Regulation No. 19/2005 about Education National
Standard which say that, The pedagogic competence is the ability to manage
the learning of learners which includes the understanding of learners, the
design and implementation of learning, evaluation of learning outcomes, and
the development of learners to actualize the various potentials it possesses in
Novebri et al. (2018:967). So, in education, governance the teacher's way of
dressing to be prime example for students, so that they can create a good way
of teaching and effective. Therefore, teachers are required to have knowledge
and ability in applying pedagogical competence in good educational
interactions so that needs and goals are achieved effective.
B. The Latest Related Research
In conducting this research, the researcher is inspired by some of the
earlier researches related to this research. The researches are explained below.
The first previous study was written by Syahrul (2016), entitled The
Analysis of Pedagogical Competence of the English Teachers’ of the Second
Grade Students at MTS Negeri 1 Jeneponto in Teaching English. The research
aims to know the pedagogical competence of in Teaching English at the Second

32
Grade students of MTsN Binamu Jeneponto and to analyzis the students
perspectives on the teachers‟ pedagogical. This research used Descriptive
qualitative in acquiring the result of interview which was used to find wether the
teachers‟ pedagogical competence in Teaching English that affected teachers
easier in teaching English. The subject of this research were the second grade
students of MTsN Binamu which consisted of 360 students and the English
teachers of MTsN Binamu Jeneponto which consist of 4 teachers. the sample of
the research consisted of 120 students which were taken randomly, 15 students of
each class and the sample of teachers were 2 teachers. There were three kinds of
instruments in this research; they were observation, interview, and questionnaire.
The findings of this research showed that the score of students‟ perception on
teachers‟ pedagogical competence in teaching English were 31 including medium
category. In addition, the teachers‟ pedagogic competence were very good in
teaching English at the second grade students of MTsN Binamu Jeneponto.
The next previous study was written by Sari (2020), An Analysis of
Teachers’ Pedagogical Competence in Teaching English at Madrasah Aliyah
Laboratorium Kota Jambi. The purpose of this study is to know how teachers‟
pedagogical competence especially mastery students‟ characteristic in teaching
English at MA Laboratorium Kota Jambi. This research is a qualitative research,
using a qualitative descriptive design that describes the teachers‟ pedagogical
competence especially mastery students‟ characteristic in teaching English.
There are three English teachers as the subject of this research. Data collection
instruments used are observation, interviews and documentation. In this research,

33
researcher can conclude that to master students‟ characteristics that included
level intelligence these are: exercise at the end of the lesson, approach,
measurement of four English skills. Creativity these are : demonstration, and
English‟s day. Physical condition : there is no student with disabled condition.
And growth and cognitive development : the teachers will focus to the
psychological of the students. Every teacher has different ways to master about
students‟ characterisics.
Nurahmah (2020), Teachers’ Pedagogic Competence in Teaching English
at SMPN 1 Lambu. She researched to know the teachers‟ pedagogic competence
by focuses on the teachers’ pedagogic competence in teaching English at SMPN
1 Lambu. This research has a main problem about what the pedagogic competence
of English teachers at SMPN 1 Lambu. This research aimed to know the pedagogic
competence of English teachers in teaching English at SMPN 1 Lambu. The subjects
of this research were three English teachers at SMPN 1 Lambu. The method used
was descriptive qualitative research with used observation and questionnaire as
instrument in collecting data. In analysis the data that has been obtained, researcher
conducted it through three steps, first step was data reduction, the second step was
data display, and the last was made the conclusion or drawing the data in good
statement. Based on the findings and discussion, the results of this research show
that the pedagogical competence of the three English teachers in teaching English at
SMPN 1 Lambu were understanding students‟ characteristics, mastering learning
theory and principle of education learning, developing curriculum, conduct

34
educational learning activities, developing students‟ potential, communicating with
students, as well as assessment and evaluation students‟ learning results.
Regarding to the elaboration of the latest related research, the researcher
was confident to conduct the similar research by using descriptive qualitative
research design. However, the latest related research provides the information
related to this research.
C. Conceptual Framework
The research was set out from researcher‟s desire in knowing the
teachers‟ pedagogic competence in teaching English. The researcher came to
SMK Negeri 1 Tuhemberua. There were two English teachers that the researcher
chose. The researcher did the description of teacher‟s pedagogic competence in
teaching English.
In this research, the researcher has used the data, namely: observation and
interview. The researcher took the data analysis to get the result in research. The
researcher reported the real situation happens in the field based on the result of
the analyzing the data without making any changes or setting up the situation and
the result of the data.

