Dewi Listia Apriliyanti-Fitk

ENGLISH TEACHERS’ COMPETENCES ON PLPG
(An Evaluative Study Based on Kirkpatricks’ Model)
A Thesis
Presented in Partial fulfillment of the Requirements for the Degree of Master of Education
(M.Pd.) in Graduate Program of English Education
By:
Dewi Listia Apriliyanti
NIM. 21160140000040
GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018 M/1439 H
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ABSTRACT
Apriliyanti, D. L. (2018) English Teachers’ Competences on PLPG (An Evaluative Study

Based on Kirkpatricks’ Model). Jakarta: UIN Syarif Hidayatullah.
The aims of this research are to investigate and to elaborate the implementation of English
teachers' four competences that is included pra-PLPG, whilst PLPG and post following the
Education and Training for the Teacher Profession (PLPG) in 2017. This research
conducted the evaluation study based on Kirkpatricks’ program evaluation level. The
primary method of this research is used qualitative case study and the secondary is used
survey. The main key informants of this research are five English teachers who have
passed the National Examination of PLPG, term 1. The research sites are the PLPG place
of training in Bandung, five key informants’ schools in Cirebon regency, Bandung
regency, and Bandung city. This research found four results. First, the English teachers has
improved their pedagogic competence in terms of designing lesson plan and managing the
teaching and learning activities. Second, their personal competences are still the same with
before they attended PLPG. However, the knowledge of personal competence is improved
and they became more patient to face the students. Third, English teachers are created the
broader connection with the English teachers from PLPG. Fourth, their professional
competence is improved in terms of their knowledge of English subject materials and
plagiarism awareness. However, they did not show the major changes in terms of their
teaching style. Positively, PLPG has motivated them to continue their education to the
master level in university in the future and has desired them to learn more in the future.
Due to limitation of training time is not enough to learn the entire teachers’ competences
knowledge that is required by the Minister of Education and Culture. Thus, they need
longer time to learn and to implement it in their profession. Therefore, this research
recommended three suggestion in terms of training program and further investigation.
Keywords: English Teacher Profession, Learning Professional Teaching, English

Teachers’ Competences, PLPG 2017.
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ABSTRAK
Apriliyanti, D. L. 2018. Kompetensi Guru Bahasa Inggris pada PLPG (Study Evaluasi
Berdasarkan Model Kirkpatrick). Jakarta: UIN Syarif Hidayatullah.
Penelitian ini bertujuan menginvestigasi dan menjelaskan secara rinci pelaksanaan empat
kompetensi guru bahasa Inggris yang mencakup pra PLPG, selama PLPG, dan setelah
mengikuti Pendidikan dan Pelatihan Profesi Guru (PLPG) pada tahun 2017. Penelitian ini
dilakukan dengan mengadaptasi Program evaluasi Kirkpatricks. Metode utama dari
penelitian ini menggunakan studi kasus kualitatif dan yang kedua adalah survei. Informan
kunci utama dari penelitian ini adalah lima guru bahasa Inggris yang telah lulus Ujian
Nasional PLPG, tahap 1. Penelitian ini dilaksanakan di tempat pelatihan PLPG di
Bandung, lima sekolah tempat informan kunci utama mengajar di Kabupaten Cirebon,
Kabupaten Bandung, dan Kota Bandung. Penelitian ini menemukan empat hasil temuan.
Pertama, setelah PLPG, para guru bahasa Inggris telah meningkatkan kompetensi
pedagogik mereka dalam hal merancang rencana pelajaran dan mengelola kegiatan belajar
mengajar. Kedua, kompetensi pribadi mereka masih sama dengan sebelum mereka
menghadiri PLPG. Namun, pengetahuan tentang kompetensi pribadi meningkat dan
mereka menjadi lebih sabar menghadapi siswa. Ketiga, guru bahasa Inggris menciptakan
jaringan yang lebih luas dengan para guru bahasa Inggris pada PLPG. Keempat,
kompetensi profesional mereka meningkat dalam hal pengetahuan mereka terkait materi
pembelajaran mata pelajaran bahasa Inggris dan memiliki pemahaman terkait plagiarisme.
Namun, para guru bahasa Inggris tidak menunjukkan perubahan yang mencolok dalam
segi cara mereka mengajar. Dampak positifnya, PLPG telah memotivasi mereka untuk
melanjutkan pendidikan mereka ke jenjang yang lebih tinggi di universitas sebagai langkah
selanjutnya dan dan ingin belajar lebih banyak di masa depan. Karena keterbatasan waktu
pelatihan dalam program PLPG belum cukup untuk mempelajari pengetahuan kompetensi
guru secara keseluruhan yang ditetapkan oleh Menteri Pendidikan dan Kebudayaan
(Kemdikbud). Oleh karna itu, mereka membutuhkan waktu yang lebih lama untuk belajar
dan menerapkannya dalam kewajiban mereka sebagai guru. Oleh karena itu, penelitian ini
merekomendasikan tiga saran dalam hal program pelatihan dan penyelidikan
berkelanjutan.
Kata Kunci: Profesi Guru Bahasa Inggris, Pembelajaran Pengajaran Professional,
Kompetensi Guru Bahasa Inggris, PLPG 2017.
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‫تجريد البحث‬
‫أبرلينتي‪ .‬د‪ .‬لـ‪ .8102 .‬كفاءات المعلمين اإلنجليزية في ‪( PLPG‬دراسة تقويمية تعتمد على نموذج كيركباتريك)‬
‫هذا البحث يهدف إلى تحليل كفاءة معلمي اللغة اإلنجايزية بعد أن يشتركوا في برنامج تربية المعلمين وتدريبهم سنة ‪ .8102‬وهذا‬
‫البحث يقلد برنامج كركبتريكس‪ .‬ومنهج البحث المستخدم هو دراسة كيفية ودراسة مسحية‪ .‬ومن مصادر هذا البحث هو خمسة‬
‫معلمي اللغة اإلنجليزية الناجحين في االمتحان األخير في تربية المعلمين وتدريبهم األولى (‪ .)0‬وقامت الباحثة بهذا البحث في‬
‫مكان التدريب وخمسة المدارس ببندونج‪ ،‬وتشيريبون‪ .‬وإيجاد هذا البحث أربعة‪ ،‬منها‪ )0 :‬بعد إقامة التدريب‪ ،‬وجدت الباحثة بأن‬
‫معلمي اللغة اإل نجليزية يقدرون على ترقية كفاءتهم العلمية في تخيي الدراسة والتعليم‪ )8 ،‬بعد إقامة التدريب‪ ،‬وجدت الباحثة بأن‬
‫كفاءتهم النفسية ال تتغير من حيث غيبتهم من هذا الندريب‪ ،‬ولكن يقدرون على كثرة الصبر‪ )3 ،‬بعد إقامة التدريب‪ ،‬يبدع معلمو‬
‫اللغة اإلنجليزة الشبكة الدراسية بينهم‪ ) 4 ،‬بعد إقامة التدريب‪ ،‬يقدرون معلمو اللغة اإلنجليزية على ترقية كفاءتهم المهنية المتعلقة‬
‫بالمواد الدراسية‪ .‬ومن نتائج هذا البحث هي بأن معلمي اللغة اإلنجليزية يقدرون على تشجيع أنفسهم في مواصلة الدراسة إلى‬
‫دراستهم العليا ألنهم يشعرون باألوقات المحددة في هذا البرنامج ‪ /‬التدريب‪ ،‬وهم أيضا يريدون أن يتعلموا أكثر عن المقرر التربوي‬
‫الذي قرره وزارة الشؤون التربوية والثقافية بأندونيسيا‪ .‬لذلك‪ ،‬يحتاجون معلمو اللغة اإلنجليزية إلى الوقت غير محدد لتعلمهم‬
‫ولتيبيقهم‪.‬‬
‫الكلمات المفتاحية‪ :‬مهنة معلمي اللغة اإلنجليزية‪ ،‬تعل يم اللغة اإلنجليزية للمعلمين‪ ،‬كفاءة معلمي اللغة اإلنجليزية‪ ،‬برنامج تربية‬
‫المعلمين وتدريبهم ‪.7102‬‬
‫‪vii‬‬
ACKNOWLEDGEMENT
‫ﺑﺴﻢ ﷲ ﺍﻠﺮﱠﺤﻤﻦ ﺍﻠﺮﱠﺤﻴﻢ‬
In the name of Allah, the Beneficent and the Merciful
All praises are always due to Alloh, Lord of the universe who has been giving
health, time, love, blessing and mercy to researcher so that researcher was able to finish
this thesis. Peace and blessing may always be upon our prophet, the messenger of Alloh,
Muhammad Sholallohu Alaihi Wassalam, his families, his companions, and his followers.
On this occasion, the researcher would like to express her gratitude and honor
infinitely to her husband, Khozin Arief, M.M.Si., and her daughter, Nurani Herawati, who
have devoted their understanding, sacrifice, unconditional love, and unstoppable pray to
the researcher to complete this thesis. The researcher would like to express her great
gratitude for researcher’s parents, Cecep Sumarna, M.M.Pd. and Hanipah, S.Pd, and her
parents-in-law, H. Dasuki, M.M.Pd. and Hj. Tamimah Herawati, M.M.Pd., and Pak
Jum’at’s Family who have always given support, motivation, love, and pray for the
researcher’s success.
Furthermore, the researcher would like to express her best gratitude to the
researcher’s supervisor, Dr. Fahriany, M.Pd., for her valuable suggestions, advices,
motivation and insights in guiding and supporting the researcher during the process of
writing this thesis. The deepest gratitude and respect are also dedicated to the examiners,
Dr. Alek, M.Pd., Dr. Ratna Sari Dewi, M.Pd., and Dr. Nida Husna, M.Pd., M.A.TESOL.,
who have given invaluable suggestions, critical remarks, and constructive criticisms that
are enabled the researcher to enhance the quality of this thesis and to refine this thesis until
this thesis became better.
The researcher also expressed her great gratitude for Indonesia Endowment Fund
for Education (LPDP RI) who has been giving the full funding for this research activity
and the procurement of this thesis. The researcher also conveyed the gratitude to all of
English teachers as key informants, to all students of key informants, to all vice principal
of key informants, and to all respondents of this research for willing to be part of this
thesis.
This gratitude feeling also went to the researcher’s sisters and brothers (and in-
law), friends of magister PBI 2016, classmate of PBI B, colleagues, and all of those who
have supported and prayed for the researcher during the process of writing that cannot be
mentioned one by, and may Allah bless and love all of you always.
The researcher’s gratitude are also dedicated to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Educational Sciences Faculty;
2. Dr. Fahriany, M.Pd., as the Head of Master Program of English Education;
3. The entire lecturers and staff faculty in Master Program of English Education for their
guidance and assistance during the researcher studied in UIN Jakarta.
Finally, the researcher hoped that this thesis would give contributions to the
readers. The researcher realized that this thesis is far from being perfect. Hence, suggestion
ideas and constructive criticisms for further improvement are highly welcomed and are
appreciated by the researcher.
Jakarta, July 18, 2018
Dewi L. Apriliyanti
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................................ i
STATEMENT OF ORIGINALITY ................................................................................... ii
APPROVAL BY THESIS SUPERVISOR .......................................................................iii
ENDORSEMENT SHEET ................................................................................................ iv
ABSTRACT ......................................................................................................................... v
ABSTRAK ........................................................................................................................... vi
‫ تجريد البحث‬..................................................................................................................... vii
ACKNOWLEDGEMENT ...............................................................................................viii
TABLE OF CONTENTS ................................................................................................... ix
LIST OF TABLES.............................................................................................................. xi
LIST OF FIGURES .......................................................................................................... xii
LIST OF APPENDICES ..................................................................................................xiii
LISTS OF ABBREVIATION .......................................................................................... xiv
CHAPTER I. INTRODUCTION ....................................................................................... 1
A. Background of the Research............................................................................................. 1
B. Focus of the Research....................................................................................................... 3
C. Research Questions .......................................................................................................... 3
D. Objectives of the Research ............................................................................................... 4
E. Significances of the Research........................................................................................... 4
CHAPTER II. LITERATURE REVIEW ......................................................................... 5
A. Teachers’ Professional Development .............................................................................. 5
1. A Brief History of Professional Teaching Development in Indonesia ........................ 6
2. Teacher Training Evaluation ....................................................................................... 7
B. English Competences ...................................................................................................... 8
C. English Teachers’ Competences..................................................................................... 11
1. Pedagogical Competence ........................................................................................... 11
2. Personal Competence ................................................................................................. 12
3. Social Competence .................................................................................................... 13
4. Professional Competence .......................................................................................... 13
D. Previous Related Studies ................................................................................................ 18
CHAPTER III. RESEARCH METHODOLOGY .......................................................... 21
A. Design of the Study ........................................................................................................ 21
1. The Method Priority ................................................................................................... 21
2. The Sequence of Data Collection .............................................................................. 22
3. Method Visualization ................................................................................................ 22
a. Qualitative Method................................................................................................ 22
b. Quantitative Method.............................................................................................. 23
B. Sites of the Research ...................................................................................................... 23
C. Subjects of the Research................................................................................................. 23
1. Survey ........................................................................................................................ 23
2. Key Informants........................................................................................................... 24
D. Data Sources ................................................................................................................... 26
1. Qualitative Method..................................................................................................... 26
2. Quantitative Method................................................................................................... 28
E. Data Analysis Procedures ............................................................................................... 29
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1. Sequence One: Pre-Training and Sequence Three: Post-Training ............................. 29
2. Sequence Two: On-Training ..................................................................................... 30
F. Trustworthiness ............................................................................................................. 30
1. Qualitative Method..................................................................................................... 30
a. Triangulation: Credibility...................................................................................... 30
i. Member Checking ........................................................................................... 30
ii. Method ............................................................................................................ 30
iii. Transferability ................................................................................................. 31
b. Audit Trial ........................................................................................................... 31
iv. Dependability .................................................................................................. 31
v. Confirmability ................................................................................................. 31
2. Quantitative Method.................................................................................................. 31
a. Validity.................................................................................................................. 31
b. Reliability .............................................................................................................. 32
G. Research Timeline ......................................................................................................... 34
CHAPTER IV. RESEARCH FINDING AND DISCUSSION....................................... 36
A. Research Finding ............................................................................................................ 36
1. How Did English Teachers Implement Their Pedagogical Competence in Their
Teaching Activities before PLPG, whilst PLPG, and post-PLPG? .......................... 36
i. The Implementation of Teachers’ Pedagogical Competence before PLPG ...... 37
ii. The Implementation of Teachers’ Pedagogical Competence on PLPG ............ 44
iii. The Implementation of Teachers’ Pedagogical Competence Post-PLPG ......... 47
a) Lesson Plan Contents ................................................................................... 47
b) The Conformity between Learning Activity Process That Designed in the
Lesson Plan and English Teachers’ Teaching Performances ....................... 62
2. How Did English Teachers Perform Their Personal Competence in Their Teaching
Activity before PLPG, Whilst PLPG, and Post-PLPG? ............................................ 74
3. How Did English Teachers Perform Their Social Competence in Their Teaching and
Learning Interaction with Students, Fellow Teachers, Parents, And School
Community? .............................................................................................................. 77
4. How Did English Teachers Implement Their Professional Competence in Their
Teaching and Learning Activities before PLPG, whilst PLPG, and post-PLPG? .... 80
i. The Implementation of Teachers’ Pedagogical Competence before PLPG ...... 80
ii. The Implementation of Teachers’ Pedagogical Competence on PLPG ............ 81
iii. The Implementation of Teachers’ Pedagogical Competence Post-PLPG ......... 82
B. Discussion ...................................................................................................................... 85
1. English Teachers’ Competences ............................................................................... 85
a. Pedagogic competence .......................................................................................... 85
b. Personal competence ............................................................................................. 86
c. Social competence................................................................................................. 87
d. Professional competence ....................................................................................... 87
2. Teachers’ Professional Learning Development In Indonesia.................................... 88
CHAPTER V. CONCLUSION, SUGGESTION AND RECOMMENDATIONS ....... 90
A. Conclusion ...................................................................................................................... 90
B. Suggestion ...................................................................................................................... 91
C. Recommendation ............................................................................................................ 92
REFERENCES .................................................................................................................. 93
APPENDICES.................................................................................................................... 97
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LIST OF TABLES
Table 2.1 Four-Level Evaluation Model by Kirkpatrick & Kirkpatrick (2006) in Terms of
this Research ........................................................................................................ 8
Table 2.2 The Classification of the Knowledge of English Teachers’ Professional
Competences ...................................................................................................... 14
Table 2.3 The Domain of English Teacher Competences (Developed based on Law
Attachment No. 55/2017) ................................................................................... 16
Table 3.1 Respondent Characteristics ................................................................................ 24
Table 3.2 Characteristics of Primary Key Informants in This Research ............................ 24
Table 3.3 Characteristics of Secondary Key Informants in This Research ........................ 26
Table 3.4 Content Outline of Semi-Structure Interview .................................................... 27
Table 3.5 Domain and Indicator of Questionnaire ............................................................ 28
Table 3.6 Validity Tests of Questionnaire Instrument Using Bivarate Pearson in SPSS . 32
Table 3.7 Reliability Statistics ........................................................................................... 33
Table 4.1 The Implementation of Pedagogical Competences Before PLPG ..................... 42
Table 4.2 Teaching and Learning Activities ...................................................................... 63
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LIST OF FIGURES
Figure 2.1 Bachman’s Language Competence Concepts (cited in Fulcer & Davidson,
2007, p.43) ...................................................................................................... 10
Figure 3.1 The Design of the Study (Adapted from Kirkpatrick & Kirkpatrick, 2006) ... 21
Figure 3.2 The Qualitative Design Used in This Research (adapted from Miles and
Huberman, 1994; Creswell, 2012) .................................................................. 22
Figure 3.3 The Quantitative Design Used in This Study.................................................. 23
Figure 3.4 Alpha Cronbatch’s α Formula (Azwar, 2001, p. 78) ..................................... 34
Figure 4.1 Teachers’ Pedagogic Mentoring Session ....................................................... 45
Figure 4.2 The Improvement Evidence of ET-01 Designing the Lesson Plan ................. 49
Figure 4.3 The Improvement Evidence of ET-02 Designing the Target Learning .......... 51
Figure 4.4 The Improvement Evidence of ET-02 Designing the Assessment ................. 53
Figure 4.5 The Improvement Evidence of ET-03 Designing the Target Learning .......... 54
Figure 4.6 The Evidence of ET-04 Designing The Target Learning................................ 56
Figure 4.7 The Evidence of ET-04 Material Resources and Assessment Design (on the
next page) ....................................................................................................... 58
Figure 4.8 The Evidence of ET-04 Assessment Design after PLPG ................................ 59
Figure 4.9 The Evidence of ET-05 Designing the Target Learning ................................. 61
Figure 4.9 Class 10 of School B Sang the Indonesia Anthem.......................................... 65
Figure 4.10 ET-04’s English Class Recited the Several Verses of Quran Before Study ... 66
Figure 4.11 ET-04’s English class has literacy session before study in every the first hour
of school .......................................................................................................... 66
Figure 4.12 ET-01 Gave the Example of Review ‘A Pen’ ................................................. 67
Figure 4.13 One of The Students Presented A Review of An Object ................................ 68
Figure 4.14 ET-02’s English Session of Congratulate Expression (a) .............................. 69
Figure 4.15 ET-02’s English Session of Congratulate Expression (b) .............................. 70
Figure 4.16 ET-03 English Teaching Class ........................................................................ 71
Figure 4.17 Students of School C Worked In Groups ........................................................ 71
Figure 4.18 ET-04 English Class Session of Recount text ................................................. 72
Figure 4.19 ET-05 Gave the Video to Build the Basic Knowledge (BKoF) of students ... 73
Figure 4.20 ET-05’s Students came to in front Of the Class to write down the Difficult
Words .............................................................................................................. 73
Figure 4.21 ET-05’s Students came to in front Of the Class to write down the Difficult
Words and its Phonetic Symbols .................................................................... 74
Figure 4.22 Personal Competence ...................................................................................... 77
Figure 4.23 Social Competence.......................................................................................... 79
Figure 4.24 Professional competence ................................................................................. 82
xii
LIST OF APPENDICES
Appendix 1 Reaction Questionnaire of PLPG ................................................................. 98

Appendix 2 Questionnaire Analysis............................................................................... 103
Appendix 3 ET-01’s Script Interview ............................................................................ 107
Appendix 8 School A: Students’ Response ................................................................... 148
Appendix 9 School B: Students’ Response .................................................................... 155
Appendix 10 School C: Students’ Response .................................................................... 158
Appendix 11 School D: Students’ Response ................................................................... 162
Appendix 12 School E: Students’ Response .................................................................... 164
Appendix 13 School A Field Note Observation............................................................... 168
Appendix 14 School B Field Note Observation ............................................................... 171
Appendix 15 School C Field Note Observation ............................................................... 174
Appendix 16 School D Field Note Observation............................................................... 177
Appendix 17 School E Field Note Observation ............................................................... 181
Appendix 18 ET-01’s Lesson Plan Before PLPG ............................................................ 185
Appendix 19 ET-01’s Lesson Plan After PLPG .............................................................. 187
Appendix 28 The lesson plan contents before PLPG and post-PLPG in terms of
pedagogical competence............................................................................. 263
Appendix 29 Law Attachment No. 55 Year 2017............................................................ 272
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LISTS OF ABBREVIATIONS
BKoF : Building Knowledge of Field

D : Degree
DAPODIK : Data Pokok Pendidik
ET : English Teacher
FN : Field Note
G : Genre
IN : Interviewer
INT : Interview
JHC : Junior High School
KEMDIKBUD : Kementrian Pendidikan dan Budaya (see MoEC)
KI : Key Informant
LPTK : Lembaga Pendidikan Tenaga Kependidikan (The teacher training
institute)
MoEC : Ministry of Education and Culture
OB : Observation
PLPG : Pendidikan dan Latihan Profesi Guru (Education and Training for the
Teaching Profession)
SHC : Senior High School
SR : Student Response
STD : Student
TA : Teaching Assignment
TCT : Teacher Competence Test
TE : Teaching Experience
UKG : Ujian Kompetensi Guru (see TCT)
UTN : Ujian Tulis Nasional (National Written Examination)
VHC : Vocational High School
xiv
CHAPTER I
INTRODUCTION
This chapter gives a brief description of the partial content of the study included
the background, focus of the study, problems of the study, objectives of the study, and
benefits of the study.
A. Background of the Research
Since the topic of educational sciences discussed, it related with the teachers and
the quality of education. The discussions talked about the way of teachers’ teach and the
outcomes in which teachers contribute for educational development whether teachers are
professional enough to teach. The professional teachers should at least have a bachelor
degree (Strata 1/ D-IV), hold the competences, has educator certification, healthy inside
and outside, and have the capability to achieve the goals (Kemendikbud.org). In fact, not
only be professional but also other competences that teachers should have. For instance, In
Law No. 14/2008 article 8 stated that a teacher, at least, should have four competencies;
pedagogical competence, personal competence, social competence, and professional
competence. Professional teacher should master five competences, namely planning and
developing learning programs, implementing and managing teaching learning process,
developing and implementing evaluation program, interpreting evaluation result to
improve learning program, and diagnosing learning difficulties and designing strategy to
help learners facing learning difficulties with these burden assignments (Fahriany, 2014,
p.5). To help teachers improve their competences, government through the teacher training
institute (LPTK) hold a teacher certification program since 2005. This program is not only
to improve the teachers’ competences but also to give the appreciation for the teacher who
has been involved in teacher training development.
The teacher certification is the largest reform in recent education (World Bank,
2015). This program started in 2005 (law No. 14/2005). The certification is intended to
improve the level of teachers’ life and a hallmark that teachers who have received a
certificate of Education are a professional teacher (law No.14/2005 article 1, verse 11).
Since 2005 until now, this program got evaluation on several times. The first evaluation
was evaluated by World Bank longitudinal research finding. The research was set up in
2008 under the Better Education through Reformed Management and Universal Teacher
Upgrading (BERMUTU) program in which funded by the government of Dutch. Then
since 2010, the research was taken over the project management and the analytical work,
until completion of the document by Joppe de Ree. One of the research finding found that
certification allowance was only increasing the level of teachers’ life and decreasing their
financial stress but does not follow with the significant improvement of teachers’ skills and
knowledge in teaching. In other word, the certification did not make teacher better in
teaching skills and its program is considered not a guarantee that the teacher is become
professional. The result suggested that the certification should have the close custody in
the implementation of the selection.
To respond that evaluation, the government held online teacher competency test
(UKG) for the first time in 2012 through computer-based test for those who were entered
the teacher certification lists. Points to be gained are 80 points. However, only few teachers
that was successful to pass the points. Based on the evaluation, there were technical
obstacles during UKG as follow: 1) the facilities and infrastructures were not supported at
that time; 2) there were few teachers who capable to operate computer; 3) the
1
2
implementation seems to be forced and in a hurry so that the result was not maximum.
Then, the government through the teacher-training institute (LPTK) held the education and
training of teacher profession program (PLPG) for in-service teacher.
The program is a teacher training that contains the material based on the four
competencies that must be hold by teachers based in the regulation law No. 14/2005 article
10. This PLPG activity is intended for in-service teachers appointed before 2016. The
registration required three components as follow: teachers must be registered in
DAPODIK, fulfill the term of administration including portfolios, and the minimum of
UKG score is 55 (KEMENDIKBUD, 2017, p.5). The competencies that are taught in this
program are pedagogical competence –included personal and social competence, and
professional competence –included pedagogical competence such as English teachers’
basic knowledge in English subject material (logged in from
http://ap2sg.sertifikasiguru.id). Then, teacher should take the UTN (national examination
for teacher) at the end of the program.
However, there are plenty of researches in which criticize the effectiveness of
teachers’ partaking of the program. The training was not effective in keeping teachers to
improve their teaching competence (Fahriany, 2014). Hastuti’s (2016) research showed
that PLPG could improve teachers’ desire experience in teaching. However, they tended to
face difficulties to implement the teaching technique and innovation in their teaching
performance because the limit time of training program made them only get some parts of
training knowledge. Their knowledge was improving but it cannot be a guaranty that their
new knowledge from PLPG desired them to be innovative in teaching; they tended to
adopt particular teaching technique in classroom that they got from PLPG (Hastuti, 2016).
In such conditions, teachers are often used as indicators of the success of a
development program. It would be unfair to see only the teachers’ evaluation. There must
be a two-way perspective to meet the needs of both parties, the needs of the teachers in
improving their competences in teaching and their contribution in education as well as the
needs from the vision of the program itself in meeting the target outcome on the teacher
itself. Therefore, investigations from both perspective of evaluation need to be done in
order to create mutual harmony with each other.
Teaching is a moral profession and becoming a teacher is a desire to make the
improvement for their students’ successful in teaching and learning activity (Fullan, 1993;
Rottger, 2003; Mkazaleski; 2010). Law No. 14/2005 Article 1 verse 1 stated that 'teachers
are professional educators with the main task of educating, teaching, guiding, directing,
training, assessing and evaluating learners in early childhood occupations, formal
education paths, primary and secondary school'.
In classroom, teachers interact directly with the students. For example, in English
subject of instruction, English teachers should be able to give the instruction clearly to the
students during the learning activities. As the teachers did so, they should improve
students’ English skills and their English competences. Not only in improving students’
scores of English examinations but in implementing their competences and
acknowledgement of English in daily activity as well. In other words, a teacher has an
important role for bring a better change because teachers are people who directly teach
their knowledge and their capacity as educators to their students professionally. To facing
this condition, English teachers demanded to be proactive and innovative in classroom
3
situation. That is why teachers should improve their knowledge and their capacity and
those are the challenges that should be faced as a teacher. Thus, those became the
challenges for the teachers. Thus, teachers who are accepted the challenges are more
innovative and become initiators wherever they worked.
Innovation is the process through which new ideas are generated and put into
productive practice-new meaning to this situation or this location or this community.
‘Innovation often occurs at a local level within the tools, materials, and expertise available
in the local context’ (Goatley and Johnston, 2013). Innovative teacher is a teacher who is
flexible and aware of the classroom condition and new practices in teaching. They are able
to modify the existing method in a new concept that makes it unimaginable innovation
possible (Soerensen, Gedisen, and Sondergaard, 2005; Goatley and Johnston, 2013).
Therefore, Teachers who are adapting themselves to complete these challenges and
developing their capabilities to change their traditional teaching approach to the novelty
ones by creating applicative innovations based on students’ need and target learning can be
categorized as professional teachers.
Then, the evidences raised several argumentations. The first is that if PLPG is the
program to facilitate the teachers, particularly English teachers, to enhance their four
primary competencies, then the teachers will get the materials related to the four
competencies -pedagogical, personal, social, and professional. The second, law No.
14/2005 article 1, verse 12 mentioned that teacher certification is a hallmark for
professional teachers. Then, is that enough to be a guaranty that the teachers are capable to
hold four competences and implemented their own competences through their teaching and
learning activity by creating novelty innovation for their teaching performances by passing
the several evaluation of the program? Based on these tangible evidences, the researcher
concluded that a study concerning about this topic is interested and important to be
conducted.
B. Focus of the Research
This study focused on the program evaluation included pre-training, on training,
and post-training of PLPG based on Kirkpatrick’s four level models and investigated
implementation of teachers’ four competences after following PLPG on the teaching and
learning performances.
C. Research Questions
The main issue is formulated into one question as follows:
How did English teachers’ behavior in implementing their four competences into their
teaching and learning activity after following PLPG?
The question of this study will included four sub-questions as follow:
1. How did English teachers implement their pedagogical competence in their teaching
activities before PLPG, whilst PLPG, and post-PLPG?
2. How did English teachers perform their personal competence in their teaching
activities?
3. How did English teachers perform their social competence in their teaching and
learning interaction with students, fellow teachers, parents, and school community?
4. How did English teachers implement their professional competence into their teaching
and learning activities before PLPG, whilst PLPG, and post-PLPG?
4
D. Objectives of the Research

The objectives of this research are:
1. To investigate and to describe the implementation of English teachers' pedagogical
competences into their teaching activity before PLPG, whist PLPG and post-PLPG;
2. To investigate and to describe the performances of English teachers' personal
competences into their teaching activities;
3. To investigate and to describe the implementation of English teachers' social
competences into their teaching activity before PLPG, whilst PLPG, and post-PLPG;
4. To investigate and to describe the implementation of English teachers' professional
competences into their teaching activity before PLPG, whilst PLPG, and post-PLPG.
E. Significances of the Research
The study provides the significance for government (MoEC and LPTK) and
English teachers particularly and for this study researcher and further researchers
generally. The finding of this study will provide two significance inputs for government in
regulating teachers’ policy and the improvement of teachers’ quality. The first is the
tangible evidences whether the program is effective or not for helping the teachers to
professionalize themselves and to become change agents in their teaching and learning
activity whether teachers improved their skills and competences in teaching or not. The
second is the positive input for MoEC. The result will give positive input in improving
teachers’ quality by providing the needs of education in this era especially for English
major.
This study is important for the researcher because this finding will reveal several
evidences that can contribute as inputs for educational policy maker. For example,
awareness of the teachers gave themselves’ time for study. In this era, teachers are busy
with the administrative things. They seem do not have time to learning and to improving
their skills through reading research journal, seminar, and teacher training. They need to
develop their own knowledge in their fields. If teachers always share their knowledge
without any improvement, they will be stuck in the flat knowledge. They need more room
to improve their knowledge beside teaching and organizational things rather than busy in
completing administrative requirements
The researcher hopes this study later on will desire other researchers to conduct the
other research related to this topic as the effort of research contribution in changing
education and policy making for the better world. Thus, this study will become one of their
research references for their further research.
CHAPTER II
LITERATURE REVIEW
This study is guided by two theoretical categories: Teaching professional
development and teachers’ teaching competency theories. Then this literature review is
elaborated three aspects, namely teachers’ teaching competency indicators, teacher-training
evaluation, and teaching and learning environment.
A. English Teachers’ Professional Development
A teacher is a person who is helped other people to understand certain knowledge,
skills and values (Byam, et al., 2002). Not only did a teacher taught them a new knowledge
but also inspired people to be a good person and give a benefit effect for their surroundings
(Palmer, 2017). Through teachers’ hand, the civilization of a country begins with the
creation of the successor of an educated nation according to progress of the era. Improving
the competence of teachers sustainably becomes a major requirement for a teacher
(Bertschy, et al., 2013; Hakim, 20015). Teachers’ job is not only teaching a lesson but also
educated their students to enhance their skills. Thus, being a teacher is not an easy job
(Labaree, 2000; Beltman, et al., 2011; Skaalvik, 2011).
Teaching is a profession (Inman & Marlow, 2004; Darling-Hammond, 2005;
Skaalvik & Skaalvik, 2011). As a profession, there were certainly characteristics that are
required as a professional. Professional teachers are teachers who are able to fulfill their
duties as teachers and are paid worth payment with their works (Ingvarson et. al., 2007).
There are at least four characteristics of a professional teacher. First, English teachers are
able to give the instruction clearly. Second, English teachers have to improve students’
English skills and students’ English competences. Third, English teachers demanded to be
proactive and innovative in the classroom situation. Fourth, teachers are good role models
for their students. In fulfilling their obligations as teachers, teachers should provide their
spare time to improve their competences as professional teacher. Unfortunately, the
teachers’ administration assignment and burdens that were faced by the teacher have set
aside the importance of developing the potential of the teacher. Consequently, the
decreasing was happen in their teaching performance qualities because of their
monotonous routine with unaccompanied the refreshment of new teaching knowledge. The
development of professional teachers is important to enhance teachers’ quality (ACTEQ,
2003; OECD, 2009).Thus, participating in teacher training as professional development is
required for the teachers to enhance their competences and their knowledge refreshment.
Training is a central feature of most social sector development efforts (Healey,
2008). Training program gives good impact in teachers’ improvement (Wati, 2011). As
Wati (2011) found that English training programs were effective in improving teachers’
beliefs but the Basic English knowledge. She claimed that the English teachers need long
term training to be the useful forum for effective English teachers. Educational training
provided the trainers who are helped the trainee to enhance their ability to be more
productive behaviors (Allen, 2007). Fulan (2001) argued that "significant educational
change consists of change in beliefs, teaching style and materials which can come about
only through a process of personal development in a social context" (p. 124). Impact
Measurement Center (2005) stated that ‘English as Foreign Language training program can
change a school or company’s culture for the better and it can show how much is the
improvement after training’. Thus, teacher training is the program in which helped the
5
6
teachers to improve their ability to be better teachers in personal attitude and to advance
their knowledge in English subject as English teachers.
1. A Brief History of Professional Teaching Development in Indonesia
In the reformation era, from 1998 up to present, teacher education is related to in-
service training in the form of various condition based on the mission of the training. The
government provided training for teachers namely, PPPGs and BPGs in decentralized
Indonesia. Even though the name of two training is different but they have the same
function in mission: in-service training for teachers planned and directed by the central
government. However, this training evaluation found that these training were not effective
in keeping teachers to improve their teaching competence (Fahriany, 2014).
In 2005, the government of education affairs announced their novel program
namely teacher certification. Teacher certification is given for the teachers who recognized
the teachers are a professional profession. To involve the certification, the teacher should
have meet the requirement as follow; the teachers gain at least undergraduate academic
qualification or complete a four-year university education program. Besides, the teachers
should assess their four competences (Jalal et al., 2009). If they pass the assessment
process, they will receive a professional allowance as big amount as their basic salary as
the government employee and they will also receive functional allowances around 30% of
the basic salary (Kraft, 2008).
The first certification program held in the middle of 2007. More than 200.000 in-
service teachers were involved (Tim Independent, 2008). The certification assessment
process is through portfolio method, in which teachers demonstrate their achievement and
accomplishments during their career (Jalal et al., 2009). The portfolio criteria are gaining
good points for teachers in their participation in professional development included
training, seminar, and conference attendance. The teacher certification program raised
teacher awareness of their need to be involved in teacher training development (Tim
Independent, 2009). However, this program is only increased the live financial of teachers
other that their competences (World Bank, 2015). It will be effective if the certification
program is required the in-class training to improve their competences.
In 2010, the teacher-training institute (LPTK) organized the in-service teacher
training for two weeks as the additional certification assessment process. As the result,
PLPG was effective to increase their attitude in teaching (Hastuti, 2016). Nevertheless,
they faced difficulties to implement the teaching technique in their classroom. They argued
that the time of PLPG is not enough for them to implement their innovation that they got
from PLPG (Hastuti, 2016).
Then in 2017, PLPG improve their program quality. This PLPG activity is
intended for in-service teachers appointed before 2016. This program held for two-month
and two weeks. There are some changes in the PLPG policy but the aim is quite similar
that teacher certification is aimed only for teachers who possess all four competencies. The
training begins with the pre-condition mentoring through online application -Aplikasi
Sertifikasi Guru (ASG). Then, the teacher attends the training for 100 hours. After doing
the training, teachers will get a national examination (UTN). The total number of points
that teachers have to collect is 80 points.
The distinguished between the former PLPG and the current PLPG is the time
training and the method. In the previous PLPG is only held for about two weeks in-class
7
session but in this current PLPG is held for two months online mentoring and 100 hours in
class mentoring session. Even though the PLPG distinguished version had major
differences but the aim of the program is similar, to help the teachers improving teacher
competences and becoming professional teachers.
2. Teacher Training Evaluation
Evaluation is the systematic determination of a subjects’ merit, worth and
significance, using criteria governed by a set of standards (Moed, 2017, p.94). The main
purpose of a program evaluation is to “determine the quality of a program by formulating a
judgment” (Hurteau, Houle, Mongiat, 2009, p. 307). Evaluation is important in teacher
training program. Through evaluation, the organizer such as PLPG committee can improve
their program quality to fulfill the teachers’ need. Commonly, the evaluation is related with
the technical administration and financial but few evaluators who evaluated the program
outcome for the teachers whether it fulfills the teachers’ need to enhance their teaching
competence (Halmalik, 2004). Thus, evaluate program outcome is important to be
conducted.
Kirkpatrick & Kirkpatrick (2006) formulated the systematic standard to do
program evaluation, namely four-level evaluation. The levels represented “a sequence of
ways to evaluate programs and each level has an impact on the next level” (Kirkpatrick &
Kirkpatrick, 2006, p. 21). The four levels are as follow: Level One-Reaction, Level Two-
Learning, Level Three-Behavior, and Level Four-Result (or Outcome). The levels divided
into two-part situations, namely during training/on-training, and post-training.
a. On-training
Level 1 Reaction
Reaction is the expression of persons after they receive the stimulation. Reaction
in training related with trainees’ satisfaction about the training. On this level, the
evaluation measured of how the participant react to the training (Kirkpatrick and
Kirkpatrick, 2006). Thus, in this study, level one measures of how teachers’ react on PLPG
based on their needs in improving their competences.
The aspect in which measure of this level included their reactions on the facilities -
namely location, comfort, and convenience-, excises, audiovisual aids –the appropriateness
and the proper media presentation-, handout –how helpful, amount and so forth-, and the
value that the teachers place on the individual perspective on the program (Kirkpatrick and
Kirkpatrick, 2006, p. 28).
Level 2 Learning
Learning refers to which the teachers change attitudes; improve knowledge
because of attending the training program (Kirkpatrick and Kirkpatrick, 2006). Learning
evaluation is the measurement of the increase in knowledge or intellectual capability from
the beginning and after the learning experience in the training program (Kirkpatrick and
Kirkpatrick, 2006).
b. Post-training
Level 3 Behavior
Behavior refers to the change in behavior has occurred because the participant
attended the training program (Kirkpatrick and Kirkpatrick, 2006, p.22). Behavior
evaluation is the extent to which the trainees applied the learning and changed their
8
behavior. This level can be immediately conducted and can be several months after the
training. When the researchers evaluate change in behavior. There are some consideration
to think about; when to evaluate, how often to evaluate, and how to evaluate. This level is
more time-consuming and difficult to do that level one and level two. Considering the
circumstances, thus, this study will evaluate the teachers’ behavior after PLPG for one
semester by using classroom observation and interview as the instruments. The indicator of
measurement will be focused on the implementation of teachers’ four teaching
competences on their teaching performances.
Level 4 Result (Outcome)
A result refers to the final results that occurred because the participants attended
the program (Kirkpatrick and Kirkpatrick, 2006, p.25). This level included the teachers’
improved quality in teaching performances, teachers’ involvement in teachers’ community
and school community.
The evaluation should be conducted in sequence to avoid the inaccurate
conclusion. Kirkpatrick & Kirkpatrick argued that “reaction may have been favorable, and
learning objectives may have been accomplished, but the level 3 and 4 may not have been
presents” (Kirkpatrick and Kirkpatrick, 2006, p.23) because level 3 and 4 need to conduct
the observation to gather the program impact on trainees’ workplaces. Thus, “four
conditions are necessary: the person must have a desire to change; the person must know
what to do it; the person must work in the right climate; and the person must be rewarded
for changing.
Table 2.1 Four-Level Evaluation Model by Kirkpatrick & Kirkpatrick (2006) In
Terms Of This Research
LEVEL OPERATIONAL DEFINITION
English teachers’ impression of the PLPG program; English teachers’
Reaction satisfaction with the Instructors, pace of Training, content and materials
based on the needs of their teaching and learning activity
The teachers’ acquisition of knowledge, skills and attitude (teachers’
Learning
competences) from PLPG
The English teachers’ teaching performances on their job following the
Behavior
application of teachers’ competences
Results The teachers improved quality in teaching performances, teachers’
(Outcomes) involvement in teachers’ community and school community
B. English Competences
English language competence is one of the most controversial terms in the field of
general and applied linguistics (Bagarić, 2007). The first formulation of English
competences are from the theories of Chomsky. Chomsky differentiated between
competence and performance. Chomsky’s view of competence means the monolingual
speaker to listener’s knowledge of language. Meanwhile, performance means that the
actual uses of language in the real context. Then, Hymes’s theories of communicative
competence has slight different views. Hymes (cited in Bagarić, 2007) defined
communicative competence not only as the inherent grammatical competence, but also
9
used the competence in a variety of communication activities by combining the