35
The researcher has conducted the research by using the following concept:
The Researcher
SMK Negeri 1
Tuhemberua
English Teachers
Description of Teachers’
Pedagogic Competence
Observation Interview
Data Analysis
RESULT
Figure 2.1 The Conceptual Framework of the Research

36
CHAPTER III
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
The location of the research was in SMK Negeri 1 Tuhemberua, with 2
English Teachers. The research was conducted accordingly to steps in approach
and design. Based on the research design, the researcher described the teachers‟
pedagogic competence in teaching English in SMK Negeri 1 Tuhemberua on
Friday 12th and 16th November 2021. After collecting the data, the researcher
analyzed the data from description list of teachers pedagogic competence in
teaching English and used the field notes while teachers were teaching English
in the classroom. After identifying the data, the researcher conducted the
interview and then described the factor that affected teachers pedagogic
competence in teaching English. The instruments and the result of the research
were validated by three validators (Ms. Oktriani Telaumbanua, S.Pd., M.Pd,
Ms. Titian Nidam Hulu, S.Pd., and Mr. Yarudi Gulo, S.Pd.), they were
considered as the experienced validators because they teach English frequently.
The validation sheets were checked and approved by the validators to ensure
the appropriateness of the data collection. (See appendix).
The validators have validated the result of the research based on the four
criteria that consists were credibility, transferability, dependability,
confirmability. The result of the validation was support by theory Lincoln and
Guba (1985) in Moon et al (2016:17). Credibility refers to the degree to which
36
37
the research represents the actual meanings of the research participants, or the
“truth value”. The credibility of research findings that were used to assessing
the extent to which the reader believes the recommendations are credible has
implications for the expected success of implementation. It means that
credibility relate to all aspects of the research design, including the focus of the
research, the context, participant selection, data collection, and the amount of
data collected, all of which influence how accurately the research questions can
be answered. Transferability refers to the degree to which the phenomenon or
findings described in one study were applicable of useful to theory, practice and
future research that was the transferability of the research findings to other
contexts. In other word, transferability can be critical to the application of
research findings because policy and management can rely on data,
conclusions, and recommendations from a single or small number of research
projects, often relying on evidence from a range of contexts that can be
different to the one in which applications will be made.
Moreover, dependability refers to the consistency and reliability of the
research findings and the degree to which research procedure were documented,
allowing someone outside the research to follow, audit, and critique the
research process. Both credibility and dependability relate to all aspects of
research design that influence how accurately the research question/s can be
answered. Confirmability means establish the degree to which the findings of a
research were a function solely of the subjects (respondents) and conditions of
research. To achieve confirmability, researchers demonstrated that the results

38
were clearly linked to the conclusion in a way that can be followed. The
researcher enables the reader to determine confirmability, showing how data
and theories emerging from it and can be accepted.
1. The Result of the Observation
The result of observation of the teachers‟ pedagogic competence in teaching,
when the researcher was observing both of the teachers in the classroom at
different time, namely as followed.
Table 3.1
THE RESULT OF TEACHERS‟ PEDAGOGIC COMPETENCE

IN OBSERVATION CHECKLIST
1. Name of Teacher : Tri Kurniat Jaya Zai, S.Pd.
Day/date/year : Friday, 12 November 2021
Maximizing efficiency the classroom. √
Maintaining discipline and morale. √
Promoting team work, planning, √
Evaluating progress and making constant √
EFFECTIVE
adjustments.
CLASSROOM
1. Organizing, assigning, and managing √
MANAGEMENT
Positive relationships, cooperation, and √
Ensuring the active and and equitable √
tasks.
Engaging students in active learning √
opportunities.
EFFECTIVE
Developing the critical thinking, problem √
2. TEACHING
PRACTICES
Helping the students to assume √
responsibility.
EFFECTIVE Involving the learners in self-assessment √
3.
ASSESMENT activities.
39
Encouraging the learners to set personal √

goals for learning.
Giving the example of incorporating √
formal tests, and responses to quizzes
Evaluating of classroom assignments, √
Applying the standardized achievement √
learned.
Using the current educational technology √
TECHNOLOGY
4. The level of technology is maximal for √
SKILL
student learning
2. Name of Teacher : Elsy Novi Kristalina Zendrato, S.Pd.

Day/date/year : Wednesday, 16 November 2021
Maximizing efficiency the classroom. √
Maintaining discipline and morale. √
Promoting team work, planning, √
Evaluating progress and making constant √
EFFECTIVE
adjustments.
CLASSROOM
1. Organizing, assigning, and managing √
MANAGEMENT
Positive relationships, cooperation, and √
Ensuring the active and and equitable √
tasks.
Engaging students in active learning √
opportunities.
EFFECTIVE
Developing the critical thinking, problem √
2. TEACHING
PRACTICES
Helping the students to assume √
responsibility.
Involving the learners in self-assessment √
activities.
Encouraging the learners to set personal √
EFFECTIVE
3. goals for learning.
ASSESMENT
Giving the example of incorporating √
formal tests, and responses to quizzes
Evaluating of classroom assignments, √
40

Applying the standardized achievement √
learned.
Using the current educational technology √
TECHNOLOGY
4. The level of technology is maximal for √
SKILL
student learning
The table above showed that the both of English teachers have pedagogic
competence but they were not maximal in using technology skill which is the part of
pedagogic competence. Further explanation would be discussed in the description and
interpretation of the research findings. (The teacher’s observation sheet can be seen in
appendix 3a, 3b, and 3c).
Furthermore, based on the researcher‟s field notes, the researcher found that
both of teachers have conducted the effective classroom management, effective
teaching practices and effective assessment but did not conduct technology skill when
teaching English in the classroom. The researcher observed that the teachers still used
manual method in teaching English without facilitating the supporting technology
such as: projector, laptop, loudspeaker, hand phone, etc. It means that the teachers
and students also still used books, dictionary, whiteboard, etc. (The researcher’s field
notes sheet can be seen in appendix 5).
2. The Result of Teachers’ Interview
a. The First Teacher’s Interview
Based on the research design, the researcher conducted the
interview to the teachers in answering the second focus of the research.
The researcher conducted the interview by using interview to the first

41
teacher on Friday, 19th November 2021. In conducting the interview, the
researcher cooperated with the teacher to do it. After collecting the
teachers‟ interview sheets, the researcher made the description about the
teacher‟s pedagogic competence in teaching English. The researcher
interviewed the English teacher aimed to find out what factors that
affected the teacher‟s pedagogic competence in teaching English. The
researcher wrote the English teacher answer in interview sheet.
The teacher has conducted the three dimensions, but not about
technology skill. Therefore the researcher asked the teacher about
technology skill that also affected the pedagogic competence. In the
interview, the English teacher said that because not all teaching
materials can be facilitated the technology, such as the projector, etc. in
the classroom. At this semester, the teacher did not use technology skill
while teaching English. (The teacher’s interview sheet can be seen in
appendix 6a, 6b, and 6c).
b. The Second Teacher’s Interview
Based on the research design, the researcher conducted the
interview by using structured interview to the second teacher in
answering the second focus of the research. The researcher conducted
the interview to the second teacher on Wednesday, 23rd November 2021.
In conducting the interview, the researcher cooperated with the teacher
to do it. After collecting the teachers‟ interview sheets, the researcher

42
made the description about the teacher‟s pedagogic competence in
teaching English. The researcher interviewed the English teacher aimed
to find out what factors were affecting the teacher‟s pedagogic
competence in teaching English. The research wrote the English teacher
answer in interview sheet.
The teacher has conducted the three dimensions, but not about
technology skill. Therefore the researcher asked the teacher about
technology skill that also affected the pedagogic competence. In the
interview, the English teacher said the factors that affected the teacher‟s
pedagogic competence, because the technology did not support in the
shool, especially the only one projector, etc. So, on this semester the
teacher still used the manual method in teaching English in the
classroom. (The teacher’s interview sheet can be seen in appendix 6a,
6b, and 6c).
B. Discussions
1. The Description and Interpretation of the Research Findings
a. The Teachers’ Pedagogic Competence in Teaching English
Based on the theory as state by Nessipbayeva (2012) in Otaya et
al. (2018:26), that there are four dimensions of teachers pedagogy
competence, namely: effective classroom management, effective teaching
practices, effective assessment and technology skill.