competence of Chomsky with sociolinguistics.
To clarify the concept of communicative competence, Canale and Swain formulated
communication competences as a synthesis of an underlying system of knowledge and
skill needed for communication (Bagarić, 2007, p. 96). According to them, there are three
types of knowledge, namely knowledge of underlying grammatical principle, knowledge
of how to use language in a social context, and knowledge of how to combine the
utterances and communicative functions with respect the discourse competence in actual
communicative performance.
Unlike to Canale and Swain’s understanding, Taylor (1988) proposed the replacement
term of communicative competence to communicative proficiency. In addition, Bachman
devoted special attention to the aspect of language use (Bagarić, 2007). In other words, the
way of how English language is used is for the purposes of achieving particular goals of
specific situation in communication context.
a. Bahman’s Language Competences
Language competence is the capability possessed by both the speaker and hearer
either in the process of language interaction use and/or in the English language mastery. In
Teaching English as Foreign Language (TEFL), English teachers should at least know and
hold language competence as their pedagogical competence. Bachman (Cited in Fulcer &
Davidson, 2007) divided language competence into two sub-competences, namely
organizational competence and pragmatic competence. The language competence can be
seen in Figure 2.1.
10
Figure 2.1 Bachman’s Language Competence Concepts (cited in Fulcer & Davidson, 2007,
p. 43)
i. Organizational Competence
Organizational competence is the capability to arrange morphemes, words, and
sentences into proper paragraphs (Fulcer & Davidson, 2007). Organizational competence
is divided into two in-sub-competence, namely Grammatical Competence and Textual
Competence (Fulcer & Davidson, 2007, p. 43). Firstly, grammatical competence is the
ability to organize language on the sentence level (Fulcer & Davidson, 2007). The
components of this competence are vocabulary, morphology, cohesion, syntax, phonology
or graphology. Secondly, textual competence is the ability to organize language on the
textual level. The components of this competence are cohesion –logical order-, and
rhetoric –the science of persuasive speaking (Fulcer & Davidson, 2007).
ii. Pragmatic Competence
Pragmatic competence is the capability to use language based on the context of
language in social interaction (Fulcer & Davidson, 2007). Pragmatic competence is divided
into two in-sub-competence, namely Illocutionary Competence and Sociolinguistics
Competence (Fulcer & Davidson, 2007, p.43). Firstly, illocutionary competence is the
ability to receive and/or to comprehend the meaning implied the words on texts or
conversation (Fulcer & Davidson, 2007). The components of this competence are
ideational functions –the language functions to express ideas-, manipulative functions –the
language functions to get someone to do-, heuristic function –the language functions to
solve problem such as trial and error method-, and imaginative functions –the language
11
function to express imaginary ideas (Fulcer & Davidson, 2007, p.43). Secondly,
sociolinguistic competence is the ability to use language that is appropriate to social
contexts (Fulcer & Davidson, 2007). The components of this competence are sensitivity to
dialect or variety –regional differences in language use-, sensitivity to register –social
background of the audience-, sensitivity to naturalness –common usage of language-,
cultural references and figures of speech –adhering to cultural expectations when using the
language, included figures of speech, honorifics, proper time and place, and other aspects
in which related with cultural context (Fulcer & Davidson, 2007).
C. English Teachers’ Competences
Competencies are defined as “the set of knowledge, skills, and experience
necessary for future, which manifests in activities” (Katane et. al., 2006, p.44). Regarding
to the teachers’ competences, in Law No. 14/55, competence is defined as “a set of
knowledge, skills, and behaviors that have to be owned, lived, and controlled by teachers
or lecturers in performing professional duties.” Thus, competence can be interpreted as the
capability that must be owned by teachers to be able to perform and accomplish their
duties well. Schnekenberg & Waildt (2010) stated that academic staffs in this digital era
should hold four competences, namely social competence, communicative competence,
methodical competence and subject-specific competence.
Teaching profession is different from other professions, because there are certain
characteristics, which should be able to direct learners to the four pillars of education
issued by UNESCO—learning to know, learning to do, and learning to be, learning to live
together (cited in Wardoyo, 2015, p. 21). Generally, teachers’ competences are divided
into three main areas namely field competences, pedagogical competences and cultural
competences. While in Indonesian context, competences that teachers should have are
namely pedagogical competence, personal competence, social competence, and
professional competence. The specific characteristics of teachers in Indonesian context can
be described in the following sections.
1. Pedagogical Competence
Pedagogical competence is a part of professional competence for teaching career
(Mâţă, et al., 2013). To be a professional teacher, a teacher has to own the pedagogical
competence. Pedagogical competence refers to the ability to plan the learning activity, to
manage the learning activity and evaluating the learning activity. Pedagogical competence
defined as “the ability of an individual to use a coordinated, synergistic combination of
tangible resources (e.g.,, instruction materials such as books, articles, and cases and
technology such as software and hardware) and intangible resources (e.g., knowledge,
skills, experience) to achieve efficiency and/ or effectiveness in pedagogy.” (Madhavaram
& Laverie, 2010, p. 5). In Law No. 14/2005, the meaning of pedagogical competence is the
capability to manage the learning of students. In detail, according to Law attachment No.
55/2017 stated that pedagogical competence is “a set of knowledge, attitude, and skill in
designing, planning, scoring and evaluating the teaching and learning activity.” The
indicator of this competence is as follow:
a. Lesson planning included:
1. formulating the indicator competence of students and achievements of learning based
on standard competence graduates (Standar Kompetensi Lulusan-SKL);
12
2. setting the materials, processes, media sources, assessments and evaluation of the
learning; and
3. designing the lesson plan based on the syllabus.
b. Implement the learning to provide the learning environment and learning process
according to the rules of pedagogical to facilitate the development of the students’ self-
potential and students’ character.
c. Assessing and evaluating included:
1. conducting the authentic-holistic assessment which includes the realm of demeanor,
knowledge and skills; and
2. using the assessment result to improve the learning quality.
Pedagogical competences can be found in concrete terms with the other
subcategories, such as communication and relationship competences or classroom
management (Suciu & Mâţă, 2011, p. 421). Based on the characteristics, it summed that in
the holistic understanding, pedagogical competences are interconnected with the English
teachers’ abilities in designing the lesson studies in their class, in managing their
classroom, in understanding the students’ circumstances, in assessing the students’
outcomes corresponded with the information technological tools to support the teaching
and learning activities.
2. Personal Competence
Teachers also acted as a learning agent in which the role of the teacher as a
facilitator, motivator, encouragement, learning planner, and learning inspiration for
students. Personal competence is the capability of a stable personality, noble, wise and
dignified as well as being a role model for learners (UU NO.14/2005). According to Joni
(2008), personal competences needs special attention, because most of the personality is
not formed through direct learning in the context of formal education, but most are formed
as a result of accumulated escort learning experience gained on preposition and previous
education are formed even in a family environment. Thus, in the law attachment No.
55/2017 stated that personal competence is a set of knowledge, attitudes, and skills that
made up the teachers’ personality reflected the behavior of morals, wisdom, and authority
to be a role model for the learners.
The indicator of personal competence is as follow:
Behave in accordance with the norms of religion, law, social ethics, and cultural value
included;
1. Practicing the religion values as a human being believers and devoted;
2. Having the attitude of nationalism and patriotism based Pancasila and UUD RI 1945;
3. Understanding and implementing the regulations or legislation of education and teacher
training;
4. Becoming an honest person, noble, hard worker, responsible, and proud to be a teacher;
5. Having the attitude to improve their quality independently and sustainably;
6. able to adapt, to work, to be creative, to contribute, and to innovate in applied science on
social life and have insight into the global in his role as citizens of the world; and
7. having the academic integrity including the ability to understand the meaning of
plagiarism, kinds-its-kind and prevention effort as well as its consequences when
practicing the plagiarism.
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3. Social Competence
Social competence is the capability of teachers to communicate and interact
effectively and efficiently with learners, fellow teachers, parents/guardians of learners, and
school community (UU No.14/2005). Meanwhile in the Rule attachment No. 55/2017
stated that social competence is a set of knowledge, attitude, and skills to communicate, to
interact, and to adapt effectively and efficiently with learners, fellow teachers, parents and
the school community. The indicator of social competence is as follow:
Having the ability to communicate, to interact, and to adapt effectively and
efficiently with learners, fellow teachers, parents and surrounding community included:
1. communicating and interacting with students, teachers, educational staff, parents, and
community both oral and written politely, effectively and productively;
2. participating as a good citizen in the development of nation; and
3. having commitments to adapt and to use the information and communication technology
in doing the professional job.
4. Professional Competence
Professional is a work or activity undertaken by a person and becomes a living
source of income that requires expertise, skill or skill that meets certain quality or norm
standards and requires professional education. The Australian Institute of Teaching and
School Leadership (2011) mentioned that the professional knowledge of teachers includes
teachers’ recognizing their students and their learning style, as well as knowing how to
teach them. The meaning of professional competence is the capability of English subject
mastery widely and deeply (UU No. 14/2005). The position of teachers as professional as
referred to in UU No. 14/2005 Article 2 paragraph 1 serves to improve the dignity and role
of teachers as a learning agent serves to improve the quality of national education.
Professional teachers have four indicators: 1) Teachers are able to develop their
job responsibly; 2) teachers are able to do their role as teacher successfully; 3) teachers are
able to achieve their school instructional target; 4) teachers are able to do their role as
teachers properly on the teaching and learning activity at classroom setting (Hamalik
(2004, p. 38). Meanwhile, according to Kuhlman & Knežević (2017), to hold the
professionalism in teaching, the teachers should have the knowledge of teaching
foundation and teaching application. Professionalism is the condition, direction, values,
goals and quality of expertise and authority relating to a person's livelihood (Wardoyo,
2015, p. 18). Professionalism is the interconnection of all domain as follow: 1) language
ability –basic knowledge related to language as systems and related to language acquisition
and development; 2) Cultural understanding –culture as its affects student learning; 3)
Instruction ability included planning for the standards based EFL and content instructions,
implementing and managing the standards based EFL and content instructions, using
resources and technology effectively in EFL and context instructions; 4) Assessment –
language proficiency assessment and classroom-based assessment for EFL (Kuhlman &
Knežević, 2017, p. 5). In addition, Yamin (2007) argued that professional teachers is
included teachers’ understanding of the materials in which will be studied, the
understanding of teachers’ fundamental knowledge of education and teacher training, the
understanding of education process, teachers and students’ learning process.
In the Law attachment No. 55/2017 stated that professional competence is a set of
knowledge, attitudes, and skulls on structures, concepts, and science-mindset should be
14
owned, controlled, lived, and actualized by teachers. The indicators of professional

competence are as follow:
b. Mastering the English subject materials widely and depth included:
1. analyze the competence –learning achievement- as the basis of the selecting the
materials that will be taught; and
2. apply and evaluate the materials, the structures, and the concepts and the mindset of
knowledge that support the development of science, technology and arts (Iptek).
c. Mastering the theories, application, approach, technique, or method of science,
technology, or arts that are relevant with the design of lesson plan;
d. Finding the concept, the approach, the technique or the new method in science,
technology, or arts that are relevant with the design of lesson plan;
e. Disseminating the academic work of academic or other forms to the accredited national
journal or reputable international journal and/or the presented work or exhibited;
f. Applying the knowledge and skills of information technology in the context of the
development of scientific and the expertise implementation; and
g. Able to use at least one international language in the listening, reading, speaking, and
writing.
The English teachers’ professional competence knowledge that is classified by
different approach is presented in Table 2.2.
Table 2.2 The Classification of the Knowledge of English Teachers’ Professional
Competences
The Knowledge of English Teachers’ Professional
Approach
Competences
Hamalik (2004, p. 38) - Teachers are able to develop their job responsibly;
- Teachers are able to do their role as teacher successfully;
- Teachers are able to achieve their school instructional target;
- Teachers are able to do their role as teachers properly on the
teaching and learning activity at classroom setting
Yamin (2007) - Teachers’ understanding of English materials
- The understanding of teachers’ fundamental knowledge of
education and teacher training
- The understanding of education process
- The understanding of teachers and students’ learning process.
The Australian - Teachers recognize their students and their learning style
Institute of Teaching - Teachers know how to teach them
and School Leadership
(2011)
Kuhlman & Knežević, - Language ability –basic knowledge related to language as
(2017, p. 5) systems and related to language acquisition and development;
- Cultural understanding –culture as its affects student learning;
- Instruction ability included planning for the standards based
EFL and content instructions, implementing and managing
the standards based EFL and content instructions, using
resources and technology effectively in EFL and context
15
The Knowledge of English Teachers’ Professional

Approach
Competences
instructions;
- Assessment –language proficiency assessment and
classroom-based assessment for EFL
UU No. 55/2017 - Teachers’ mastering of the English subject materials widely
and depth;
- Teachers’ mastering of the theories, application, approach,
technique, or method of science, technology, or arts that are
relevant with the design of lesson plan;
- Teachers’ understanding of the concept, the approach, the
technique or the new method in science, technology, or arts
that are relevant with the design of lesson plan;
- Teachers’ publishing their academic work of academic or
other forms to the accredited national journal or reputable
international journal and/or the presented work or exhibited;
- Applying the knowledge and skills of information technology
in the context of the development of scientific and the
expertise implementation; and
- Teachers’ ability to use at least one international language in
the listening, reading, speaking, and writing.
Therefore, the English professional teachers have six components. First, changing
their traditional teaching style (teacher-centered learning) into dynamic teaching style —
collaboration between students and their teacher. The teachers should be creating
innovation with their original initiative to solve the problem that found in classroom.
Second, organize the environment attractively. Third, always improve their knowledge by
reading journals, attending teacher training and involving teaching community. Fourth,
integrate moral value into their teaching and learning activity. Fifth, have a good
interpersonal behavior with their teaching colleagues. The last, provide the significant
outcome of their students.
Furthermore, the following theories of English teachers’ competences are
interrelated with advancement of education in Indonesia. The characteristics of each
competence in this research are extracted into four conditions, namely preparation before
teaching, core activity of teaching and learning, assessment and evaluation of the learning
outcome, and teachers’ personality and their academic works. The domain of English
teachers in this research is presented in Table 2.3.
16
Table 2.3 The Domain of English Teacher Competences in this Research

(Adapted based on Law Attachment No. 55/2017)
DOMAIN INDICATOR
PREPARATION
PEDAGOGICAL a. Lesson Planning
COMPETENCE 1. Formulating the indicator competence of students and achievements
of learning based on standard competence graduates (Standar
Kompetensi Lulusan-SKL)
2. Setting the materials, processes, media sources, assessments and
evaluation of the learning
3. Constructing the lesson plan (RPP) based on the syllabus.
SOCIAL Having the ability to communicate, to interact, and to adapt
COMPETENCE effectively and efficiently with learners, fellow teachers, parents
and surrounding community
3. Having commitments to adapt and to use the information and
communication technology in doing the professional job.
PROFESSIONAL c. Finding the concept, the approach, the technique or the new
COMPETENCE method in science, technology, or arts that are relevant with the
design of lesson plan
1. Using experts' theories to design the lesson plan
2. Mention the concept of teaching
3. Mention the approach or technique in the lesson plan
4. Mention the tool of teaching in the lesson plan
CORE ACTIVITY OF TEACHING AND LEARNING
PEDAGOGICAL b. Learning Environment
COMPETENCE 1. facilitate the development of the students’ self-potential
2. facilitate the development of Students' Characters
PROFESSIONAL a. Mastering the English subject materials widely and depth
COMPETENCE
1. Analyze the competence –learning achievement- as the basis of the
selecting the materials that will be taught
2. Apply and evaluate the materials, the structures, and the concepts
and the mindset of knowledge that support the development of
science, technology and arts (Iptek).
b. Mastering the theories, application, approach, technique, or
method of science, technology, or arts that are relevant with the
design of lesson plan
17
DOMAIN INDICATOR
1. Using Theories of Approach as the basis to apply the materials
2. Using the proper technique in teaching the materials

3. Using technology or arts as the tool of teaching
ASSESMENT AND EVALUATION
PEDAGOGICAL c. Assessment and Evaluation
COMPETENCE 1. Conducting the authentic-holistic assessment which includes the
realm of demeanor, knowledge and skills
2. Using the assessment result to improve the learning quality
TEACHER'S PERSONALITY AND OTHER ACADEMIC WORKS
Personal Behave in accordance with the norms of religion, law, social
Competence ethics, and cultural value
1. Practicing the religion values as a human being believers and
devoted
2. Having the attitude of nationalism and patriotism based on five
principles (Pancasila) and UUD RI 1945
3. Understanding and implementing the regulations or legislation of
education and teacher training
4. Becoming an honest person, noble, hard worker, responsible, and
proud to be a teacher
5. Having the attitude to improve their quality independently and
sustainably
6. Able to adapt, to work, to be creative, to contribute, and to
innovate in applied science on social life and have insight into the
global in his role as citizens of the world and
7. Having the academic integrity including the ability to understand

the meaning of plagiarism, kinds-its-kind and prevention effort as
well as its consequences when practicing the plagiarism.
SOCIAL Having the ability to communicate, to interact, and to adapt

COMPETENCE effectively and efficiently with learners, fellow teachers, parents
and surrounding community
1. Communicating and interacting with students, teachers,
educational staff, parents, and community both oral and written
politely, effectively and productively
2. Participating as a good citizen in the development of nation and

18
DOMAIN INDICATOR
PROFESSIONAL d. Disseminating the academic work of academic or other forms
COMPETENCE to the accredited national journal or reputable international
journal and/or the presented work or exhibited
1. Teachers write the scientific journal related to English teaching and

learning
2. Teachers are published their work in form of journal
e. Applying the knowledge and skills of information technology in
the context of the development of scientific and the expertise
implementation
f. Able to use at least one international language in the listening,
reading, speaking, and writing.
D. Previous Related Research

The issues in this research were the English teachers’ competences and the
teachers’ training program of PLPG. There were seven previous research in which were
related with the issue of this research.
The first was the research report written by Joppe de Ree and funded by the World
Bank entitled “Indonesia: Teacher Certification and Beyond” published in 2015. Two and
half year field observational study was conducted to investigate the impact of government
regulation about teacher certification on educational reform. This research aimed as
randomized controlled trial, with the intention of rigorously evaluating the process of
certification, and the impact of paying teachers double on their behavior and on student-
learning outcomes (World Bank, 2015, p. vi). This research concluded four general
conclusions of this study: (1) Paying teachers more does not make them teach better; (2)
Teachers with bachelor’s degrees are only moderately better teachers than teachers without
bachelor’s degrees. This is especially true for primary school teachers; (3) Teachers with a
reasonable level of subject-matter knowledge are much better teachers than teachers who
have difficulties with even the most basic mathematical exercises. Hundreds of thousands
of primary teachers in Indonesia have difficulties with even the most basic mathematical
exercises; (4) Teacher training colleges’ produce 250,000 university-trained teachers each
year, whereas the school system needs only 50,000 – 100,000 (p. 9).
The second was the thesis entitled “Teacher training program for Professional
Development” by Hastuti published in 2016. Hastuti was conducted the observational
research in three schools at Cirebon. The objective of this research was investigated
teachers’ perception about teacher training program for professional development and its
impact to their teaching performances. Three English teachers who was attended PLPG
became the key informants of this study. The study showed that all of teachers agreed that
by attending PLPG, their knowledge in teaching improved. PLPG is effective to increase
their attitude in teaching as well. However, they faced difficulties to implement the
teaching technique in their classroom. They argued that the time of PLPG is not enough for
them to implement their innovation that they got from PLPG.
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The third research was a research journal written by Wardoyo published in 2015
entitled “The Measurement of Teacher’s Personality Competence and Performance Using
Embedded Model.” Wardoyo (2015) aimed to analyze the effect of professional
competence variables on teacher performance by using embedded model and by using ex-
post facto design. The samples of this research were 76 teachers in Malang. The research
concluded that social competence have no significant effect on teacher performance, while
pedagogic, personal and professional competences have significant effect (Wardoyo, 2015,
p. 22). Moreover, personality competence showed significant effect on the teachers’
performance (Wardoyo, 2015, p. 22).
The fourth research was a scientific journal by Adnan Hakim (Hakim, 2015). This
research aimed to analyze and determine the contribution of teacher’s four competences,
namely pedagogical, personal, professional, and social competences on the performance of
learning. This research was conducted correlation design with proportional sampling
technique. This research argued that there are significant influence between the
contributions of teacher’s four competences with the improvement of performance quality
in learning process.
The fifth research was a journal article written by Dr. Ayşegül Zıngır Gülten
entitled “Am I planning well? Teacher trainees' voices on lesson planning” (Gülten, 2013).
The research was explored the first lesson planning experience of the teacher trainees’ and
identify their reaction by using self-reflective technique. The result showed that the
challenges that was faced by the teachers were timing difficulties, problems in sequencing
and selecting activities, providing effective transitions and finding sources (Gülten, 2013,
p. 1409).
The sixth research was a journal by Deborah K. Zuercher, Jon Yoshioka, and
Stephanie Buleow. This journal entitled “Teachers as Agents of Change: Innovative
Professional Development School Partnerships in the Pacific” by using collaborative
research. This research tried to explore the teacher candidates (pre- service teacher of
University of Hawaii at Manoa Master of Education in Teaching Program (MEdT)) as the
positive agents of change in professional development school (PDS) when designing new
teacher education programs. The research revealed the challenge of working in
professional development schools (PDS) into three broad categories: Teacher Teaming,
Teacher Inclusion, and Teacher Evaluation.
The seventh research was a dissertation by Kimberly Mazaleski. The researcher
was conducted mixed method case study (SoCQ and Interview) entitled “A Study of
Teacher Specialists as Change Agents to Facilitate Educational Reform” in 2010. This
research tried to exploring how a group of teacher specialists, acting as change agents,
identified and met the needs of change adopters, the teachers, during a standards-based
science resource implementation. The research found that specialist teachers had been
succeed to be change agents for elementary teacher (change adopter) and shed light on how
educators can use teacher specialist to better design and deliver need-based professional
development to teachers for the improvement of student achievement.
The aforementioned researches from the eight previous research, it found that there
were three debate results among the previous research findings. First, in a research
conducted by the World Bank (2015) stated that teacher certification only improves the
living standard qualities of the teacher economically but in the aspect of competence, there
20
was not a significant improvement that was possessed by teachers. It was contrary with the
findings of Hastuti (2016) which revealed that after teachers take part in the PLPG, the
teachers were able to improve their pedagogical competencies but there is no improvement
in their professional competencies.
Second, there was a slightly debate findings between wardoyo (2015) and Hakim
(2015). Wardoyo (2015) mentioned that three of four teacher competencies have
significant effects on teacher performance, namely, pedagogical, personal, and
professional. While, social competence of teachers did not have a significant effect on
teachers’ performances. This was in contradiction with the findings of Hakim (2015)
which states that the four competencies that teachers have greatly contributed to improving
the quality of teacher performances.
Third, even though Zuercher et. al., (n.d) and Mazaleski (2010) revealed similar
result that teachers has significant role in enhancing the quality of Education through
training program but in different concepts. Zuercher et. al., (n.d) revealed that the teachers’
significant role in making the new educational program policy while Mazaleski (2010)
revealed that teachers’ significant role as teacher specialist, for instance English teacher, as
the intended adopter change agents.
Based on the previous related researches, the researcher was interested in doing the
research interrelated those topics. However, the previous researches was investigated the
teachers’ competences separately with the teacher training program in which the main
objective of teacher training program (PLPG) in Indonesia context was to improve
teachers’ competences. Therefore, this research is presented different point of view of
investigations from previous research regarding to the evaluation of teachers’
competencies. The experiences and problems experienced by teachers during teaching
before PLPG, what have they learned during the PLPG, and what did changes positive in
terms of improving teachers’ competences experienced by teachers after taking part in the
PLPG. Research methods and results will be discussed in the following chapter.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of this research. This research design is adapted
from Kirkpatricks’ training program evaluation and case study design. This following
chapter presents the design of this research, included subject of the research, data sources
and the instruments, and data analysis.
A. Design of the Research
This research employed both quantitative and qualitative approaches based on the
model of four level training evaluation proposed by Kirkpatrick & Kirkpatrick (2006). The
researcher used this method to seek deep exploration of the issue of this study. The four
levels namely Reaction, Learning, Behavior, and results then classified into three
conditions; Pre-training, on training, and post-program.
Figure 3.1 The design of this research (Adapted from Kirkpatrick & Kirkpatrick, 2006)
1. The Method Priority

The priority of this method was using the qualitative design because the researcher
seek more detail explanation through qualitative data then quantitative data was
strengthening the qualitative data. In other word, qualitative data was greater than
quantitative data (Creswell, 2012).
21
22
2. The Sequence of Data Collection

There are three sequences of Data Collection as follow:
Sequence One: Pre-training
In this step, the investigation focused on the background knowledge of English teachers’
teaching experience before attending PLPG. The data is gathered by using interview and
lesson plan of the teacher as the key informants.
Sequence Two: On-Training
In this step, the investigation about how English teachers’ reaction after getting the training
and what have they learned on PLPG whether improved their background knowledge. The
data is gathered by using questionnaire.
Sequence Three: Post-Training
In this step, the investigation focused on the English teachers’ behavior on the program
after the program finished. The behavior related to the English teachers’ usage of their
knowledge about materials that they learned from PLPG and implemented their knowledge
into teaching and learning activity whether changes their traditional ways in teaching. Not
only that, but also, the researcher investigated the teachers’ involving in Teachers’
community and school community. The data is gathered by conducting the classroom
observation and using English teachers’ competence indicators to measure their
competence after PLPG and interview to key informants and other related interviewees.
3. Method Visualization
There are two visual methods, Qualitative method and Quantitative method.
a. Qualitative Method
Qualitative method that used in this study was case study design to capture and to
understand the behavioral changes of person under investigation and observation in its
natural/ real life settings (e.g., Crowe, et al., 20011; Griffee, 2012; Malik & Hamied, 2014;
Hodijah, 2016). This design framed to investigate the research activity in Sequence One
and Sequence Three (Figure 3.2).
Figure 3.2 The qualitative design used in this study (adapted from Miles and Huberman,
1994; Creswell, 2012)
23
b. Quantitative Method
Quantitative method by using survey is conducted to gathering opinion of all
English teachers who attended PLPG year 2017 sixth session. The opinion included the
teaching materials that they got from PLPG, its implication, and their opinion about PLPG
in general. This design framed to investigate the research activity in Sequence Two (Figure
3.3).
Figure 3.3 The quantitative design used in this research

B. Site of the Research
To answer the questions, this study will observe five locations as follow;
1. Teacher Training Program Site
The efforts that the researcher did was getting permission to chief of PLPG
training program as the executive who is in charge for all activity that held in PLPG. The
researcher chose PLPG in Bandung as this research setting because it is the educational
university in which concerned with the development of teachers for west java.
2. Five English teachers’ School who was attended PLPG.
Two attempts that the researcher wanted to do to get the access to five schools
from three districts in Indonesia –Cirebon Regency, Bandung Regency, and Bandung City.
The first was getting the consent paper from the primary key informants in which stated
that they are voluntarily agreed to be this study’s key informant. Then the researcher
proposed the principal of their school to get permission for the classroom observation.
West Java region is chosen to be the limited area of this study.
C. Subject of the Research
1. Survey
a. Population
The population of this study is all English teachers who attended sixth session of
PLPG 2017.
b. Sample
The samples of this study are 33 English teachers who attended PLPG session-6.
The questionnaires have been distributed to 33 English teachers who attended PLPG
Session 6. However, the questionnaires that were returned to the researcher were
approximately 27 teachers. The characteristics of respondent in this study are presented in
Table 3.1.
24
Table 3.1 Respondent Characteristics

Total Teaching Assignment Year of Teaching Experience
Responden JHC SHC/ BOTH < 5- 5 to 10- 10 to 15- 15 to 20- Not
t VHC year year year year Mention
27 8 17 2 2 18 2 1 4
Abbreviations:
JHC: Junior high school SHC: Senior high school VHC: Vocational high school
2. Key Informants
In qualitative design, the participant called the key informant. This is using
snowballing sampling. The entire key informant names will be kept confidential because of
research ethics. The key informant in this study is divided into three categories: the
primary key informant, the secondary key informants, and the supporting key informants.
They are as follows:
1) The primary key informants were five English teachers at senior secondary public
and/or private school who have the similar characteristics. They have graduated from
English education major (bachelor of education degree/ S. Pd) and have passed the
national examination (UTN) of PLPG in 2017. The characteristics of the primary key
informants in this study is presented in Table 3.2
Table 3.2 Characteristics of Primary Key Informants in this Research
KI G D/C TA TE TCT
ET-01 Male S1 English - Homeroom 12-year 77
Education Teacher of 12 IPA (2-year
5 while he
-12 IPA 1 was a
-12 IPA 2 college
-12 IPA 3 student &
-12 IPA 4 10-year
-12 IPA 5 after
-12 IPS 1 graduation
-12 IPS 2 of S.Pd)
-12 IPS 3
ET-02 Female S1 English - Staff of the 17-year 77.8
Education curriculum
division
- Homeroom
Teacher of 12 IPS
2
- 10-1
- 10-2
- 10-3
- 11 IPS 2
- 11 IPS 1
25
KI G D/C TA TE TCT
- 11 IPS 3
- 12 IPA 1
- 12 IPS 1
- 12 IPS 2
ET-03 Female S1 English - Homeroom 11 year 77.3
Education Teacher of 12 IPS
3
- 10 IPA 1
- 10 IPA 2
- 10 IPA 3
- 10 IPA 4
- 10 IPA 5
- 10 IPS 1
- 12 IPS 1
- 12 IPS 2
- 12 IPS 3
ET-04 Female S1 English -Homeroom 12-year 77.8
Education Teacher
-10 Electron 1
-10 Electro 2
-10 MP 3
-10 Otomotif 1
-10 Otomotif 3
-10 TKI 1
-10 TKI 3
-11 Electro 1
-11 Electro 2
-11 Otomotif 3
ET-05 Female S1 English - Vice Principal of 10-year 77.7
Education Public Relations
- 11 IPA 1
- 11 IPA 2
- 11 IPA 3
- 11 IPS 1
- 11 IPS 2
Abbreviations:
KI = Key Informant TA = Teaching Assignment
G = Gender TE = Teaching Experience
D = Degree TCT = Teacher Competence Test score
26
2) The secondary key informants were the students who were taught by the primary key
informants. The description of Students as secondary key informants is presented in
Table 3.3.
Table 3.3 Characteristics of Secondary Key Informants in this Research
Teachers’ code Visited class for Number of open Number of open
classroom questionnaire questionnaire
observation distributed returned
ET-01 12 IPA 1 160 100
12 IPA 2
12 IPA 3
12 IPA 4
12 IPA 5
ET-02 10 A 50 29
10 B
10 C
11 IPS 1
ET-03 10 IPA 3 27 27
10 IPA 4
10 IPA 5
ET-04 10 Electro 1 79 61
10 Electro 2
ET-05 11 IPA 2 60 32
11 IPS 2
11 IPA 3
TOTAL NUMBER 376 249
3) The supporting key informant was the vice principal of curriculum who was in
charge at the school of the primary key informant is teaching at.
D. Data Sources
The instruments of this research are determined by research design.
1. Qualitative Method
a. Researcher as the non-participant observation
The researcher acted as one of the instruments of this research due to researcher’s
participation as non-participant observation.
b. Document
There were two documents needed in this study. The first is the regulation
document of Minister of Education and Culture (MoEC), the law (UUD) of teachers, the
law (UUD) of teacher certification, and PLPG module and syllabus. This instrument used
27
to checking the relation with the implementation during PLPG activity. The second is the
English subject lesson plan that created by the primary key informant. The English subject
lesson plan was before and after attended PLPG. It aimed to check whether any
improvement in designing the lesson plan before and after attended PLPG.
c. Interview
This instrument used to gathering all information of English teachers’ teaching
experiences and their experiences while attended during PLPG. The interview is conducted
for five key informants of this researchand vice principle of curriculum division of the key
informants. The interview with the key informants gathered their teaching experiences of
before attending PLPG, their perception while attending PLPG, and their perception of the
PLPG training program implication on their profession as English teachers. The second
interview with vice principal gathered the information about the key informants’ characters
and their role in the school. In addition, the last interview with the students collected
information about their impressions while being taught by key informants. The outline of
semi structure interview is presented in Table 3.4.
Table 3.4 Content outline of semi-structure Interview
No. Interview Interviewee Outline

1 Interview A 5 Key informants 1. Teachers’ teaching experiences before
attending PLPG
(including the experiences in developing
lesson plan, teaching and learning activities,
and their problems face while the teaching
activity)
2. Teachers perceptions of PLPG for both
online session and offline session
3. Teachers’ teaching experiences after
attending PLPG
(including the experiences in developing
lesson plan, teaching and learning activities,
and their problem solving while the teaching
activity after PLPG)
4. Teachers’ understanding of teachers
competences
5. English teacher communities involvement
6. Their feeling for being a teachers
2 Interview B Vice Principle 1. Key informants’ performances in the duty
as English teachers before PLPG
2. The curriculum used in the school
3. The vice principal personal impression
with the key informants’ performances
after attending PLPG
(Table adaptation: Ni’mah, 2016)
28
d. Field Observation
This instrument used to observe two major activities. The first was observing
PLPG activities. Researcher as non-participant observation attended the PLPG activity and
took note all the activity that was happen in PLPG. The second was the teaching and
learning activities in classroom after PLPG. This instrument is gathered by using video
tapping for one semester after they followed PLPG.
2. Quantitative Method
a. Survey
Two surveys was conducted in this research. The first survey was delivered to
English teachers who attending the PLPG session 6. The survey used to measure English
teachers’ reaction on PLPG for both online mentoring and in-class mentoring. The
indicators of questionnaire are presented in Table 3.4.
Table 3.5 Domain and Indicator of Questionnaire
No. Domain Indicator Total Number of Scale
item item
1 Teachers’ 1. Teachers expressed their 7 A1, 2, 3, 4, 5, Guttman
reaction on feeling after attending 6, 7 Scale,
PLPG 2017 PLPG Checklists
2. Teachers are able to give 13 S8, 9, 10, 11, Likert

their reaction to the 12, 13, 14, Scale
training related with the 15, 16, 17, (point 1-5)
relevancy of the 18, 19, 20
materials with their
needs on teaching
profession
3. Teachers are desire to 3 S21, 22, 23
apply their new
knowledge from PLPG
into their teaching and
learning activities
4. PLPG was held in 5 S24, 25, 26,
comfortable place 27, 28
2 Teachers’ Teachers have their beliefs 5 S29, 30, 31,
competences on their competences 32, 33
3 Objective Training Questions 3 Q34, 35, 36 Open

Perspective on Addition: the English Question
the PLPG teachers’ comment on the
overall program
(Developed from Sugiyono, 2012)
29
The second survey was open questionnaire in which delivered to the student. It
aimed to gather the nominal data of which investigated the students’ opinion about their
teachers’ teaching style and action in delivering the materials after the teacher attended the
PLPG and their teachers’ role in organizing the classroom.
E. Data Analysis Procedures
The data were analyzed based on the research methodology as follow:
1. Sequence One: Pre-Training and Sequence Three: Post-Training
The data analysis in sequence one and sequence three in this research was analyzed by
adapting from seven stages of data analysis (Cresswell, 2012; Sugiyono, 2012). The stages
of chronological order analysis were obtaining the data, transcribing the data, coding the
data, classifying the data, tabulating the data, interpreting the data, and drawing
conclusion.
a. Obtaining the Data
Obtaining the data in this research has conducted an overall field observation for
seven months. The sites of this research were one of PLPG home base in Bandung and five
school of the entire key informants.
Since September to November 2017, the researcher asked the permission of PLPG
institution to conduct the observation in PLPG as the preliminary study of this research.
Then, in December 2—13, 2017, the researcher as the instrument of this research
conducted the field observation in PLPG by non-participant observation. The technique to
gather the data was using audio recording and capture the situation by using phone camera.
In January 2018 to March 2018, the researcher conducted the field observation at
five school of the entire key informants at Cirebon regency, Bandung regency, and
Bandung City. The technique to gather the data was using audio recording, video
recording, field note taking, and collecting teachers’ document. The data that is collected
were teachers’ documents, classroom observation and interview with the entire key
informants.
b. Transcribing the Data
The transcribing the data in this research were transcribed the data into written
forms and then analyzed the written data based on the analysis technique in this research.
After obtaining the interview voice recordings and video recordings of English teachers’
teaching experience before the training and classroom observation after the training are
transcribed into an interview transcription and field-note observation sheet.
c. Coding the Data
After collecting the data and transcribed the data, then the data in this study is
reduced only the important data that is taken as this result finding. The transcription data is
reduced and is coded based on the line and the key word of theme that has appeared.
d. Classifying the Data
In this stage, the data that has coded then is classified based on themes, namely
teachers’ teaching experience (sequence one), teachers’ basic knowledge of teachers’
competences, the lesson plan, teachers’ performance, English teaching preparation, and the
need of teachers—called Level 3; Behavior. This stage aimed to make easier the researcher
30
to analyze and to interpret the data. The researcher to interpret the data to be a report based
on the themes
e. Tabulating the Data
The tabulating the data in this research was put the classifying the data into matrix
tables. Then, the data is displayed in matrix, figure and graphic to make the report is easy
to be understood by the readers. The tabulation data is organized based on the sequence of
this research design.
f. Interpreting the Data
The data in this research that were classified and formed into table matrix and
graphic is interpreted into the report form of descriptive text. The finding of this research
was interpreting based on the sequence of this research namely, before PLPG, whilst
PLPG, and post PLPG. The interpretation is supported by the evidences and by the verified
data of these findings.
g. Drawing Conclusion
The stage of drawing conclusion in this research aimed to wrap up the finding of
this research and highlighted the findings in the conclusion of this research based on the
questions of this research.
2. Sequence Two: On-Training

a. Level One, Reaction (Survey)
The questionnaire is analyzed based on the indicators of questionnaire. The result
of the survey then displayed in to graphic and percentage data. The interpretation of data
then integrated with the interpretation of sequence one and three.
b. Level Two, Learning
The data is gathered by using interview with the primary key informant. The result
is interpreted in the finding of this research.
F. Trustworthiness
In order to this research became a trusted research, the researcher tried to provide
credible findings. The data is tested by using three techniques; triangulation and audit trial
for the qualitative method; Validity and Reliability for the quantitative method.
1. Qualitative Method
a. Triangulation: Credibility
i. Member Checking
Before the interview is conducted, the supervisor and two magister of English
education class of researcher’s collages in which participated the pilot study were checked
the data together with the researcher. In addition, even though there were five key
informants of this research but the supporting data of secondary key informant is gathered
from those interviewees who were knew and understood the issue related to PLPG,
professional teacher in education until the data is not bias.
ii. Method
The method trustworthiness in this research meant that the method employed in
this research was in accordance with the characteristics of the method. In other words, the
31
qualitative data were analyzed in depth regarding to the research data finding. Meanwhile
the data using the survey was analyzed based on statistical data of the data finding. The
rechecking aimed to be transparent and to avoiding the bias. Then the field observation,
questionnaire, and other evidences were conducted to synchronize the results.
iii. Transferability
Transferability refers to degree to which the results of this research can be
generalized or transferred to other contexts or settings (Sugiyono, 2012, p. 276). Hence,
the result of this research is displayed by providing detail explanation, precise and
systematic description and credible. Then the reader could decide whether the result of this
research could be implemented or not based on the other context or certain situation.
b. Audit Trial
iv. Dependability
Dependability refers to degree to which the research process repeated or replicated
in another research (Sugiyono, 2012, p. 277). Dependability test in this research is done to
audit the whole process of research. The data display is provided by evidences or field
finding. Hence, the steps of research were displayed in detail.
v. Confirmability
Confirmability in this research referred to degree of this research objectivity. If the
dependability is the audit the whole process, then the confirmability is the audit of the
results. The results is associated with the process of research. Hence, the result display
provided the systematical description based on the design of the research.
The data analysis for both interview transcription and field observation is analyzed
by adapting from four components of data analysis stages adapted from Creswell (2012)
and Sugiyono (2012). The note taking and video tapping was checked the balance of the
theme and case occurrence of the events or commonly called self-reflective manner.
2. Quantitative Method
a. Validity
The survey validated through five steps’ as follow: The first was establishing the
questionnaire. The statement and/or question is distributed after get the supervisor
checking. The third was running the pilot study (Table 3.5). The survey questionnaire of
both statement and pilot study to one English teacher who was teaching English subject in
senior secondary school and has become certified teacher and tested to the third semester
of master students of English education department. The third was used principal
component analysis to avoid the bias and error statements.
Item A1-7 and Q34-36 are tested by using content validity. Content validity referred
to the degree to which instrument fully measure the indicator (Cresswell, 2012; Sugiyono,
2012). The content of item instrument have interconnected with the indicator of instrument
and PLPG circumstances. Item S8-33 is analyzed by using the Bivarate Pearson in SPSS to
measure the validity (Table 3.6). The fourth was checking internal consistency to ensure
the consistent statement items. The last was revising the questionnaire.
32
Table 3.6 Validity Tests of Questionnaire Instrument Using Bivarate Pearson in SPSS
Item Number rcount rtable Status
S8 0.794 0.468 valid
S10 0.600 0.468 valid
S11 0.510 0.468 valid
S12 0.537 0.468 valid
S13 0.672 0.468 valid
S18 0.670 0.468 valid
S20 0.791 0.468 valid
S21 0.564 0.468 valid
S23 0.591 0.468 valid
S24 0.725 0.468 valid
S26 0.841 0.468 valid
S27 0.594 0.468 valid
S28 0.635 0.468 valid
S29 0.763 0.468 valid
S30 0.859 0.468 valid
S31 0.827 0.468 valid
S32 0.776 0.468 valid
S33 0.672 0.468 valid
N = 18
Based on the data in Table 3.6, there are 18 items of 26 items in which valid - S8,
10, 11, 12, 13, 18, 20, 21, 23, 24, 26, 27, 28, 29, 30, 31, 32, 33. Meanwhile, 8 items got the
rcount less than rtable (0.468). They are eight items number S9, 14, 15, 16, 17, 19, 22, 25.
Abbreviations:
k : Item of questionnaire
: Total Varian of each item
: Total Varian of all items
Figure 3.5 Alpha Cronbatch’s α Formula (Azwar, 2001, p. 78)
b. Reliability
The researcher uses alpha Cronbatch’s α to check the reliability of the
questionnaire. The analysis process is explained in Figure 3.5 and the result is showed in
Table 3.7.
33
Table 3.7 Reliability Statistics

Cronbach's Alpha N of Items
.967 26
Based on the data in Table 3.7, the result of the reliability was 0.967. The result
was bigger than 0.80 (The standard of the reliability test). It means that this questionnaire
were reliable to be distributed by deleting the drop scale items.
34
G. Research Timeline
2017 2018
ACTIVITY
SEPT OCT NOV DES JAN FEB MAR APR MAY JUN JUL AUG
TIME
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Prelimina
ry study
Seminar
of thesis
proposal
PLPG
Observati
on
Classroo
National Examination
m
Observati
on,
(UNBK)
School A
SCOOL C: NE
Classroo
m
Observati
on,
School B,
n
C, D, E
Transcribi
ng Data
Coding &
Categorizi
ng Data
35
2017 2018
ACTIVITY
SEPT OCT NOV DES JAN FEB MAR APR MAY JUN JUL AUG
TIME
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Interpreti
ng Data
Reporting
Data
Registerin
g Thesis
Seminar
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents the finding of the research and result discussion of this
research. The data finding and evidences is displayed systematically following the
methodology and its sequences. The discussion section of this research finding is displayed
to draw the bottom line of this research.
A. Research Finding
Data Description
The following research findings obtained based on data analyses sourced from
legislation official documents about teachers and teacher training program in Indonesia
context, questionnaires, lesson plan of key informants, interviews, and observations. This
research has conducted an overall field observation for seven-month since September 2017
to March 2018. The observation carried out at PLPG training program (pre-thesis for
developing the thesis proposal) and then continued with classroom observation.
Classroom observation has conducted after the PLPG 2017 training has finished.
The observation has conducted in five schools of five key informants. The identity of
schools and key informants of this research is treated confidentiality due to the ethics of
research. School name coded as School-A to School-E and key informants’ name coded as
ET-01 to ET-05. Key informants have been chosen based on their similar characteristics as
follow: (1) all key informants have passed the national examination of PLPG (UTN) in
term one; (2) they should be graduated from Strata one of English Education major; (3)
they have experienced as an English teachers for above 5-year.
The entire research activities have done as the efforts to seek answers of the
research questions. Each research question is answered based-on the method and its
sequences.
1. How did English Teachers Implement Their Pedagogical Competence in Their
Teaching Activities before PLPG, whilst PLPG, and post-PLPG?
Principally, the purpose of the implementation of the PLPG program was to be
able to bridge the teachers improving their four teachers’ competencies, namely
pedagogical competence, personal competence, social competence, and professional
competence. However, on the lattice of the PLPG implementation, there were only two
competencies that become the main focus on the basis of every PLPG activities, namely
pedagogical competence and professional competence. Pedagogical competence, in which
included personal competence and social competence indirectly, consists of how to
improve the quality of a teacher in terms of lesson planning, the ability of teachers as
students’ facilitator to generate students’ outcomes according to the expectation of
curriculum. While professional competence consists of the ability of teachers in mastering
the material, structure, concepts, and academic mindset that support English subjects that
they will be taught to the students. The implementation of professional competence is
discussed more deeply at the fourth point in the findings of this research.
This section provided the evidences of English teachers in implementing their
pedagogical competence before PLPG, while PLPG and post-PLPG.
Basically, the implementation of pedagogical competence of English teachers can
be seen from the teachers preparing the annual program, semester program, designing the
lesson plan, and continued on how the teacher apply those in the class condition and on
how did they evaluate the success of learning that he/she designed. By means of mastering
36
37
pedagogical competence was a very basic and important thing that a teacher should have in
carrying out his responsibilities as a facilitator for his students can develop the potential of
their English skills. The mastery of pedagogical competence considered as a benchmark of
successful learning and teaching in the classroom.
i. The Implementation of Teachers’ Pedagogical Competence before PLPG
At the time the researcher did the observation, the researcher collected the
document related to preparation of teaching and learning that was prepared by the key
informants. The document obtained in the form of lesson plan for one semester in the
current year and the lesson plan that they composed while attending the lesson plan
workshop of PLPG. Furthermore, researcher interviewed them about the preparation
process that they were doing before teaching in the classroom. The intended process is
included on teaching activities before and after they attended PLPG.
At that moment, the researcher has observed in School-A, the researcher did not
collect the annual and semester program of ET-01. Fortunately, researcher has collected
ET-01’s lesson plan before PLPG and the lesson plan that ET-01 used in peer-teaching test
on PLPG. In designing the lesson plan before PLPG, ET-01 provided the standard
competence based on the syllabus of KTSP, stands for school-based curriculum, which
was applied at ET-01’s teaching class of 12. The basic competences and the indicators
were referring to the syllabus. In ET-01 lesson plan, for instance the topic of review text,
ET-01 mentioned the teaching method and approach based student-centered. In the text
materials, ET-01 mentioned an example of short-text in lesson plan of standard
competence number 10. Unfortunately, the text did not provide explicitly the genre of text
example in detail. The text example was taken from the English textbook. In the lesson
plan, the evaluation of students’ outcomes is not holistic because, in the lesson plan, ET-01
is only assessed the students’ understanding of the materials. The elements of students’
attitude, for instance religious, social attitude and other aspects are not shown on the
assessment indicators.
The researcher asked ET-01 whether ET-01 found difficulty in the
implementation. ET-01 mentioned that the difficulty in preparing the lesson plan was
balancing the expectation of curriculum with ET-01’s students’ condition. As ET-01
stated:
“Kebetulan untuk mengajar didaerah itu saya rasa lebih banyak emm... kerja
kerasnya. Soalnya disatu sisi kita harus merampungkan SKKD, disisi lain
kemampuan siswa masih jauh dari apa yang harus dirampungkan itu. Karena
kalau dari (kemampuan bahasa Inggris) SMP nya juga untuk ke SMA itu
memang kurang terutama masalah vocabulary nya. Jadi ada upaya tambahan
dalam meningkatkan SKKD itu apa yang kita upayakan itu bisa nyambung
dan bisa menuntaskan apa yang akan diajarkan itu sesuai SKKD.”
(Data sourced code: INT-A/ET-01-007 to ET-01-017; see appendix 3)
[By any chance, to be a teacher in my region, I have to do more effort to teach
English. At some point we should complete the target learning (SKKD), but
the other point the students’ competences still too far to reach the target.
Because since they were in junior high school until now (senior high school),
they lacked of English proficiency especially in English vocabulary
proficiency. So there will need extra effort to enhance their learning
38
achievement that what we have effort for could bring the interconnection
between a teacher and students and completed what we should be completed
based on the Standard competence and based competence (SKKD)].
ET-01 mentioned the projector as a tool of teaching but in the implementation, ET-
01 did not use it as a tool. ET-01 used a black board instead of projector because of lack of
facility in School-A.
An open poll was conducted on some students taught by ET-01, there were various
impressions. When asked about the learning process before ET-01 followed the PLPG,
students argued that in the implementation, ET-01 teaches well but tends to textual
teaching. The study references that used still refer to the English textbook. Therefore, it
makes teaching seem less fun and monotonous as expressed STD-40 said:
“..Cara mengajar sedikit membosankan, acuan belajar monoton (hanya buku
cetak). Secara penguasaan materi bagus, saran hanya penyampaiannya lebih
asik dalam mengajar. Lebih ngajak anak untuk antusias belajar bahasa
Inggris. Tunjukan bahwa bahasa Inggris menyenangkan.”
(Data source code: SR-A02/STD-40; See appendix 8).
[The way of teaching is a little boring. The learning reference is monotonous
based on the English textbook. The mastery of English materials is good. Just
be more fun in teaching, invited us to be more enthusiastically learning
English. Show us that learning English is fun.]
Another case has found ET-02 in School-B. ET-02 provided the standard
competence based on the syllabus of 2013 curriculum. ET-02 also provided the
achievement indicators and cultural and character value in ET-02’s lesson plan based on
the 2013 curriculum. Unfortunately, ET-02 used three-phase technique for instance in the
topic of descriptive text, basic competence number 8.1. ET-02 mentioned the technique but
ET-02 did not explain about the implementation of three-phase technique in detail. In
addition, no reference of the materials’ sources or website address found in the lesson plan
in which ET-02 downloaded the additional content of materials such as the pictures.
The researcher asked ET-02 about the designing lesson plan before PLPG, ET-02
mentioned that ET-02 adapted from the lesson plan format available on the internet. As
ET-02 said that:
“Biasanya, suka ngambil dari Internet. Paling ya dilihat ..ehm… ada
beberapa hal yang harus dibikin, yang ngga sesuai dengan disini dan
kemampuan anak-anak. Kadang ngambil materi-materi teh yang ini anak-
anak bakal ngerti, kalau misalnya anak-anak ‘ini bakal susah, rada agak
dipermudah gitu’.”
(Data sourced code: INT-B/ET-02-162 to ET-02-166; See appendix 2)
[Usually, I took from the Internet. But I just saw it. There were some aspects
that must be designed by myself in accordance with the requirement of
School-B standard and the students’ skills. Sometimes I downloaded the
materials that these students will understand. If the students supposed to be
understood as I wondered 'this would be difficult, so I lowered the level of
material difficulty for the lower achiever.]
In line with the effort of ET-02, when the researcher asked the students’ opinions
regarding the ET-02 teaching style before the PLPG, the students who are taught by ET-02
39
responded with the variant response and the majority expressed positive reaction about
their teachers. As one of ET-02’s student pointed out that:
“Gaya mengajar miss ET-02 sangat zaman now, karena miss ET-02 mengajar
dengan sabar dan seru.”
(Data source code: SR-B01/STD-10; See appendix 9)
[The teaching style of miss ET-02 is very up to date, because miss ET-02
teaches us patiently and excitingly.]
In ET-03’s case, the lesson plan provided the core competence based on the 2013
curriculum, and the indicator of learning activity based on the characters of 2013
curriculum, namely, sikap spiritual (spiritual attitude), sikap sosial (social attitude),
pengetahuan (knowledge), and penerapan (application). The learning approach that is used
by ET-03 was group discussion, individual and group assignment. In the application of the
learning, ET-03 referred to the 2013 curriculum steps, namely, observing, questioning,
exploring, associating, and communicating. Nevertheless, ET-03 did not provide the
sources of the materials. ET-03 only mentioned the title of an English book, teaching tool
materials, and magazines with no title. There was no bibliography of book based on APA/
MLA format.
In addition, while being asked about the designing lesson plan before PLPG, ET-
03 provided the lesson plan by revising the previous version of ET-03’s lesson plan. It is
revised by adjusting the previous curriculum materials with the current curriculum of 2013.
As ET-03 stated that:
“…dulu si sempet bikin, sekarang karna kurikulum 2013 masih awam yah,
terlalu banyak materinya gitu, terlalu banyak point point nya. Tapi kalau
waktu pas pertama ngajar mah waktu tahun 2010-2011 mah bikin sampe ke
PROTA, PROMES nya bikin sendiri dan RPP nya itu lebih simple, cuma
selembar atau dua lembar. Sekarang kan satu RPP bisa hampir 10 lembar
gitu, jadi kalau kita dituntut suruh ngumpulin ‘udah.. copy paste aja yang ada,
diedit-edit sedikit gitu.’ Soalnya kalau bikin, lama kan. Jadi yang ada aja
diperbaiki, dibuang yang ngga pentingnya.”
(Data source code: INT-C/ET-03-146 to ET-03-155; See appendix 5).
[…At the first, I made by myself. Then, because the curriculum 2013 is still
not familiar well, too much material, too many points. Nevertheless, in the
year 2010-2011, I made it the annual program, its semester program and its
simple lesson plan, just a sheet or two. Now, I realized that one lesson plan
could be almost 10 sheets so if we are required to collect 'just…copy and paste
from the existing lesson plan, edited a little bit.' If I made it from the
beginning, it takes time. So I revised and discarded that does not need in the
lesson plan.]
When the researcher asked about any difficulties encountered in implementing the
teaching plan with the class situation, ET-03 faced difficulties to display the material by
attracting and attracted to students because of the lack of school facilities that can support.
If ET-03 wants to display a picture, ET-03 cannot display on the slides show due to
projector limitations, as ET-03 attempts to photocopy an image of the materials and then
assigns it to the student. However, this requires extra costs while his income as a teacher
cannot cover all the financing in the classroom. ET-03 also responded that motivating
40
students to participate in the teaching and learning process required extra effort. Lack of
students’ confidence makes students think that English is difficult. As ET-03 discloses
that;
“Mereka suka pesimis duluan jadi ‘ah meni apa si bahasa Inggris, ngga
ngerti ngga ngerti gitu, ngga bisa, ngga bisa’. Jadi kalau awalnya begitu
susah buat ngajarinnya gitu. Itu banyak setiap kelas pasti ada. Tapi mayoritas
(siswa) mah ngikutin aja. Kalau yang minoritas mah ya ‘apa si bahasa
Inggris, susah gitu ngomongnya juga ngga bisa’ tapi ya sebagian kecil lah.”
(Data source code: INT-C/ET-03-022 to ET-03-028; See appendix 5).
[They often felt pessimistic at the beginning of learning activities, such as
'what the English is? I do not understand, I do not understand, I cannot, I
cannot'. If they felt it from the beginning, it is hard to teach English. The
similar case has found in every class. However, the majority (of students)
followed my instruction to write the materials. But a few students felt that
'what the English is? It is hard to speak (English) and I cannot' in a small
amount of students.]
The researcher asked the students’ opinions regarding the ET-03 teaching style
before the PLPG, the students who are taught by ET-03 responded with the variant
response and the majority expressed positive reaction about their teachers. As one of ET-
03’s students stated:
“Mudah dipahami, selalu menjelaskan dengan detail. Menjelaskan materi
dahulu setelah itu mengerjakan soal”
(Data source code: SR-C01/STD-03; See appendix 10)
[It is easy to be understood, always explain in detail. Explain the material first
and after that do the exercises.]
Similar with ET-03, ET-04 provided the standard competence based on the
syllabus of 2013 curriculum. ET-03 also provided the achievement indicators and cultural
and character value in ET-03’s lesson plan based on the 2013 curriculum. However, in ET-
04’s lesson plan before PLPG, ET-04 did not provide the references of materials. There
was no reference of the materials and the sources of website address that was used in
downloading the media that supported the learning activity.
explained that:
“Ehm.. kalau lesson plan sebetulnya kalau saya ya bukan berarti mencoba
sempurna atau apa, pada saat copy paste sebetulnya kita kebingungan gitu
ya. Kita ngga tau mau ngapain dikelas tapi juga kalau mau terlalu
mengerjakan sendiri dari awal juga kita benturannya dengan waktu. Kaya
misalnya ada satu guru ditiga tingkat yang diajar gitu kan. Tingkat 1,
tingkat 2, tingkat 3 dan itu ngga mungkin tercover selama beberapa bulan
gitu ya. Kalau misalnya kita dibulan juli awal tahun itu kan biasanya kita
IHT kalau di sini. Itu tidak akan terkejar gitu. Tapi yang suka kami
diskusikan di sini adalah kita biasanya share tapi kemudian revise jadi
adaptasi. Jadi kita mungkin kalaau udah punya yang sebelumnya kita
tinggal revisi bagian-bagian mana. Bahkan satu guru dengan guru yang
lainnya pun mungkin berbeda topiknya kan karna siswanya juga berbeda,
41
inputnya berbeda, tingkat kemampuannya berbeda. Dicocokan sama kondisi

kelas gitu. Biasa seperti itu kalau disini. Walaupun ya mungkin jauh dari
sempurna ya. Tapi at least kalau kita sesuaikan dengan kondisi kita kan
akan beda ya gitu. RPP kemana mengajar kita kemana gitu, bisa sejalan”
(Data sourced code: INT-D/ET-04-276 to ET-04-294; See appendix 6).
[Ehm... if (we designed) lesson plan actually I do not mean trying to perfect
or else. At the time of copy paste, we actually will confuse, right? We do not
know what to do in the class. Nevertheless, if you want to do it (designed the
lesson plan) yourself from the beginning. We are also clashing with time.
For instance, one teacher taught English in the three levels of classes. Level
1, level 2, level 3 and it is rarely possible to be covered and (finished
designing the lesson plan) for several months. In addition, we have IHT
meeting in early July here. It will not be finished in time. However, what we
like to discuss here is that we usually shared it with other English teachers
here and then revised it. We adapted with the condition of students and
classes. Even one teacher with another teacher may also be having different
topics because our students’ conditions are also different; the input is
different; the level of ability is different. Although perhaps it is far from,
perfect. But, at least we adjust it to our condition in class. RPP where to
teach, where we are, can be in line.]
As ET-04 mentioned above, ET-04 was discussed the lesson plan design with ET-
04’s fellow teachers and adjust the lesson plan with the condition of the class. The
researcher asked ET-04 whether ET-04 found difficulty in the implementation. ET-04
mentioned that the difficulty in preparing the lesson plan was balancing the expectation of
curriculum with ET-04’s students’ condition. As ET-04 stated:
“…Kadang yang diharapkan oleh kurikulum kan sudah …ehm... tingkat
berapa gitu? ya sudah materi apa? padahal siswa yang ada gitu ya
pemahamannya belum sampai sejauh itu, itu yang paling sangat sulit karna
kita harus mengimbangi antara materi dikurikulum yang kita dapat tapi
anak juga tidak kehilangan fun mereka untuk belajar bahasa Inggris gitu itu
aja.”
(Data sourced code: INT-D/ET-04-015 to ET-04-021; See appendix 6).
[Sometimes, the expectation of curriculum is already ‘on what level?’ ‘What
material that should be taught?’ In fact, the students’ understanding has not
reached that far (curriculum expectation levels). It is the most difficult
because we must balance between the curriculum materials that we have to
accomplished but the students did not lose their fun to learn English.]
ET-04’s desire to make students learned English and to enjoy the process in line
with what students felt. The researcher asked the students’ opinions regarding the ET-04
teaching style before the PLPG, the students who are taught by ET-04 responded with the
variant response and the majority expressed positive reaction about their teachers. As one
of ET-04’s students stated:
“Gaya mengajar beliau sangat simple dan bisa dipahami dalam sekejap
begitupun metode pengajaran yang dipakai oleh beliau sangat
42
menyenangkan dengan menggunakan proyektor, video bagaimana

menjelaskan bab yang akan dibahas.”
(Data source code: SR-D01/STD-09; See appendix 11)
[ET-04’s teaching style is so simple and understandable quickly. In addition,
with the teaching method that is applied by ET-04 is delighted by using
projector, video in explaining the chapter that will be discussed.]
Similar with ET-01, ET-05 provided the standard competence and basic
competence based on KTSP curriculum. Even though ET-05 provided the learning
materials in detail but ET-05 did not provide the reference properly. ET-05 only provided
the title of the book that ET-05 used as the guidance and tools that supported the learning
activity namely projector, laptop and other devices.
argued that:
“Adopt dan men-develop. [pause] Jadi sesuaikan saja apa yang akan kita
laksanakan. Sesuai dengan apa yang akan kita ajarkan, materi yang akan
kita ajarkan. Diadaptasi dan disesuaikan dengan ..ehm.. apa yang di
butuhkan oleh siswa. (Data source code: INT-E/ET-05-053 to ET-05-058).
[pause] Kalau indicator kan sudah ada di silabus nih jadi tinggal kita
sesuaikan aja, kita kembangkan sesuai dengan apa yang akan kita
sampaikan ke siswa.”
(Data source code: INT-E/ET-05-067 to ET-05-069; See appendix 7).
[Adopted and developed. [pause] It adjusted with what we will conduct
based on what we will teach and what the materials that we will transfer to
the students. We adapted and adjusted based on students’ need. [pause]
Related with the indicators, it is already available on the syllabus so we
only adjusted, we developed based on what we will teach to the students.]
The summary of pedagogical competence before PLPG is presented in Table 4.1
Table 4.1 The implementation of pedagogical competences before PLPG
Teacher The implementation before PLPG Problem faced by the teachers
ET-01 The syllabus reference and The difficulty in preparing the lesson
curriculum that used is KTSP plan was balancing the expectation of
curriculum. Hence, the assessment is curriculum with ET-01’s students’
not holistic but assessed the students’ condition
understanding of the materials.
Teaching style is textual learning
ET-02 The syllabus reference and Devising the proper materials for the
curriculum that used is 2013 students and Balancing the materials
curriculum. The teaching technique students’ skills.
was mentioned but it did not explain
about the implementation of three-
phase technique in detail. In
addition, there was no reference of
the materials’ sources or website
address in which ET-02 downloaded
43
Teacher The implementation before PLPG Problem faced by the teachers

the additional content of materials
such as the pictures
ET-03 The syllabus reference  Lack of facilities
and
curriculum that used is 2013  Motivating students to learn more
curriculum. The teaching technique enthusiasm
was mentioned but it did not explain
about the implementation of three-
phase technique in detail. In
addition, there was no reference of
the materials’ sources or books
ET-04 The achievement indicators and The difficulty in preparing the lesson
cultural and character value based on plan was balancing the expectation of
the 2013 curriculum. The lesson plan curriculum with ET-04’s students’
did not provide the references of condition
materials but the title of textbook.
There was no reference of the
materials and the sources of website
address that was used in
downloading the media that
supported the learning activity
ET-05 The standard competence and basic Motivating students to learn more
competence based on KTSP enthusiasm
curriculum. Even though ET-05
provided the learning materials in
detail but ET-05 did not provide the
reference in APA/ MLA format
Based on the investigation, it concluded that the implementation of teacher
pedagogical competences before the PLPG has difficulties in terms of syllabus
development. Of the five teachers, two teachers still use the syllabus of the KTSP
curriculum and three-teacher use the 2013 curriculum. There are the similar problems
faced by teachers. The first problem is the teachers’ problem in balancing their duty to
complete the curriculum's expectations on student outcomes after learning with diverse
students’ competences. The teacher found that in some cases, the students had less
competence to meet the curriculum wishes. If the learning activity forced to fulfil the
curriculum’s expectation, teachers worried it will make students becoming not enjoy the
learning process. One of the problems solving that teachers do is to decrease the difficulty
level and the standard score in each class that is tailored to the students' expectation that
students do not feel burdened with the burdensome material and can enjoy the process.
The second problem is the lack of teachers’ awareness of the importance of
including reference sources of each material that is included text used, images or audio
used. Of the five teachers’ lesson plans, all teachers only include book titles without
displaying reference sources that comply with APA standards. Hence, with the entire
problem carried by teachers, by following the PLPG, the teachers expected to find the
solution to solve their problem in implementing the pedagogic properly.
44
ii. The Implementation of Teachers’ Pedagogical Competence on PLPG

This section will discuss about how English teachers’ learned pedagogical
competence materials on the training and on how they summed their competence after the
program has finished.
At the time of September 2017 to December 2017, 148 English teachers, from
West Java Province and Jakarta Province who were called to attend on PLPG training in
West Java, Indonesia. They divided into four-session of training. In the programs, they
received training materials based on two core competences, namely pedagogical
competence and professional competence.
Pedagogical competence materials have received by the teachers while they
attended PLPG for both pre-condition session (online platform) and training session. In
pre-condition, in pedagogical module, they received the materials about how to recognize
students’ characteristics, learning theories, 2013 curriculum, designing the lesson plan,
how to provide learning media, the lesson planning and lesson planning and its
implementation, scoring and evaluating, learning reflection and how to action research. In
the training session or offline mentoring, they have the presentation of pre-condition
mentoring report of each teacher, deepening of English materials, deepening of
pedagogical knowledge, workshop of presentation and analysis of teaching and learning
tools, the development of teaching and learning tools, and peer-teaching simulation.
Meanwhile professional competence materials that have received by the English teachers
online and offline were about English materials that are taught by English teachers in
junior high school level and senior high school level, for instance logical connector,
modality, text and non-text, functional text, monologue essay and other materials related to
English subjects. The professional learning material learning is discussed in the next
section.
English teachers have received pedagogical competence for both online and offline
mentoring. Whilst online mentoring, they formed into study groups with ten teachers and
one professional tutor in each group. The online mentoring or pre-condition was held in an
online platform called Konsorsium Sertifikasi Guru or teacher certification consortium
(later on KSG) in ksg.kemdikbud.go.id and only tutors and teachers who were involved in
the mentoring session who have accessed the platform.
During online mentoring, English teachers have given the module of pedagogic
and professional module. The module have arranged by pedagogic expertise. The module
materials included how to get in touch with the students’ characteristics, learning theories
based on the experts, 2013 curriculum, designing the learning, learning media and tools,
designing the lesson plan, learning reflection and action research. In two-month training,
the English teachers were asked by the tutor to learn the module and submit four progress
reports in which the last report is presented in the first meeting of offline mentoring. While
the offline mentoring provided the explanation of training materials in detail, a
professional guidance in all workshop, and peer-teaching simulation.
One of the offline mentoring sessions, English teachers have received the
workshop of designing lesson plan. On the workshop session, the English teachers was
guided by the tutor in designing the lesson plan from the content of lesson plan, the
language features used in the 2013 curriculum lesson plan, the procedure of learning
activity, the reference based on the APA style, and other fundamental aspect that should be
45
provided in the lesson plan. English teachers were guided until the lesson plan has finished
and ready to be implemented on the peer-teaching test.
The PLPG materials were complex yet it was important to be learned by the
English teachers. Therefore, the English teachers in the sixth-session of offline mentoring
was given a questionnaire related the PLPG materials. The researcher asked the English
teachers’ about their self-reflection on their pedagogic competence and the result is
described in Figure 4.1. The rest of questionnaire result is discussed in the discussion
section.
Figure 4.1 Teachers’ pedagogic mentoring session
The Explanation of the chart in figure 4.1 is described as follow:

Statement 8: The online mentoring provided well-organized materials.
There were 7% answered strongly disagree. 11% did not agree that the online
mentoring provided well-organized materials. As ET-03 mentioned that, her tutor did not
attend the forum frequently (see ET-03-12 to ET-03-15). As R-007 stated that ‘the mentor
may spent more time to explain the most difficult material to the PLPG participants’. R-
008 said ‘I found some materials are not clear or lack of explanation in the material of
non-text. They make me do extra effort to find the meaning of non-text. The material does
not represent holistic material for SMA level.’ In addition, R-010 stated ‘The materials
46
should be well-organized because some of the materials are written and organized in a
bad way.’
There were 33% answered fair because the problem was not about the materials
but the role of their mentors. R-014 said ‘The mentor should be more active because my
mentor never answered the participants' questions. There was no discussion or WA Group
at all’ or the case that R-023 needed the feedback from the mentor as suggested that
‘comment or feedback from the tutor regularly after sending the assignment.’
There were 41% answered agree with the statement and 7% strongly agree with
the statement. As R-026 mentioned ‘that is good but the mentor must give some advises or
comments for the report but the mentor always reminded to collect the report, that's good.’
Statement 9: I found the subject matter related to my work duty and requirements.
There were 4% did not agree with the statement because there was an English
teacher who was taught at a school that was using international curriculum other than 2013
curriculum. The subject matter of PLPG was lined with 2013 curriculum. 15% answered
fair. R-019 argued that PLPG was ‘knowledge refreshment’. 67% answered agree and 15%
answered strongly agree.
Statement 10: I submit my reports in time.
There are 4% did not agree with the statement. It assumed that a few of teachers
submitted the PLPG assignment in an over time. 19% answered fair. 37% agreed with the
statement and 41 % strongly agreed with the statement. It assumed that 41% English
teachers in sixth-session were submitted the report assignment in time.
Statement 12: The training meets my expectations.
There were 7% did not agree with the statements. It assumed that 7% English
teachers in sixth-session did not satisfy with the training. 15% felt fair and 52% agreed
with the statement. 22% R-003 stated ‘I enjoy almost all sessions in offline class. The
lecturers, the materials, the classroom, the foods served, and everything’. Further, the
offline mentoring session improves me much.’ And 22% strongly agreed with the
statement. It means that 22% English teachers were very satisfied with the PLPG 2017
training.
As R-15 said ‘…. this PLPG runs well. I am satisfied with all of the mentors and
the way they give or teach the materials.’
Statement 13: The training relevant to my teaching circumstances.
There were 4% did not agree with the statement. 19% answered fair with the
statement. 59% agreed with the statement. It assumed that 59% English teachers in sixth-
session claimed that the training materials were appropriated with their needs in their
profession as English teachers. 19% answered strongly agree with the statement.
Statement 20: After training, my pedagogical competence is improved.
There were 4% did not agree with the statement. It assumed that 4% English
teachers felt that their pedagogical competence did not improve after PLPG. 11% answered
fair. 44% agreed with the statement. It assumed that 41% English teachers felt their
pedagogical competence was improved. And 41% strongly agreed with the statement. It
means that 41% have faith with themselves that their pedagogical competence was
47
improved. As R-18 stated that PLPG means for R-18 ‘to encourage and develop my
professional and pedagogical competence.’
Based on the investigation, it can be concluded that the training materials were
needed by the teachers to enhance their pedagogical competence. Despite in practice,
online mentoring has many obstacles and shortcomings such as learning commitments
between tutors and teachers for actively participating in the forum. These shortcomings can
be aided by offline mentoring that is perceived to contribute more in the teacher's
understanding in the PLPG training. Interrelated with the problem that faced by English
teachers before PLPG in the pedagogic field, by observing the materials and PLPG’s
lattice, this program has answered the English teachers’ dilemma in this circumstances.
Whether it was effective or not for English teachers implemented their knowledge from
PLPG can be seen from their behavior after the training while they taught in the classroom.
Hence, classroom observation is needed to clarify the behavioral changes and the outcomes
of PLPG training at English teachers’ school.
iii. The Implementation of Teachers’ Pedagogical Competence Post-PLPG
These following findings are gathered by analyzing the lesson plan of key
informants before following PLPG and the lesson plan post PLPG. This section covered
three aspects: First, the lesson plan included the formulating the learning target, learning
materials, learning methods, learning media references, learning activity process, and
assessment and evaluation; second, the conformity between learning activity process that
designed in the lesson plan and the classroom observation evidence; third, their expectation
of PLPG regarding of their problem faced before PLPG.
a) Lesson Plan Contents
At the time of PLPG training, teachers were asked to develop a lesson plan in
accordance with the applicable curriculum in the 2013 curriculum and according to the
mentor's guidance at the workshop session of the lesson plan. Teachers, who use the
curriculum of KTSP before, are required to be able to make lesson plan with the
curriculum reference 2013. In the investigation found three teachers who previously used
the curriculum KTSP (standard competence and basic competence) to use the curriculum
2013. Hence, this investigation is done to see the positive changes that occurs in the
development of lesson plans before the PLPG and after the PLPG.
The Investigation is done by analyzing the six basis points in the lesson plan. The
points are as follow: 1) target learning designed by the teacher; 2) learning material
explanation including props and books used; 3) learning method including technique and
approach; 4) reference material in accordance with the APA / MLA style; 5) learning
activity process (opening, core activity, closing); 6) assessment and evaluation designed by
teachers to measure the achievement of learning mastery.
The investigation found that the English teachers as this research key informant
have improved for the quality of lesson plan based on the guidance of the current
curriculum. As the evidence, the improvement is described based on the points as follow.
The first teacher that has been investigated is ET-01. On the first point is target-
learning design. Before attending PLPG, ET-01 provided only one learning target and
formulated the learning target based on the KTSP curriculum for review text English
materials. Meanwhile, after attending PLPG, ET-01 formulated the learning target based
48
on 2013 curriculum: asking and giving advice regarding to the social function for the
asking and giving information materials. The improvement can be seen on Figure 4.2. ET-
01 changed his attitude to implement the 2013 curriculum as the foundation of his lesson
plan of English teaching.
Second point was learning material providing. On the lesson plan before PLPG,
ET-01 provided only the genre text that will be taught. The major improvement has found
in the ET-01’s lesson plan after PLPG. ET-01 provided the material in the lesson plan not
only the genre of text but also the detail interpretation of the text that is consist of social
function, generic structure, and language feature. Moreover, ET-01 also provided the script
of dialog in the lesson plan attachment. The evidence is displayed in Figure 4.2.
49
Figure 4.2 The improvement evidence of ET-01 designing the lesson plan
50
The third point was the method used to teach the materials in teaching and learning
activity. On the lesson plan before PLPG, ET-01 used student-centered approach and
exposition-discovery learning. ET-01 used demonstration as the method of learning. On
the lesson plan after PLPG revealed that ET-01 used genre based approach as the method.
Providing the reference of materials, ET-01 provided the learning sources based on the
MLA format for both lesson plan before and after PLPG.
The fifth point was the learning activities planning. The learning activities are
divided into three section, namely opening, core activity, closing. ET-01 used the
exploration, elaboration, and confirmation as the core activity of learning. The learning
activities are divided into three section; opening, core activity, closing. ET-01 used the
object such as pen as a demonstration of a review. The ET-04 was using 5 cycle of
scientific approach as the steps in core activity.
The last point was assessment and evaluation. Before PLPG, ET-01 did not
provide the kind of assessment. ET-02 only provided the written and multiple-choice test.
However, in the lesson plan after PLPG, ET-01 provided spiritual and social assessment,
knowledge assessment by rubric assessment. ET-01 used the holistic assessment in the
lesson plan.
The result of investigation of ET-01’s lesson plan before and after PLPG found
that there were four positive changes on the lesson plan. The first is the curriculum
upgrade from KTSP curriculum to the 2013 curriculum as the guidance of the lesson plan.
The second is the designing detail interpretation of materials that is taught. Not only kind
of materials, but also the content of materials has provided in the lesson plan that has
designed after PLPG. The third is clear steps of teaching and learning activity. For
instance, in teaching the review text ET-01 used 5-cycle of scientific approach of 2013
curriculum namely observing, questioning, associating, experimenting, and
communicating. The fourth was ET-01 used the holistic evaluation as the learning
evaluation. It means that ET-01 not only evaluated the students’ understanding about the
materials but students’ spiritual attitude and social attitude as well. To evaluate whether the
teaching and learning activity achieved the target learning and curriculum expectation, ET-
01 evaluated students’ understanding of the materials and students’ maturity in cultural
understanding that is found in the learning materials with their culture in Indonesia. In
other words, students adjusted the content of English materials with their culture and
practiced the English materials in their daily activity or not.
The second English teacher that has been investigated is ET-02. On the first point,
before PLPG, ET-02 formulated the learning target based on the KTSP curriculum:
identified and responded for the materials of asking and offering advice. While after
attending PLPG, ET-02 formulated the learning target based on 2013 curriculum: asking
and giving advice regarding to the social function for giving advice materials. The
improvement can be seen on Figure 4.3. Secondly, ET-02 provided the materials in the
lesson plan the example of asking and giving advice. ET-02 provided the materials in the
lesson plan consist of social function, generic structure of the text, language feature and the
dialog example.
Before PLPG After PLPG
Figure 4.3 The improvement evidence of ET-02 designing the target learning
51
For the teaching technique, on the lesson plan before PLPG, ET-02 used the 2
cycles 4 stages namely building knowledge of field (later on BKoF), modeling of text
(later on MoT), joint construction of text (later on JCoT), independent construction (later
on IC) of text as the teaching technique. Et-02 used the genre based approach (GBA) and
teamwork technique and board games as the media. In providing the learning sources, ET-
02 provided the learning sources only the title of English textbook and its year publication
with no references in APA format. In addition, no website source found in the lesson plan
before attending PLPG in which ET-02 downloaded the materials. After attending PLPG,
on the lesson plan, ET-02 provided the learning sources of the title of English book and the
website references. Even though not in APA format, but the references are in detail
explanation.
Fifth point was teaching and learning activity plan. On the lesson plan before
PLPG, ET-02 divided the stages of BKoF, MoT, JC, and IC into two meetings with no
time explanation in each step of learning activity. The materials are textual context.
Meanwhile after attending PLPG, ET-02 provided the four stages in one meeting consist of
2-hour meeting. The materials demonstrated with the real life situation by using board
game as the tool of teaching and learning activity.
The last point was the assessment. On the lesson plan before PLPG, ET-02 did not
provide the kind of assessment. ET-02 provided the written, spoken, and performance test.
The performance test was measured by using the scoring mark based on the response of the
students in the learning process. The improvement in assessing the learning activity has
found on the lesson plan after PLPG, ET-02 provided the performance assessment with the
criteria of pronunciation, fluent, and linguistic aspects. The criteria assessed by using the
level of low, good, and very good performance. The evidence is presented in Figure 4.4.
The result investigation of ET-02’s lesson plan before and after PLPG found that
there were three positive changes on the lesson plan. The first is similar with ET-01 cases
that upgraded the curriculum from KTSP curriculum to the 2013 curriculum as the
guidance of the lesson plan. The second was ET-02 elaborated the English teaching
materials in detail explanation. Then, ET-02 designed the materials connected with the real
life situation of the students, for instance using board game in which is favorable for the
students. The last is ET-02 evaluated the students’ target learning achievement more
comprehensive than the lesson plan designed before attending PLPG. ET-02 using the rate
level of low, good, and very good speaking performance in regards with the giving advice
materials to assess students’ understanding and learning achievement.
52
53
Figure 4.4 The improvement evidence of ET-02 designing the assessment

54
The third investigation was ET-03’s lesson plan. On the first point, before PLPG,
ET-03 formulated the learning target based on the characters of 2013 curriculum; spiritual
attitude, social attitude, knowledge, and application for the topic material of recount text.
Meanwhile after attending PLPG, ET-03 formulated the learning target based on the
characters of 2013 curriculum; knowledge and skills in composing the explanation text
materials. The differences can be seen on Figure 4.5.
Figure 4.5 The improvement evidence of ET-03 designing the target learning
55
The second point was learning materials. For both lesson plan before and after
attending PLPG, The ET-03 provided the materials in the lesson plan consists of social
function, generic structure, and language feature in detail in the body of lesson plan and in
the attachment of the lesson plan. Then for the approach, ET-03 provided the listening,
group discussion and role-play in the lesson plan before attending PLPG. While after
attending PLPG, ET-03 used scientific approach and 5 cycles of scientific approach
namely observing, questioning, associating, experimenting, and communicating. As the
material resources, ET-03 provided the learning sources in the lesson plan before attending
PLPG only the title of English textbook and its year publication with no references in APA
format and no website sources in which ET-03 downloaded the materials. After attending
PLPG, ET-03 provided the learning sources of the title of English book and the website
references in which ET-03 downloaded the book and its pages. Even though not in APA
format, but the references are quietly detailed.
The fifth point was designing the learning activity. Before attending PLPG, the
learning activity design is divided into three section; opening, core activity, closing. ET-03
was using 5 cycle of scientific approach as the steps in core activity. ET-03 associated the
biography of famous artists with the materials. The upgrading is found in the lesson plan
after PLPG. The learning activities are divided into three section; opening, core activity,
closing. Not only did the teacher use 5-cycle of scientific approach but connected real life
condition of Indonesia to connect the materials as well. The last point, for assessing the
achievement of target learning, ET-03 provided spiritual and social assessment as the
formative assessment, knowledge, and skill for both lesson plans after and before PLPG.
there two positive changes on the lesson plan. The first is clearer planning of teaching and
learning activity steps by using 5-cycle of scientific approach as core activity proposed by
2013 curriculum. The second is the awareness of providing the material resources by using
detail information of the reference citation.
The fourth investigation was ET-04’s lesson plan before and after attending PLPG.
Before attending PLPG, ET-04 formulated the learning target based on the characters of
2013-curriculum: personal and social attitude. While after PLPG, ET-04 formulated the
learning target based on the indicator number 3.3.1 to 3.3.4 and team building in
composing the showing intention conversation. The evidence is presented on Figure 4.6.
Figure 4.6 The evidence of ET-04 designing the target learning
56
On the lesson plan before PLPG, ET-04 provided the materials in the lesson plan
only the tenses interpretation that used in the learning materials of showing intentions.
Whereas, in the lesson plan that designed after PLPG, ET-04 provided the materials not
only the tenses but also social function of its expression, generic structure, intention
expression, linguistic aspects, and the model text example of expressing intentions or
plans. To teach the materials, ET-04 used scientific approach, discovery-learning model,
and lecture and Q&A method on the design of lesson plan before attending PLPG.
Meanwhile, in the lesson plan after PLPG, ET-04 used scientific approach and 5 cycles of
scientific approach of 2013 curriculum namely observing, questioning, associating,
experimenting, and communicating. To support the teaching and learning activity, ET-04
provided the learning sources only the title of English textbook, dictionary, power point,
videos, and internet with no references in APA format and the learning media for instance
computer, projector and other stuff in the lesson plan before attending PLPG. While after
attending PLPG, ET-04 provided the learning sources of the title of English book and the
website references in which ET-04 downloaded the book and its pages. Even though not in
APA format, but the references are in detail explanation.
The fifth point was the teaching and learning activity plan. Before attending
PLPG, ET-04 planned the learning activities by divided into three sections: opening, core
activity, closing. ET-04 was using 5 cycle of scientific approach as the steps in core
activity. The activities were question and answer by composing the conversation of
positive, negative and interrogative sentences. While on the lesson plan after PLPG, ET-04
planned the similar steps with the lesson plan before PLPG and in addition ET-04
connected real life need of English use in communication. The ET-04 was using 5 cycle of
scientific approach as the steps in core activity. ET-04 was using board race game as the
media of teaching activity related with the future tense in using the expression of
intention/plans.
The last point was assessment and evaluation. On the lesson plan before PLPG,
ET-04 did not provided the kind of assessment and only provided the spoken and written
technique as the assessment. ET-04 assesses the students’ attitude score based on 2013
curriculum characters and knowledge assessment. In addition, on the lesson plan after
PLPG, ET-04 provided the formative assessment. ET-04 assesses not only students’
knowledge but also the spiritual characters by integrating with the religion teacher,
attitude, and knowledge. ET-04 also provided the remedial test and enrichment for those
who did not achieve the KKM (grade minimal). In other words, ET-04 used the holistic
assessment. The evidence is presented in Figure 4.7.
57
58
Figure 4.7 The evidence of ET-04 material resources and assessment design
(on the next page)
59
Figure 4.8 The evidence of ET-04 assessment design after PLPG

60
there were two positive changes on the lesson plan. The first is the awareness of providing
the material resources by using detail information of the reference citation. The second is
The ET-04 evaluated the students’ target learning achievement more holistic than the
lesson plan designed before attending PLPG. In addition, ET-04 is integrated with the
religion teachers to evaluate students’ spiritual attitude for one semester and forth. ET-04
also provided the remedial test and enrichment for those who did not achieve the KKM
(grade minimal). Hence, positive changes illustrated on the lesson plans that have been
designed.
The different case has found in the last English teacher’s lesson plan. Despite other
teachers, ET-05’s lesson plan for both before and post-PLPG have little differences in
between. ET-05 formulated the learning target based on the indicators namely explaining,
discussing, and writing for both before and post-PLPG. It can be seen in Figure 4.8.
61
Figure 4.9 The evidence of ET-05 designing the target learning