43
On the research findings, the first teacher has conducted effective
classroom management, effective teaching practices, and effective
assessment. On the effective classroom management, the teacher arranged
the students‟ place and facilities in the classroom like tables, chairs, etc.
effectively. Then, when the researcher saw the teacher that he came to
school and entered the classroom on time and had the good attitude which
gave motivation and respected for students, such as guided the students
effectively. Then, the teacher made the group discussion and handled the
students to conduct communication in discussing material. After that the
teacher used the time effectively based his schedule in the class.
Furthermore, the teacher accepted the students‟ idea about their
responsibilities in the class.
Ahmad et al. (2012:174) state that classroom management is the
process of ensuring that classroom lessons run smoothly despite of
disruptive behavior by students. Moreover, Karwati and Priansa
(2014:28) state the goal of classroom management is to increase the
effectiveness and efficiency in achieving learning objective, as for
physical management activities and socio emotional management which
is a part of achieving learning objective and students‟ learning.
On the effective teaching practices, the teacher gave the chances
for student to be active in the class effectively, such as their responses or
arguments of material. Then, the teacher gave the freedom for students to
make them learn more and know more about material. After that, if the
44
students had difficulties in teaching learning process, the teacher would
give solution to help them. Moreover, teaching practices are important for
understanding and improving educational processes. They are closely
linked to the teachers‟ strategies for coping with challenges in their daily
professional life and to their general well-being, and they shape the
learning environment and influence learner motivation and achievement
On the effective assessment, the teacher gave assignment for each
student in the class, so they can follow and focused the teaching learning
activities. The teacher gave support for the students to get the goal in
learning. Then, the teacher gave the illustration to connect about material
in teaching learning process. Next, the teacher evaluated the students‟
assignment through checking their creative leaning in the classroom.
Here, the teacher asked the students about material and then the students
gave feedback about that, how they did their obligations. After that, the
teacher had the target to achieve the goal of test, which he gave the detail
understanding for the students. Furthermore, the teacher did not use
technology skill where the teacher did not facilitate technology such as
projector, computer, etc., and he still used manual method in teaching
English.
Gould & Roffey 2014:93 state that assessment is always a
balancing action between what is practical and affordable and giving
learners the best learning and assessment environment in order to
succeed”. In an ideal world each student would be assessed using multiple

45
real world projects that exactly mimic what would be required of them
once they achieve the qualification.
For the second teacher, she has conducted effective classroom
management, effective teaching practices, and effective assessment. On
the effective classroom management, the teacher arranged the students‟
place and facilities in the classroom like tables, chairs, etc. effectively.
Then, the teacher also came to class on time and started the learning by
pray. Next, the teacher made the group discussion and handled the
students to conduct communication in discussing material. Then, the
teacher gave assignments for the students, like making dialogue
conversation then the students practiced it. After that, the teacher gave
rewards for the students. Then, the teacher used the time effectively based
on his schedule in the class. Then, the teacher appreciated the students
activities, like making the students keep happy and enjoy the learning.
After that, the teacher accepted the students‟ idea about their tasks in the
class.
Emmer & Sabornie (2015:26) state that there are two aims of
classroom management. First, maintaining order, engagement, and
cooperation; second, developing self-discipline. Moreover, Ahmad et al
(2012:174) state the term of classroom management is the prevention of
disruptive behavior of students. So, it can be concluded that classroom
management has the goal in creating and maintaining classroom