62
In providing the materials interpretation, for both before attending PLPG and after
attending PLPG, ET-05 provided the materials in the lesson plan consist of social function,
generic structure, and narrative text example in detail. ET-05 used scientific approach,
lecture and Q&A approach in both lesson plan. To support the teaching and learning
activity, ET-05 provided the learning sources only the title of English textbook, dictionary,
and internet with no references in APA format and provided the learning media for
instance computer, projector and other stuff. The learning activities are divided into three
section; opening, core activity, closing. There is no time explanation in each step of
learning activity. The material design in the lesson plan is textual context for both lesson
plans before PLPG and after PLPG.
As the assessment, on the lesson plan before attending PLPG, ET-05 provided
spiritual attitude, social attitude and skill assessments based on the KTSP indicators. While
on the lesson plan after attending PLPG, ET-05 provided the attitude assessment by using
observation based on the characters of 2013 characters, namely, honest, discipline,
responsible, care, noble, and responsive. ET-05 also provided the skill assessment by using
written test based on the writing aspects, namely content, topic, sentence structure and
coherence, complexity, neatness. In other words, the upgrade technique in assess the target
learning achievement has found after attending PLPG. The assessment is more
comprehensive than the assessment design before attending PLPG.
The result investigation of ET-05’s lesson plan before and after PLPG revealed
that even though little changes in designing the lesson plan before and after PLPG but the
investigation also found a positive change on designing the lesson plan. The assessment
design in measure the success of teaching and learning activity is more comprehensive.
Not only did the students’ knowledge that are assessed, but the characters of students’
attitude are assessed as well as according to the 2013 curriculum.
Based on the lesson plan document investigation, it concluded that the
investigation found that there are positive improvements regarding with the designing of
lesson plan before PLPG and post-PLPG on four lesson plans of four teachers (ET-01 to
ET-04) while one lesson plan of ET-05 has similar content from before PLPG and post-
PLPG. In other words, the majority of teachers have implemented the knowledge of
designing lesson plan from the training into their teaching assignment.
The behavioral changes of English teachers’ lesson plan can be seen at the
teaching performance after PLPG. Thus, the conformity between lesson plan and teachers’
performances is presented in the following section.
b) The Conformity between Learning Activity Process that Designed in the Lesson
Plan and English Teachers’ Teaching Performances
The purpose of designing a lesson plan before the teaching process was made it
easier for the teacher to plan the teaching process from opening, core learning and closing
learning in the learning activities in order to the learning activities are on the track. This
section will discuss the conformity of lesson plans that teachers have designed before
teaching and its implementation in the classroom. This investigation is conducted by
collecting data from classroom observations and polls conducted on the students. These
research activities held four to five months after the teachers attending the PLPG training.
All of the data summarized in Table 4.2 below.
63
Table 4.2 Teaching and Learning Activities

English Teachers
Activity
ET-01 ET-02 ET-03 ET-04 ET-05
Opening  ET-01  ET-02  ET-03  ET-04  ET-05
always always always always always
started the started the started the started the started the
class by class by class by class by class by
greeting greeting the greeting greeting the greeting the
the students, the students, students
students, praying, and students praying, and  ET-05
praying, checking  ET-03 checking the connected
and the checked attendances the previous
checking attendance. the  ET-04 materials
the  The students' provided the with the
attendanc students homewor reciting Al- materials
es sang the k at the Qur’an and that will be
 ET-01 Indonesia beginning the literacy taught in the
connected anthem of time before meeting
the before learning stated the
previous learning  ET-03 English class
materials activity checked materials
with the  ET-02 the  ET-04
materials connected attendanc connected
that will the previous es by the previous
be taught materials calling materials
in the with the students' with the
meeting materials name and materials that
that will be the will be taught
taught in the students' in the
meeting score of meeting
their
homewor
k
Core  ET-01  ET-02  ET-03  ET-04  ET-05
Activity taught the taught the taught the communicate taught the
of learning learning learning d the learning learning
Learning materials materials by materials goals to the materials by
by giving giving the by giving students giving the
the examples in the  ET-04 taught examples in
examples the real life examples the learning the real life
in the real condition in the real materials by condition
life  ET-02 used life giving the  ET-05
condition the condition examples in invited the
 ET-01 technologic  ET-03 the real life students to
64
English Teachers
Activity
ET-01 ET-02 ET-03 ET-04 ET-05
invited al tools such asked the condition engage with
the as projector students'  ET-04 the
students as the to open invited the materials by
to engage teaching English students to asking the
with the tools textbook engage with students
materials  ET-02 and the materials about their
by asking provided discussed by asking the opinion of
the the video the students the
students and slides materials about their materials
about show of with their opinion of  ET-05 used
their materials peer- the materials the
opinion of  The friend  ET-04 used technologic
the learning  ET-03 did the al tools such
materials activities not technological as projector
 ET-01 did have provide tools such as as the
not conducted the slide projector as teaching
provide in form of of the teaching tools
the slide pair work or materials tools  ET-05
of work group  The  ET-04 provided
materials discussion learning provided the the video
 The activities video and and slides
learning have slides show show of
activities conducted of materials materials
have in form of  The learning  ET-05
conducted pair work activities provided
in form of or work have the facility
work group conducted in of asking
group discussio form of work the
discussio n group difficulty
n discussion words that
and pair have found
group on the
discussion materials
Closing ET-01 ET-03 closed ET-03 ET-04 closed ET-05 closed
closed the the class by closed the the class by the class by
class by the class by summarizing the
the greetings the the materials, greetings
greetings greetings giving the
assignment
for the
students and
greetings
65
Learning activities in the classroom are divided into three steps, namely opening,
core activity, and closing. The example evidence of English teachers’ teaching
performance will describe in the following section.
a. Opening Activities
The opening activity is also called the apperception activity. The aim of this step
was to build students’ motivation and interests in learning the activity. According to the
2013 curriculum, there are at least three activities in this step. The activities are greetings,
checking the attendances, and delivering the goals of learning activities. The way of
sending the goals of learning can be varied according to teachers’ creativity in engage
students’ participation. This step is important to engage students participated the learning
together to create the learning activity more fun and attractive.
The investigation found that three of five English teachers –ET-01, ET-03, and
ET-05– started the teaching and learning activity by the greeting the students and praying
and always checking the attendances. They gained the students’ attention by questioning
the previous materials and connected the materials with the materials that will be taught.
Nevertheless, the goals of learning and the indicator of learning did not delivered clearly.
Different cases found in ET-02. In the first hour (school program) of teaching
activity, the students recited the holly Quran and sang the Indonesia anthem as presented in
Figure 4.2. The activity aimed to enhance the students’ nationalism through anthem.
Before the ceremony, ET-02 greeted the students.
Figure 4.9 Class 10 of School B sang the Indonesia Anthem

The next activity is checking students’ attendances. ET-02 connected the previous
materials with the materials that will be taught. However, ET-02 did not deliver the goals
of learning and the indicator of learning clearly.
Another case has found in ET-04 classroom. English subject in school D has three-
hour each session. In the first hour (school program) of teaching activity, the students
recited the holly Quran for 10 minutes and literacy session for 10 minutes as presented in
Figure 4.3 and 4.4. The literacy session aimed to motivate students to read a book every
day. After reading a book, the students asked to write the summary of every page they
have read. Before those two activities, ET-04 greeted the students.
66
Figure 4.10 ET-04’s English class recited the several verses of Quran before study
Figure 4.11 ET-04’s English class has literacy session before study in every the
first hour of school
The next activity was checking students’ attendances. ET-04 connected the
previous materials with the materials that will be taught. ET-04 also delivers the goals of
learning clearly. In addition, the system of classroom is moving class in which the teacher
has her own class, for instance English classroom, and the students should come to the
class to study the English. As soon as the class dismissed, the students will be gone out to
the other subject calls.
From the investigation showed that all English teachers greeted the students,
prayed together, and checked the attendances before learning activities. Nevertheless not
all teachers delivered the goals of learning target precisely based on the indicator of
learning. Only one teacher who has delivered the target learning based on the indicator of
learning.
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b. Core Learning Activities

Core learning activity was a fundamental step in teaching and learning activity.
The primary teaching materials taught in this step. The lesson plan can be conformed
through the teaching activity of this step. The investigation showed that all of the teachers
used two languages in delivering the materials, namely Bahasa Indonesia and English in
order the students understood the learning activity. In addition, three of five English
teachers are using projector as presented their materials and the others are using the
conventional teaching by using the white board in presenting their materials. The lack of
school facility in providing the projector is one of the reasons of why two teachers did not
present the materials in the slide show. For further, this activities are described in this
report chronologically by the order of key informants each.
The investigation found that all English teachers taught the learning materials by
giving the examples in the real life condition. For instance, as presented in Figure 4.12, to
build students’ basic knowledge, ET-01 gave the example of review an object by giving
the example to review ‘a pen’ as the object and connected the object by stimulating the
students to ask questions. As ET-01 expressed in the opening of main subject of his class
as follows:
“Before opening the book, I would say something to you. Do you know what it is?”
[Showing the standard pen] (Data source code: FN/OB-A01-05)
Figure 4.12 ET-01 gave the example of review ‘a pen’

Then, ET-01 asked a student to join him in front of the class and repeat what he
has told regarding to review a pen. Other students gave their comment of the performance.
Subsequently, ET-01 asked the students to form into groups and give an example to review
an object near them. After discussion, one member of each group should come in front of
the class to present their review as presented in Figure 4.13.
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Figure 4.13 One of the students presented a review of an object

The investigation showed that this approach in teaching a review text has
implemented in all class ET-01. ET-01 taught the learning materials by giving the
examples in the real life condition. ET-01 invited the students to engage with the materials
by asking the students about their opinion of the materials. Unfortunately, ET-01 did not
provide the slide of materials in the slide show to support the learning activity due to lack
of school facility. Instead of shortage facility, the learning activities have conducted in
form of work group discussion. Therefore, the process of teaching and learning has
confirmed the consistency of implementing the lesson plan by using gender based
approach with student-centered learning.
The researcher asked the students to give their feedback regarding to the learning
activity. The students responded with varied expression. A student argued that the teaching
and learning activity went well systematically and textual teaching yet need more creative
as expressed by ET-01/STD-05 as follow;
“Pembelajaran oleh Bapak ET-01 memang lebih terstruktur karena mengacu
pada buku. Diharapkan pembelajaran meskipun terstruktur tapi harus lebih
kreatif” (Data source code: SR-A01/STD-05; See appendix 8)
[Mr. ET-01 did the learning activity more structured because referred to a
book. I hope that even though it was well structured but it should be more
creative]
Moreover, ET-01/STD-23 expressed their opinion “My opinion about Mr. ET-01
or Mr. ET-01’s teach is very bore [boring] because we just hear he [him] and not
interesting. Tetapi saya juga meminta maaf apabila saya kurang memperhatikan atau
bagaimana [but I also apologize if I am not pay attention or so].” (Data source code: SR-
A01/STD-23; See appendix 8).
ET-01’s students argued that the process of learning was rigid. They claimed that
the activity was well organized however it still textual learning. The activity should be
more interesting and more creative in transferring the English materials to the students.
This opinion is in line with ET-01’s difficulty implementing ET-01’s knowledge from
PLPG to the class situation as ET-01 expressed that:
“…ada beberapa permasalahan yang saya dapatkan jawabannya. cuma saya
kira ketika praktek di peer-teaching saya dapat implementasikan. Namun, ketika
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saya praktikkan didalam kelas tidak seperti yang saya praktek disana (ketika
peer-teaching) gitu. Jadi, pertanyaan (saya) terjawab, tetapi ketika saya
implementasikan ada gap yang lumayan jauh ya dari apa yang saya praktikan
disana (waktu PLPG) dengan yang disini (sekolah) dalam pengimplementasian
saja. Jadi apa yang sudah terjawab tadi (problem) kira-kira mungkin terhalang
pada implementasi (dikelas).”
(Data source code: INT-A/ET-01-024 to ET-01-032; See appendix 3).
[There were several problems that I got the answer from PLPG. I could
implement the knowledge (Method and technique) while I were conducted the
peer-teaching session. Unfortunately, it does not work in my real classroom. In
other words, I got what I need to solve my problem in teaching, but when I
implemented it in my classroom, I felt that there were plenty of gaps between
them [peer-teaching implementation and real classroom implementation]. It is the
matter of implementation.]
Thus, the investigation showed that the innovative teaching is a major problem
faced by ET-01. This problem still unsolved even though post-PLPG. ET-01 claimed that
ET-01 needed more time to learn more about creating the innovation of teaching to attract
ET-01’s students.
The second cases investigated in ET-02 English class. Consistency, ET-02 started
the core learning activity by connecting the learning materials with the previous learning in
the previous meeting. In addition, ET-02 gave the examples in the real life condition as
well. To support the teaching and learning activity, ET-02 used the technological tools, for
instance projector, as the teaching tools by providing the video and/or slides show of
materials to attract the students. As presented in teaching congratulate expression in Figure
4.14 and Figure 4.15.
Figure 4.14 ET-02’s English session of congratulate expression (a)

In Figure 4.14 can be seen that a student fulfill the blank column in the slide show
to answer the question. This technique made the other student easier to check the answer
correctly or not and easier to discuss it with the class and confirmed the answer with ET-
02.
70
Figure 4.15 ET-02’s English session of congratulate expression (b)

In transferring the materials, ET-02 gave the students the example of congratulate
expression that used to congratulate various situation. Then, the students were asked by
ET-02 to create a situation in a role-playing based on the situation as in Figure 4.15 above.
The researcher asked the students to give their feedback regarding to the learning
activity. The students responded with varied expression. A positive feedback has
mentioned by a student coded ET-02/STD-10. STD-10 argued that:
“Gaya mengajar miss ET-02 sangat zaman now, karena miss ET-02 mengajar
dengan sabar dan seru. Dan metode yang diajarkan sangat efektif karna
menggunakan infokus.”
(Data source code: SR-B01/STD-10; See appendix 9)
[ET-02’s teaching style is up-to-date because ET-02 taught us patiently and
interestingly. And the method that taught by ET-02 is so effective because ET-
02 used projector]
While the researcher asked the students whether ET-02 has a positive behavioral
change in teaching after following PLPG, one of the students argued that the changes is in
technological use as ET-02/STD-09 stated ‘Belajarnya lebih sering menggunakan infokus
dan saya rasa itu lebih baik’ [the learning activities is more intense using the projector and
I think it is better.]
The investigation of ET-02 showed that after attending PLPG, ET-02 is used the
projector more intense than before and it attracted the students to be more interactive while
teaching and learning activity. The investigation also found that even though ET-02 used
the similar approach in teaching the same English materials in another class but ET-02
implemented the personal approach to the students who did not catch the materials yet until
the students understood with the materials.
The third example of evidence illustration has been done in the ET-03’s classroom.
The English material that is taught is recount text. To connect the materials, ET-03 gave
them the examples in the real life condition. ET-03 connected the materials that will be
taught with students' idol. Then the students mentioned the name of their idol name, for
instance Afghan, Raisa and other famous people. Then, ET-03 instructed the students to
read the passage on the book about a fan of a famous person meet her idol and discussed it
71
with their peer. Then, the students discussed the text together with the teacher as illustrated
in Figure 4.16.
Figure 4.16 ET-03 English teaching class

After discuss together about the materials, ET-03 explain about the purpose,
structure, and language feature of recount text. In addition, ET-03 checked the students'
pronunciation as well.in another meeting, ET-03 also using work in group technique to
manage her big class consist of 38 to 40 students each class as illustrated in figure 4.17.
Figure 4.17 Students of school C worked in groups

The researcher asked the students’ feedback of ET-03 teaching performance. Most
of the students responded the positive feedback. As ET-03/STD-21 stated ‘Gaya
mengajarnya serius tapi santai, sekalu memberi pelajaran yang baru setiap minggunya
tetapi tidak mempersulit muridnya….’ [Her teaching style is serious but enjoy. Always
giving the new lesson but did not make the students felt difficult] (Data source code: SR-
C01/STD-21). Other students also argued that there is no change in the way of ET-03
teaching style before and after PLPG. Thus, pedagogically, ET-03 did not have a
significant effect in terms of pedagogic competence.
72
The fourth investigation was at the ET-04 English classroom. The example of
English teacher’s evidence is about teaching and learning a recount text. To engage the
students with the material, ET-04 showed the slide of the materials and said, ‘this is what
we are going to talk about. [pointing the slide]. It is about recount text’. The evidence
illustrated in figure 4.18.
Figure 4.18 ET-04 English class session of Recount text

ET-04 taught the learning materials by giving the examples in the real life
condition. ET-04 taught the recount text from the example and then continued with the
definition and body part of text.ET-04 invited the students to engage with the materials by
asking the students about their opinion of the material.ET-04 provided the video and slides
show of materials. ET-04 instructed the several students orderly based on name to read the
recount text example in a paused video. Then, ET-04 instructed the students to write down
the slide materials content with the definition and characteristics of recount text on the
book. At last, ET-04 instructed the students to pair work and composed a recount text with
their peer. This step is interrelated with the lesson plan designed by the ET-04. The steps
are using 5-scycle of teaching and learning.
The researcher asked the students to give their feedback regarding to ET-04’s
teaching style. The students argued ‘gaya mengajar Ms. ET-04 fleksible dan serius tapi
santai jadi apa yang dijelaskan guru mudah diserap oleh murid’ [the ET-04 teaching style
is flexible and serious but enjoy so that what have been taught is easy to be understood by
the students.] (Data source code ET-04/SR-04). In addition, another student stated that:
“Gaya mengajar beliau sangat simple dan bisa dipahami dalam sekejap
begitupun metode pengajaran yang dipakai oleh beliau sangat
menyenangkan dengan menggunakan proyektor, video bagaimana
menjelaskan bab yang akan dibahas.”
(Data source code: ET-04/STD-09; See appendix 11)
[Her teaching styles are so simple and could be understood in a minute, so

do the teaching method. The teaching method that used by ET-04 is so fun
and with the projector, video of how did it explain.
73
The learning activities have conducted in form of work group discussion and pair
group discussion.
The last investigation was ET-05’s English class. The example of evidence was
English session of hortatory exposition. Similar with other English teachers, ET-05 taught
the learning materials by giving the examples in the real life condition. In this case, ET-05
gave the example of Aviar virus or bird influenza. ET-05 invited the students to engage
with the materials by asking the students about their opinion of the materials. To support
the teaching activity, ET-05 used the technological tools such as projector as the teaching
tools. ET-05 provided the video and slides show of materials as illustrated in figure 4.19.
In the figure 4.19, ET-05 integrated biology materials with English materials, for instance
the video show about H5 N1 virus and hortatory exposition text about the virus.
Figure 4.19 ET-05 gave the video to build the basic knowledge (BKoF) of students
In the middle of video, ET-05 paused the video and asked the students ‘what was
the video about?’ ’do you know the name of virus?’ ‘What virus is it?’ as an attempt to
engage the students with the English materials that will be taught. Then, ET-05 connected
the materials with the previous meeting about the structure of hortatory exposition. Then,
ET-05 instructed the students to open the English textbook on 118 (purple cover book) and
101 (white cover book) and asked them to read the text related with the Aviar virus and
asked them to find the difficult words. ET-05 provided the facility of asking the difficulty
words that have found on the materials as seen in figure 4.20 and figure 4.21.
Figure 4.20 ET-05’s students came to in front of the class to write down the difficult words
(a)
74
Figure 4.21 ET-05’s students came to in front of the class to write down the difficult words
and its phonetic symbols
The investigation found that in the conformity of core activity of teaching
performance, there are positive changes after attending PLPG. Even though the students in
the class do not directly feel the changes. The activity of teaching and learning is mostly
used the pair work or group work as presented in Figure 4.14 to teach English lesson in the
classroom. In addition, because of PLPG English teachers of these research informants are
interested to continue their study to S2 and so forth.
c. Closing Activities
Closing the learning activity can be mean two things as follow; the hour of English
class has reached the limit of time and/or all materials has taught. According to curriculum,
at the end of the class, the teachers should tailor the materials from the beginning until the
end of materials in other words, evaluated the learning activity. In addition, teachers
should give the greeting before leaving the class. Based on the investigation found that all
English teachers closed the class by the greetings and some of them gave students’
assignment for the next meeting. However only one teacher gave the material summarizes.
2. How did English Teachers Perform Their Personal Competence in Their Teaching
Activities before PLPG, whilst PLPG, and post-PLPG?
To investigate personal competence of English teacher after attending PLPG can
be done by analyzing the relations between students and teacher. However, it can be
subjective analysis if the researcher using the researcher’s points of views itself.
Principally, personal competence is about feelings and feedback of a person with the
learning activity and the teachers. As in the attachment law No. 55/2017 stated that
personal competence is a set of knowledge, attitudes, and skills that made up the teachers’
personality reflected the behavior of morals, wisdom, and authority to be a role model for
the learners. Thus, learners’ responses are needed to see their teachers and as an attempt to
answer this question objectively. Hence, the open students’ responses have conducted in
each class. Their perception is described in the next paragraph.
75
In the ET-01’s investigation, most students gave the positive feedback for ET-01
as follow:
STD-01 claimed that ‘kesan saya terhadap pa ET-01 selama selama kurang
lebih 1 tahun mengajar saya, menurut saya pa ET-01 itu sangat baik dan
sabar. Selama mengajar ET-01 tidak pernah marah’ [my impression to ET-
01 for about more or less one year, I think ET-01 is so kind and patient.
While teaching, ET-01 is never angry]
STD-41 mentioned that ‘Saya kagum walaupun bapak guru tetapi urusan
akhirat pun tidak lalai dan bapak juga sudah menghafalkan 30 juz.’ [I am
amazed with ET-01. Even though ET-01 is a teacher but in case of religion,
ET-01 did not forgetful and it turns out that ET-01 memorized 30 juz of Al-
qur’an.]
STD-59 stated that ‘he was very kind and tolerated our behavior as the last
grade in the school.’
(Data source code: SR-A01; See appendix 8)
The students’ response showed that most students expressed that ET-01 was a
kind, a noble and a patient teacher. The evidence is mentioned more than half response of
100 students. However, ET-01 went to much kind. This effected with ET-01 cutting both
ways. As expressed by STD-98 revealed that:
‘Tidak tegas maksudnya kalau ada PR tidak diperiksa dan tidak memberi
hukuman buat yang tidak mengerjakan.’
[ET-01 was infirm. I mean that if there is homework, he did not check and did
not give the punishment for those who did not do the homework]
The investigation summed that ET-01 is a good teacher yet his goodness should
put in the right place. ET-01 should be more assertive regarding to develop students’
discipline characters in both school activity and effected in their daily activity. Hence, the
teacher’s discipline and teachers’ sapient authority as a role model for the students should
follow the kindness.
The similar response has found in ET-02, ET-03, ET-04, ET-05 students’
response. Most of students gave the positive response as expressed by several students as
follow:
ET-02/STD-03:‘Sifatnya baik, ramah, bila belum dimengerti diajarkan
sampai mengerti. Komunikasi saya dengan miss ET-02 sangatlah baik.’
[ET-02 is kind and friendly. If I did not understand, ET-02 taught me until I
understand.]
ET-02/STD-25:‘ET-02 is ‘tegas, serius dan kadang-kadang bercanda.
Komunikasi sangat baik dan nyambung.’
[ET-02 is assertive, serious in teaching and sometimes ET-02 gave a joke. My
communication with ET-02 is safe and sound.]
(Data source code: SR-B01; See appendix 9)
ET-03/STD-03: ‘Baik, dekat dengan siswa siswi, gaya berbicara sopan.
Komunikasi dengan guru cukup dekat dan kadang menggunakan bahasa
inggris.’
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[ET-03 is kind. She is close with the students. She is also speaking politely.
My communication with her is quite close and some time we spoke each other
in English.]
ET-03/STD-16: ‘Ms. ET-03 lucu, blak-blakan, kalau ngomong bahasanya
campur Inggris, Indonesia, sunda dan mis ET-03 tuh gaul. Komunikasi
dengan Ms. ET-03 tuh kaya kita ngobrol sama teman soalnya kalau belajar
sama Ms. ET-03 tuh nyenengin.’
[ET-03 is funny, bluntly. If she speaks, she is using mixed language, namely
English, Bahasa Indonesia, and Sundanese. In addition, she is easygoing. Our
communication is as if we chat with friends. I love to study with her.]
(Data source code: SR-C01; See appendix 10)
ET-04/STD-02: ‘Gaya mengajarnya friendly, tegas tapi lembut membuat
siswa mudah dimengerti dalam dia mengajar. Saya beruntung diajarkan oleh
beliau karna sifatnya yang penyabar walaupun kami sering rebut dikelas.
Komunikasi saya Alhamdulillah baik dengan beliau.’
[ET-04’s teaching style is friendly, firm but gentle making the students easy
to understand in her teaching. I was fortunate to be taught by her because of
her patient nature even though we often grab the class. My communication
Alhamdulillah is good with him.]
(Data source code: SR-D01; See appendix 11)
ET-05/STD-14: ‘Gaya mengajarnya asik, saya ngerti materi apa yang
disampaikannya. Karena sempat menjadi wali kelas, beliau sudah seperti ibu
sendiri. Peduli dengan keadaan siswa, perhatian pada masalah yang dialami
siswa ataupun kelas. Selama ini komunikasi yang terjalin sangat, sangat baik
dan cukup dekat.’
[ET-05’s teaching style is cool; I understand what material it conveys.
Because she had become a homeroom teacher, she was like my own mother.
Caring for the students' circumstances, attention to problems experienced by
students or classes. During this communication is very, very good and close
enough.]
(Data source code: SR-E01; See appendix 12)
The investigation showed that all teachers have become good teachers that are
caring with their students. Event though, ET-01 did not close enough with ET-01’s students
but ET-01’s religious personality has become students’ inspiration to be a good students for
ET-01. While the other teachers have been favorable teacher due to their caring with
students’ condition and firm but gentle character of the teachers.
At the time of the PLPG, 30 English teachers who participated in the PLPG were
given a questionnaire in which was one of the points related to their personal competence.
As for the results of questionnaire is presented in Figure 4.22.
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Figure 4.22 Personal competence

Based on the data in Figure 4.22, it interpreted that 4% disagree about the
statement of after the PLPG their personal competence improved. 7% chose abstentions,
53% of teachers agreed that their personal competence improved, and 37% strongly agreed
that their personal competence improved after following the PLPG.
3. How did English Teachers Act Their Social Competence into Their Teaching and
Learning Interaction with Students, Fellow Teachers, Parents, and School
Community?
In the previous question has explained that the teachers already have a good
personal competence, before or after the PLPG. The social competence has a delicate
relationship with personal competence. If the personal competence reflects how the
teachers can be a good role model for the student, the social competence reflects how far
the student relationship with the teacher. In addition, the social competence also covered
the teachers’ relationship with their colleague and teachers’ community involvement.
As described before, most students responded that they have good relationship with
their teacher due to school business. In addition, after PLPG, the teachers became more
caring with the students’ personal problem and condition that influenced students’
performance in learning English (see ET-03/STD-16 and ET-05/STD-14 argument above).
Moreover As ET-04 claimed that:
‘Actually the four competencies we already have but we do not realize that
it is part of the competence that is expected by the government. For
instance, we are chatting with students. We do not angry when he does not
do the task but we confirm 'why did you not do your task?' or for another
case, we keep communication with the students’ parents through social
78
network service (SNS) or else. Thus, it is also including our competence.

We can maintain good relations with the parents, teachers, we do that
actually in school. Ehh, of course with the direction of the school but
sometimes we do not know the name of that competence [before attending
PLPG].’
(Data source code: INT-D/ET-04-112 to 123; See appendix 6)
The researcher asked the teachers whether they are joining the English teachers’
community for instance Deliberation English subject Teachers (later on MGMP), the entire
key informant stated that they are joining MGMP. From five key informant, four key
informants’ status as the member of MGMP and one key informant status as the
administrator of MGMP. While the researcher asked the key informant’s involvement and
activities in MGMP, their explanation as follow:
ET-01: ‘If that last year there were three to four times discussion forum.
The essence of the discussion is how to become a good teacher and
what the problems at each school that should discuss.
Unfortunately, one kind of discussion that I do not like; it is always
discussed [in the forum] is RPP. I think RPP is not everything.’
(Data source code: INT-A/ET-01-120 to ET-01-126; See appendix 3).
ET-02: ‘MGMPs in Bandung regency, doesn’t it? There is the MGMP.
Nevertheless, it rarely held a discussion forum offline together.
Just yesterday, the member gathered to discuss the debate
competition. It is just recently. There is a time where we discussed
the SIM PKB.’
(Data source code: INT-B/ET-02-184 to ET-02-187; See appendix 4).
ET-03: ‘It is just regular chats. Discussed about the materials, most about
the teaching problems, ask for examination matter, ask for RPP but
it is not so often’
(Data source code: INT-C/ET-03-205 to ET-03-106; See appendix 5)
ET-04: ‘We are members of MGMP English Bandung regency and I also
involved. In addition, for the west Java, I incorporated in the IETA
(Indonesian English Teacher Association) as well. These
communities of course be a very positive container for the
knowledge, can be a refresher, can be motivated so… if for a
meeting there is usually a seminar. Then, IETA seminar held
before the new school year. There is preparation of materials for
making a good lesson plan because we have curriculum changes.
Therefore, at the beginning of the school year yesterday, we had
the seminar. Then if for MGMP discussed about the difficulties
that encountered during preparing the material or else.
Alternatively, now if we are in the vocational school there are LKS
(Student Competency Competition). We discussed about how to
prepare students to be success in LKS so. Usually the preparation
of the material and all kinds of MGMP are also prepared.’
(Data source code: INT-D/ET-04-243 to ET-04-258; See appendix 6).
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ET-05: ‘We at MGMP (Bandung city) always meet. Latest meeting, we

have a meeting for the English module about the two modules. The
module is from PKB, from teacher profession development and
some from online sources. Some teachers must master some
modules. That is our competence...eh... seen from there. Then,
there is a module A to module J if I am not mistaken. That we will
be evaluated by teacher performance test in UKG if for example
not pass our module will red mark in the SIM PKB.’
Based on the explanation above, all teachers are required to join the MGMP from
their school. From five teachers, only three who regularly follow the offline activities of
the MGMP: ET-01 as an administrator in ET-01’s MGMP home base in Cirebon regency;
ET-04 who incorporated in the IETA community as well; and ET-05. It concluded that,
from the opinion of the five key informants, the MGMP is useful to improve their
performance as teachers and refresh their knowledge in terms of both teacher
administration and English material.
At the time of the PLPG, 30 English teachers who participated in the PLPG were
given a questionnaire in which was one of the points related to their social competence. As
for the results of questionnaire is presented in Figure 4.23.
Figure 4.23 Social Competence

Based on the data in Figure 4.23, it interpreted that 4% disagree about the
statement of after the PLPG their social competence improved. 7% chose abstentions, 59%
of teachers agreed that their social competence improved, and 30% strongly agreed that
their social competence improved after following the PLPG. They mentioned that the
PLPG gave them the experience to become acquainted with new faces of English teachers
80
who they could invite in discussions related to English teaching. They relationship
remained good after the program. They gathered in the SNS group.
4. How did English Teachers Implement Their Professional Competence into Their
Teaching and Learning Activities before PLPG, whilst PLPG, and post-PLPG?
Being a teacher has become a professional job. Because to be a teacher, a person
should hold a particular certificate, namely bachelor education degree and later should hold
a teacher certification simultaneously. Thus, being a teacher, need a deep knowledge
regarding to the education and teaching performances. Conceptually, professional has
regulations and theories that implemented in practices and workshops (Yamin, 2007).
Yamin (2007) stated that theories and practices could not be separated. Moreover, to be a
professional English teacher, a teacher should have the capability in understanding the
English materials that will be taught, basic knowledge of education theories, cultural
understanding, and willingness to be a teacher. PLPG is intended to improved teachers’
professional competence. As English teachers, teachers should be mastery Basic English
materials knowledge. Thus, the training program is needed as the refreshment or
knowledge improvement for the teachers.
The implementation of pedagogical competence of English teachers can be seen
from the teachers’ understanding of the English materials, their attitude of cultural
understanding on their workplace and on students’ environment, their willingness to
improve their knowledge, and their proud to be a teacher. Moreover, a professional teacher
is not an easy job yet can be achieved through lifelong education. Hence, government is
willing to be in-service teachers’ learning facilitator through PLPG training program. Thus,
this research is conducted to investigate whether this government program provides a
significant positive impact on the professionalism of teachers or not and whether PLPG
contributed the change of positive behavior patterns in the teacher from before following
the PLPG and already follow the PLPG. Therefore, this section will provide the evidence
of English teachers in implementing their professional competence before PLPG, while
PLPG and post-PLPG.
i. The Implementation of Teachers’ Professional Competence before PLPG
In this research, the entire key informants were graduated from bachelor degree of
Education ten-years ago and above. After they graduated from the bachelor degree, they
taught English in particular school. If we probe backward, in which they are passed on for
long periods when knowledge related to education have been many changes. This can lead
to saturation in activities that are carried out continuously with the same activity.
The result of the investigation found three difficulties that were found when
teaching English. The first was the pronunciation teaching and the addition of the
vocabulary. ET-03 argued that ‘Then if the second one, the problem of pronunciation is
protested. So kids like to say 'miss, it is exaggerated pronunciation, over pronounce.’ I
speak in my heart 'I was teaching the correct one, how to read it correctly’. But in their
ears it was overdone. ET-02 assumed that this was because they did not apply the
knowledge of English that they learned to school in their daily life. For example, on
Monday was taught the addition of vocabulary with its pronouncing correction related to
the materials. However, the next day the children forgot the word and its pronunciation. It
was necessary to practice regularly so that the word could be really attached to the
students’ memory.
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The second was students’ motivation in learning English and students’

background. Students’ motivation is unpredictable. There was a time when the students'
passion to learn English, there were times when he was not the spirit of learning because it
was considered English was difficult. Family background factors also affected the level of
cognitive abilities of students. There was a difference in teaching experiences that ET-03
felt while she was teaching in a public school and while in a school where it taught.
However, ET-03 strives to teach the students with great patience, as ET-03 said, "exciting
just teaching English to be patient.”
(Data source code: INT-C/ET-03-009; 5).
The third was the difficulty faced by ET-04. ET-04 was teaching in vocational
school. The school was intended directly to work after graduation. While still using the
KTSP curriculum, ET-04 suggests that it was easier to adjust the English material with
materials needed in the world of work later such as writing job applications using English,
on how to deal with interviews in English. However, in the 2013 curriculum, English
subject matter in SMK is synonymous with English language material in high school.
Learning achievement was equated as well as in the senior high school, for instance should
be able to create recount text. As expressed by ET-04 as follow:
"…For example, vocational school students are looking forward to work.
The focus is application letter, then communication to work more actively. If
high school is slightly difference. For example, if high school is TOEFL
score became the students’ goal to step into university. However, the
vocational school is TOEIC score became the students’ goal for their
communication need at work. Unfortunately, in the 2013 curriculum is equal
in the learning target.”
(Data source code: INT-D/ET-04-044 to ET-04-051; See appendix 6)
ii. The Implementation of Teachers’ Professional Competence on PLPG
This section discussed about how English teachers’ learned professional
competence materials on the training and on how they summed their competence after the
program has finished.
English teachers have learned professional competence theories and practice in
both online session and offline session. During online mentoring, English teachers have
given the module of professional module. The module have arranged by professional
educators. The module materials included the English materials of logical connector,
modality, text and non-text, notice and announcement, discussion, advertisement,
description, news item, narrative text, hortatory exposition, critical reading and writing
with its reference.
In offline mentoring, English teachers are taught by professional English educators
with its discipline. Generally, the offline session was to deepen the materials from the
module in online mentoring. Particularly, in this offline mentoring, the English teachers
have discussion with the mentor about how to teach the English materials well. The
materials that are learned by English teachers in this session are deepening of the English
material subject for both oral text and written text based on the grade of English teachers
study. In this mentoring, not only did the mentors lecture the detail explanation of the
materials but also the mentor did demonstrate the proper method and approach to teach the
materials in the class to attract the students in the classroom.
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Professional Competence
52%
37%
60%
50%
40% Strogly Agree
7% Agree
30%
20% 4% Fair
Disagree
10% 0%
Strongly Disagree
0%
S23
Strongly Disagree Disagree Fair Agree Strogly Agree
Figure 4.24 Professional competence

Based on the data in Figure 4.24, after the PLPG activities were accomplished, the
researcher asked the ability of the teachers in terms of professionalism and mastery of
English material were improved after PLPG. Of the 33 questionnaires distributed, 27
teachers responded. Based on the data in Figure 4.23, 4% respondents disagreed that their
professional competence was improved. 7% are abstained, 52% respondents agreed that
their professional competence was improved. In addition, 37% respondents strongly agreed
that their professional competence was improved after the mentoring session.
Whether it was effective or not for English teachers implemented their knowledge
from PLPG can be seen from their behavior after the training while they taught in the
classroom. Hence, classroom observation is needed to clarify the behavioral changes and
the outcomes of PLPG training at English teachers’ school.
iii. The Implementation of Teachers’ Professional Competence Post-PLPG
In the law attachment No. 55/2017, after following PLPG, English teachers should
have six indicators. The indicators were as follow: 1. mastering the English subject
materials widely and deeply; 2. mastering the theories, application, approach technique, or
method science, technology, or arts that are relevant with the design of lesson plan; 3.
finding the concepts, the approach, the technique, or the new method in science,
technology, or arts that are relevant with the design of lesson plan; 4. disseminating the
academic work of academic or other forms to the accredited national journal or reputable
international journal and/or the presented work or exhibited; 5. applying the knowledge
and skills of information technology in the context of the development of scientific and the
expertise implementation; 6. able to use at least one international language in the listening,
reading, speaking, and writing. Then, these indicators were divided into three parts of
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teaching and learning activity, namely, the developing lesson plan, teaching and learning
activities in the classroom, and English teachers expertise in English major field.
The first part is developing lesson plan. There are two indicators of this part. The
first indicator of this part is that teachers should mastering the theories, application,
approach and technique, or method, science, technology, or arts (IPTEK) that are relevant
with the design of lesson plan. In addition, the second indicator of this part is that teachers
should finding the concepts, the approach, the technique, or the new method in science,
technology, or arts that are relevant with the design of lesson plan (cited in law attachment
of No. 55/2017).
At the first indicators, a teacher should analyze the learning achievement as the
basis of selecting the materials that will be taught. As described in the previous section of
the lesson plan contents in which revealed that after following PLPG, English teachers
followed the 2013 curriculum learning achievement of each core competence. English
teacher selected the materials based on the learning achievement of 2013 curriculum.
Although, they had struggle in balancing the materials and the students’ competence as
faced by ET-03, but in fact, the teacher strives to meet the curriculum achievement.
Despite the achievement that has not been maximized. This is because the diversity of
students’ competences cannot be forced to fulfill the government's wishes on the same
standard for each student. As stated by ET-04, which says:
“Jadi kita tidak kehilangan esensi dari kurikulum tapi kita juga tidak
membuat siswa terlalu menderita dengan ‘mereka ngga tau apa, mau belajar
apa’ gitu. Paling kita men-simplify ya, menyederhanakan materi yang akan
kita sampaikan. Walaupun ujung-ujungnya muatan kurikulum harus
tersampaikan. Karna kalau ngga kan dosa.”
[In other words, we do not lose the essence of the curriculum but we also do
not make students too miserable with 'they do not know what the material is,
what to learn'. Most of us simplify, simplifying the material we will convey.
Although in the end, the curriculum contents should be delivered. Otherwise,
it would be a sin (for teachers).]
In applying and evaluating the materials, structures, and the concepts and the
mindset of knowledge that support the development of science, technology, and arts- not
all of key informants using the science and technology in their teaching and learning
activities. Three of the key informants is used the technology tools. They assumed that the
school did not facilitate the technology use. Moreover, in evaluating students’
performances in learning English, all key informants agreed that in order to achieve the
curriculum targets, they lower the passing standard for low achiever students. This attempt
was intended to maintain students' motivation in learning English, especially for students
who have low ability in English.
The second part was teaching and learning activities. The indicators of this part
were using theories of approach as the basis to apply the materials and using the proper
technique in teaching the materials using technology or arts as the tool of teaching (See
law attachment No. 50/2017, professional competence). When the researcher asked about
learning theories, such as behavioristic theory, Van Hiele theory, and others related to
classroom management, English teachers stated that the knowledge of the learning theories
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studied during the PLPG they once had during the college degree and some new ones they
knew from PLPG. However, it has been for a long time. In fact, that they relearned these
theories, they learn back from the beginning. For instance while the researcher asked ET-
02 in terms of ET-02’s effort in answer the examination related with the theories, ET-02
responded that:
“…ada beberapa, apa sih, ilmuan-ilmuan tersebut ketika diterapin di bahasa
Inggris teh kumaha gitu caranya, asa ada beberapa yang contohnya teh hanya
ada di matematika gitu. Jadi kita teh jadi bingung. Saya kurang memahami.
Jadi saya mah kalau pertanyaannya tentang pengaplikasian dikelas
insyaAlloh lah saya bisa jawab. Tapi kalau sudah membahas yang itu tadi,
yah entah lah biarkan tangan ini yang bergerak mencari jawabannya.”
(Data source code: INT-B/ET-02-153 to ET-02-159; See appendix 4).
[There were some, for example scientists’ theories, when applied the theories
in English how to do it, there seems to be some examples that it only exists in
mathematics. Therefore, we are confused. I do not understand. If I was given
the question about the application of class, Insha Allah, I can answer it.
Nevertheless, if discussed about the theories, either let this hand move for
answers.]
English teachers argued that difficulties in understanding all the theories given in a short
time as one of the exam materials requirement to pass the PLPG national examination was
not easy for English teachers. Because of the limited time in the study given when the
precondition sessions where they are also preoccupied with the schedule of teaching in
school and the time available when offline mentoring, it is felt less to truly learn and then
they applied in teaching activities in the classroom. They needed more time to be able to
formulate all theories to be used as a basis in the application of materials to be taught in
their classroom. Hence, for teaching, the methods they used in teaching and learning
activities are based on the examples of teaching method that have studied during college
bachelor degree and from YouTube platform in which discuss about the teaching method,
or discussion session in the English teacher forum community, for instance MGMP.
The last part was English teachers expertise in English major field. In this part,
based on the law No. 55/2017, English teachers should write the scientific journal related
to English teaching and learning and published it in form of journal. The investigation
found that the entire key informants have not been written the scientific journal related to
English teaching and learning. Their rushing activities in designing the lesson plan and
teaching occupation that are made them not focused on producing literature works, for
instance scientific journal articles. However, after PLPG, all key informants are satisfied
with the PLPG program due to their refreshment in English materials. Two key informants
mentioned that they are motivated to continue their academic to strata 2. Because they
have felt the pleasures and great benefits of learning English teaching in PLPG. Although
at this time, they have not found the right time if their time in teaching profession is
divided again to continue college, but the intention to continue their education will be
realized.
In addition, when asked about academic journals. ET-04 claimed that there were
drafts ET-04 made during teaching. However, it has not been in the form of a journal and it
has not been published yet. Because of the teaching busyness, ET-04 put aside the
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completion of the draft. Therefore, based on the investigation, the PLPG makes the
teachers pull in the re-education to magister level of their knowledge in English major.
They are motivated to develop themselves for the better. Although currently not seen a
large development because in learning required a process that takes a long time.
Based on the investigation on English teachers’ professional competence in
Indonesia context, it can be concluded that after the PLPG, the professional competence of
the teacher has not been seen greatly. It has not found a high professionalism in terms of
performance. However, the PLPG provides space for teachers to develop their potential as
an English teacher. Evidently, two teachers are intended to continue their bachelor degree
to magister degree. Meanwhile, in the understanding of English subject materials, English
teachers got a lots of new knowledge that they have not knew before PLPG in terms of
English subject materials, for instance in linguistic aspects. In spite of this, they need extra
time to be able to learn the materials in deep understanding.
B. Discussion
This section discussed the findings of this research. The discussion will be
discussed based on the findings and the theories relevancies that is presented in the chapter
II. This discussion is started from English teachers’ competences in Indonesian context and
then followed by teachers’ professional learning development.
1. English Teachers’ Competences
Teacher is a profession. The statement is in line with the mandate of the
Indonesian government through Law No. 14/2005 about teachers and lecturers. As a
profession, there are demands of the work in charge to the teacher in carrying out his
mandate. For instance, the demands required by the Indonesian government that teachers
be required to have academic qualifications minimum, competencies, educator certificates,
physical and mental health, and the ability to realize national education objectives.
Minimum academic qualification for being a teacher in Indonesia is a bachelor degree in
Education or in line with the subject that a teacher taught. For those who did not have a
bachelor degree in education, they should attend in a teacher training for instance PPG in
Indonesia. In addition, being a teacher is a massive task. The teachers should support the
national education objective in Indonesia. The target of national education objectives are to
develop the ability and to build the character and civilization, a dignified nation in the
framework of the intellectual life of the nation. The function aims to the development of
the potential of learners to become human beings who are faithful and cautious to God
Almighty, have a noble character, healthy, knowledgeable, capable, creative, independent,
and become citizens a democratic and responsible state (Law No. 20/2003: article, 3).
Based on the purpose of Indonesian national education, the formulation of teacher
competences is formed to be able to realize the purpose of education. Based on the aims of
this study, the following discussion material about how the implementation and the positive
impact it will have after teachers follow the PLPG. The impact is the impact that makes the
teacher as a learning agent for the advancement of education in Indonesia.
a. Pedagogic Competence
Aforementioned in chapter 2, pedagogic competence is “a set of knowledge,
attitude, and skill in designing, planning, scoring and evaluating the teaching and learning
activity”, (Mentioned in Law attachment No. 55/2017). Consequently, a teacher with
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pedagogic competence is a teacher who is able to design a lesson plan included classroom
management and to evaluate the outcomes of the learning. The evaluation is intended to
see whether the students' learning achievement reaches the target of the competency
standards of the 2013 curriculum.
Based on the research findings, the knowledge on the teachers’ lesson plan is
improved after the PLPG. There were also significant positive changes in the design of
lesson plans. It can be seen in the evidence presented in the findings section; the prominent
changes were the methods in which teachers used in teaching and how teachers evaluated
learning outcomes. The methods used by the teacher follow the direction of the mentor in
the PLPG and in evaluating students’ learning outcomes become more authentic based on
student ability and more holistic. However, the consistency of teachers in maximizing
lesson quality has not been seen. In fact, the investigations found that an annual program
that should have been created for one lesson each year is still in use in the following years.
In addition, the semester program that should be made every semester is used in the
following year's semester. This result in consistent quality of RPP has not been maximized.
A three-month monitoring and evaluation is required to maintain consistency in improving
the quality of teachers. Due to the limited time of this research, it caused the researcher has
not found the consistency in terms of stable quality in learning planning. Hence, the
investigation should be done for further to see the consistency of teachers' positive
behavioral changes.
The findings of this research also contradicted with the findings from previous
research by Joppe Dee Ree published in 2015 in which stating that teachers' certificates
only improve the financial condition. As the development of PLPG teacher training
quality, PLPG is assumed that has improved the English teachers’ pedagogic competence.
The involvement of English teachers in the forum discussion of English teachers’
community is contributed with this improvement.
b. Personal Competence
Personal competence is a set of knowledge, attitudes, and skills that made up the
teachers’ personality reflected the behavior of morals, wisdom, and authority to be a role
model for the learners (Law No. 14/2005). As a teacher has become a liability for the
teacher to give a noble example for students. Because the teachers are di gugu (trusted and
became a noble role model) and di tiru (imitated). If teachers did not reflect a good attitude
model and did not teach students to be a critical thinker of the phenomenon of life, then the
essence of the teacher becomes meaningless.
This statement is concurred with the findings of research that says either no
training or not, noble attitude of a teacher is already owned by the teachers who become
key informant in this research. However, they did not realize that this attitude is one of the
competencies required by the government. Basic knowledge and strengthening the essence
of personal competence has given by the mentor in the PLPG implicitly. Because the
learning contents of the PLPG is focused on pedagogic competence and professional
competence. Therefore, whether to follow the program or not, the awareness of the
teachers who become a role model for the students has become an instinct as the teachers.
Moreover, teachers means being a parent as well as a friend to their students in school.
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c. Social Competence
Social competence means teachers should have good relationship with colleagues,
students, parents and students. In law No. 14/2005, social competence is the capability of
teachers to communicate and interact effectively and efficiently with learners, fellow
teachers, parents/guardians of learners, and school community. To have a good relation
with other people need a good personality within the teachers.
This research finding revealed that teachers has good relationships as shown in the
evidences. English teachers in this research have close relationship with the other English
teachers. However, participation in the community is not viable. Based on evidence of five
English teachers in this research, only three teachers who were regularly followed the
activities of teachers’ community. Their busy in teaching makes teachers prefer to
complete their obligations in school rather than attend seminars organized by the
community. Thought it will give those benefits in terms of their teaching and learning
activities.
The investigations in this research only included the extent to which social
relationships between teachers and students, teachers with other teachers and teacher
participation in the teacher community. However, because of the short research time, the
researcher only takes the perception on the teacher's social competence from the students
who are taught key informant and the interview with the principal of the curriculum field.
To obtain stronger data, the investigation of social competence needs to be done more
deeply both in terms of social relationships of teachers in schools and outside schools
related to the field of study taught.
d. Professional Competence
Professional teachers is included teachers’ understanding of the materials in which
will be studied, the understanding of teachers’ fundamental knowledge of education and
teacher training, the understanding of education process, teachers and students’ learning
process (Yamin, 2007). During PLPG, English teachers have given the knowledge in terms
of English subject materials in which English teachers claimed that they got the enrichment
in English subject materials. In addition, in today’s professional competences in Indonesian
context, a professional teacher is required to write a scientific journal part of their
professional duty. However, the capability of teaches is not ready yet for this requirement.
In addition, a teacher should have four competences, namely pedagogic
competence, personal competence, social competence, and professional competence. There
is a test to measure those competences through teachers’ competence test (later on UKG).
A professional teacher then will be given the educator certificates as a mark that he is a
professional teacher. To have a teacher certificate, a teacher should do UKG and then, for
those who pass the qualification will attend the teacher training program namely PLPG.
Later on, if the teacher pass the PLPG test, he will get a teacher certificate.
Unfortunately, the marking of a professional teacher with the certificate can lead to
a polemic within the teachers’ environment. For those who have passed the PLPG, they
will be given a professional educator certificate. To become a professional, the personal
needs of a teacher must be fulfilled as a reciprocal of his performance as a teacher, for
instance, providing professional allowance for those with teacher certificates. However,
this condition can also generate jealousy for those who do not already have a certificate. if
a teacher is said to be a professional by having a teacher certificate, then it can be assumed
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that a teacher who does not have a certificate, is not yet said to be a professional teacher
and will not receive a professional allowance. This assumption will lower the spirit of the
teacher to be able to maximize his performance as a teacher. As in the findings of this
study, researchers asked the principal regarding teacher education programs that would
charge teachers in financing. One of the vice principal argued that:
‘…Biaya yang tidak sedikit untuk mengikuti PPG nanti akan memberatkan
guru terlebih guru yang mengajar di sekolah swasta seperti disini. Untuk
memenuhi kebutuhan sehari-hari saja mereka harus mencari tambahan
lain diluar mengajar disini, bagaimana untuk membayar biaya PPG?
sedangkan jika tidak PPG, mereka tidak akan bisa mengikuti ujian
sertifikasi guru. ini tentu perlu dipertimbangkan lagi.’
[The cost is high to follow the PPG and it will be burdensome for teachers.
Especially for teachers who were teaching in private schools like here. To
meet their daily needs, they have to look for other extras beyond teaching
here, how could they pay PPG fees? However, if not PPG, they will not be
able to take the teacher certification exam. This certainly needs to be
considered again.]
In sum, the findings of this study also denied findings from previous research by
Joppe Dee Ree published in 2015 stating that teachers' certificates only improve the
financial condition alone. As the development of PLPG teacher training, PLPG can
increase pedagogic competence, personal competence, and social competence. Although
there has a little improvements in the field of professional, but the motivation in teachers to
self-learning and the motivation to continue their education in strata 2.
2. Teachers’ Professional Learning Development in Indonesia
Professional learning development in Indonesia has been through various
evaluation phases from 2006 to PLPG in 2017. At the beginning of the implementation of
teachers’ certification was used teacher portfolio collection. If it was appropriate, the
teacher may have a teacher certificate indicating that the teacher is professional.
Due to the fabrication and plagiarism of portfolios, the changes occurred in 2008,
where the portfolio is not an absolute requirement to have a teacher certification, but must
follow the training PLPG for 2 weeks. In 2015, the collection of portfolios as a
requirement to participate in the PLPG training was abolished and replaced with the
existence of UKG.
In addition, a significant change occurred in PLPG 2017. To attend the PLPG, the
score of teacher-owned UKG should more than 60. Then, teachers who meet the standard,
they must follow the precondition activities on KSG application for two months, then must
attend face-to-face training for 100 hours of lessons before the National Examination
(UTN) of PLPG as final exam to get teacher certificate.
In the middle of 2017, the government announced a teacher-training program (later
on PPG) for in-service teachers instead of the PLPG teacher training. The in-service
teachers’ PPG activities are held in 2018. Many opposed this government decision. Based
on the information obtained from the PLPG field coordinator where the researcher
observes, the cost of this PPG activity will be charged to the teacher. The duration of this
professional education will last longer for one year. Such conditions will have a negative
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impact on teachers who teach in private schools in remote areas far from universities
designated by LPTK. On the one hand, if you want to follow PPG they have to leave
teaching because the distance from the college. Notwithstanding, if the teacher is on leave,
there will be a replacement teacher. However, if the leave time has been completed, this
will hurt the replacement teacher, as it has to stop teaching. On the other hand, if the
teacher does not participate in PPG, it will not have teacher certificates and will not be able
to provide professional allowances in addition to fulfilling their needs. If it will be done
online, it is necessary to reconsider the quality of the signal network for teachers at the
border. This problematic should be reconsidered for the stakeholders in order to create
equality of quality education because of the better quality of teachers.
CHAPTER V
CONCLUSION, SUGGESTION AND RECOMMENDATIONS
This chapter presents the conclusion, suggestion and recommendation. The
conclusion discusses the highlight of this research that support the objective of the
research. Suggestion and recommendation section discuss the implication of the PLPG
program to English teachers’ behavior in their profession and the recommendation to the
stakeholder of PLPG, English teacher, and other researchers that have a desire to do the
similar issue of this research.
A. Conclusion
As mentioned in chapter 1, the main objective of this research was to investigate
and describe the change behaviors within English teachers of their competences post-
PLPG. The behavioral changes included pedagogic competence, personal competence,
social competence, and professional competence. This research revealed four conclusions.
The first conclusion was related with English teachers’ pedagogical competences.
Before attending PLPG, the English teachers were already faced four major obstacles in
teaching English as foreign language in their schools. The obstacles were adjusting the
expectation of curriculum learning target with their students’ competences in English and
students’ background traits, devising the proper materials to accommodate students’ needs
in learning English, utilizing the limit facilities provided by the school to support the
learning process, and motivating students to learn enthusiastically. The investigation
revealed that the majority of English teachers in this research are faced those obstacles
during their teaching experiences due to their problems in determining proper teaching
approaches to deliver English materials with those obstacles. They hoped that their
problems can be solved whilst PLPG. Whilst training, the investigation found that 67%
agreed and 15% strongly agreed that the training meets their expectation regarding with
their teaching profession. It means that PLPG training has solved their problems. However,
in the implementation on the classroom, especially the teaching method and approach that
they have inspired is not as they expected to be. The majority teachers were failed to
implement the approaches that are expected to attract students’ enthusiasm.
The investigation proved that majority English teachers are updated their reference
curriculum from KTSP as a guideline for the design of learning activities to the 2013
curriculum that is used as a guideline of lesson plan design. The lesson plan design is also
more structured and conditional than the lesson plan designed by the teacher prior to
following the PLPG. The evaluation of learning outcome has been holistic evaluation. In
other words, not only the intellectual aspects, but also students’ moral value in terms of
social relationship with teachers and other students’ classmates. Even though vocational
teachers have struggle counterbalancing the needs of vocational students and curriculum
expectation but the teachers tried their effort to overcome their problem. Nevertheless, it
cannot be ascertained consistency in improving the quality of teachers in terms of learning
design. This would need further investigation that was deep investigation and in detailed in
order to get sharper results on teacher pedagogic aspects.
The second was that PLPG made teachers more patient to deal with student
behavior because the tutor on PLPG always reminded the teachers that if the teachers were
impatient in teaching and dealing with student behavior, then the teacher would get
disadvantage in the future, while in Islam called sin. Regardless of that, English teachers
assumed that whether they have attended the PLPG or not, the beliefs that teachers should
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91
have good personalities as role model has become their instinct since they were teachers.
However, their knowledge and the essence of personal competences were improved after
PLPG.
The third was that there were minor denotative changes in their behavior in social
competences before PLPG and after PLPG. The entire key informants has good
relationships with colleagues, students, parents, and school community even before
attending PLPG. However, they have new connection with the English teachers from other
school that they have acquainted while PLPG.
The fourth was that the enrichment in terms of the knowledge of English subject
materials has improved. Nevertheless, as professional teachers, there were minor change
differences. English teachers still confused in implementing the proper method and
approach in delivering the English subject materials. However, in the field of professional
learning, PLPG has motivated the English teachers to continue learning both in other
training or formal education, for instance magister program. In addition, in the field of
professionalism of English teachers, all English teachers in this research have not been
published an academic journal article yet. In other words, the change behavior has found in
professional knowledge but professionalism of English teachers.
Based on the conclusion, this research summed that before attending PLPG,
English teachers have faced the obstacles while teaching and learning process. Then, they
have input of new knowledge while learning in PLPG to help them encounter their
obstacles in teaching process. After PLPG, their knowledge is improved and ready to
implement their new knowledge from PLPG in their teaching assignment and teaching
process. Nevertheless, in implementing new approach or teaching method is not easy. The
majority of English teachers in this research have failed to implement it. The facilities and
time experiences in learning and practicing have become their reason of the failure in
implementing the innovation in teaching process. However, the awareness in leaning the
new knowledge has appeared in themselves for further following up after PLPG.
This research assumed that if being a teacher is a profession, then the payment is
worth with the work that is done by the teacher—whether it is certified or not. Moreover,
beyond of that, the great dedication of teachers in improving Indonesian education is more
important than teacher certification. Ideally, if they have fully dedication within the
teachers, either the presence or absence of functional allowance, the sense of responsibility
and professionalism of teachers would be still run on by themselves. Nonetheless, the
facts, with the worthy payment support from government have to enrich teachers’ qualities
in terms of their professional work as teachers by improving their competence quality.
B. Suggestion
Based on the conclusions of the research, the researcher wanted to give
suggestions to English teacher, and other researchers who have a desire to do the similar
issue of this research.
For English teachers, researcher hopes that the quality as a teacher should be
maintained and continue to be developed. The recent learning is not only from the PLPG,
but many other sources that can be utilized, for instance in the community of teachers in
English subject and other digital sources in online platforms. Even though, teachers are
preoccupied with their obligations as teachers, but developing their potential will give a
positive impact on teachers for the future. In addition, if the teachers have a professional
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allowance, remember that the allowances that teachers get should be worth with the
performance given to students and Indonesia in order to create a better education. Teachers
take important roles in advancing Education quality. Thus, Teachers are lifelong learners
and change agents in the betterment Education.
For further research and researchers, there are two suggestions. The first, this
research is investigated directly after PLPG is finished. The teachers’ knowledge is still
fresh. It will be better if the further investigation for each competence in a long-term after
the training, for instance one year after PLPG. This investigation will find the consistency
in developing English teachers competence post PLPG. It will be a good investigation. The
second recommendation is that the Teacher Education Program (later on PPG) is expected
to be start as the betterment in-service teacher training program in Indonesia. The
following research should take PPG as the issue of the research whether it is effective to
improve teachers’ competences as the government assumed. It will be a challenge for the
researcher particularly.
C. Recommendation
Based on the results of this research, the researcher expects to give three
recommendations to the stakeholder of PLPG.
Although the PLPG contributes improving teacher competences, stakeholders
should monitor the teachers’ performances through periodic monitoring and evaluation
every 3 months. It is intended that the existing quality of teachers can be maintained on an
ongoing basis. If it is necessary, Impromptu surveys can be conducted in schools, where
teachers taught to review teachers’ performances directly. In addition, the PLPG has a
positive impact, but the time provided in face-to-face mentoring is not enough. 100 hours
of learning is not enough to learn all the material related to the four competencies. PPG is
one of the solution. Nevertheless, if PPG is perceived to be more efficient in improving the
quality of teachers, it is helpful to consider the following two points, financing aspect and
demography aspect.
Firstly, in the case of training financing, it will be better if training financing is not
entirely charged to the teacher. The conditions of teachers in Indonesia does not equaled,
economically and demographically. It will be better if the PPG program is free for teachers
who teach in private schools whose teachers' incomes are low from teaching and for
schools located in 3T areas. It is intended that there is equal distribution of quality of
education for teachers teaching in low school income.
Secondly, in terms of demography, it will be better if the mentor came to the
teacher teaching at the border. If the border teacher has to follow PPG at the chosen
university, it will be difficult for the teacher to join the activity because they will leave the
class for long period. This also applies to teachers who are far from the training location.
Thus, teachers will not be scrupled about attending PPG.
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LIST OF APPENDICES
Appendix 1 Reaction Questionnaire of PLPG ................................................... 98

Appendix 2 Questionnaire Analysis ................................................................... 103
Appendix 3 ET-01’s Script Interview ................................................................ 107
Appendix 8 School A: Students’ Response ........................................................ 148
Appendix 9 School B: Students’ Response ........................................................ 155
Appendix 10 School C: Students’ Response ........................................................ 158
Appendix 11 School D: Students’ Response ........................................................ 162
Appendix 12 School E: Students’ Response ........................................................ 164
Appendix 13 School A Field Note Observation ................................................... 168
Appendix 14 School B Field Note Observation ................................................... 171
Appendix 15 School C Field Note Observation ................................................... 174
Appendix 16 School D Field Note Observation ................................................... 177
Appendix 17 School E Field Note Observation ................................................... 181
Appendix 18 ET-01’s Lesson Plan Before PLPG ................................................ 185
Appendix 19 ET-01’s Lesson Plan After PLPG ................................................... 187
Appendix 28 The lesson plan contents before PLPG and post-PLPG in terms of
pedagogical competence ................................................................. 263
Appendix 29 Law Attachment No. 55 Year 2017 ................................................ 272
97
98
Appendix 1 Reaction Questionnaire of PLPG

REACTION QUESTIONNAIRE
Assalamualaikum, Salam.
Dear English Teachers as respondents,
My name is Dewi L. Apriliyanti, a student of English education at UIN Syarif
Hidayatullah, Jakarta. As part of my thesis entitled “An Analysis of Teachers’
Competences after Following PLPG: An Evaluation Study based on Kirkpatricks’
Model”, this survey is conducted to investigate your point of view after attending
PLPG program.
There is no right or wrong answer as long as you did it honestly. Rest assured that
your answers to this questionnaire will be treated with utmost confidentiality. The
survey result will be analyzed for academic purposes.
Thanks in advance for your cooperation for helping this study. Your responses will
contribute to this academic study. Wassalam.
Best Regards, Dewi L. Apriliyanti
A. Respondent Identity
Direction: Please provide the following information either by filling the data or by
putting a check mark that correspondent to your response. Your
identity will remain hidden due to respect with your response.
Name :
Year of Teaching Experiences : 2-year 5-year
10-year Other:
Latest Educational Background:
Teaching in Grade- : 7 8 9 SMP
10 11 12 SMA/SMK
UKG Score :
B. Personal Impression of PLPG

Direction: Please provide your answers by putting a check mark on the following
questions. You may put a check mark for more than one option.
Online Mentoring Session
1. Do you like online training session mentoring?
Yes No somewhat liked or disliked
2. What do you like from online mentoring?
Mentor Style in giving the materials
Class Content
Training Materials
99
Time Flexibility
Place Flexibility
The Efficiency in giving materials
Other:
3. How often do you participate on online class mentoring?

Rarely
Sometimes
Often
Always
4. Which of the following factors that caused you not enjoying the online class
mentoring?
Mentor Style in giving the materials
Class Content
Training Materials
Materials and concepts are complicated
Concepts that apply to my teaching profession not explained thoroughly
Too many report assignment
Other:
In-class Mentoring Session

5. Did you like in-class training session?
Yes No Somewhat liked or disliked
6. What do you like from in-class mentoring?
Instructor
Class Content
Training Location
Workshop Presentation
Peer-Teaching Session
Class Condition
Other:
7. Which of the following factors that caused you not enjoying in-class session?
Instructor
Class Content
100
Training Location
Workshop Presentation
Peer-Teaching Session
Class Condition
Other:
C. Material Relevancies with the Teachers’ Needs

Direction: Please put a check mark that is indicated your reaction of PLPG on the
following statements. Rate the statements based on Likert Scale criteria
as follow:
1: Strongly disagree 2: Disagree 3: Fair 4: Agree 5: Strongly Agree
VALUE
Strongly Strongly
NO. STATEMENT Disagree Fair Agree
Disagree Agree
1 2 3 4 5
The online
mentoring provided
8.
well-organized
materials.
I found the subject
matter related to my
9.
work duty and
requirements.
I submit my reports
10.
in-time.
Overall, the online
11. session was useful
for me.
The training meet my
12.
expectations.
The training relevant
13. to my teaching
circumstances.
I applied my
knowledge from the
14. training on my peer-
teaching practices.
I will apply my
improving
15. knowledge from
PLPG into my work
duty in teaching
101
VALUE
Strongly Strongly
NO. STATEMENT Disagree Fair Agree
Disagree Agree
1 2 3 4 5
English and in
designing the lesson
plan.
Online mentoring
made me flexible to
16.
attend on the
mentoring forum.
I felt comfort during
17. the in-class training
program.
Class participation
18.
was encouraged.
I made a good
19. relationship with
other trainees.
After training, my
pedagogical
20.
competence is
improved.
After training, my
21. personal competence
is improved.
After training, my
22. social competence is
improved.
After training, my
professional
23.
competence is
improved.
PLPG is important to
24.
be conducted.
102
D. Personal Perception on PLPG

Direction: Please provide your perception on PLPG by answering these following
questions. You may use the additional sheet if it is necessary.
25. What is your suggestion that you think need some improvements on the online
mentoring session?
26. What is your suggestion that you think need some improvements on the offline
mentoring session?
27. What does PLPG mean for you?
- End of Questionnaire -
Thank you for your sincere cooperation
103
Appendix 2 Questionnaire Analysis

A. Personal Impression of PLPG
ONLINE MENTORING
Online Mentoring
LIKE
11%
Somewhat liked or
30% disliked
59%
DISLIKE
Like’ REASON Response ‘Dislike’ Reason Response

Concepts that apply to my teaching profession not
CLASS CONTENT 6% 40%
explained thoroughly
TRAINING MATERIALS 23% Other: Laziness 3%
TIME FLEXIBILITY 35% Materials and concepts are complicated 6%
CLASS DISCUSSION 2% Mentor Style in giving the materials 15%
THE EFFICIENCY IN GIVING MATERIALS 12% Too many report assignment 30%
PLACE FLEXIBILITY 22% Managing time to have mentoring 3%
OTHER: 0% Bandwidth difficulty 3%

104
Offline Mentoring
OFFLINE MENTORING
LIKE
4%
11%
Somewhat liked or
disliked
DISLIKE
85%
Like’ REASON Response ‘Dislike’ Reason Response
CLASS CONDITION 19% Class Condition 15.4%
CLASS CONTENT 21% Class Content 3.8%
TRAINING LOCATION 9% Training Location 15.4%
PEER-TEACHING SESSION 10.4% Peer-Teaching Session 23.1%
WORKSHOP 19% Workshop 15.4%
INSTRUCTOR 21% Instructor 26.9%
OTHER 0% Other: 0%
105
B. Material Relevancies with the Teachers’ Needs
Statement Response
15% 7%
11% 74% 74%
70% 37%
67% 22%
80% 63% 44% 41% 37%
59% 59% 59% 59%
70% 15% 52% 52% 52% 37%
48% 48%
60% 41% 44%
41%
37% 30%
50% 30%
40% 19% 19%

7% 22%
19% 19% 19%
30% 15% 15% 15% 7%
11% 11%
20% 11% 11% 7% 7% 7% 7% 7%
7% 4% 4% 7% Strongly Agree
7% 0% 4% 4% 4% 4% 4% 4% 4% 4% 4% 4%
10% 4%0% 4%0% 4% 4%0% Fair
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
0% Strongly Disagree
S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24
Strongly Disagree Disagree Fair Agree Strongly Agree

106
Abbreviation of Statements:
S8: The online mentoring provided well-organized materials.
S9: I found the subject matter related to my work duty and requirements.
S10: I submit my reports in time.
S11: Overall, the online session was useful for me.
S12: The training meet my expectations.
S13: The training relevant to my teaching circumstances.
S14: I applied my knowledge from the training on my peer-teaching practices.
S15: I will apply my improving knowledge from PLPG into my work duty in teaching
English and in designing the lesson plan.
S16: Online mentoring made me flexible to attend on the mentoring forum.
S17: I felt comfort during the in-class training program.
S18: Class participation was encouraged.
S19: I made a good relationship with other trainees.
S20: After training, my pedagogical competence is improved.
S21: After training, my personal competence is improved.
S22: After training, my social competence is improved.
S23: After training, my professional competence is improved.
S24: PLPG is important to be conducted.
107
Appendix 3 ET-01’s Script Interview

INTERVIEW TRANSCRIPTION
Abbreviations:
INT: Interview-(code for school key informant)
ET: English Teacher--(code for key Informants)
Interview Code: INT-A/ET-01
Interviewer : Dewi L. Apriliyanti Code: IN
Interviewee : ET-01
Interview Setting : Interview conducted at school A’s office. The interview was
conducted on 1st of Feb, 2018 at 9:09 AM on Thursday Morning.
Interview Duration : 00:27:09 Translated by: IN
Minute Transcription Code
00:00:09 May I know your name, year and place of teaching experience? IN-01-001
00:00:10- Saya Ibrohim, untuk pengalaman mengajar saya sejak 2010 dan
00:00:52 langsung ditugaskan di SMA ini. Sebelumnya pernah mengajar
juga waktu kuliah karna saya tamat kuliah itu tahun 2008, jadi
kuliah sambil mengajar itu di SMP di Argawinangun, di SMP
negeri. Berarti kalau ditotal sekitar empat tahun (sebelum di
SMA A). Berarti kalau ditotal sampai sekarang sekitar 10-11
tahun.
(I’m ET-01. I was teaching since 2010 and was assigned at the ET-01-001
same time on this SMA. Before I taught here, I had taught ET-01-002
English subject for four-year in the State Junior High school in ET-01-003
Argawinangun sub-district while I was a college student. I was ET-01-004
graduated in 2008. So I have taught English for 10 to 11-year ET-01-005
experiences.) ET-01-006
00:00:51- Could you please tell me your experiences in teaching English IN-01-002
00:01:02 from the first time you started your career as an English teacher IN-01-003
until the day before you were attended PLPG? IN-01-004
00:01:03- Kebetulan untuk mengajar didaerah itu saya rasa lebih banyak
00:02:11 emm... kerja kerasnya. Soalnya disatu sisi kita harus
merampungkan SKKD, disisi lain kemampuan siswa masih
jauh dari apa yang harus dirampungkan itu. Karena kalau dari
(kemampuan bahasa Inggris) SMP nya juga untuk ke SMA itu
memang kurang terutama masalah vocabulary nya. Jadi ada
upaya tambahan dalam meningkatkan SKKD itu apa yang kita
upayakan itu bisa nyambung dan bisa menuntaskan apa yang
akan diajarkan itu sesuai SKKD.
(By any chance, to be a teacher in my region, I have to do more
108

effort to teach English. At some point we should complete the ET-01-007
target learning (SKKD), but the other point the students’ ET-01-008
competences still too far to reach the target. Because since they ET-01-009
were in junior high school until now (senior high school), they ET-01-010
lacked of English proficiency especially in English vocabulary ET-01-011
proficiency. So there will need extra effort to enhance their ET-01-012
learning achievement that what we have effort for could bring ET-01-013
the interconnection between a teacher and students and ET-01-014
completed what we should be completed based on the Standard ET-01-015
competence and based competence (SKKD)). ET-01-016
ET-01-017
00:02:12- Based on your explanation, the experience was related the IN-01-005
00:02:24 English materials itself. Meanwhile teaching activity was not IN-01-006
just about reaching the target but also teaching the value within IN-01-007
the materials. What I am trying to say is that how do you teach IN-01-008
them moral lesson integrated with English materials? IN-01-009
00:02:25- Kalau (mengajarkan) moral saya kira tidak ada, ehm… cara
00:03:20 atau sistem yang lebih baik, ehmm… menanamkan moral
kepada anak didik kecuali dengan suri tauladan atau kita
memberi contoh yang baik kepada siswa dengan sesekali kita
tanamkan ehm… akhlak mungkin diluar dari pengajaran
mungkin masih ada sangkut pautnya dengan materi pengajaran.
Tapi bagi saya tidak ada sistem yang lebih baik untuk
mengajarkan moral kecuali dengan suri tauladan yang saya
sebutkan tadi.
I think there is no better way to teach moral lesson but using ET-01-018
paragon or we gave a good model for students. We could ET-01-019
engraft moral value on certain occasion out of English ET-01-020
materials. But as I mention before, there is no better way to ET-01-021
teach moral lesson but we as a teacher became a good model ET-01-022
for them. ET-01-023
00:03:21- As you mention before that to teach English in rural area is not IN-01-010
00:03:47 easy. There were some obstacles during the activity. Did you IN-01-011
asked or shared your difficulties to your mentor or other IN-01-012
English teachers in PLPG regarding the obstacle that you found IN-01-013
while teaching activity? Did your problem have the solution IN-01-014
while the consulting? IN-01-015
109

00:03:48- Ya, mayoritas yang saya rasakan, ada beberapa permasalahan
00:06:16 yang saya dapatkan jawabannya. cuma saya kira ketika praktek
di peer-teaching saya dapat implementasikan. Namun, ketika
saya praktikkan didalam kelas tidak seperti yang saya praktek
disana (ketika peer-teaching) gitu. Jadi, pertanyaan (saya)
terjawab, tetapi ketika saya implementasikan ada gap yang
lumayan jauh ya dari apa yang saya praktikan disana (waktu
PLPG) dengan yang disini (sekolah) dalam
pengimplementasian saja. Jadi apa yang sudah terjawab tadi
(problem) kira-kira mungkin terhalang pada implementasi
(dikelas). tapi itu dalam pengimplementasiannya, bukan hanya
dari sisi siswa/siswinya yang kurang menangkap cara
pembelajaran saya menarik atau tidak, tetapi ada hal lain
(selain dari pembelajaran, factor external) baik dari sisi
siswanya maupun dari luar. Seperti misalkan saya sendiri selain
mengajar, banyak pekerjaan lain yang harus diselesaikan. Ya
itu sangat berpengaruh sekali dalam pengajaran kelas. Pengaruh
eksternal itu sangat berpengaruh sekali. Seperti misalkan
penuntasan atau penyelesaian administrasi seperti RPP dan lain
sebagainya itu dan juga saya sebagai guru harus ekstra
pengembangan diri dan lai sebagainya untuk pemenuhan angka
kredit dan SAP itu sangat sangat berpengaruh juga pada
pemikiran saya, tenaga, energy, sehingga ketika dikelas pun
jadi terpengaruh.
Well, Mostly I felt, there were several problems that I got the ET-01-024
answer from PLPG. I could implement the knowledge (Method ET-01-025
and technique) while I were conducted the peer-teaching ET-01-026
session. Unfortunately it doesn’t work in my real classroom. In ET-01-027
other words, I got what I need to solve my problem in teaching, ET-01-028
but when I implemented it in my classroom, I felt that there ET-01-029
were plenty of gaps between them [peer-teaching ET-01-030
implementation and real classroom implementation]. It’s the ET-01-031
matter of implementation. It was not because of students’ who ET-01-032
could not engage with my way of teaching whether interesting ET-01-033
or not but there were other circumstances from both students’ ET-01-034
condition and other factors. For instance, I, a teacher, have ET-01-035
assignment not only to teach but I have a lot of things to do. ET-01-036
ET-01-037
110

External factors have a major effect on me. As an example the ET-01-038
completion of teaching administration requirement such as ET-01-039
lesson plan and stuff. In addition I have to develop my skills as ET-01-040
an English teacher and teachers’ cumulative accomplishment ET-01-041
and SAP. Those requirements were so effected in my thought, ET-01-042
energy that decreases my teaching performance quality in my ET-01-043
classroom.
00:06:16- Is there any teaching rate assessment (KUM) that should be IN-01-016
00:06:22 fulfill for teachers? IN-01-017
00:06:23- Iya ada. Untuk tahun kemarin PNS guru ada. Cuma untuk yang
00:06:35 tahun sekarang belum tahu jelasnya [detailnya]. Untuk yang
bulan januari juga belum ada kabar.
Yes, there was last year. However I have no idea for this year. ET-01-044
In fact, until January, I still did not get the information related ET-01-045
to that information. ET-01-046
00:06:36- What is your opinion about PLPG in terms of training materials IN-01-018
00:06:57 and its benefit for your teaching activity? Does it important to IN-01-019
be conducted? Rate from 1 to 10, how important does PLPG for IN-01-020
you? IN-01-021
00:06:58- Hmm, saya rasa ini penting sekali. Seperti yang saya katakan ET-01-047
00:07:47 sebelumnya, ada beberapa hal yang mengganjal [dipikiran] ET-01-048
dapat terjawab disana. Cuma ya itu tadi, ketika saya ET-01-049
implementasikan lagi ternyata persoalannya tidak hanya selesai ET-01-050
sampai disitu. Ada lagi permasalahan-permasalahan yang baru ET-01-051
mucul setelah PLPG. Tapi ya itu saya rasa memang seperti itu ET-01-052
si. Yang namanya belajar kan seperti itu. Jadi ketika kita tahu ET-01-053
sesuatu ternyata ada dua hal lagi yang muncul yang kita tidak ET-01-054
tau. Dan kalau dinilai dari 1 sampai 10, saya rasa apa yang saya ET-01-055
dapatkan [manfaatnya] itu sekitar 7.5. ET-01-056
00:07:48- Can you give me an example of your benefit from PLPG? IN-01-022
00:07:59
00:08:00- Untuk membuat kelas menarik. Seperti yang saya sampaikan ET-01-057
00:08:40 banyak sekali metode-metode seperti nyanyian nyanyian ET-01-058
ataupun game- game. Ketika disana ‘kayanya menarik untuk ET-01-059
dilakukan dikelas’. Tapi ketika saya aplikasikan dikelas ‘ko ET-01-060
tidak se aktif disana ya’. Tidak berjalan sesuai yang kita ET-01-061
111

rencanakan. Jadi akhirnya ya jadi garing dan sebagainya, jadi ET-01-062
ya itu tadi ‘kembali lagi kedunia yang nyata’. ET-01-063
00:08:41- Did you know the teachers’ competences that should have as a IN-01-023
00:08:49 teacher before PLPG? IN-01-024
00:08:51- Kopetensi guru yang empat itu, sudah tahu. Tinggal ET-01-064
00:08:56 pendalaman saja di PLPG. ET-01-065
00:09:01- What is your opinion about teachers’ competences? IN-01-025

00:09:05
00:09:06- Saya rasa yang empat kompetensi itu kan para ahli yang ET-01-066
00:09:35 meramunya. Menurut saya memang keempat kompetensi itu ET-01-067
memang layak dan patut untuk dimiliki setiap guru, ET-01-068
professional, pedagoik, social dan personal. ET-01-069
00:09:36- How did you implement those competences on your job as an IN-01-026
00:09:56 English teacher both teaching and teachers’ administration? IN-01-027
00:09:57- Pedagogik kan dari segi administrasi, penguasaan kelas dan lain ET-01-070
00:10:56 sebagainya. Memang si ada beberapa hal metode-metode yang ET-01-071
cocok dan beberapa metode-metode dari para ahli yang tidak ET-01-072
cocok juga. Memang pernah coba juga. Dan untuk professional ET-01-073
ya mau tidak mau kita harus menyeimbangkan diri khususnya ET-01-074
bahasa inggris.. bidangnya kita kan bahasa inggris jadi harus ET-01-075
bisa lebih [kemampuan bahasa Inggris] dari pada siswa. Jadi ET-01-076
ketika siswa melakukan sesuatu intinya kita harus bisa ET-01-077
menjawab atau mengembangkan sendiri. Kalau untuk social ET-01-078
dan personal ya mungkin itu bisa berjalan dengan sendirinya ET-01-079
ET-01-080
00:10:57- What is your opinion about PLPG in terms of the committee IN-01-028
00:11:08 services? IN-01-029
00:11:09- Yang saya tangkap dari PLPG itu satu. Mereka itu selalu ET-01-081
00:12:38 berbenah. Selalu meningkatkan kualitas. Yang saya tahu dari ET-01-082
tahun ketahun. Terbukti dengan adanya semacam pembekalan ET-01-083
diawal 2 bulan sebelum PLPG yang di Bandung. Saya rasa ET-01-084
mereka itu selalu ingin memperbaiki diri dan kita patut ET-01-085
apresiasi. Itu sangat baik. dan saya rasa untuk disana pun sudah ET-01-086
terencana dengan matang sepertinya. Dan pelayanan ET-01-087
administrasi petugasnya baik. akan tetapi ada jadwal yang ET-01-088
112

tertunda. Seperti pengumuman hasil UTS beberapa kali ET-01-089
tertunda jadi membuat siswa terpikirkan. Ya itu hanya dari ET-01-090
jadwal saja yang kurang tepat. Overall saya kira baik. ET-01-091
00:12:38- Did PLPG or other teacher training similar with PLPG IN-01-030
00:12:58 important to be conducted by the government for the English IN-01-031
teachers? IN-01-032
00:12:58- Selama belum ada semacam standarisasi di perguruan tinggi, ET-01-092
00:13:41 saya rasa itu masih dibutuhkan program-program yang seperti ET-01-093
itu untuk menstandarkan istilahnya memeratakan kemampuan ET-01-094
siswa untuk menjadi guru saya rasa itu masih dibutuhkan untuk ET-01-095
saat ini. Kecuali nanti ketika sampai pada waktunya ada ET-01-096
semacam standarisasi di perguruan tinggi yang bisa ET-01-097
mengeluarkan sarjana-sarjananya yang memang sudah siap ET-01-098
pakai. ET-01-099
00:13:42- Then you assumed that the pre-service teacher training in the IN-01-033
00:13:47 university was lack to produce the quality teachers? IN-01-034
00:13:48- Hmmp, ya mungkin yang saya lihat yang saya baca dan muncul ET-01-100
00:14:38 istilah PLPG dan sertifikasi dari pemerintah itu kan bahwa ET-01-101
belum ada pemerataan kompetensi dari guru jadi muncullah ET-01-102
sertifikasi guru. Yang saya lihat, yang say abaca seperti itu. ET-01-103
Dan dari pengalaman saya pribadi sebagai seorang guru, guru ET-01-104
juga kan pernah S1. Kalau di perkuliahan itu masih plek atau ET-01-105
apa ya istilahnya masih tekstual belum ke konteksnya ET-01-106
00:14:39- There were controversies between PLPG and PPG. As if you IN-01-035
00:15:04 were not attended PLPG yet, which one do you choose to IN-01-036
attend to? IN-01-037
00:15:05- Relative ya kita melihatnya dari segi mana. Kalau dari segi ET-01-107
00:16:00 ekonomis mungkin yang lebih ekonomis lebih cepatnya PLPG. ET-01-108
Dari segi waktu, tenaga. Kalau dari segi sisi kemampuan dan ET-01-109
melihatnya hasil kualitas mungkin yang lebih lama [PPG]. ET-01-110
Dengan kondisi saya seperti sekarang ini [keluarga dan ET-01-111
lainnya], saya kira normal jika saya lebih memilih ikut PLPG ET-01-112
ketimbang PPG. ET-01-113
00:16:00- Does in Gegesik area have the teachers’ community? IN-01-038
00:16:09
113
00:16:10- Ada dua komunitas guru, yang satu PGRI yang satu MGMP. ET-01-114
00:16:33 Kalau PGRI kegiatannya setahun sekali dan itu hanya jalan- ET-01-115
jalan saja terus yang lebih aktif kegiatannya itu MGMP. Setiap ET-01-116
dua bulan sekali itu ada kegiatan. ET-01-117
00:16:34- Did you join those communities? IN-01-039
00:16:35
00:16:36- Ya saya masih aktif. Kebetulan saya jadi pengurus MGMP.
ET-01-118
00:16:47
00:16:48- How long did you participate as the committee of MGMP?
IN-01-040
00:16:49
00:16:50- Satu tahun. ET-01-119
00:16:53
00:16:54- Did MGMP community hold a discussion forum for the IN-01-041
00:16:58 members? IN-01-042
00:16:59- Kalau yang tahun kemarin itu ada tiga sampai empat kali forum ET-01-120
00:17:14 diskusi. ET-01-121
00:17:15- What did the forum discuss about? IN-01-043