46
condition, so that teaching learning process and learning objective can
achieve well.
On the effective teaching practices, the teacher gave the chance
for student to be active in the class effectively. The students had the time
to practice material like speaking by conversation with their friends and
answered the teacher‟s questions effectively. Then, the teacher gave the
freedom to make the students learn more and know more about material.
After that, when the students have difficulties in teaching learning
process, the teacher gave solution to help them. Here, when the students
could not read or pronounced the vocabulary, so the teacher did the right
action. Furthermore, building teachers‟ competence for the practices that
can help all students learn might depend on teachers‟ experience of
diversity, as much as on their knowing about the reasons for inequalities
(Pantic, 2014).
On the effective assessment, the teacher gave assignment for each
student in the class, so they could follow the teaching learning activities.
The teacher encouraged the students to be spirit in getting the goal of
learning. Then the teacher gave the illustration to connect about material
in teaching learning process. Next, the teacher evaluated the students‟
assignment through checking their creative leaning in the classroom.
After that, the teacher achieved the goal of test, which he gave the
contrast understanding for the students. Furthermore, the teacher did not
use technology skill where the teacher did not facilitate technology such
47
as projector, computer, etc., and he still used manual method in teaching
English.
Based on the research findings above, it can be concluded that
both of teachers have pedagogic competence where they conducted the
effective classroom management, effective teaching practices and
effective assessment.
b. The Factors Affected the Teachers’ Pedagogic Competence in Teaching

English
Based on the data about the teachers‟ responses of the interview
aimed to know the things that affect ability in pedagogic competence,
there were different answer from the teachers. The theory, according by
Faidal, et al. (2020:41) that there are many factors, can make the learning
process running well, but the important one is a teachers' job. Teachers
should be able to influence their students into a better understanding. That
is one of the reasons why teachers should be competent in their field.
Teachers need to have the competence so that the learning process can
achieve the learning objectives by the demands of the times. In addition,
Rahman (2014) in Faidal, et al. (2020:42) argues that in order to improve
the performance of teachers, there is a need to improve the teacher's
pedagogical competence and motivation. The teacher needs to improve
pedagogical competence and motivation in managing the lesson, which is
not maximized the goal of the lesson. In other hand, the researcher
conducted interviews to obtain the information directly from the English

48
teachers about the causes of their ability in pedagogic competence in
teaching English. The teacher has conducted the three dimensions, but not
about technology skill. Intrigued by the fact, the researcher asked the
teacher about technology skill that also affected the pedagogic
competence. The first teacher stated that because not all materials need
the technology such as projector, etc. in teaching, while the second
teacher has the response about technology because the principal of school
did not facilitate the technology, like there‟s only one projector, etc.
Based on the fact that every material can be facilitated by
technology. Prayudi (2021:102) states the use of modern technology in
English teaching is widely understood as including the innovative
application of methods, tools, materials, equipment, systems and
strategies that are directly related to English language teaching and lead
to the realization of expected goals. In addition, Ahmadi (2017) in
Prayudi (2021:102) states that one of the important elements for learning
is the method that instructors use in their classes to facilitate language
learning process. Furthermore, Kearney (2018:487) states that the
technology was also considered supportive of teachers‟ file management,
lesson planning and capture as well as providing opportunities for
reflection on lessons. Therefore, although technology is now generally
accepted as an important educational and auxiliary tool across a range of
teaching and learning environments, English language teaching is
especially true because it provides many potential opportunities to