00:17:16
00:17:17- Ya itu tadi, intiya si ya bagaimana caranya untuk jadi guru yang ET-01-122
00:18:02 baik. dan permasalahan-permasalah disekolah masing-masing ET-01-123
itu bisa didiskusikan. Dan itu ada beberapa jenis pembahasan ET-01-124
yang saya kurang suka. Yang selalu dibahas [diforum] itu RPP. ET-01-125
Saya kira RPP bukan segalanya. ET-01-126
00:18:03- How many English teachers in your school? IN-01-044
00:18:04
00:18:05- Ada tiga orang. ET-01-127
00:18:22
00:18:23- Have you held a discussion forum with your colleague? IN-01-045
00:18:29
00:18:30- Antar guru ia tapi informal, santai saja. Kalau secara formal ET-01-128
00:18:36 dan terjadwal tidak ada. Hanya sharing biasa saja. ET-01-129
00:18:37- Do you make an innovation of new teaching method for your IN-01-046
00:18:45 class? And does your head principal of school support it? IN-01-047
114
00:18:46- Saya kira insyaAlloh mudah-mudahan sekolah sangat support. ET-01-130

00:19:27 Terbukti dengan adanya semacam English day setiap pagi ET-01-131
setelah habis mengaji masing-masing guru bahasa membuat ET-01-132
kegiatan sebelum masuk kelas. Untuk bahasa Inggris itu di hari ET-01-133
rabu pagi. Selain bahasa Inggris, ada bahasa Arab, bahasa ET-01-134
Cirebon. ET-01-135
00:19:43- As you mentioned before, creating the lesson plan is a bugbear IN-01-048
00:19:50 for teachers. Did you develop your own lesson plan? IN-01-049
00:19:51- Saya kira untuk mem built dari awal itu bukan bidangnya. Ya ET-01-136
00:20:23 kita ambil dari beberapa RPP [yang sudah ada], dianalisa, dan ET-01-137
kita cocokan dengan yang disini. Saya adapted. ET-01-138
00:20:24- If you adapted your lesson plan from the available lesson plan, IN-01-050
00:20:30 how do you formulated the purpose of learning activity each IN-01-051
meeting? IN-01-052
00:20:31- Tujuan itu dari indicator ya. Setelah kita dapat indikatornya, ET-01-139
00:21:00 kita dapat menentukan tujuan pembelajaran. ET-01-140
00:21:01 Can you elaborate it? IN-01-053
00:21:02- Saya kira penyusunan silabus itu saya kira itu sudah dibuat ET-01-141
00:22:26 sedemikian rupa berurutan. Tinggal kreatifitas kita ET-01-142
mengurutkannya sesuai silabus. Sebenarnya gini ya, untuk ET-01-143
kurtilas sebenarnya sudah sangat urut gitu ya. Kalau untuk yang ET-01-144
KTSP itu saya rasa tidak. Butuh pengolahan sedikit ya. Saya ET-01-145
sendiri untuk silabusnya, saya olah sedemikian rupa sehingga ET-01-146
itu bisa memungkinkan untuk bisa disampaikan kepada siswa. ET-01-147
00:22:27 Have you ever give the students a project or final project? IN-01-054
00:22:28- Kalau saya itu sebisa mungkin untuk tidak memberikan PR ET-01-148
00:23:07 kepada siswa. Sebisa mungkin pekerjaan itu tuntas dikelas. ET-01-149
Tapi mungkin ada beberapa tugas akhir yang diselesaikan ET-01-150
diluar kelas ET-01-151
00:23:08- How do you assess their work and evaluate their learning IN-01-055
00:23:11 achievement? IN-01-056
00:23:12- Saya lebih cenderung ke penilaian secara langsung. Saya hanya ET-01-152
00:24:06 mengambil sampel yang teraktif dan mengambil yang paling ET-01-153
115

tidak aktif. Nilai tertinggi dan terendah untuk menentukan nilai ET-01-154
rata-rata. Dengan penilaian UTS, tugas, dan UAS secara ET-01-155
general. Dan penilaian secara individu sebagai nilai tambah. ET-01-156
00:24:07- At last, what is your RESPONSE being a teacher? IN-01-057
00:24:10
00:24:11- Sebenarnya guru itu bukan cita-cita saya. Karna kondisi yang ET-01-157
00:25:36 mengharuskan dan saya sudah menjadi guru jadi saya harus ET-01-158
professional. Cita-cita saya sebenarnya menjadi businessman. ET-01-159
Tetapi sebagai guru itu saya anggap sebagai amal saya untuk ET-01-160
mengajarkan apa yang saya bisa ajarkan. ET-01-161
00:25:37 Have you ever been in one point you feel bored to be a teacher? IN-01-058
00:25:38- Saya kira pernah. Tapi yang selalu saya tanamkan kedalam ET-01-162
00:27:00 fikiran saya menjadi guru ini sebuah pekerjan yang sangat ET-01-163
mulia dan jadi amal saya untuk kembali nanti dan ET-01-164
menghilangkan fikiran-fikiran negative tersebut. ET-01-165
00:27:07 Thank you for your time. IN-01-059
00:27:09 anytime ET-01-166

116

Abbreviations:
ET : English Teacher--(code for key Informant)
Interview code: INT-B/ET-02
Interviewer : Dewi L. Apriliyanti Code: IN-01
Interviewee : ET-02
Interview Setting : Interview is conducted at School B’ Guestroom. The interview is
conducted on 29th of March 2018 at 3:11 PM on Thursday evening.
Interview Duration : 00:46:33
00:00:00- Assalamualaikum Wr. Wb ibu.. boleh disebutkan nama lengkapnya dan IN-01-001
00:00:20 jabatan disekolah ibu? IN-01-002
00:00:21- Waalaikum salam Wr. Wb. Nama saya ET-02 Utami Gunarya. Saya ET-02-001
00:00:46 disini mengajar guru bahasa Inggris dan ..ehh.. bisa dikatakan staff ET-02-002
kurikulum gitu ya. Soalnya kan disini kurikulum intinya teh sudah sepuh, ET-02-003
jadi saya yang bantuin gitu kalau misalnya ada kerjaan banyak saya ET-02-004
ngerjain walaupun otaknya mah tetap beliau gitu. ET-02-005
00:00:47- Bolehkah ibu ceritakan pengalaman ibu selama mengajar, tidak hanya IN-01-003
00:01:01 ditunas baru, pengalaman ibu selama mengajar dari awal sampai IN-01-004
sebelum PLPG bu? IN-01-005
00:01:02- Dulu pernah ..eh.. sempet ngajar di SD juga, ngajar bahasa Inggris. Terus ET-02-006
00:02:47 …eh.. kata operator disana ‘bu, mau dimasukin ke dapodik ngga?’ ET-02-007
katanya teh. ‘Udah kalau dimasukin juga si ngga akan ngaruh buat nanti ET-02-008
ke PLPG dan sebagainya nanti ceunah ibu jam mengajarnya ngga akan ET-02-009
diitung.’ Kata saya teh ‘ngga apa-apa yang penting mah pengalaman dulu ET-02-010
aja ngajar kaya gimana. Da sebelum masuk sini teh saya ngajar di SD ET-02-011
dulu gitu. Nah pas itu ada tawaran disini, itu juga dulu the ada guru ET-02-012
bahasa Inggris disini teh ada guru yang diangkat jadi PNS. Jadi saya ET-02-013
masuk disini juga, di SD juga. Tapi lama kelamaan cape, jadi yang SD ET-02-014
ditinggalin, ngajar disini. Terus ada tawaran ngajar di SMK, sempet ET-02-015
ngajar di SMK farmasi. Cuman ..eh.. waktu itu saya keburu punya anak, ET-02-016
jadi anak ngga keurus, sekolah aja terus. Anak orang diurusin gitu ya, ET-02-017
anak sendiri ngga keurus jadi weh yang di SMK farmasi di tinggalin. ET-02-018
Terus sempat ngajar di SMA Islam Pacet, tapi karna anak saya sakit ya, ET-02-019
kena TB, kan obatnya harus rutin tiap pagi sementara kan disana ngajar ET-02-020
pagi, takutnya menghambat, kesiangan gimana jadi saya minta ET-02-021
kekurikulumnya buat dianfalin dulu gitu ya, jadi minta diinfal sama guru ET-02-022
lain dulu, jadi sekarang mah hanya disini saja untuk sementara mah ya. ET-02-023
00:02:48- Apakah ada kendala-kendala yang ibu temui selama mengajar bahasa IN-01-006
00:02:50 Inggris? IN-01-007
00:02:51- Banyak. Hehe.. kendalanya mah banyak. Ehh.. dari diri saya sendiri juga ET-02-024
00:04:40 banyak ya. Kemampuan mungkin S1 ya segitu jadi ilmu teh asa tetap ET-02-025
disana aja gitu. Terus ..eh.. ada dilingkungan disebut pedesaan gitu ya ET-02-026
disinimah di ciparay. Jadi yang saya ajarin juga anak-anaknya juga ya ET-02-027
yang ya gitu lah, teteh juga tau ya dikelas kaya gimana. Kayanya anak- ET-02-028
anak teh ngga terlalu suka sama bahasa Inggris teh. Makanya saya ET-02-029
berupaya untuk menjadi guru yang menyenangkan supaya mereka seneng ET-02-030
gitu pelajaran bahasa Inggris. Tapi da tetep kalau memang basic anak- ET-02-031
anaknya dari awal ya dari SMP nya gitu memang sudah kaya gitu. Ketika ET-02-032
masuk SMA susah gitu ya untuk diini ya. Walaupun pakai metode apapun ET-02-033
gitu kalau misalnya motivasi anaknya kurang mah susah sih. Apalagi ET-02-034
disini kebanyakan kan yang menengah kebawah gitu ya jadi ya ET-02-035
117

setidaknya say amah ngajar supaya anak-anak baik saja. Pinter mah ET-02-036
nomor sekian. Gitulah. Itu kendalanya mah. ET-02-037
Sarana juga kurang, kita kan ngga punya lab bahasa gitu ya. Jadi ET-02-038
beberapa hal juga mempengaruhi. Dari saya, dari siswa, dari sarana juga. ET-02-039
Jadi banyak factor yang mempengaruhi. ET-02-040
00:04:41- Apakah ada sharing session pada saat PLPG IN-01-008
00:04:43
00:04:44- Ada, heem ada. Ehh.. apa.. waktu itu teh ..eh.. ininya teh siapa si.. pengisi ET-02-041
00:05:55 materi nya teh pak Ery. Pak Ery kurniawan. Pematerinya teh minta ‘sok ET-02-042
bu, pak’ katanya ‘berbagi aja (ceunah) gimana situasi disekolah ibu ET-02-043
bapak’ ..ehh.. kita teh jadi ada pak firman kalau ngga salah ya jadi di ET-02-044
amah lebih kampong dari SMA TB, wah di kaki gunung katanya teh gitu ET-02-045
jadi yang anaknya teh ..ehh.. untuk menghitung one, two, three, four teh ET-02-046
itu juga entah lah ‘bisa eun atawa henteu’ ceunah gitu kata si pak firman. ET-02-047
Jadi ngajar teh pake, susah ceunah mau full bahasa Inggris teh jadi ET-02-048
…eee.. belum apa-apa si barudak teh ‘ah bapak naon ah teu ngarti’ jadi ET-02-049
kaya gitu. Jadi ..ee.. akhirnya teh curhat weh gitu tentang keadaan sekolah ET-02-050
masing-masing ada si sesi itu gitu ET-02-051
00:05:56- Seperti yang Ms. ET-02 sebutkan sebelumnya bahwa ada beberapa IN-01-009
00:06:09 kendala yang Ms. ET-02 temukan pada saat mengajar. Apakah kendala- IN-01-010
kendala yang Ms. sebutkan sebelumnya itu di tanyakan pada saat PLPG IN-01-011
kepada tutor atau teman-teman pada saat sharing session? IN-01-012
00:06:10- Ia, pak firman si waktu itu ya, jadi saya teh merasa terwakili oleh beliau ET-02-052
00:06:42 gitu ‘bapak kumaha si teu nanaon ceunah abi ngajarna henteu ku bahasa ET-02-053
Inggris terus soalnya kan ceunah murid-murid abdi mah ya ka ayayana ET-02-054
jiga kitu ceunah.’ ‘ya ngga apa-apa pak ceunah yang penting mah, ehh.. ET-02-055
naon.. apa namanya teh anak-anak akhirnya mah bisa menerima materi ET-02-056
yang kita ajarkan walaupun kita tidak menggunakan full English’ katanya ET-02-057
(tutor). Ditanyain juga si. ET-02-058
00:06:43- Apakah kendala-kendala dan problematika yang ibu tanyakan itu IN-01-013
00:07:02 terjawab pada saat PLPG? IN-01-014
00:07:03- Ada si. Ada yang terjawab, ada juga yang apa namanya masih dipendem ET-02-059
00:07:53 gitu dihati. Soalnya ..eh.. kadang ‘duh malu buat nanyain, akhirnya ngga ET-02-060
nanya.’ Kalau ada yang nanya misalkan yang lain, ‘ah pertanyaannya ET-02-061
hampir sama ni ya udah biarin si bapak itu yang ngomong, biarin si ibu ET-02-062
ini yang ngomong’ jadi terwakili sama teman-teman yang lainnya yang ET-02-063
nanya gitu. Saya mah nanyanya tentang RPP aja dulu waktu harus bikin ET-02-064
RPP yang sedemikian rupa nah baru bisa ngobrol sama pemateri. ET-02-065
00:07:54- Bagaimana pengalaman ibu ketika mengikuti workshop RPP? IN-01-015
00:07:57
00:07:58- RPP yang dipake Cuma buat sehari peer-teaching itu ya buatnya ya Alloh ET-02-066
00:09:24 lama banget, rasanya teh susah gitu bikin RPP teh. Harus ABCD lah, ya ET-02-067
terus ya gitu susah bikin RPP tapi akhirna mah ya akhirnya dengan ET-02-068
bantuan pemateri baik si yah pak Ery sama bu gingin waktu itu terus ET-02-069
saama teman-teman juga jadi akhirnya RPP terselesaikan. Tapi memang ET-02-070
menghabiskan waktu yang cukup lama si seharian waktu itu teh bikin ET-02-071
RPP. RPP dari pagi sampai menjelang maghrib gitu waktu itu teh, sampai ET-02-072
mau maghrib baru selesai dan itu pun pas besoknya kan pas peer-teaching ET-02-073
ada latihannya kan ya sebelum benar-benar apa, ngajar teh kita dinilai kan ET-02-074
ada latihannya dulu. Itu teh ..eh.. ada.. kan dikasih dulu feedback kan ya ET-02-075
sama Prof. Didi, jadi kita teh ragu lagi ‘RPP urang bener tidak ya ieu teh, ET-02-076
ah nyieun deui’ sampe ka teu tidur semalaman gara-gara bikin RPP buat ET-02-077
peer-teaching. Jadi gitu weh, bikin RPP teh susah-susah gampang. ET-02-078
00:09:25- Apakah format RPP Ms. buat sendiri atau dari sana (PLPG/Instruktur)? IN-01-016
118

00:09:28
00:09:29- Dari sana harus nurutin yang dari sana. Terus kita harus ..apa namanya ET-02-079
00:10:14 teh.. harus yang genre-based teaching itu ya. Kan awalnya mah kita teh ET-02-080
ngajar teh kamana wae itu mah kareup gimana kita. Tapi kan akhirnya ET-02-081
mah kita tahu bahwa kita teh harus, kan kebanyakan text supaya murid ET-02-082
kita teh tidak aneh dengan text gitu. Jadi ngajarin anak, ngajarinnya pake ET-02-083
genre-based approach. Jadi RPP nya teh harus memasukan si genre-based ET-02-084
approach itu. BKOF yang gitu itu. ET-02-085
00:10:15- Apa yang ibu dapatkan dari PLPG, setelah PLPG itu? IN-01-017
00:10:23
00:10:24- Banyak sih. Ilmu teh harusnya mah pelatihan kaya gini teh jangan Cuma ET-02-086
00:12:10 PLPG aja gitu ya. Harus ada ..eh.. apa ya pelatihan-pelatihan kaya gini ET-02-087
lagi, supaya gurunya teh nambah ilmunya ngga gitu aja. Stuck weh ET-02-088
didina. Kaya saya kan ya, anak-anak kemampuannya segini, saya segini ET-02-089
jadi saya ada di comfort zone saya ini yah. Jadi untuk mengembangkan ET-02-090
ilmu saya teh asa ah sudah ada di buku materi. Ah sudah lah, sudah ter.. ET-02-091
apa namanya teh ehh… sudah kebayang semester satu ini ini ini, ET-02-092
ngajarnya kaya gini gini gini, tapi ..ehh.. apa namanya teh, gitu gitu aja ET-02-093
gitu, nah kalua misalnya pas ikutan PLPG kan kita teh kaya ada dikasih ET-02-094
pupuk lagi gitu ya disiram lagi. ‘hadeuh berarti teh ngajar urang baheula ET-02-095
teh siga kieu ah, membosankan gitu, ngajar kieu kieu wae, ternyata salah ET-02-096
gitu kan.’ Jadinya kan ketika ada apa program PLPG gini teh jadi …ehh.. ET-02-097
nambahin ilmu buat kita terus menyadarkan kita selama ini kita salah, ET-02-098
cara ngebenerinnya kaya gimana gitu jadi ehh.. ya sangat bermanfaat lah ET-02-099
PLPG. Tapi kalau bisa ada lagi program-program yang memang ET-02-100
dikhususkan untuk guru gitu ya tapi ngga.. engga.. Cuma jangka pendek ET-02-101
gitu nanti teh jadi buat jangka panjang. ET-02-102
00:12:11 Program yang seperti apa yang dimaksudkan ibu? IN-01-018
00:12:12- Hhmm.. jadi ya pelatihan-pelatihan kaya gini, kaya kemarin lagi gitu jadi ET-02-103
00:12:35 ..ehh.. apa teh guru teh dikasih ilmu-ilmu baru jadi kita teh, pengetahuan ET-02-104
kita teh terbaharui gitu, ngga jaman old gitu jadi harus mengikuti zaman ET-02-105
gitu. ET-02-106
00:12:36- Apakah pada saat PLPG ibu mendapatkan materi terkait metode-metode IN-01-019
00:12:43 pengajaran atau inovasi-inovasi mengajar yang baru (fresh)? IN-01-020
00:12:44- Ya itu tadi yang genre-based approach, ET-02-107
00:12:46
00:12:49- Apakah ibu sudah pernah mengimplementasikan metode tersebut disini? IN-01-021
00:12:50
00:12:51- Sudah pernah dulu. Ehh.. pulang PLPG langsung nyobain, ehh.. ngajarin ET-02-108
00:13:55 descriptive kan waktu itu teh diajarin sama Prof. Didi kita teh ngga usah ET-02-109
apa namanya.. jadi Prof. didi mah kan ngajarinnya teh, ngajarin anak- ET-02-110
anak teh tanpa dia membutuhkan si anak harus nulis gitu ya, cuman dia ET-02-111
aja yang terus bercerita gitu. terus anak-anak teh mendengarkan terus ET-02-112
..eh… apa.. kata-kata si Prof. Didi teh diucapkan kembali ku si anak-anak ET-02-113
teh. ‘eh.. coba diceritakan ulang’ gitu sama anak-anak. Dan anak-anak teh ET-02-114
memang bisa gitu ya (menceritakan kembali). Tapi ketika saya yang ET-02-115
nerapin, ko susah ya gitu, ngga seperti Prof. Didi gitu. ‘ko saya mah ET-02-116
meuni hese gitu anak-anak teh’. Ngga tau memang saya nya belum ET-02-117
kompeten mungkin, atau entahlah. ET-02-118
00:13:56 Dengan cerita apa Ms. mencoba untuk menerapkan metode tersebut? IN-01-022
00:13:57- Ehh.. bukan descriptive, narrative waktu itu. Waktu itu teh saya teh ..eh.. ET-02-119
00:14:56 apa.. story telling gitu ya ke anak-anak. Dulu teh tentang ‘the Voice son’. ET-02-120
Saya ceritain per paragraph. Tapi anak-anak teh justru fokusnya teh ke ET-02-121
vocabulary yang baru gitu ya. Jadi ..eh.. ngga tau lah. Fokusnya teh bukan ET-02-122
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keceritanya karna memang ..eh.. apa namanya penguasaan kosakata anak- ET-02-123
anak memang masih kurang mungkin ya jadi susah juga si. Padahal saya ET-02-124
sudah kasih kata kunci ni, yang susahnya ditulis dulu dipapan tulis, tapi ET-02-125
yang bisa nangkep itu Cuma beberap orang. ET-02-126
00:14:56- Apakah Ms. pernah membuat seperti metode atau pendekatan yang IN-01-023
00:15:05 inovatif original dari Ms yang buat?
00:15:08- Kayanya saya selalu mengadopsi deh. Selalu mengadopsi ini dari ET-02-127
00:15:55 internet. Kadang dari British council Cuma liat ini ya. Di Internet English ET-02-128
Second Language, suka buka-buka itu aja. Biasanya saya ngga pernah… ET-02-129
apa ya.. yang original?? Kayanya belum ada. Paling juga Mind Mapping ET-02-130
itu juga dari ngikutin ini ET-02-131
00:15:56- Apakah Ms. sebelum PLPG pernah mendengan Empat Kompetensi guru? IN-01-024
00:16:01
00:16:01- Hmm.. nah itu teh di UTL kan. Dan saya gagal di UTL teh. Saya sampai ET-02-132
00:16:48 tiga kali diulang itu UTL sampe ..ehh.. UTL 1 gagal, yang berhasil Cuma ET-02-133
dua orang. UTL 2 Cuma 10 orang, UTL 3.. kita teh sebelum UTN teh ET-02-134
UTL dulu gitu. Jadi bercabang gitu pikiran teh. ‘aduh ini UTL gimana, ET-02-135
UTN gimana gitu’ nah salah satu nya pertanyaannya itu tentang empat ET-02-136
kompetensi guru. ET-02-137
00:16:57 Apakah Ms. sebelum PLPG pernah mendengan Empat Kompetensi guru? IN-01-025
00:16:58- Belum. Saya dengarnya waktu PLPG aja. Jadi baru dengar, ternyata harus ET-02-138
00:17:18 punya itu gitu kita teh. berarti kan PLPG teh bener memperbaharui ET-02-139
pengetahuan kan ya. Saya bener ngga tahu itu tentang itu. ET-02-140
00:17:19- Apa yang Ms. bisa tangkap dari materi Empat Kompetensi itu? IN-01-026
00:17:31
00:17:32- Hmm.. ya intinya mah kita teh harus bisa memposisikan diri kita aja. ET-02-141
00:17:46
00:17:47- Tapi apakah pada saat PLPG itu dikupas tuntan keempat kompetensi itu? IN-01-027
00:17:49
00:17:50- Ngga terlalu si.Cuma selewat. Kalau ngga salah mah kita teh dikasih ET-02-142
00:20:46 modul gitu ya, dua modul dan kita disuruh buat baca dua modul itu tapi ET-02-143
untuk pembahasan empat kompetensi guru itu tidak terlalu dibahas ET-02-144
secarfa detail itu. Jadi ketika UTL juga ‘ini teh ada ngga ya?’ perasaan ET-02-145
yang mana ya giitu ya?’ setelah UTL beres, baru ‘ari ieu diajarkeun teu ET-02-146
basa eta?’ ‘teuing dimana nya poho deui ‘ ‘eh, nu mana atuh?’ Jadi ET-02-147
akhirnya teh kita teh nyari dina internet, dimodul dibukaan, dibuka-buka ET-02-148
lagi. ‘euh.. kahareup, urang salah euy’. Gitu akhirnya teh. ET-02-149
Pedagogical yang masih bingung teh. Yang banyak teori teh. Ini kan ET-02-150
banyak ilmuan yang namanya araraneh gitu ya piaget gitu. Awalnya mah ET-02-151
ngga tau, /piaget/. Kata pak Ery, bukan /piaget/, /piaze/ ceunah gitu. Oh ET-02-152
ia. Tapi ehh.. ada beberapa, apa sih, si ilmuan-ilmuan tersebut ketika ET-02-153
diterapin di bahasa Inggris teh kumaha gitu caranya, asa ada beberapa ET-02-154
yang contohnya teh hanya ada di matematika gitu. Jadi kita teh jadi ET-02-155
bingung. Saya kurang memahami. Jadi saya mah kalau pertanyaannya ET-02-156
tentang pengaplikasian dikelas insyaAlloh lah saya bisa jawab. Tapi kalau ET-02-157
sudah membahas yang itu tadi, yah entah lah biarkan tangan ini yang ET-02-158
bergerak mencari jawabannya. ET-02-159
00:20:47 Ms. lulus pada UTL yang keberapa? IN-01-028
00:20:48- Yang terakhir baru lulus. Jadi selama 3x UTL teh, 3x diulang. Soalnya ET-02-160
00:21:04 beda-beda. ET-02-161
00:21:05- Kembali lagi ke RPP, Bagaimana cara Ms. membuat RPP sebelum IN-01-029
00:21:08 PLPG? IN-01-030
00:21:09- Biasanya, suka ngambil dari Internet. Paling ya dilihat ..ehh… ada ET-02-162
00:21:40 beberapa hal yang harus dibikin, yang ngga sesuai dengan disini dan ET-02-163
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kemampuan anak-anak. Kadang ngambil materi-materi teh yang ini anak- ET-02-164
anak bakal ngerti, kalau misalnya anak-anak ‘ini bakal susah, rada agak ET-02-165
dipermudah gitu’. ET-02-166
00:21:41 Bagaiman dengan setelah PLPG? IN-01-031
00:21:42- Setelah PLPG, ..ehh.. masihh si ya. Tapi setidaknya apa lebih rajin lagi ET-02-167
00:22:30 mengembangkan media. Jadi dulu mah ‘ah yang penting ada buku paket, ET-02-168
yang peting mah anak-anak sumbernya, siap lah’. Kalau sekarang mah, ET-02-169
kayanya asa kurang afdhol gitu. Jadi sebelum ngajar teh ‘kayanya untuk ET-02-170
mempermudah anak-anak jadi kaya nya harus nyari apa dulu gitu’. Lebih ET-02-171
ke media nya yang lebih diperbanyak lagi. ET-02-172
00:22:31- Jika ibu mengambil RPP dari Internet, itu bagaimana ibu merumuskan IN-01-032
00:22:36 tujuan pembelajarannya? IN-01-033
00:22:37- Eh.. ini aja kalau misalnya kaya kemarin gitu ya. Kan materinya tentang ET-02-173
00:23:21 ‘congratulating’, saya nyari deh video tentang itu misalnya. Jadi nanti ET-02-174
dnegan video itu, anak-anak diarahkan untuk agar saya mencapai tujuan ET-02-175
saya. Jadi tujuan nya dulu ditentukan sama saya, nanti diakhir ET-02-176
pembelajaran ditentukan mau apa dulu tujuannya, nanti medianya baru ET-02-177
diambil gitu. ET-02-178
00:23:22- Bagaimana dengan menentukan ujiannya? Misalnya cara mengukur IN-01-034
00:23:35 kesuksesan siswa dalam belajar bahasa Inggris. IN-01-035
00:23:36- Ulangan harian kaya gitu, kadang kalau praktik, misalnya dulu pernah ET-02-179
00:24:16 narrative anak disuruh story telling. Ada yang apa namanya diminta buat ET-02-180
nulis recount kalau misalnya ngajarin teks recount. saya dulu pernah ET-02-181
meminta siswa untuk menulis pengalaman mereka. ET-02-182
00:24:17 Apakah ada rubric penilaiannya? IN-01-036
00:24:18- Di RPP biasanya suka ada. Liat dari rujukan-rujukan yang udah ada aja. ET-02-183
00:24:25
00:24:26- Apakah disekitar sini ada komunitas guru? IN-01-037
00:24:28
00:24:29- MGMP gitu? Ada. MGMP di se Kab. Bandung gitu ya. Ada MGMP nya. ET-02-184
00:26:23 Tapi jarang apa si jarang kumpul. Kemarin teh kumpul buat bahas lomba ET-02-185
debat, ini juga baru ada sekarang-skarang ya. Waktu itu teh ada buat ET-02-186
bahas SIM PKB gitu. Waktu UKG kan guru teh harus ngecek sendiri gitu ET-02-187
ya di SIM GPO namanya mah. Guru Pembelajar Online kalau ngga salah ET-02-188
mah. Jadi siguru teh setelah UKG teh disana ada tingkat ..apa sih.. hasil ET-02-189
UKG nya, terus ada beberapa modul dibagi, kalau ngga salah ada 10. ET-02-190
Terus yang merah berarti guru tersebut ehh.. masih kurang gitu ya. ET-02-191
Misalkan saya teh di modul nomor 2 yang merahnya, berarti yang harus ET-02-192
di dalamin gitu. Nah kebetulan dibahasa Inggris mah ngga ada ini, kalau ET-02-193
guru yang lain mah, guru kimia ada tindak lanjutnya jadi belajar gitu ya ET-02-194
secara online, laporan, kaya sebelum PLPG kan ada pra-kondisi nah ET-02-195
seperti itu lagi. Kalau di Bahasa Inggris mah saya sendiri ngga ada gitu, ET-02-196
ngga ada kaya gitu, tapi dimata pelajaran lain mah ada. Mingkin ngga tau ET-02-197
gimana ini juga saya sering ngecek GPO ngga ada, ngga ada kelas gitu. ET-02-198
00:26:24- Apakah Ms. aktif di MGMP? IN-01-038
00:26:25
00:26:26- Hmmp, aktif si. Jadi kalau misalkan ada MGMP, pasti sekolah nyuruh ET-02-199
00:27:10 buat ikut. Tapi ..ehh.. sejauh ini belum banyak membahas tentang ..apa ET-02-200
ya.. metode buat dikelas kaya gimana, terus perkembangan terbaru untuk ET-02-201
ngajar bahasa teh kaya gimana, ngga, terakhir mah MGMP teh membahas ET-02-202
tentang untuk debat aja untuk anak-anak. Dan itu ge, itu juga yang ET-02-203
ngikutin lombanya teh kebanyakan dari SMA negeri. Ada si yang swasta, ET-02-204
tapi yang udah bagus ET-02-205
00:27:11 Apakah sekolah ini mengirim anak-anak untuk lomba? IN-01-039
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00:27:15- Ngga, wah jauh atuh teh, bukannya saya underestimate anak-anak yah. ET-02-206
00:27:53 Ehh… Untuk bisa mengicapkan ‘my name is..’ itu juga udah luar biasa. ET-02-207
Ada juga sih yang kelas 12 sekarang bararagus ya, kalau yang untuk ET-02-208
angkatan kelas 10 sama kelas 11nya. Apalagi yang kelas 11 nya ..eh.. ET-02-209
agak susah sekarang. Kalau yang kelas 12 nya sekarang mah lumayan ET-02-210
banyak yang bagus, kalau angkatan sekarang agak susah. ET-02-211
00:27:54- Apakah di MGMP pernah ada pembahasan mengenai metode IN-01-040
00:28:07 pembelajaran, inovasi pembelajaran dan sejenisnya? IN-01-041
00:28:08- Wah dulu, tahun 2015 kalau ngga salah. Membahas tentang strategi ini ET-02-212
00:28:44 menyelesaikan soal UN. Itu sempet ada. Tapi setelah itu, vakum lama ET-02-213
baru ada lagi tahun ini. Itupun membahas lomba debat dan SIM GPO ET-02-214
tadi. Belum sharing tentang RPP, bedah buku gitu ngga. ET-02-215
00:28:45 Kalau PGRI, Ms. ikut kah IN-01-042
00:28:46- PGRI iya. Eh.. taun ini SMA kita teh baru mau… sudah daftar dari tahun ET-02-216
00:29:21 kemarin Cuma belum dilantik gitu. Jadi SMA sama SMP TB teh mau ET-02-217
bikin cabang …eh.. ranting PGRI TB tapi baru pengajuan tapi entah mau ET-02-218
dilantiknya kapan. Kayanya tahun sekarang. ET-02-219
00:29:22 Kalau disini ada berapa guru Bahasa Inggris Ms.? IN-01-043
00:29:24- Ada dua. Harusnya teh 2 sama pak K. Tapi karna pak K ngajar di negri ET-02-220
00:30:01 juga beliau teh, yang tadinya kan kelas 11 dipegang sama beliau ET-02-221
semuanya. Karna beliau ngajarnya di negeri mungkin beliau tidak bisa ET-02-222
menolak ada tambahan ngajar disana jadi semua kelas dikelas 11 sama ET-02-223
saya. Kecuali kelas IPA sama beliau. Beliau Cuma ngajar satu kelas saja ET-02-224
kelas 11 IPA aja. ET-02-225
00:30:02- Apakah Ms. dengan pak K mengadakan diskusi perihal pengajaran yang IN-01-044
00:30:24 baik? IN-01-045
00:30:25- Ia, he’eh. Suka. ‘mang ih kumaha nya lieur barudak beki susah?’ osok ET-02-226
00:31:35 suka gitu ngobrolin kaya gitu. Ya dia jawabnya ‘ah, ceu da hese atuh ET-02-227
diurang mah’ kitu jawabnya mah. Setidaknya suka lah ada obrolan ET-02-228
gimana supaya ini ngajarin ini ngajarin ‘kumaha ngajari tenses ku ET-02-229
barudak?’. ‘buku ieu yeuh’ ‘oh cik coba pinjem buku’ misalnya ‘buku ET-02-230
apa?’. Ya suka berbagi gitu lah sama beliau soalnya ngga canggung, ET-02-231
umurnya ngga jauh beda. Kalau sama yang sepuh mah mungkin saya juga ET-02-232
akan agak gimana gitu ya. Untungnya ini mah umurnya ngga beda jauh ET-02-233
jadi ketika mau ngobrolin, apa namanya, anak-anak gitu sama kumaha ET-02-234
cara ngajar sama beliau ngga terlalu canggung. ET-02-235
00:31:36- Jika seandainya pemerintah ingin mengadakan kegiatan semacam PLPG IN-01-046
00:31:54 naming tanpa jaminan apa-apa, seperti PLPG itu kan kalau lulus dapat IN-01-047
sertifikat, bagaimana menurut Ms.? IN-01-048
00:31:55- Iya bagus atuh ngga apa-apa. Setidaknya pemerintah teh peduli sama ET-02-236
00:33:37 guru-guru kaya saya ya ada dipelosok da butuh ilmu kita juga ya. Kalau ET-02-237
misalnya ilmu kita ngga diperbaharui nggajar teh gitu-gitu aja. Kan kalau ET-02-238
begitu setidaknya ada diskusi terus disiram lagi, dikasih pupuk lagi, segar ET-02-239
lagi. Waktu dulu PLPG saya sempat kepikiran lagi ‘ah, S2 kitu, nerusin ET-02-240
lagi gitu’ ada semangat lagi untuk kesana tapi ketika PLPG berhenti ya ET-02-241
gening kerjaan disekolah teh banyak ya kan. Jadi balik lagi kesana, ‘aduh ET-02-242
kerjaan sekolah deui ieu’. Ngga semuanya selesai tuntas. waktu PLPG ET-02-243
mah kan kita ngga diganggu apa-apa ya, ngga diganggu kerjaa sekolah, ET-02-244
rumah. Fokus aja. ‘ah ini mah s2 jingana’. Pulang kerumah, melempem ET-02-245
lagi. Jadi bagus sebetulnya. Pemerintah kalau misalkan ada program kaya ET-02-246
gitu walaupun akhirnya nanti tidak ada jaminan misalnya, ngga akan apa.. ET-02-247
‘kalau ikut program ini.. terus guru lulus dapat tunjangan apa misalnya’. ET-02-248
Ngga apa-apa si bagus weh. Jadi dengan senang hati saya pribadi ya. ET-02-249
Mungkin guru yang lain juga sama kayanya ya kalau nanti ada program ET-02-250
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yang akan mengembangkan kompetensi guru mah ya kenapa ngga. ET-02-251
Apalagi kalau gratis gitu ya. Diterima dengan senang hati ET-02-252
00:33:38- Apa pendapat Ms. kaitan dengan PPG dalam jabatan yang dicanangkan IN-01-049
00:35:26 pengganti PLPG? IN-01-050
00:36:27- Ini teh masih simpang siur ya mengenai PPG teh. Ada yang bilang kita ET-02-253
00:36:44 teh harus mendanai PPG sendiri katanya. nah ada yang bilang ‘ngga lah ET-02-254
eta mah dari pemerintah, jangan takut. Ya kalau kami mah ya kalau dari ET-02-255
pemerintah mah dananya, akan sangat senang kami mah. Cuman kaalu ET-02-256
kita harus mempersiapkan dana sendiri, toh honor kita ngg aseberapa ya ET-02-257
dan kita harus mengeluarkan untuk itu agak berat ya untuk itu. Cuman ET-02-258
kalau pemerintah yang mengeluarkan dana, kita hanya tinggal ikut ET-02-259
programnya aja kayaknya itu akan lebih bagus. ET-02-260
00:36:45- Seandainya Ms. diminta memilih antara PLPG dan PPG, mana yang mau IN-01-051
00:37:06 Ms. pilih? IN-01-052
00:38:36 Yang gratis yang mana? Yang gratis aja. Yang kita ngga ngeluarin dana ET-02-261
tapi kita dapat ilmu. kalau dilihat dari jangka waktunya mah enakan PPG ET-02-262
ya karna kan belajar itu butuh proses kan ya. Kalau waktu PLPG itu kan ET-02-263
sebentar kayanya ilmunya Cuma lewat aja. Tetapi secara pribadi, saya ET-02-264
akan memilih yang gratis aja. Untuk guru honorer mah si kayanya lebih ET-02-265
memilih yang gratis aja. Kecuali yang PNS yang PPG kan lebih mereka ET-02-266
dari segi gaji juga kan ya dari pemerintah, kalau kit amah ya begini ET-02-267
adanya. ET-02-268
00:38:36- Apa kesan-kesan Ms. menjadi seorang guru? IN-01-053
00:38:43
00:38:44- Cita-cita ibu saya sebetulnya mah jadi guru. Perasaaan saya jadi guru ET-02-269
00:40:23 nano-nano si sebenernya. Cuman, pada akhirnya mah jadi guru ya ET-02-270
walaupun jadi guru masih honor. Kalau dilihat dari segi finansial mah ET-02-271
gimana ya kurang gimana atuh ya kesejahteraan guru honor mah kurang ET-02-272
layak guru itu ya. Saya mah mikirnya selama saya bermanfaat buat orang ET-02-273
lain, insyaAlloh rizki mah nuturkeun, kalau kata orang sunda mah. Yang ET-02-274
penting mah urang mah manfaat jang batur, rizki mah insyaAlloh ET-02-275
nuturkeun, urang na weh sing ikhlas. Tapi da ikhlasna nu kumaha heula ET-02-276
ya teh ya, ilmu tinggi tapi tidak ada sekolahnya. Tapi da berfikir nya ET-02-277
kesana aja. Yang penting mah bermanfaaat insyaAlloh kesananya mah ET-02-278
barokah gitu. Jadi eh.. apa ya.. walaupun susah menjadi guru teh. Apa ET-02-279
lagi di tempat saya disini, lihat anak-anak akhlaknya kaya gimana, ada ET-02-280
yang ah macem-macem ya, tapi InsyaAlloh pahala saya banyak.. aamiin.. ET-02-281
nano nano lah jadi guru teh. ET-02-282
00:40:25 Apa cita-cita Ms. sebelum menjadi guru? IN-01-054
00:40:38- Cita-citanya pengen jadi guru SD sebetulnya mah ya. Tapi ehh.. waktu ET-02-283
00:42:01 SMA mau masuk PGSD teh kata guru sastra Inggris teh ‘atuh naon ET-02-284
ceunah ET-02, meuni ka PGSD. Entong, Entong ka PGSD, masuk ka ET-02-285
Bahasa Inggris weh.’ ‘naha bu?’ ceuk abdi teh. ‘rek naon ceunah ET-02-286
nguruskeun budak SD’ ceunah. Akhirnya tergoda lah. Ya akhirnya ET-02-287
terdampar kesini. Padahal dulu teh ngga pinter-pinter amat bahasa Inggris ET-02-288
teh tapi da mungkin ini jalan yang sudah ditakdirkan. Tapi saya si seneng ET-02-289
jadi guru. setidaknya mungkin orang, apa lagi di kampong ya ‘wah jadi ET-02-290
guru’ jadi guru teh merek akan ngga liat masih honor apa udah PNS gitu ET-02-291
ya. Guru teh orang yang digugu dan ditiru. Jadi merasa dihargai di ET-02-292
masyarakat. Bisa berbagi ilmu sama anak-anak. Walaupun yah ilmu saya ET-02-293
terbatas tapi seengganya bisa berbagi. ET-02-294
00:42:02- Terakhir bu, apa pendapat Ms. tentang PLPG, sertifikasi guru, PPG? IN-01-055
00:42:13
00:42:14- Menurut saya PLPG teh programnya teh bagus. Cuma terlalu singkat. ET-02-295
123