49
enhance the content and delivery of pedagogical methods that are often
compared with traditional English. So, it can be concluded that all
dimensions can affect the teachers‟ pedagogic competence in teaching
English. The teachers have the power and ability to provide technology,
but it did not support in the school.
2. The Research Findings versus to the Latest Related Researchers
In the previous chapter, researcher stated there were three latest
related researches. The first previous study was written by Syahrul (2016),
who focused on the pedagogical competence of English teachers of the
second grade students at MTSN Binamu Jeneponto in teaching English and
the students perspectives on the teachers‟ pedagogical competence.
The next previous study was written by Sari (2020), who focused in
teachers‟ pedagogical competence especially in mastery of students‟
characteristic in English teaching and the result of the research was the
feedback from the students still not enough. So the achievement of the
teaching and learning process rather disturbed.
The last was Nurahmah (2020), who focused on what is the
pedagogic competence of the English teachers at SMPN 1 Lambu. The result
of the research was the three English teachers at SMPN 1 Lambu about the
teachers‟ pedagogic competence in communicating with students show that
the ability of the three teachers in this aspect make the good communicating
50
or conversation between teacher and students, students and teachers, then
students and student so that the teaching and learning activity could run well.
In the research, the researcher focused to describe the teachers‟
pedagogic competence and found the factors that affected it particularly of
pedagogic competence in teaching English. The result of the research the
teachers‟ pedagogic competence in teaching English that both of teachers
have pedagogic competence although still not maximal in using technology
skill. In addition, the factors that affected teachers‟ pedagogic competence in
teaching English was technology skill did not support for teachers when
teaching in the classroom, especially in SMK Negeri 1 Tuhemberua. The
researcher found the comparison to the latest related researchers. The results
of the first related researcher was the teachers‟ pedagogic competence is
very good in Teaching English in the second grade students of MTsN
Binamu. Then, the results of the second related researcher was the feedback
from the students still not enough. So the achievement of the teaching and
learning process rather disturbed. Furthermore, the results of the third related
researcher was the three English teachers at SMPN 1 Lambu about the
teachers‟ pedagogic competence in communicating with students show that
the ability of the three teachers in this aspect make the good communicating
or conversation between teacher and students, students and teachers, then
students and student so that the teaching and learning activity could run well.
51
3. The Research Findings versus to Theories
Based on the result of research, the researcher has been known that
both of teachers have pedagogic competence and described them. The
researcher compared it with the theory of the research. According to Purnama,
et al. (2021:363) that the teacher is a person who is very influential in the
teaching-learning process, because teacher is a key of successful learning in
educational system. Furthermore, Tambunan (2014:70) says that to get the
optimal goal of learning requires teachers who are competent in managing
learning. Teachers‟ competence in the field of information technology is a
critical need to improve learning outcomes. Pedagogical competence is
teachers‟ ability in managing students learning from planning, implementing
and evaluating the process and the learning outcome which consist of
teachers‟ understanding of education foundation, students‟ characteristics,
curriculum development, lesson plan, implementation of educational learning,
implementing of dialogic learning, information and communication
technonology utilization, learning outcome evaluation, and students‟ potential
development (Mulyasa, 2007) in Sari (2020:5). In other hand, teachers should
be able to make themselves competence, use their current proficiency to the
fullest. They should try to use technology skill, such as projector, etc. in teaching
learning process in the classroom. In the research, the researcher found the
comparison of the research findings to the theories, include factors that affect the
teachers‟ pedagogic competence were not using technology skill while teaching
English.
52
4. The Research Findings Implication
The research findings revealed implications toward the teachers‟
pedagogic competence and factors that affected it. For the English teachers, it
showed the teachers‟ pedagogic competence and the factors that affected it.
This enables the teachers to know their competence to increase their skill in
teaching English. The research findings finally revealed the competence of the
teachers have so far in dealing with the pedagogic competence, so they would
develop their initial capability and motivation to be more competent in
pedagogic to the future. Then, the teachers need to prepare and facilitate the
technology skill in teaching learning process. From the bright side, this was
the best opportunity for the teacher to generate and develop better teaching
change for better result. The research findings show the teachers‟ progress in
teaching as well as the level of their pedagogic competence and the factors
that affected it. It will improve and encourage the teachers‟ pedagogic
competence and knowledge in teaching English in the class such as strategy,
material, media etc.
5. The Research Findings Limitation
There are findings limitations of the research namely:
a. This study focused on the teachers‟ pedagogic competence in teaching
English in SMK Negeri 1 Tuhemberua.
b. The design of research was descriptive qualitative.
c. The both of teachers have the teachers‟ pedagogic competence