00:46:00 Terus sertifikasi guru itu untuk menambah ehh apa namany kesejahteraan ET-02-296
guru khususnya yang masih honor. Harusnya sertifikasi guru itu teh ngga ET-02-297
usah dikasi ke PNS, ngga usah. Udah aja yang guru honor yang dikasih ET-02-298
apa namanya guru PNS mah udah jelas ya gajinya ada. Ditambah ET-02-299
sertifikasi. Walaupun orang tua saya dua-duanya guru dan sudah ET-02-300
sertifikasi dan saya merasakan nikmatnya itu gitu ya. Dan saya bisa ET-02-301
kuliah juga kan dari beliau, dari mereka mereka. Tapi saat saya terjun jadi ET-02-302
guru dan honor gitu ya. Kayanya pemerintah teh kurang tepat deh kasih ET-02-303
sertifikasi ke guru PNS teh. Harusnya udah weh untuk mensejahterakan, ET-02-304
meratakan penghasilan antara PNS dan honor biar ngga terlalu ET-02-305
menyimpang. PNS mah udah aja gaji mereka aja yang pokok. Yang ET-02-306
sertifikasi mah ngga usah lah ya. Tapi ngga tau ya… ini mah menurut ET-02-307
saya yang awam. Tapi ketika ada sertifikasi itu teh sangat membantu ET-02-308
untuk kesejahteraan kami. Tapi untuk tahun sekarang pemerintah teh asa ET-02-309
sulit gitu untuk meloloskan kami, meloloskan pejuan PLPG mendapatkan ET-02-310
sertifikasi teh gitu. ET-02-311
PPG mah da berarti kelanjutan dari PLPG. Ya ngga apa-apa. Maksudnya ET-02-312
pemerintah teh ingin meningkatkan gitu ya. Karna hasil PLPG teh begini ET-02-313
mungkin akan ditingkatkan menjadi PPG mungkin supaya hasilnya bisa ET-02-314
lebih baik lagi ya bagus aja. Asal yang honor mah asal ya gratis tadi gitu ET-02-315
ya. ET-02-316
00:46:01- Ada satu lagi Ms. yang sebelumnya Ms. bilang kan pada IN-01-056
00:46:32 pengimplementasian metode dari PLPG kan mengalami kesulitan. Dan IN-01-057
bagaimana Ms. mengatasi situasi tersebut? IN-01-058
00:46:33 Akhirnya mah kembali ke masa lalu yang konvensional aja. Soalnya ET-02-317
..ehh.. saya, temen yang bahasa Inggris teh yang kenal deketnya ngga ET-02-318
terlalu banyak jadi teman bergai teh Cuma pak K, temen kuliah waktu di ET-02-319
S1 dulu. Itu juga apa ya, ya segini gini aja belum tingkat yang bagaimana ET-02-320
gitu ya. ET-02-321
124

Abbreviations:
ET: English Teacher--(code for key Informans)
Interview Code: INT-C
Interviewer : Dewi L. Apriliyanti Code: IN-01
Interviewee : ET-03
Interview Setting : The interview is conducted at teachers’ room.
00:00:00- Assalamualaikum, ibu boleh disebutkan nama lengkapnya bu? IN-01-001
00:00:18
00:00:19 ET-03 Agustin ET-03-001
00:00:20- Sudah berapa lama ibu mengajar bahasa Inggris disini? IN-01-002
00:00:25
00:00:26- Disini? Dari tahun 2007 berarti mau 11 tahun ET-03-002
00:00:31
00:00:32- Bisakah ibu ceritakan pengalaman ibu selama mengajar selama IN-01-003
00:00:37 11 tahun tersebut? IN-01-004
00:00:38- Banyak si, ..ehh.. cuman kalau mengajar bahasa Inggris agak ET-03-003
00:02:32 sulit ya kalau dikita mah. Soalnya ..eh.. tantangannya baik secara ET-03-004
kognitif maupun material (financial) berasal dari kalangan ET-03-005
menengah kebawah. Mau tidak mau pasti dibandingkan dengan ET-03-006
sekolah negri yah. Beda gitu kognitifnya. Misalnyakan ..eh.. ET-03-007
lebih rendah kognitifnya. Tapi ..eh.. rame gitu. Rame cuman ya ET-03-008
ngajarin bahasa Inggris itu harus sabar. Sabar dalam artian kaya ET-03-009
gini ‘duh ehh kata ini aja ngga tau sih’, kan ada ya beberapa ET-03-010
orang yang understand. Kaya makan aja masih belum tau bahasa ET-03-011
Inggrisnya makan. Apa lagi bentuk past tense nya gitu. Udah itu ET-03-012
tantangannya si. Terus kalau yang ke-dua, masalah pronunciation ET-03-013
suka diprotes. Jadi anak-anak tu suka bilangg ‘miss mah lebay ET-03-014
bacanya, pronunciation nya lebay’. Padahal dalam hati saya the ET-03-015
ngajarin yang benar gitu, cara baca yang benar gitu. Ditelinga ET-03-016
mereka itu the lebay katanya. Ngga kaya guru bahasa Inggris ET-03-017
yang lain. Jadi logatnya mungkin masih bahasa Indonesia kan ET-03-018
yang lain, masih ada campuran Indonesia. ET-03-019
00:02:33- Berarti permasalahannya di kognitif sama pronounce nya ya bu? IN-01-005
00:02:40 IN-01-006
00:02:41- Sama motivasinya aja si. Tapi ngga semua. Kalau yang rajinnya ET-03-020
00:03:22 banyak tapi yang malas pasti ada. Cuman mereka suka pesimis ET-03-021
duluan jadi ‘ah meni apa si bahasa Inggris, ngga ngerti ngga ET-03-022
ngerti gitu, ngga bisa, ngga bisa’. Jadi kalau awalnya begitu ET-03-023
susah buat ngajarinnya gitu. Itu banyak setiap kelas pasti ada. ET-03-024
ET-03-025
125

Tapi mayoritas (siswa) mah ngikutin aja. Kalau yang minoritas ET-03-026
mah ya ‘apa si bahasa Inggris, susah gitu ngomongnya juga ngga ET-03-027
bisa’ tapi ya sebagian kecil lah. ET-03-028
00:03:23- Sejak kapan ibu mulai mengajar bahasa Inggris? IN-01-007
00:03:28
00:03:29- Sebelumnya si udah pernah mengajar di bimbel dari tahun 2006 ET-03-029
terus masuk ke 2007, pernah di SD juga sekarang juga masih ET-03-030
00:03:48
nyabang si di SMA X. ET-03-031
00:03:49- Pada saat PLPG itu kan ada sesi sharing-sharing itu ya bu. IN-01-008
00:04:05 Apakah permasalahan-permasalahan yang ibu sebutkan IN-01-009
sebelumnya itu di bisa terjawab saat PLPG bu? IN-01-010
00:04:06- ..eh.. sedikit si, ada si solusinya tapi lumayan lah ada gitu. Tapi ET-03-032
00:06:09 pas penerapan dikelas agak susah. Kita kan sekarang harus ET-03-033
kreatif inovatif dan sebagainya ya. Cuman kalau fasilitas ET-03-034
disekolahannya kaya infocus/projector kan masih terbatas disini, ET-03-035
palingan Cuma ada satu dua gitu. Nah itu juga susah, ..eh.. apa ET-03-036
ya, harus nyari dulu speakernya,nyari dulu projectornya, nyari ET-03-037
dulu terminalnya jadi ..eh.. pembelajaran teh tersita beberapa ET-03-038
menit untuk nyiapin itu gitu. Kekurangannya itu si disini. Karna ET-03-039
kalau misalnya pake projector atau ngga anak-anak mah lebih ET-03-040
tertarik pake picture gitu ya ngga Cuma sekedar tulisan di papan ET-03-041
tulis aja. Jadi mereka lebih attractive kalau pake projector. ..eh.. ET-03-042
itu aja si kendalanya, udah minta si tapi belum dibeliin. Kalau di ET-03-043
sekolah B kan saya ngajar di sekolah B juga, itu projector ada ET-03-044
sekitar 15 jadi kapanpun kita pinjam siap gitu projectornya, udah ET-03-045
sama speakernya sudah sama terminalnya, udah siap tinggal ET-03-046
pinjam aja ke wakasek sarana pasti dikasih gitu. Jadi kaya mau ET-03-047
presentasi, saya presentasi gitu lebih simple gitu. Tek tek tek. ET-03-048
Jadi kebayang gitu. Kadang kan di RPP PLPG itu kana da ET-03-049
videonya, ada gambar-gambar, kan anak-anak lebih suka kalau ET-03-050
ngeliat itu ya. Ngeliat Cuma monoton Cuma tulisan kita aja atau ET-03-051
kasih foto copyan misalnya beda kalau itu. ET-03-052
00:06:10- Apa yang ibu pelajari pada saat PLPG, baik itu online atau pun IN-01-011
00:06:14 offline? IN-01-012
00:06:15- Kalau offline si... eh... Online dulu. Kalau online ya kita jadi ET-03-053
00: 11:13 lebih banyak baca, tapi tetap aja ada beberapa yang masih belum ET-03-054
dimengerti gitu. Sedangkan sama mentornya ngga ada ET-03-055
komunikasi. Jadi kita ngga bisa nanya-nya misalnya gini ‘pak ET-03-056
gimana ya yang ini belum ngerti’. Tapi yang itu si pedagogiknya ET-03-057
aja. Kalau yang professional mah ngga ada masalah si soalnya ET-03-058
kan jenis-jenis text kan ……. Paling ya itu saja si pedagogiknya ET-03-059
yang masih agak-agak masih belum ngerti… tetap aja baca ET-03-060
sendiri sama dijelasin kan beda ya. Maksudnya ada pertanyaan ET-03-061
126

yang ingin ditanyakan kita nanya kesiapa? Mentornya aja ngga ET-03-062
aktif. Kan kalau kelompok yang lain ada WA nya, ada grup WA, ET-03-063
kita mah ngga ada. Ngga bisa ngomong sama siapa ya saya lupa. ET-03-064
Sudah tua. ET-03-065
Pas PLPG mah beliau menjawab pertanyaan-pertanyaan kita, ET-03-066
menjawab dengan bijaksana, enak gitu ya diajak ngobrol. Cuman ET-03-067
klo di online, ngga aktif sama sekali gitu. ET-03-068
Selama offline mah, pasti banyak ilmu-ilmu baru yah. Ehh, jadi. ET-03-069
Yang paling seneng itu sama bapak siapa yah, yang masih muda ET-03-070
tapi ganteng. Pak handi. Yang paling enak itu sama beliau. Ngga ET-03-071
monoton, jadi kita the kaya murid ditest gitu. Ditest terus belajar ET-03-072
pronunciation juga. Selama ini kita tuh salah ngajarinnya kaya, ET-03-073
eh... Climbing, harusnya /klaeming/, kita bacanya /klaembing/. ET-03-074
Bacanya salah. Ternyata kita masih salah ya sebagai guru ET-03-075
ngajarin ke anak tentang pronunciation tuh. Kadang ngajarin ET-03-076
yang salah. Ya di benerenin. Ya emang suka si sama ET-03-077
pronunciation. Dulu juga pas kuliah mata pelajaran. Peserta ET-03-078
PLPG teh jadi mikir gitu, ‘wah si bapak mau ngetest apa nih’. ET-03-079
Ehh.. jadi ngga monoton kuliah umum ngasih ceramah, engga si.. ET-03-080
Pak iwa terlalu banyak jokes nya, neranginnya sedikit, jokes nya ET-03-081
yang banyak. Kalau pak sudarsono, serba salah (pesertanya). ET-03-082
Banyak teman baru juga. Sampai sekarang ya seru lah, pada ET-03-083
pinter-pinter gitu. Itu si yang mem bikin kesan terdalam tuh. ET-03-084
00:11:14 Apakah ada grup WA kelas bu? IN-01-013
00:11:15 Ada lah ET-03-085
00:11:30- Pada dasarnya kan PLPG itu untuk meningkatkan keempat IN-01-014
00:11:40 kompetensi guru bu, apakah ibu pernah mendengar perihal IN-01-015
empat kompetensi tersebut sebelum PLPG bu? IN-01-016
00:11:41- Iya. Ehh, kalau menurut saya ya awal-awal aja. Kesini-kesini ET-03-086
00:12:55 mah sama lagi kompetensinya. Emang kompetensi secara ET-03-087
professional bertambah. Cuman, kadang dilapangan kan ngga ET-03-088
bisa dituntut perfect ya, ngajar itu harus gini, harus gini, harus ET-03-089
gini. Tapi kan kenyataannya fasilitasnya masih kurang, kita ngga ET-03-090
bisa se-perfect yang dituntut sama pemerintah. Kaya gitu. Jadi ET-03-091
fasilitas sama kognitif siswanya juga. Tapi kalau masalah ET-03-092
professional nambah wawasan ia, terus ..eh.. salah-salahnya yang ET-03-093
kaya tadi kita ngajarin salah pronunciation yang kita perbaiki ada ET-03-094
perbaikan. …eh.. jadi ketika kita pengen ngajar yang se-perfect ET-03-095
yang dituntut di PLPG pas dilapangannya ngga ada fasilitasnya ET-03-096
susah juga, gitu. ET-03-097
00:12:56- Apakah pada saat PLPG dibahas perihal masalah tersebut bu? IN-01-017
00:12:58
00:12:59- Iya, seperti ‘pak gimana si kita sekolahnya aja disawah misalnya, ET-03-098
127

00:13:46 sekolahnya dipinggiran. Projectornya aja ngga ada. Mau gimana ET-03-099
kita ngajarin yang bagus?’ katanya ‘kita ngga harus ada ET-03-100
projector, tapi kita harus bikin kreatif sendiri, inovasi sendiri ET-03-101
kaya mungkin …eh… pake picture’ kata tutor. Jadi kita harus ET-03-102
kreatif aja gimana anak lebih enjoy, lebih cepat ngerti. Pasti kita ET-03-103
punya strateginya masing-masing lah. ET-03-104
00:13:47- Lalu bagaimana ibu mengimplementasikan keempat kompetensi IN-01-018
0013:56 guru bu dalam pengajaran? IN-01-019
00:13:57- Kalau (kompetensi) social ngga ada masalah. Cuman kaya kalau ET-03-107
00:15:09 social ya kaya kata orang wajahnya judes padahal ngga. ET-03-108
Sosialnya ya apa adanya aja si. Cuman mungkin dulunya suka ET-03-109
kalau udah keterlaluan mah ya marah. Kalau saya mah ngga ada ET-03-110
bataesan. Anggap aja, ngga usah sunkan gitu, anggap aja teman ET-03-111
gitu. Ngga pernah apa, ehh.. ‘saya guru kamu!’ ET-03-112
ET-03-113
Kalau professional ia udah tadi ya. Ada perubahan. Ya paling itu
ET-03-114
aja yang tadi disebutkan sebelumnya.
ET-03-115
Kalau personal ya udah. Ya pedagogic nya ya sama kaya ET-03-116
professional.
00:15:10- Apa kesan-kesan ibu setelah mengingikuti PLPG ini bu? IN-01-020
00:15:11
00:15:12 Kesan saya rame, seru, capek, eh.. ninggaling anak sama suami ET-03-117
ngga mudah ya. Wawasan, nambah temen, bermanfaat, ET-03-118
bermanfaat banget. ET-03-119
00:16:17- Menurut ibu, PLPG itu penting tidak bu? IN-01-021
00:16:18
00:16:19- Penting, karna dari ngga tahu, kita tahu, dari salah jadi dibenerin. ET-03-120
00:16:59 Teman nambah banyak. Ngga Cuma dari jurusan bahasa Inggris ET-03-121
aja, jurusan lain juga. Kan saya teman sekamarnya bukan dari ET-03-122
jurusan bahasa Inggris, sampe sekarang juga masih komunikasi. ET-03-123
ET-03-124
00:17:20- Iya kan balik lagi keindividunya. Kalau saya kan di fasilitas. Ini ET-03-125
00:17:57 juga udah mulai mulai nih (pake projector) tapi di BM. materi ET-03-126
tuh dibikin semenarik mungkin. Di BM si bisa untuk diterapkan ET-03-127
tapi disini itu kurang bisa diterapkan, gitu aja si. Kalau untuk ET-03-128
disiplin, ya kadang tetap aja kaya gitu, bilang professional tapi ET-03-129
ngajar tetap aja kaya gitu. Sertifikasi jadi bikin malas, banyak. ET-03-130
ET-03-131
00:17:59 Itu apa ya bu penyebabnya? IN-01-022
00:18:00- Ya mungkin karena ngga ada monitoring kayanya ya. ‘Coba ET-03-132
00:19:38 kalau ada monitoring. Ya sertifikasi kan memang hak saya ET-03-133
(guru), udah weh kanyaah pemerintah buat guru honor misalnya ET-03-134
gitu. Mungkin ya’. Tapi kalau saya Alhamdulillah si ET-03-135
128

Alhamdulillah kalau kesiangan ya paling 5 menit. Ya biasa lah ET-03-136
kalau anak rewel gitu. Kan misalnya dari disiplin aja kan bisa ET-03-137
diterapkan. Tapia da yang udah sertifikasi masih aja ada yang ET-03-138
kesiangan sampe 12 menit, masih banyak. Cuman suka ada rasa ET-03-139
malu sendiri gitu. Ngga sertifikasi aja, ngga mau si kesiangan ET-03-140
tapi ..eh.. jarang itu juga. 15 menit pernah (telat) karna anak ET-03-141
ET-03-142
rewel. Tapi ngga disengaja telatnya.
ET-03-143
Ya ehm.. minimal lah 15 menit sebelum bel sudah disekolah
ET-03-144
sudah harus ada disekolah. Itu kan professional kita sebagai guru ET-03-145
ya. Itu kan suka malu aja.
00:19:39- Berkaitan dengan RPP bu. Apakah selama ini ibu membuat RPP IN-01-023
00:19:55 untuk pengajaran sendiri (develop) atau copy paste? IN-01-024
00:19:59- Sama, dulu si sempet bikin, sekarang karna kurikulum 2013 ET-03-146
00:20:56 masih awam yah, eh.. terlalu banyak materinya gitu, terlalu ET-03-147
banyak point point nya. Tapi kalau waktu pas pertama ngajar ET-03-148
mah waktu pertama ngajar tahun 2010-2011 mah bikin sampe ke ET-03-149
PROTA, PROMES nya bikin sendiri dan RPP nya itu lebih ET-03-150
simple, Cuma selembar atau dua lembar. Sekarang kan satu RPP ET-03-151
ET-03-152
bisa hampir 10 lembar gitu, jadi kalau kita dituntut suruh
ET-03-153
ngumpulin ‘ah udah.. copy paste aja yang ada, diedit-edit sedikit
ET-03-154
gitu.’ Soalnya kalau bikin, lama kan. Jadi yang ada aja ET-03-155
diperbaiki, dibuang yang ngga pentingnya. Yang udah ngga ada, ET-03-156
harus ada atau harus dibuang. Ya diedit-edit sedikit. Kalau dulu ET-03-157
mah ia sampe bikin satu pertemuan tuh. Pas awal-awal.
00:20:57 Apakah diRPP ada rubric penilaiannya bu? IN-01-025
00:20:58- Ada, untuk listening, untuk speaking, untuk reading ada. Harus ET-03-158
00:21:08 ada. ET-03-159
00:21:09 Nah itu kan ada isu bahwa PLPG tahun ini terakhir? IN-01-026
00:21:10- Benar, gantinya kan PPG. PPG kalau untuk tahun sekarang, ET-03-160
00:22:33 kalau kitanya dipanggil sama pemerintah, berarti ngga bayar. ET-03-161
Cuman kuliah selama 6 bulan, katanya. Tapi ngga tahu tah masih ET-03-162
simpang siur. Kemarin pre-test dulu kan katanya. Ada yang lulus, ET-03-163
ada yang ngga. Kalau lulus pre-test ya otomatis kepanggil PPG. ET-03-164
Tapi belum da, belum mulai. Ngga tau kapan itu juga. Ngga tau ET-03-165
ET-03-166
kapan, kuliahnya bagaimana, ngga tau. Tapi belum jelas, tapi
ET-03-167
disini mah ada yang udah kepanggil PPG satu orang. Belum
ET-03-168
mulai itu juga. Kalau di BM udah ada 2 orang yang pre-test. ET-03-169
Udah lulus baru ngumpulin persyaratan aja kemarin. Mungkin ET-03-170
tahun pelajaran 2018/2019 mungkin ya. Habis puasa. Udah fix ET-03-171
ngga ada lagi PLPG. Ini terakhir.
00:22:34 Itu kan PLPG tahun 2017 kan tehniknya baru dibanding IN-01-027
129

sebelumnya, ditambah online ya bu? IN-01-028
00:22:35- Iya bedanya Cuma online nya aja si. Itu juga ngga ngaruh-ngaruh ET-03-172
00:23:39 amat. Cuma sebagai formalitas syarat ‘oh itu dia udah online nih, ET-03-173
udah ngumpulin, apa itu, laporannya. Udah, kalau udah ET-03-174
ngumpulin laporannya udah aman, tinggal ikut PLPG. Kecuali ET-03-175
dia belum bikin laporan, berarti ngga boleh ikut PLPG yang ET-03-176
kemarin. Cuman sebagai salah satu syarat aja. Dan ngga ngaruh ET-03-177
terlalu banyak si. Kalau untuk professional ya. Kalau untuk ET-03-178
pedagogic mah lumayan yah.. materi-materi teori-teorinya ET-03-179
lumayan lah. Kalau professional kan sehari-hari sudah diajarin ke ET-03-180
anak-anak kaya discussion text, analytical descriptive Cuma ET-03-181
lebih dalam aja. ET-03-182
00:23:40- Kalau ibu disuruh memilih, antara PLPG dan PPG mau yang IN-01-029
00:23:44 mana bu? IN-01-030
00:23:45- Yang PLPG aja. Soalnya Cuma 12 hari kan. Ada yang bilang ET-03-183
00:25:35 katanya PPG regular, ada yang kuliahan. Masih kurang tahu, ET-03-184
masih belum jelas. Jadi yang mungkin yang ngga dipanggil ET-03-185
PLPG, ya PPG. Kaya yang di BM kana da yang ngajarnya ET-03-186
duluan kan dari saya, tapi PLPG nya ngga kepanggil karna nilai ET-03-187
UKG nya kecil. Cuma kasian kan untuk secara masa kerja lebih ET-03-188
ET-03-189
lama dari pada saya. Cuma karna nilai UKG nya kecil, ada yang
ET-03-190
30 ada yang 40an. Akhirnya kan ngga kepanggil. Yang kepanggil
ET-03-191
kan yang nilainya 70an ya. 79 kebawah lah sampe 60an. Tapikan ET-03-192
yang nilainya dibawah 60 ngga kepanggil. Kecuali yang ET-03-193
ngajarnya sebelum tahun 2006 ya, itu baru kepanggil. ET-03-194
00:25:36- Apakah disekitar sekola ibu ada komunitas guru? IN-01-031
00:25:41
00:25:42- Ngga ada. Kalau MGMP ada. Tapi ngga aktif. Paling kalau dari ET-03-195
00:26:59 sekolah disuruh mah ikut, kalau engga mah ngga. Tapi kalau ET-03-196
group mah ada. Tapi kemarin kana da lomba debate itu ya. Ngga ET-03-197
saya mah ngga pernah ikutan. Soalnya kaya kalah sebelum ET-03-198
bertarung gitu. Soalnya kan yang ikutan itu dari sekolah negeri ET-03-199
semua kan bagus-bagus. Kemarin ada yang ngirimin gitu ET-03-200
muridnya debate gitu ya, ngga pernah saya mah ngga PD. Karna ET-03-201
telat masuknya (masuk ngajar) jadi ngga dikasih tau ada MGMP ET-03-202
bahasa Inggris. ET-03-203
00:27:00 Ada berapa guru bahasa Inggris disini bu? IN-01-032
Ada 4. ET-03-204
00:27:03 Apakah ada diskusi-diskusi antar guru bahasa Inggris bu? IN-01-033
00:27:39 Ngga, ngobrol biasa aja. Tentang materi-materi, paling tentang ET-03-205
soal, minta soal paling, minta RPP. Jarang si. ET-03-206
00:27:40 Apa kesan-kesan ibu tentang PLPG bu? IN-01-034
130

00:27:41- Kadang ya positifnya banyak, bagus. Cuman mungkin kasian ET-03-207
00:30:51 yang ini ny aja si yang dari dulu kaya teman-teman saya. Kan ET-03-208
yang perlu dikritik itu yang onlinenya aja, geje (ga jelas) gitu. Si ET-03-209
apa teh, si online teh, si daring the. Jadi gimana ya, belum… ET-03-210
mungkin karna baru ya baru tahun ini, beum termanage dengan ET-03-211
benar. Apa si geje gitu. Tapi kalau mentornya aktif gitu ya bisa ET-03-212
sharing, diskusi. Mungkin mereka juga sibuk ya, tapi kan mau ET-03-213
asa ngga ada gunanya mentor teh, Cuman ini aja, meriksa ET-03-214
laporan aja. Meriksa laporan juga diakhir, terus komennya si ET-03-215
dikomen tapi sedikit. Misalnya disebutkan sumbernya dari mana ET-03-216
tapi ya cuma gimana ya pasif aja gitu. Ada si yang aktif ET-03-217
(mentornya) sampai nagih-nagih, ‘ini belum ya, pada belum ya ET-03-218
ngumpulin laporan. Inget-inget ya deadline nya hari ini, tanggal ET-03-219
segini’ ada yang kaya gitu, sampai bikin-bikin group. kita mah ET-03-220
ngga. Itu mungkin ya secara online mah. Geje aja onlinenya. Di ET-03-221
forum boleh aja si kita posting apa, nanya apa, Cuma ngga ET-03-222
pernah dijawab. Kalau ada yang mau komen atau nanya ya. ET-03-223
Pernah posting Cuma gini.. ‘ibu/bapak guru, silahkan ET-03-224
diperhatikan dan dikumpulkan laporannya, terima kasih’ udah ET-03-225
segitu aja satu kali postingannya. Ngga ada. Di Tanya juga sama ET-03-226
yang dimentorin nya, ngga pernah dijawab.geje kata saya mah. ET-03-227
Kalau offline bagus si, Cuma mungkin ada yang ya biasalah ada ET-03-228
yang boring, sleepy gitu. ET-03-229
ET-03-230
00:30:52- Apa kesan-kesan ibu menjadi guru? IN-01-035
00:30:56
00:30:57- Jadi guru, seneng ada, bangga ada. Karna saya mah cita-citanya ET-03-231
00:32:55 emang jadi guru bahasa Inggris dari kecil. Ehm.. apa ya, bisa ET-03-232
mengenal banyak karekter seseorang, terus kita bisa nambah ET-03-233
teman. Banyak kan satu sekolah ada banyak gurunya. Ya coba ET-03-234
kalau jadi IRT, Cuma dirumah saja. Saya ngga suka gitu ya. We ET-03-235
met so many people ya dari angkatan saya mulai ngajar 2007 ET-03-236
sampai sekarang sudah berapa ribu gitukan. Kadang ada yang ET-03-237
lempeng ketemu saya, kadang ada yang salim gitu. Kita teh ET-03-238
dihormati sama murid-murid, bisa berbagi ilmu sama anak-anak. ET-03-239
Kaya suatu apa ya, seneng aja bisa berbagi ilmu bahasa Inggris. ET-03-240
Karena bahasa Inggris itu ilmu yang sangat saya sukai gitu. Bisa ET-03-241
ngajar itu seneng gitu. Jadi kalau ada yang pinter bahasa Inggris ET-03-242
itu bangga aja. Kalau kasarnya PLPG itu kasarnya Cuma syarat ET-03-243
untuk dapat tunjangan mungkin ya. Gitu aja sebenernya. Tapi ET-03-244
kita ngga sembarang aja ngajar bahasa Inggris juga harus bener ET-03-245
juga gitu. ET-03-246
ET-03-247
00:32:56 Terima kasih ibu atas waktunya. IN-01-036
131

Abbreviations:
ET : English Teacher--(code for key Informans)
Interview Code: INT-D
Interviewee : ET-04
Interview Setting : The interview is conducted at English Classroom. The Interview is
conducted on 22nd of February 2018 at 9:32 AM on Thursday morning.
00:00:00- Boleh disebutkan nama lengkap dan lama mengajarnya bu? IN-01-001
00:00:11
00:00:12- Nama lengkap saya Ai susilawati, S.Pd kemudian pengalaman ET-04-001
00:00:39 mengajar disini 5 tahun. Sebelumnya mengajar dilampung dari ET-04-002
tahun 2008 jadi sekarang kulang lebih sudah mau 10 tahun. ET-04-003
00:00:40 Dulu pada saat mengajar dilampung pada jenjang apa? IN-01-002
00:00:41 SMA ET-04-004
00:00:42- Boleh diceritakan perjalanan ibu sebagai seorang guru bu dari IN-01-003
00:01:014 awal ibu mengawali karir menjadi seorang guru dari sebelum IN-01-004
ibu PLPG bu? Seperti suka dukanya mengajar bahasa Inggris? IN-01-005
IN-01-006
00:01:02- Kalau saya si sebetulnya bisa dibilang mengajar bahasa Inggris ET-04-005
00:02:36 itu passion ya. Dari SMP itu saya sudah tahu bahwa bakal jadi ET-04-006
guru bahasa Inggris jadi sudah PD gitu. Jadi SMA ngga bingung ET-04-007
nyari jurusan dan Alhamdulillah dengan kemampuan yang ada ET-04-008
bisa lulus pada saat itu di universitas lampung dan enjoy kuliah ET-04-009
juga gitu ya dengan kondisi di Universitas lampung dan terjun ET-04-010
ke dunia pendidikan sudah jadi pilihan. Ini cuman kalau suka ET-04-011
dukanya mungkin kesulitannya adalah yang paling sangat ET-04-012
dihadapi itu antara ketimpangan harapan kurikulum sama ET-04-013
kondisi real siswa di kenyataan nya gitu. Kadang yang ET-04-014
diharapkan oleh kurikulum kan sudah ..eh.. tingkat berapa ET-04-015
gitu? ya sudah materi apa? padahal siswa yang ada gitu ya ET-04-016
pemahamannya belum sampai sejauh itu, itu yang paling ET-04-017
sangat sulit karna kita harus mengimbangi antara materi ET-04-018
dikurikulum yang kita dapat tapi anak juga tidak ET-04-019
kehilangan fun mereka untuk belajar bahasa Inggris gitu ET-04-020
itu aja. ET-04-021
00:02:37- Apakah ada perbedaannya dari dulu ibu mengajar di SMA dan IN-01-007
00:02:44 sekarang mengajar di SMK? IN-01-008
00:02:45- Sangat (berbeda). Ciri khas siswa nya tentu sangat berbeda ya. ET-04-022
132

00:03:57 Kalau di SMA itu dari mayoritas siswa itu mungkin...eh... bisa ET-04-023
dibilang siswi dan siswa itu balance ya antara putri dan putra ET-04-024
kalau di SMK kebetulan saya mengajar di yang jurusannya ET-04-025
(mayoritas) cowo gitu ya siswa kalau disini. Kemudian dari segi ET-04-026
pengetahuan, kalau SMA itu, anak-anak SMA yang saya ET-04-027
rasakan lebih open mind, lebih optimal. Kemudian secara ET-04-028
knowledge, secara pengetahuan lebih luas. Kalau SMK itu ..eh.. ET-04-029
cenderung lebih kaku karna mereka kan terbiasa bekerja di ET-04-030
bengkel ya jadi mereka harus tahu prosedur melakukan sesuatu ET-04-031
itu dan tidak sesuai prosedur gitu. Jadi untuk berfikir kreatif ET-04-032
bebas itu anak SMA lebih punya itu. Secara pengetahuan. ET-04-033
ET-04-034
00:03:58- Adakah materi-materi khusus seperti English for specific IN-01-009
00:04:06 purposes (ESP) dan sejenisnya pada (materi pengajaran di) IN-01-010
SMK? IN-01-011
00:04:07- Hmm.. kalau dulu diawal berbeda ya materi antara SMA dan ET-04-035
00:05:27 SMK dan justru itu menurut saya yang bagus tu itu. Jadi ET-04-036
dibedakan arah tujuan nya. Anak SMA kan memang goals nya ET-04-037
untuk ke Universiti ya tapi kalau anak SMK harusnya goals nya ET-04-038
adalah mereka bisa faham spesifik purpose yang memang ET-04-039
mereka hadapi. Tapi di 2013 ternyata semua disamakan gitu jadi ET-04-040
materi mulai dari recount text atau apapun itu disamakan SMA ET-04-041
dan SMK. Kita sebagai guru sebetulnya lebih setuju dengan ET-04-042
kurikulum yang sebelumnya (KTSP) membedakan materi. Kaya ET-04-043
misalnya anak SMK nantikan akan mencari kerja ada fokus ET-04-044
application letter yang lebih ini kemudian secara komunikasi ET-04-045
kan untuk bekerja lebih aktif ya. Kalau SMA kan lebih ET-04-046
cenderung ke kalau misalnya kita ibaratkan kalau SMA itu ET-04-047
mungkin TOEFL nya (goalnya), kalau SMK kan lebih ke ET-04-048
TOEIC untuk communication-nya gitu. Cuman ya sayang di ET-04-049
kurikulum 2013 semua disamakan, hampir semuanya. Lebih ET-04-050
terarah kalau yang lama (kurikulumnya) ET-04-051
00:05:28- Apakah permasalahan-permasalahan yang ibu temukan seperti IN-01-012
00:05:50 yang ibu sebutkan sebelumnya ibu sharing/bertanya kepada IN-01-013
tutor ketika PLPG? Seperti pen-generalisasian kurikulum dan IN-01-014
lain sebagainya antara SMA & SMK atau tantangan-tantangan IN-01-015
saat mengajar di SMK… Apakah pernah ibu tanyakan (pada IN-01-016
saat PLPG)? IN-01-017
00:05:51- Kalau untuk pen-generalisasi kurikulum si ngga sempat saya ET-04-052
00:07:08 sampaikan ya. Karena selalu diseminar manapun atau di ya ET-04-053
dimanapun kadang mungkin suara kita terlalu kecil untuk ET-04-054
133

mengubah keadaan ya. Jadi kalau kita suka bilang di MGMP itu ET-04-055
something given ya. Jadi kalau memang sudah dikasihnya ET-04-056
seperti itu ya kita yang pelaksana dilapangan cuma tinggal ET-04-057
melaksanakan sesuai kemampuan kita. Karna kadang udah ET-04-058
ngabisin energy sebesar apapun kita kan ngga bisa merubah ET-04-059
kebijakan itu. Syukur-syukur si kedepannya ada perubahan, ada ET-04-060
pengkajian lagi untuk lebih baiknya. Tapi kalau untuk ET-04-061
ketimpangan kurikulum dan kondisi real dilapangan saya ET-04-062
sempat tanyakan kepada dosen-dosen disana (PLPG) jadi secara ET-04-063
teoritisnya lah yang saya ambil sudah benar. Jadi kita tidak ET-04-064
kehilangan esensi dari kurikulum tapi kita juga tidak membuat ET-04-065
siswa terlalu menderita dengan ‘mereka ngga tau apa, mau ET-04-066
belajar apa’ gitu. Paling kita men-simplify ya, menyederhanakan ET-04-067
materi yang akan kita sampaikan. Walaupun ujung-ujungnya ET-04-068
muatan kurikulum harus tersampaikan. Karna kalau ngga kan ET-04-069
dosa. ET-04-070
00:07:09- Apa yang ibu dapatkan saat mengikuti PLPG? Terkait materi- IN-01-018
00:07:16 materi atau ilmu apa saja yang ibu dapatkan dari PLPG?Esensi IN-01-019
yang ibu sudah dapatkan dari PLPG? IN-01-020
00:07:17- Seperti yang pernah saya bilang sebetulnya PLPG itu kaya ET-04-071
00:08:17 semacam refreshment ya. Jadi ..eh.. muatan materi mungkin ET-04-072
dulu pernah belajar tapi dengan adanya PLPG mengingatkan ET-04-073
kembali termasuk juga materi-materi esensi bahasa Inggris itu ET-04-074
mulai dari online (mentoring), baca lagi (modul), belajar lagi, ET-04-075
mengerjakan tugas lagi itu kaya semacam penguatan dan ET-04-076
penyegaran kembali gitu. Dan terutama menambah motivasi ya ET-04-077
kalau misalnya selama ini mengajar hanya, mengajar karn ET-04-078
tuntutan pekerjaan tapi dengan adanya PLPG mengingatkan kita ET-04-079
kembali kalau mengajar itu ya jangan hanya mengajar gitu ET-04-080
kalau bisa kita bawa hatinya juga keanak-anak gitu. Sangat ET-04-081
banyak yang saya dapat dari PLPG. ET-04-082
00:08:18- Menurut pendapat ibu, di PLPG itu kan ada sesi dimana IN-01-021
00:08:47 instruktur-instruktur memberikan inovasi-inovasi saat IN-01-022
mengajar, untuk bagaimana cara menghadapi siswa, terus juga IN-01-023
diajarkan tentang mendesain RPP dan materi lain sebagainya, IN-01-024
apakah dari sekian banyak materi-materi yang diajarkan IN-01-025
apakah ada yang ibu implementasikan di sekolah ibu IN-01-026
mengajar? IN-01-027
00:08:48- Ia sangat sekali ya. Terutama saya terkesan dengan materi kaya ET-04-083
00:10:48 misalnya yang disampaikan Prof. Didi ya. Bagaimana ET-04-084
menyampaikan text ke anak itu sebenarnya hal yang sulit. Kalau ET-04-085
134

speaking bisa dibawa ke games, listening bisa di gaming-in. tapi ET-04-086
kalau text itu memang agak tingkat kesulitannya tinggi, ET-04-087
kemudian anak juga cenderung zaman sekarang tidak suka ET-04-088
membaca, apalagi text nya berupa text-text kaya exposition gitu ET-04-089
ya yang sulit-sulit tapi dengan diajarkan beberapa desain dan ET-04-090
cara pengajaran yang sebenarnya sederhana tapi bisa membawa ET-04-091
anak paham dengan text itu sendiri gitu itu untuk teks. ET-04-092
Contohnya BKOF (Building Knowledge of Field) itu ya. Kaya ET-04-093
kita pake fase-fase mengajarkan text nya pelan-pelan mulai dari ET-04-094
dikasih contoh-contoh dulu, kemudian mereka kejanya ber ET-04-095
group dulu berdua nanti baru secara individual mereka bisa ET-04-096
create sendiri. Karna kalau sendiri langsung buat itu mereka ET-04-097
akan langsung bingung gitu kan. Tapi kalau dikasih contoh ET-04-098
sederhana, mereka bisa ngobrol dulu berdua atau berlima atau ET-04-099
berempat gitu berkelompok, baru nanti diakhir mereka ET-04-100
individualnya independent gitu. ET-04-101
Kemudian yang ke-dua yang saya pelajari sekali itu adalah ini ET-04-102
ya apa namanya model-model pembelajaran. Karna kita ya saya ET-04-103
terus terang sudah 10 tahun itu bukan waktu yang sebentar ya ET-04-104
dan saya tidak bisa menjaga motivasi itu karna tiap hari tuntutan ET-04-105
guru itu kan tidak hanya mengajar ada administrasi, ada yang ET-04-106
lain gitu. Tapi dengan melihat sajian model-model pembelajaran ET-04-107
yang kelihatan menarik dan bisa sangat bermanfaat ya ET-04-108
Alhamdulillah beberapa bisa diaplikasikan. ET-04-109
ET-04-110
00:10:49- PLPG itukan misi utamanya untuk meningkatkan keempat IN-01-028
00:11:19 kompetensi, nah bagaimana cara ibu mengimplementasikan IN-01-029
keempat kompetensi itu pada saat ibu mengajar baik disekolah IN-01-030
itu bagaimana bu? IN-01-031
00:11:20- Ya sebetulnya pada saat PLPG dan kita ngobrol sama rekan- ET-04-111
00:12:35 rekan yang ikut PLPG juga gitu ya. Sebetulnya keempat ET-04-112
kompetensi itu sudah kita miliki tapi kita tidak menyadari ET-04-113
bahwa it utu bagian dari dari kompetensi yang diharapkan oleh ET-04-114
Negara. Kaya misalnya kita ngobrol sama siswa, tidak ujug- ET-04-115
ujug marah pada saat dia tidak mengerjakan tugas tapi kita ET-04-116
konfirmasi ‘kenapa ngga ngerjain tugas?’ atau misalnya kita ET-04-117
jaga komunikasi sama orangtuanya melalui pesan whatsapp atau ET-04-118
apa gitu ya itukan juga termasuk kompetensi kita bisa menjaga ET-04-119
hubungan baik sama orangtua, guru gitu ya, kita melakukan itu ET-04-120
sebetulnya di sekolah. Ehh, tentu saja dengan arahan sekolah ET-04-121
tapi kadang kita ngga tau itu tu namanya kompetensi apa gitu. ET-04-122
135

Jadi memang secara tuntutan disekolah pun memang ada seperti ET-04-123
itu ya terutama kalau untuk keprofesionalan ya saya yakin itu ET-04-124
untuk guru bahasa Inggris itu utama ya bagaimana kita bisa ET-04-125
memberikan pengajaran atau menjadikan yang bagus bahasa ET-04-126
Inggrisnya kalau perofesional kita sendiri juga kurang gitu. ET-04-127
ET-04-128
00:12:36- Bagaimana pendapat ibu tentang PLPG bu, karna sekarang IN-01-032
00:12:53 masih ada issue atau perbincangan bahwa PLPG akan IN-01-033
dihentikan dan dilanjutkan dengan PPG. Dan apa pendapat ibu IN-01-034
tentang PLPG itu sendiri bu? IN-01-035
00:12:54- Ya sebelumnya sebelum ke arah pembandingan dengan PPG ya ET-04-129
00:15:10 saya juga terus terang secara practical PPG itu seperti apa dan ET-04-130
bagaimana itu saya kurang tau. Karna kebetulan saya angkatan ET-04-131
terakhir di PLPG ya tentu saja saya bersyukur gitu ya dan kita ET-04-132
diangkatan terakhir itu juga tidak mengira kalau angkatan kita ET-04-133
bakal yang mengalami transisi, prosesnya juga berbeda itu kalau ET-04-134
kita bandingkan dengan angkatan-angkatan sebelumnya kan ET-04-135
kayaknya seperti mudah ya. Wallohu alam mereka ET-04-136
mengalaminya tapi yang mereka simpulkan tidak sesulit yang ET-04-137
kami hadapi gitu. Tapi kalau saya selalu memotivasi diri sama ET-04-138
teman-teman kalau kita sudah dapatnya takdirnya seperti ini ET-04-139
berarti memang pasti ada yang terbaik gitu ya kaya semacam ET-04-140
online memang ada kesulitan tinggi si pada saat online. Kadang ET-04-141
tidak bisa diakses, kadang kita tidak dapat informasi detail yang ET-04-142
membuat kita bingung. Disisi lain kita juga harus ngerjain tugas ET-04-143
lain gitu kan. Tapi ya saya berfikir bahwa sudah itu jalannya ET-04-144
yang terbaik ya tinggal kita lakukan yang terbaik. Kemudian ET-04-145
yang saya sedikit kurang apa ya setuju atau bagaimana kan ET-04-146
PLPG itu untuk meningkatkan kualitas guru ya, tapi kalau ET-04-147
kelulusan PLPG itu sendiri hanya ditentukan oleh satu aspek ET-04-148
UTN misalnya gitu ya saya kurang setuju karna kan seorang ET-04-149
guru itu tidak hanya harus professional pintar ya. Misalnya dia ET-04-150
nilai UKG nya berapa gitu, tapi kecakapan kita di kelas ET-04-151
kemudian kecakapan kita membantu siswa yang kesulitan itu ET-04-152
kan juga harus dilihat gitu. Ehh, bagaimana ketrampilan kita ET-04-153
memanagemen kelas dan apakah dengan UTN mewakili? Itu ET-04-154
kan tentu saja tidak. Menurut saya. Jadi kalau bisa jangan yang ET-04-155
hanya theoretical saja yang diujikan. Makanya ada micro- ET-04-156
teaching kan gitu. jadi kalau saya si jangan hanya cenderung ET-04-157
hanya satu aspek yang dinilai kelulusan seseorang dari PLPG. ET-04-158
ET-04-159
136