53
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Dealing with the result of the research from the observation of teachers‟
worksheet and interview, it could be concluded that both of teachers have
pedagogic competence when teaching English in the classroom. The research
findings also indicated that the major factors that affected the teachers‟
pedagogic competence in teaching English were the first teacher, because not all
teaching materials can be facilitated by technology such as projector, etc. in the
classroom, while the second teacher, because the technology did not support in
the school, especially the only one projector, etc. In addition that the researcher
found that both of teachers still only used manual method without technology
during teaching English in the classroom, while they have the power and ability
to provide the technology. The technology skill is very important in teaching
English that can support the teaching learning activities in the classroom.
53
54
B. Suggestions
There are some suggestions from the researcher after conducting the
research, such as:
1. For the English Teachers of SMK Negeri 1 Tuhemberua
It is substantial to facilitate and use technology while teaching English in the
classroom. Because it can help the teachers make the students can understand
material easily. Besides that it can support the skill of teachers as the
professional educator.
2. For the Principal of Shool
The researcher suggests to facilitate the technology in the classroom,
especially the projector, that can support the teaching learning process.
3. For the Next Researcher
The researcher suggests to conduct the same research to find out more the
teachers‟ pedagogic competence and factors influencing it in the future by
making this research as the reference in the same field.

55
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APPENDICES
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THE DESCRIPTION OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING

ENGLISH IN SMK NEGERI 1 TUHEMBERUA

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI

The thesis is proposed by :

Name : ARDIWANTON ZAI

Register Number :182108007

Faculty : Education of Languages and Arts

The Title of Thesis :The Description of Teachers' Pedagogic Competence in

has been approved by the board of thesis examiners on January 2022.

Gunungsitoli, January 2022

Dra.Nursavani Maru'ao, M.Pd Kristof M. EATelaumbanua, S.S., M.Pd

Yasminar A. Telaumbanua, S.Pd., M.Pd

Department :English Education Study Program

Thesis Title : The Description of Teachers' Pedagogic Competence in

Teaching English in SMK Negeri 1 Tuhem berua in 2021/2022

has been approved by the Board of Examiners on 29 January 2022

Gunungsitoli, 27 January 2022

2. Hasrat Sozanolo Harefa, S.Pd.,M.Pd 2.

4. Kristof M. E. Telaumbanua, S.S., M.Pd

The committee of Thesis Examiners

Riand, M.Pd Yasminar A, Telaumbanua, M.Pd

Adieli Ladl SPa/MP

The thesis is proposed by

No Name of Lecturers Position Date Signature Explanation

Kristof Marthin E. Tel., Advisor II Has been approved/

Gunungsitoli, U) January 2022

Yasminar Amaerita Telaumbanua, S.Pd.M.Pd

Zai, Ardiwanton. 2021. The Description of Teachers’ Pedagogic Competetence in

Pedagogic competence is teacher’s ability in managing students’ learning

Keywords : English Teachers, Pedagogic Competence, Descriptive Research.

“THE DESCRIPTION OF TEACHERS’ PEDAGOGIC COMPETENCE IN

TEACHING ENGLISH IN SMK NEGERI 1 TUHEMBERUA IN 2021/2022”. This

IKIP Gunungsitoli, faculty of Education of Languages and Arts, English

Education Study Program.

In the process of arranging this thesis, it is not possible to be completed

motivates and supports all of the activities of the students of IKIP

supports to all of students of IKIP Gunungsitoli.

4. Miss Yasminar Amaerita Telaumbanua, S.Pd.,M.Pd as the Chair of

English Education Study Program and his examiner of research method

who always guides him by giving wonderful input, time, motivation,

suggestion to support the researcher in finishing this thesis.

5. Mr. Hasrat Sozanolo Harefa, S,Pd.,M.Pd as secretary of English Education

Study Program and as his examiner of education who provides helps,

advice and solution needed by the researcher.

researcher and gives time, suggestions, solutions, corrections in arranging

7. Mr. Kristof Marthin E. Telaumbanua, M.Pd as the second advisor who

motivates the researcher and gives time, suggestions, solutions, corrections

in arranging this thesis.

new knowledges and valuable inspirations to him in studying as a student

of IKIP Gunungsitoli and finishing this thesis.

research, always gives the brilliant solution, motivation, suggestion, advice

10. All of the outstanding lecturers of English Education Study Program of

his study in IKIP Gunungsitoli.

permitting and helping him to conduct the research.

instrument used in the research.

13. The researcher’s organization of HMPS and the community of Hagajinos

Pirates (Kohare) who helped, motivated and supported him.

and support the researcher in the research in IKIP Gunungsitoli.

generation whose name cannot be mentioned one by one in English