00:15:14- Menurut ibu PLPG dan pelatihan guru yang sejenisnya dalam IN-01-036
00:15:44 pengajaran bahasa Inggris kan banyak sekali yang seperti IN-01-037
PLPG hanya kalau dari pemerintah kan fokus pada PLPG, IN-01-038
pentingkah ada pelatihan-pelatihan seperti PLPG? IN-01-039
00:15:45- Sangat penting tentu saja ya. Walaupun pada praktiknya ada ET-04-160
00:16:24 beberapa kondisi yang tidak memungkinkan ya. Kadang kan ET-04-161
kalau kita disekolah kan harus berkaitan dengan izin sekolah ET-04-162
kan. Kalau trainingnya dilaksanakan pada saat jam mengajar ET-04-163
juga kan ngga etis kita belajar tapi meninggalkan kelas gitu kan. ET-04-164
Tapi intinya si sebetulnya sangat positif. Tentu saja karna kita ET-04-165
juga bertahun-tahun mengajar harus update pengetahuan, ET-04-166
motivasi dan lain sebagainya ET-04-167
00:16:25- Apa masukan dari Ibu untuk pemerintah seandainya, kan ini IN-01-040
00:16:53 belum fix apakah ada penghentian untuk PLPG dan diganti IN-01-041
dengan PPG karna memang banyak kontroversi antara pro dan IN-01-042
kontra, PLPG ini masih dilanjutkan, apa masukan dari ibu IN-01-043
untuk menjadikan PLPG ini menjadi lebih berkualitas lagi bu? IN-01-044
00:16:54- Ehh, kalau sebelumnya saya pernah ya berada di institusi yang ET-04-168
00:17:52 rasanya mengecek kemampuan kita tu komprehensif gitu. Jadi ET-04-169
memang kita mendapatkan apa yang ..eh.. sesuai dengan ET-04-170
kemapuan kita tapi tentu saja tadi yang dilihat tidak hanya ET-04-171
teoritis saja tapi performa kita, penampilan kita sebagai guru ET-04-172
juga diperhitungkan. Jadi saya cuma pesan ke pemerintah itu ET-04-173
aja. Dalam menilai atau menjadikan standar kelulusan itu harus ET-04-174
dilihat beberapa aspek yang lain. Jangan hanya disatu aspek saja ET-04-175
gitu. Karna saya percaya sebetulnya maksud baik pemerintah ET-04-176
adalah meningkatkan kualitas gitu tapi jangan karna nanti ET-04-177
dengan meningkatkan kualitas orang menghalalkan segara cara ET-04-178
untuk bisa lulus gitu. Padahal kan yang kita inginkan bukan ET-04-179
lulusnya tapi merubah diri kita menjadi lebih baiknya gitu. ET-04-180
ET-04-181
00:17:53- Apakah maksud ibu seperti ada kunjungan kesekolah seperti itu IN-01-045
00:17:54 bu? IN-01-046
00:17:55- Iya, seperti observasi itu memungkinkan penampilan kita atau ET-04-182
00:18:28 kaya micro-teaching di sana juga sudah sangat mewakili gitu. ET-04-183
Kan micro-teaching ngga mungkin digantikan orang lain kan, ET-04-184
tapi kalau test bisa digantikan oleh yang lain dan ya wallohu ET-04-185
alam saya dengar itu terjadi atau tidak atau misal ada bocor soal ET-04-186
atau tidak ya. Tapi penampilan kita saat mengajar dikelas itu ET-04-187
kan tidak mungkin ditiru orang lain. Karna itu menilai diri kira ET-04-188
sendiri gitu. ET-04-189
137

00:18:29 Apakah ada issue-issue yang demikian kah bu? IN-01-047
00:18:30- Ada, itu yang saya dengar. Yang terbaru juga, soalnya bocor ET-04-190
00:18:42 juga di capture gitu ada juga. ET-04-191
00:18:43- Apakah pada saat ujian diperbolehkan membawa hp bu? IN-01-048
0018:44
00:18:45- Hp bawa, tapi setahu saya yang saya alami karna saya duduk ET-04-192
00:19:00 didepan, hp harus masuk tas saya ya tidak percaya itu terjadi. ET-04-193
Tapi yang beredar ternyata terjadi gitu. Ada kebocoran soal. ET-04-194
Terutama untuk angkatan-angkatan terakhir katanya. ET-04-195
00:19:08- Saya perhatikan dari mata pelajaran lain, mata pelajaran IN-01-049
00:19:13 Bahasa Inggris itu yang paling sedikit presentase kelulusannya IN-01-050
ya bu. Bagaimana menurut ibu? IN-01-051
00:19:14- Saya diawal sudah tahu ya bahwa kalau bahasa Inggris kan yang ET-04-196
00:22:45 dinilai tidak hanya passive nya. Artinya tidak hanya ET-04-197
pengetahuannya tentang grammar, tenses tapi bahasa Inggris itu ET-04-198
bahasa ya kemampuan kita berkomunikasi itu. Gimana sudah ET-04-199
mengantisipasi juga dari awal bahwa kemampuan writing, ET-04-200
speaking juga sangat dinilai dan terbukti pada saat PLPG ET-04-201
ternyata memang yang dinilai ngga hanya passive nya tapi juga ET-04-202
aktifnya gitu. Kemudian kalau kenyataannya banyak yang ngga ET-04-203
lulus ya saya juga ikut sedih sebetulnya. Karna memang ET-04-204
dianggap sulit memang ya untuk bahasa Inggris gitu. ET-04-205
Saya terus terang pada saat PLPG yang UTL (Ujian Tulis ET-04-206
Lokal) itu, pertanyaannya sederhana tapi saya yakin bahwa ET-04-207
pertanyaan itu mengetes kemampuan kita mengelaborasi ET-04-208
tentang metode yang dia tanyakan. Makanya pada saat itu saya ET-04-209
..eh.. mengerjakan soal-soal itu betul-betul dengan eksplorasi ET-04-210
ide saya, berparagraf-paragraf lah istilahnya gitu. Dengan satu ET-04-211
paragraph ide pokok nya apa. Tapikan teman yang lain ada yang ET-04-212
mengerjakan hanya sedikit menjawabnya ya tapi lagi-lagi bukan ET-04-213
soal sedikit atau banyaknya. Tapi runtutan ide saya yakin ada ET-04-214
penilaian disana. Dimana kita menyampaikan ide gitu. Dan ET-04-215
hasilnya memang dari sekitar 32 orang itu saat itu 5 atau 7 yang ET-04-216
lulus. Dan pada saat saya ngobrol dengan 5 dan 7 orang itu ET-04-217
memang mereka eksplore ide. Tapi memang keliatannya ET-04-218
sederhana tapi sebetulnya yang dinilai bukan jawaban Ya dan ET-04-219
Tidak nya tapi bagaiman kita bisa mengelaborasi tentang yang ET-04-220
ditanya itu. Pertanyaannya sederhana, misalnya kaya ‘explain ET-04-221
the fourth competences that teachers should have!’ Cuma ET-04-222
disuruh menjelaskan, tapi kan didalam menjelaskan itu kita ET-04-223
punya core nya ngga gitu. Jadi kebetulan saat itu dalam ET-04-224
138

mengetes itu saya yakin bahwa yang dites itu ngga semata-mata ET-04-225
pengetahuan kita tapi bagaimana implementasinya dikelas atau ET-04-226
disekolah dan saya menjawab dengan sebisa saya Alhamdulillah ET-04-227
lulus gitu. Selebihnya ya itu. Sampai teman-teman kan pada saat ET-04-228
itu UTL ulangnya ada yang 3x sampai akhir dan itupun belum ET-04-229
kita stress mau UTN, stress UTL pula gitu kan, ditambah ya ET-04-230
yang namanya dikarantina jauh dari keluarga dan segala macam ET-04-231
secara mental kan tidak stabil ya gitu. ET-04-232
ET-04-233
00:22:46- Apakah ibu masih ingat content soal UTN pada saat itu bu? IN-01-052
00:22:50 Apakah hanya perihal keempat kompetensi saja atau ada yang IN-01-053
lain bu? IN-01-054
00:22:51- Kalau UTN itu secara garis besar adalah tentang pedagogic ET-04-234
00:23:36 sama professional ya. Pedagogic nya dituangkan dalam soalnya ET-04-235
tentu saja bahasa Inggris tapi dia tidak menanyakan teori jadi ET-04-236
lebih ke aplikasinya atau implementasi. Jadi misalnya kalau kita ET-04-237
punya siswa bagaimana solusinya. Lebih ke case study gitu. ET-04-238
Kemudian kalau untuk professionalitas ya kategorinya terlalu ET-04-239
sulit si kalau buat saya juga gitu. Kemarin ya jadi pengalaman ET-04-240
bahwa ada banyak hal yang belum kita ketahui. ET-04-241
ET-04-242
00:23:37- Apakah disekitar sekolah ibu terdapat komunitas guru bu? IN-01-055
00:23:42 Khususnya guru B. Inggis? IN-01-056
00:23:43- Oia, kita kan anggota MGMP bahasa Inggris kabupaten ET-04-243
00:24:12 bandung ya dan saya juga terlibat. Dan untuk yang dijawa barat ET-04-244
saya juga tergabung di IETA (Indonesian English Teacher ET-04-245
Association). Jadi ..eh.. dikeduanya tentu saja jadi wadah yang ET-04-246
sangat positif untuk dapat pengetahuan, dapat penyegaran, dapat ET-04-247
motivasi gitu. ET-04-248
00:24:13 Dari sejak kapan ibu bergabung didua komunitas tersebut? IN-01-057
00:24:15- Saya sejak pindah ke Bandung langsung bergabung. ET-04-249
00:24:20
00:24:21- Apa saja yang didiskusikan dalam komunitas tersebut bu? IN-01-058
00:24:25
00:24:26- Eh.. kalau untuk pertemuan biasanya ada seminar ya. Kalau ET-04-250
00:25:19 IETA kemarin ada sebelum tahun ajaran baru ada penyiapan ET-04-251
materi untuk pembuatan lesson plan yang baik karna kita kan ET-04-252
ada perubahan kurikulum. Jadi diawal tahun ajaran kemarin kita ET-04-253
ada seminar itu. Kemudian kalau untuk MGMP ya paling ET-04-254
kesulitan yang dihadapi selama materi atau apapun gitu. Atau ET-04-255
pada saat kalau di kita di SMK kana da LKS ya. Lomba ET-04-256
139

Kompetensi Siswa. Bagaimana menyiapkan siswa untuk bisa ET-04-257
goal di LKS gitu. Biasanya si penyiapan materi dan segala ET-04-258
macam juga MGMP yang menyiapkan. ET-04-259
00:25:20- Apakah ibu pernah terlibat sebagai panitia atau dalam jabata IN-01-059
00:25:29 structural komunitas tersebut bu?
00:25:30 Ngga, anggota saja. ET-04-260
00:25:31- Bagaimana jika disekolah ibu, apakah ibu sering melakukan IN-01-060
00:25:40 kumpul bersama dengan guru bahasa Inggris disini tidak bu? IN-01-061
00:25:41- Iya, pasti itu. Karna kan kita harus mendiskusikan sebaran ET-04-261
00:25:54 materi dikelas satu harus sampai berapa materi gitu. ET-04-262
00:25:55- Nah kembali lagi bu yang didua komunitas itu, apakah pernah IN-01-062
00:26:09 mengadakan seperti kajian atau diskusi-diskusi tentang IN-01-063
bagaimana cara membuat inovasi-inovasi baru dalam IN-01-064
pengajaran seperti itu bu? IN-01-065
00:26:10- Ada si, kemarin juga kaya semacam PKB kan wadahnya dari ET-04-263
00:26:31 MGMP ya, Peningkatan Kompetensi Berkelanjutan gitu. Tapi ET-04-264
yang diundang tentu saja yang sudah ada nama-nama dari ET-04-265
pemerintah ya dan didalamnya salah satunya membicarakan itu. ET-04-266
Bagaimana kita bisa berinovasi dalam mengajar. ET-04-267
00:26:32- Apakah PKB itu maih bersifat ekslusif diskusi seperti itu> IN-01-066
00:26:37
00:26:38 Iya ET-04-268
00:26:39- Apakah ibu pernah menulis jurnal atau artikel ilmiah bu? IN-01-067
00:26:42
00:26:43- Belum si, tapi akan InsyaAlloh tahun ini. Sebetulnya kalau ET-04-269
00:27:17 draft-draft topic-topik yang menarik sudah ada Cuma saya ET-04-270
belum menyebut sebagai jurnal kalau belum lengkap. Tapi kalu ET-04-271
untuk topic-topik yang saya menarik dalam pengajaran kadang ET-04-272
yang terjadi kasus-kasus dikelas itu saya catat cuman saya ET-04-273
belum bisa menyebut itu sebagai jurnal karna memang ET-04-274
langkahnya belum terlalu ini gitu detail ET-04-275
00:28:53- Apakah ibu membuat lesson plan sendiri (develop) atau ibu IN-01-068
00:28:55 copy paste atau bagaiman? IN-01-069
00:28:56- Eh.. kalau lesson plan sebetulnya kalau saya ya bukan berarti ET-04-276
00:30:28 mencoba sempurna atau apa pada saat copy paste sebetulnya ET-04-277
kita kebingungan gitu ya. Kita ngga tau mau ngapain dikelas ET-04-278
tapi juga kalau mau terlalu mengerjakan sendiri dari awal juga ET-04-279
kita benturannya dengan waktu. Kaya misalnya ada satu guru ET-04-280
ditiga tingkat yang diajar gitu kan. Tingkat 1, tingkat 2, tingkat ET-04-281
3 dan itu ngga mungkiln tercover selama beberapa bulan gitu ET-04-282
ya. Kalau misalnya kita dibulan juli awal tahun itu kan biasanya ET-04-283
140

kita IHT kalau di sini. Itu tidak akan terkejar gitu. Tapi yang ET-04-284
suka kami diskusikan di sini adalah kita biasanya share tapi ET-04-285
kemudian revise jadi adaptasi. Jadi kita mungkin kalaau udah ET-04-286
punya yang sebelumnya kita tinggal revisi bagian-bagian mana. ET-04-287
Bahkan satu guru dengan guru yang lainnya pun mungkin ET-04-288
berbeda topiknya kan karna siswanya juga berbeda, inputnya ET-04-289
berbeda, tingkat kemampuannya berbeda. Dicocokan sama ET-04-290
kondisi kelas gitu. Biasa seperti itu kalau disini. Walaupun ya ET-04-291
mungkin jauh dari sempurna ya. Tapi at least kalau kita ET-04-292
sesuaikan dengan kondisi kita kan akan beda ya gitu. RPP ET-04-293
kemana mengajar kita kemana gitu, bisa sejalan. ET-04-294
00:30:29- Bagaimana kegiatan praktek bahasa inggris di laksanakan bu? IN-01-070
00:30:31 IN-01-071
00:30:32- Kebetulan bertahun-tahun kebelakang kan sudah tidak ada ujian ET-04-295
00:31:18 praktik kalau bahasa Inggris. Nah baru dua minggu kebelakang ET-04-296
itu di MGMP heboh karna ada isu ujian praktek untuk bahasa ET-04-297
Inggris gitu. Jadi biasanya si ya pelaksanaan sebelumnya ya ET-04-298
kadang application letter ya, kadang performance speech gitu. ET-04-299
Cuman kita dengan kondisi siswanya yang begitu banyak ET-04-300
dengan jumlah guru yang begitu sedikit juga tidak terlalu. ET-04-301
Sekarang sedang didiskusikan di MGMP dulu, ditingkat MGMP ET-04-302
arahannya kemana, materi apa yang harus diujikan belum ada ET-04-303
kesimpulan. ET-04-304
00:31:19- Berarti yang sekarang, bagaimana ibu menguji kemampuan IN-01-072
00:31:20 siswa bu? IN-01-073
00:31:20- Ehm.. kalau untuk ujian praktik akhir semester kan tergantung ET-04-305
00:32:42 lesson plan kita. Kalau lesson plan kita arahnya ke prakteknya ET-04-306
speaking tugasnya pasti speaking kaya misalnya introduction ET-04-307
ya. Ehh.. terus kalau misalnya skill yang akan kita ujikan itu ET-04-308
writing kaya misalnya di recount text sekarang berarti ET-04-309
prakteknya berbentu writing. Jadi ngga semua materi itu ET-04-310
tercakup empat-empatnya. Kalau bisa si bagus, kalau misalnya ET-04-311
bisa empat-empatnya tercover gitu ya. Ada listening, speaking ET-04-312
reading, writing. Tapi kadang berbenturan waktu, berbenturan ET-04-313
dan lain hal kita harus fokus, jadi fokus materi kita kearah mana ET-04-314
gitu. Kaya nanti materi terakhir simple song nih. Kalau simple ET-04-315
song tentu ada aja nanti skill listening yang akan di test oleh ET-04-316
guru untuk nanti diakhir semester. Jadi tidak semua materi ET-04-317
bahasa itu mencakup semua skill dari bahasa tapi kita fokus ke ET-04-318
biasa dua si maksimal. ET-04-319
00:32:43 Ibu terima kasih atas waktunya. Assalamualaikum IN-01-074
00:32:44- Ia sama-sama. Waalaikum salam warohmatulloh. ET-04-320
00:32:47
141

Interview Code: INT-E
Interviewee : ET-05
Interview Setting : The interview is conducted at School E’s meeting room. The
interview is conducted on 26th of March 2018, at 10:36 AM on
Monday morning.
00:00:01- Assalamualaikum ibu, Ibu bisa disebutkan nama dan jabatan IN-01-001
00:00:05 structural ibu disekolah ini bu? IN-01-002
00:00:06- Nama saya ET-05 Susanti, saya guru bahasa Inggris di sekolah ET-05-001
00:00:30 ini dan saya wakil bidang hubungan masyarakat atau humas. ET-05-002
00:00:31- Bisakah ibu ceritakan pengalaman ibu selama ibu berkarir IN-01-003
00:00:40 sebagai guru sampai sebelum PLPG? IN-01-004
00:00:41- Pengalaman selama mengajar, pengalamannya ada yang ..eh.. ET-05-003
00:01:37 menyenangkan ada juga yang ..eh.. harus banyak diperbaiki ET-05-004
atau dikoreksi. Kalau menyenangkan itu ketika siswa nya sudah ET-05-005
memahami apa yang kita sampaikan. Dan hal yang perlu ET-05-006
perbaikan itu ketika siswa belum memahami apa yang kita ET-05-007
sampaikan dan ..eh.. setelah PLPG ..eh.. kita mendapatkan lebih ET-05-008
banyak ilmu bagaimana untuk menantisipasi atau memecahkan ET-05-009
masalah kita selama ada didalam kelas. ET-05-010
00:01:38- Kalau boleh tahu sudah berapa lama ibu mengajar atau IN-01-005
00:01:40 menjadi guru? IN-01-006
00:01:41- Kalau mengajar disekolah itu sudah 10 tahun, kalau yang non- ET-05-011
00:01:58 formal itu 5 tahun ditempat kursus bahasa Inggris. ET-05-012
00:01:59- Kalau boleh tahu, apa yang sudah ibu pelajari ketika PLPG? IN-01-007
00:02:10
00:02:11- Yang dipelajari banyak. Kita mempelajari tentang psikologi ET-05-013
00:02:50 anak. Kemudian tentang metode mengajar, kemudian cara ET-05-014
pembuatan rencana pengajaran, kemudian cara kita ET-05-015
menggunakan media dan kita bisa sharing dengan rekan-rekan ET-05-016
dari sekolah lain, bertukar pengalaman tentang bagaimana cara ET-05-017
mengajar dikelas. ET-05-018
00:02:51- Apa kendala atau problem yang ibu temukan didalam kelas IN-01-008
00:03:03 ketika mengajar? IN-01-009
00:03:04- Itu kan tadi ketika apa yang kita sampaikan, siswa tidak faham. ET-05-019
00:03:35 Masih ada yang belum faham. Jadi perbaikannya mungkin ET-05-020
ketika step kita mengajar ada yang terlewati. Sehingga ..eh.. ET-05-021
siswa merasa give up atau tidak ada usaha untuk supaya lebih ET-05-022
142

memahami kembali materi. Dari situ kita belajar bagaimana ET-05-023
supaya materi yang kita sampaikan lebih difahami oleh siswa. ET-05-024
00:03:36- Bisakah ibu memberikan contoh kasus dikelas perihal IN-01-010
00:03:40 problematika yang ibu sebutkan itu bu? IN-01-011
00:03:41- Contohnya misalkan kosakata. Dalam kosakata, siswa kana da ET-05-025
00:04:47 juga yang masih minim kosakata. Jadi, ..ehh.. bagaimana cara ET-05-026
supaya siswa lebih termotivasi lagi untuk mempelajari banyak ET-05-027
kosakata. Nah itu berarti salah satu pemecahan masalahnya ET-05-028
dengan media. Jadi kita tampilkan gambar. Kita motivasi ET-05-029
mereka untuk mencari tahu, untuk penasaran dengan apa yang ET-05-030
akan kita tampilkan. Jadi menstimulasi siswa dengan ET-05-031
penayangan gambar atau media yang kita tampilkan. Jadi ET-05-032
mereka merasa semangat, termotivasi untuk belajar dan ingin ET-05-033
tahu. ET-05-034
00:04:48- Apakah PLPG ini bermanfaat untuk ibu? IN-01-012
00:04:50
00:04:51- Bermanfaat, bermanfaat. Karena kita bertemu dengan pakar- ET-05-035
00:05:21 pakar, ..eh… para dosen guru bahasa inggris ya. Jadi mereka ET-05-036
menyampaikan bagaimana ..eh.. cara menyampaikan teori ET-05-037
dalam kelas. Bagaimana menyampaikan materi yang mudah ET-05-038
dipahami oleh siswa. Jadi siswa merasa nyaman dan mudah ET-05-039
untuk memahami apa yang kita sampaikan. ET-05-040
00:05:22- Apa yang ibu rasakan adanya perubahan dalam diri ibu IN-01-013
00:05:38 sebelum mengikuti PLPG dan setelah mengikuti PLPG? IN-01-014
Perubahan dari segi cara mengajar ibu, atau cara membuat IN-01-015
RPP. IN-01-016
00:05:39- ..eh.. jadi kita menjadi lebih tertib lagi karena disitukan step ET-05-041
00:06:10 yang harus di dalam rencana pengajaran sudah disebutkan, ET-05-042
disampaikan oleh ..eh.. pemateri dalam PLPG bahwa harus ET-05-043
begini stepnya. Jadi kita ikuti supaya jalurnya memang harus ET-05-044
seperti itu, yang betulnya seperti itu. ET-05-045
00:06:11- Step-step yang seperti apakah itu bu? IN-01-017
00:06:12
00:06:13- Jadi kan kadang kalau misalkan rencana itukan ada beberapa ET-05-046
00:06:51 versi, kalau dari segi pengawas begini, dari yang sumber lain ET-05-047
begini tapi kita akan melihat yang lebih tepat untuk digunakan ET-05-048
dan ternyata memang yang dari PLPG memang itu yang harus ET-05-049
kita pegang gitu. Step-step mengajar. Jadi bentuk-bentuk RPP ET-05-050
itu kan banyak, jadi kita akan pegang salah satunya sesuai yang ET-05-051
kita dapat waktu di PLPG itu. ET-05-052
00:06:52- Kaitannya dengan RPP bu, apakah selama ini ibu men-develop IN-01-018
143

00:07:03 atau adopt dalam pembuatan RPP tersebut bu? IN-01-019
00:07:04- Adopt dan men-develop. Jadi misalkan kita sudah dapat ni dari ET-05-053
00:07:38 PLPG segini berarti kita tinggal kembangkan saja, jadi ya kita ET-05-054
berbagai sumber. Jadi sesuaikan saja apa yang akan kita ET-05-055
laksanakan. Sesuai dengan apa yang akan kita ajarkan, materi ET-05-056
yang akan kita ajarkan. Diadaptasi dan disesuaikan dengan ET-05-057
..ehh.. apa yang di butuhkan oleh siswa. ET-05-058
00:07:39- Dari sekian banyak versi yang tersedia di Internet, apa strategi IN-01-020
00:07:58 ibu dalam meramu pembelajaran dan indikatornya? IN-01-021
00:07:59- Kita kan punya peraturan mentrinya bagaimana cara membuat ET-05-059
00:08:51 RPP jadi kita harus mengacu kepada peraturan permendiknas ET-05-060
tentang RPP jadi disitukan sudah disampaikan sama pengawas. ET-05-061
Jadi kita ada dari pengawas dinas dan akan melihat bagaimana ET-05-062
RPP kita. Jadi, kalaupun kita masih keluar jalur dari peraturan ET-05-063
permendiknas tadi, pengawas akan mengingatkan bahwa RPP ET-05-064
ini masih belum tepat. Jadi akan dikoreksi oleh pengawas dinas ET-05-065
dan kita akan perbaiki sesuai dengan peraturan. ET-05-066
Kalau indicator kan sudah ada di silabus nih jadi tinggal kita ET-05-067
sesuaikan aja, kita kembangkan sesuai dengan apa yang akan ET-05-068
kita sampaikan ke siswa. ET-05-069
00:08:52- Berdasarkan silabus kan SK nya sudah ada runtutan dari no.1, IN-01-022
00:09:00 2, 3 dan seterusnya. Apakah ibu mengikuti silabus sesuai IN-01-023
urutan atau bagaimana bu? IN-01-024
00:09:01- Bikin lagi, Karena silabus itu kan hanya sebagai acuan saja. ET-05-070
00:09:19 Jadi kita guru yang akan menyampaikan dikelas ya harus ET-05-071
sesuaikan dengan keadaan dan kondisi dikelas. Kondisi peserta ET-05-072
didik siswa kita bagaimana gitu. ET-05-073
00:09:20- Bagaimana pengalaman ibu ketika PLPG? IN-01-025
00:09:26
00:09:27- Pengalaman? Ya menyenangkan. Karena kita banyak bertemu ET-05-074
00:09:44 dengan rekan guru dari sekolah lain sehingga kita bisa saling ET-05-075
bertukar pikiran, bertukar pendapat jadi saling mengisi ET-05-076
kelebihan dan kekurangan masing-masing. ET-05-077
00:09:45- Apakah ibu mengalami kendala pada saat online mentoring? IN-01-026
00:09:53
00:09:54- Ya pasti mengalami. Jadi kendalanya diwaktu. Kitakan harus ET-05-078
00:10:26 menyisihkan waktu mengerjakan tugas yang harus disampaikan ET-05-079
ketika persiapan PLPG online itu. Jadi ..eh.. kita harus overtime ET-05-080
jadi tidak dikerjakan disekolah, malah dirumah kita pun ET-05-081
mengerjakan. Betul-betul memang persiapannya harus sangat ET-05-082
sangat baiklah untuk di praPLPG. ET-05-083
144

00:10:27- Pada saat online mentoring kan ada forum pada satu IN-01-027
00:10:36 rombongan belajar, pasti ada beberapa forum yang dibuka IN-01-028
oleh mentor. Apakah ada kesulitan dari segi komunikasi IN-01-029
diforum tersebut? IN-01-030
00:10:37- Komunikasi kita selalu dengan mentornya ada. Jadi ketika kita ET-05-084
00:10:57 ada kesulitan, mentornya memberikan ..eh.. pilihan apa, ET-05-085
memberikan masukan atau mengingatkan ketika ada yang ET-05-086
belum memberikan tugas, menyetorkan tugas. Jadi ada ET-05-087
komunikasi diforum dengan mentornya. ET-05-088
00:10:58- Dari 4 laporan itu kan terdiri dari laporan 1,2,3, dan fnal. IN-01-031
00:11:07 Apakah isi laporan 1-3 bu? IN-01-032
00:11:08- Isinya itu sudah ada sistematikanya disana sudah disampaikan. ET-05-089
00:11:45 Disesuaikan aja dengan yang ada disitu. Misalkan disitu ada ET-05-090
beberapa pertanyaan. Misalkan ..eh.. apa laporan kesatu, kita ET-05-091
harus menjawab pertanyaan-pertanyaan di laporan satu. Kita ET-05-092
harus jawab sesuai dengan modul setelah kita baca. Jadi, ..eh.. ET-05-093
setelah kita baca, kita susun sesuai dengan format yang harus ET-05-094
dilaporkan seperti apa, kita laporkan, kita jawab pertanyaan- ET-05-095
pertanyaan yang ada di perlaporan. ET-05-096
00:11:46- Seberti yang ibu sebutkan sebelumnya bahwa ibu pernah IN-01-033
00:11:58 mengajar di tempat bimbel, apa bu perbedaan antara mengajar IN-01-034
ditempat kursus dan disekolah formal bu? IN-01-035
00:11:59- Ada perbedaan. Perbedaannya kan kalau dibimbel itu ..eh.. kita ET-05-097
00:12:44 dikasih format ini yang harus kita ajarkan, tidak kita harus ET-05-098
menyusun RPP apa gitu ya tapi kalau misalkan disekolah kita ET-05-099
harus sangat-sangat prepare mempersiapkan ulangannya ET-05-100
bagaimana gitu. Kalau dari bimbelkan sudah ada bentuk ET-05-101
ulangannya dari pusatnya. Kita tinggal ini. Beda kalau dikita. ET-05-102
Untuk dibimbel kan waktunya cukup terbatas ya Cuma sejam ET-05-103
ketemu mereka, seminggu tiga kali. Tapi kalau disekolah setiap ET-05-104
kali kita harus mengontrol terus, sikapnya bagaimana, ET-05-105
pengetahuannya bagaimana, keterampilannya bagaimana, itu ET-05-106
kan harus dipantau setiap siswa ya, kekurangan dan ET-05-107
kelebihannya. ET-05-108
00:12:45- Pada masa transis ibu mengajar dari bimbel ke sekolah formal, IN-01-036
00:12:51 apakah ada hal-hal yang membuat ibu terkejut karna IN-01-037
perbedaannya bu? IN-01-038
00:12:51- Ngga, kan sudah terbiasa mengajar, hany aperbedaan ET-05-109
00:13:04 administrasi saja yang harus dipersiapkan dan ya seperti ini apa ET-05-110
ya, buku nilai kan harus diisi. ET-05-111
00:13:05- Apakah disekitar daerah ini ada komunitas guru bu? IN-01-039
145

00:13:09
00:13:10- Ada, MGMP kan? Ada. Kita di MGMP selalu ketemu terakhir ET-05-112
00:15:24 kita ada pertemuan untuk modul bahasa Inggris tentang ..eh.. ET-05-113
kan kita ada beberapa modul ya, kita bahas dulu itu dua modul. ET-05-114
Modulnya dari PKB itu, dari pengembangan keprofesian guru ET-05-115
dan ada yang dari internet yang online itu. Ada beberapa modul ET-05-116
yang harus dikuasai oleh beberapa guru nah itukan kompetensi ET-05-117
kita ..eh.. dilihat dari situ. Jadi ada modul A sampai modul J ET-05-118
kalau ngga salah. Itu kita akan dievaluasi dengan ujian kinerja ET-05-119
guru di UKG kalau misalnya tidak lulus modul kita bakal ET-05-120
merah nanti di SIM PKB nya. Kebetulan kita yang masih ET-05-121
merah, mengadakan pelatihan yang dua modul itu, ET-05-122
Alhamdulillah lulus, karena kendalanya kenapa ngga lulus, ET-05-123
karena waktu kita kan terbatas ya ikut online atau kita harus ET-05-124
menyisihkan waktu disela-sela kita mengajar. Jadi kendala ibu ET-05-125
waktu itu kenapa merah, tidak lulus karena adalah waktu. Jadi ET-05-126
ketika mau ikut ujian juga ngga bisa. Karena ..eh.. apa ET-05-127
onlinenya itu jadi ketika ada pengumuman, kita sedang off. Jadi ET-05-128
seperti itu kendalanya. Jadi harusnya kan untuk masukan ke ET-05-129
pusat itu tidak hanya online tapi tertulis gitu. Jadi ada ET-05-130
pemberitahuan nya. Harus dari dinas atau apa ya jadi jangan ET-05-131
mengandalkan dari online, karena bisa saja kan gurunya sedang ET-05-132
off jadi tidak tahu perkembangan berita atau undangan- ET-05-133
undangan untuk ujian apapun itu. ET-05-134
00:15:25- Sudah berapa kali kah ibu mengikuti UKG? IN-01-040
00:15:28
00:15:29- Satu kali. Dan skor nya waktu itu dulu 77, sekian. Sementara ET-05-135
00:15:58 sertifikasikan persyaratannya terus berubah ya. Minimal UKG ET-05-136
kenapa tahun sebelumnya tidak ikut, karena minimal 80. Nah ET-05-137
yang sekarang kan minimal kalau ngga salah 75 atau berapa ET-05-138
gitu, jadi bisa ikut yang kemarin. Sekarang kan beda lagi yah. ET-05-139
00:15:59- Apakah ibu di MGMP cukup aktif dalam partisipasi? IN-01-041
00:16:02
00:16:03- Ya kalau ada undangan, selalu ikut, diusahakan ikut. ET-05-140
00:16:07
00:16:08 Apakah ibu masuk jabatan struktura dalam MGMP? IN-01-042
00:16:10- Ngga, anggota. ET-05-141
00:16:15
00:16:16 Kalau di SMA ini bu apakah ada komunitas guru juga antar IN-01-043
guru bahasa Inggris? IN-01-044
00:16:17- Oia ia, ada, kitakan hanya berdua. Kita partner saja. Partner ET-05-142
146

00:16:39 disekolah saja. Baru setahun ini ada dua guru bahasa Inggris ET-05-143
disini. ET-05-144
00:16:40 Apakah pernah ada diskusi-diskusi? IN-01-045
00:16:40- Ada diskusi-diskusi membahas tentang materi, sharing aja gitu ET-05-145
00:16:45
00:16:46- Selain MGMP, apakah ibu tergabung dikomunitas lain kah? IN-01-046
00:16:58
00:16:59- Paling yang non-bidang studi ya. Non bidang studi kan ada ET-05-146
00:17:26 forum guru untuk aktifitas lain sih untuk guru honor gitu kan ET-05-147
tapi bukan untuk guru bidang studi bahasa Inggris, itu mah ET-05-148
untuk semua. Untuk informasi global, tidak hanya dibidang ET-05-149
bahasa Inggris tapi ..eh.. seputar profesi guru aja ET-05-150
00:17:27- Apa format yang ibu buat untuk penilaian siswa pada saat IN-01-047
00:17:35 ujian? IN-01-048
00:17:35- Format penilaian? itu sudah ada formatnya. Dari bidang ET-05-151
00:18:04 kurikulum untuk diisi. Jadi ..eh.. tinggal mengikuti saja jadi ET-05-152
kitakan pilihan ganda dengan essay. Pilihan gandanya berapa, ET-05-153
essay nya berapa, untuk paling kita kalkulasi. Total skor nya ET-05-154
tertinggi paling seratus. ET-05-155
00:18:04- Kembali pada PLPG bu, pada saat PLPG kan diajarkan IN-01-049
00:18:28 metode-metode atau innovasi yang baru ya bu terkait dengan IN-01-050
pengajaran, adakah ibu membuat metode pengajaran yang IN-01-051
autentik dari ibu sendiri atau inovasi cara mengajar dari ibu IN-01-052
sendiri? IN-01-053
00:18:29- Ngga si paling komunikatif aja, pendekatan komunikatif aja. ET-05-156
00:18:44 Jadi ..eh..ketika ada siswa yang tampak kurang motivasi kita ET-05-157
berusaha untuk pendekatan saja. Biar semangat ET-05-158
00:18:45- Terakhir bu, apa kesan-kesannya ibu mejadi guru bahasa IN-01-054
00:19:06 Inggris? IN-01-055
00:19:07- Kesannya bersyukur, kita Alhamdulillah manjadi guru, artinya ET-05-159
00:19:41 kita ..eh.. mempunyai ladang amal untuk mengamalkan ilmu ET-05-160
yang kita punya pada siswa dan kita akan sangat senang apabila ET-05-161
kita sangat ..eh.. apa puas dengan apa yang sudah dicapai oleh ET-05-162
siswa ketika siswa tersebut bisa mencapai kompetensi yang ET-05-163
harus di kuasai ET-05-164
00:19:42- Satu lagi bu, apa kesan-kesan selama mengikuti PLPG? IN-01-056
00:19:50
00:19:51- ..eh.. kesannya PLPG menyenangkan karena ..eh.. kita bisa ET-05-165
00:21:12 bersilaturami dengan beberapa guru dari sekolah lain. Hanya ET-05-166
..eh… PLPG kemarin paling dengan tugas-tugas sebelum PLPG ET-05-167
itu ya yang menyetor ke apa, beberapa tugas online itu. Nah itu ET-05-168
147

kendalanya disitu aja, jadi, eh.. guru itu kan selain apa, kita kan ET-05-169
mengajar dikelas jadi harus menyisihkan waktu untuk ET-05-170
mengerjakan itu sehingga apalagi yang jam mengajarnya ET-05-171
banyak ya jadi ..eh.. waktunya mengambil waktu ketika ET-05-172
dirumah jadi mohon disederhanakan saja untuk tugas-tugas ET-05-173
yang PLPGnya bentuknya seperti apa. Jadi tidak mengambil ET-05-174
jam-jam dirumah. Jadikan dirumah kita harus mengerjakan ET-05-175
tugas-tugas itu. ET-05-176
00:21:13- Kalau dikasih pilihan ya bu antara PLPG dan PPG, mana yang IN-01-057
00:21:20 ibu akan pilih? IN-01-058
00:21:21- PLPG lah, PPG kan yang sekarang ya. Itukan harus ET-05-177
00:21:46 mengeluarkan biaya sendiri ya. Alhamdulillah lah bisa ikut ET-05-178
yang kemarin karena kan ..eh.. kebetulan waktunya singkat tapi ET-05-179
kalau PPG kan kalau yang sekarang kan harus beberapa bulan ET-05-180
kan ET-05-181
00:21:47- Apakah ibu pernah menerbitkan jurnal atau karya ilmiah bu? IN-01-059
00:21:54
00:21:55- Belum, baru mau menulis ET-05-182
00:22:00
00:22:02 Terima kasih ibu atas waktunya. IN-01-060
00:22:03 Sama-sama. ET-05-183
148
Appendix 8 School A: Students’ Response

STUDENTS’ RESPONSE OF ENGLISH TEACHERS
Abbreviations:
SR: Students’ Response STD: Students-(students’ order)
ET: English Teacher
Response Code : SR - A01
School :A
Respondents : STD – 01/100
Teachers : ET-01
STUDENTS’ ID RESPONSE
Pak ET-01 selama mengajar sangat baik, tetapi terkadang saya bosan karena monoton
STD - 01
dalam megajarnya. Pak ET-01 juga jarang masuk
Kesan saya terhadap pa ET-01 selama selama kurang lebih 1 tahun mengajar saya,
STD - 02 menurut saya pa ET-01 itu sangat baik dan sabar. Selama mengajar pa ET-01 tidak
pernah marah. Tetapi salah satu hal yang kurang yaitu jarang masuk mengajar dikelas
Selama dikelas XII diajarkan b. Inggris oleh pa ET-01, cara mengajarnya seru, mudah
STD - 03 dimengerti juga sabar menghadapi siswa yang terkadang tidak nurut. Akan tetapi
terkadang juga telat masuk dan juga terkadang tidak amsuk karena ada tugas yang lain
Pa ET-01 mengajar sangat baik, tidak pernah marah orangnya sabar, selama mengajar
STD - 04 juga jelas dan mudah dimengerti. Tapi sayangnya pak ET-01 terkadang telat masuk
dan kadang tidak berangkat
Pembelajaran oleh Bapak ET-01 memang lebih terstruktur karena megacu pada buk.
STD - 05
Diharapkan pembelajaran meskipun terstruktur tapi harus lebih kreatif
Selama diajar oleh Bapak ET-01, pembelajaran yang amat sangat membosankan.
Pembelajaran yang disampaikan tidak dapat dimengerti dan selalu mengajar orang
yang bisanya saja yang tidak mengerti terlewatkan materi. Terlalu mementingkan
STD - 06 tigas-tugas yang merepotkan siswa padahal sudah ada peraturan pada kurikulum full
day bebas dari tugas-tugas. Menurutku ketika Pa ET-01 sedang izin saya merasa
bahagia karena masuknya dan izinnya pak ET-01 sama saja karena materi yang
disampaikan tidak ada yang masuk
Kesan: baik, cara menyampaikan materinya juga jelas dan tidak bertele-tele. Tapi
STD - 07 suaranya kadang kurang kenang/lantang jdi yang dibelakang (duduknya) tidak begitu
mempehatikan. Pesan: suaranya lebih lantang dan lebih tegas.
Cara mengajar beliau menurut saya itu asik, Cuma kadang suaranya agak kecil dan
STD - 08 menurut saya kadang ngomongnya tidak kedengaran. Tapi semuanya sih baik, asik,
ngga ngebosenin
Pa Ibrohim itu untuk ukuran guru cukup baik. Pengajaran dan metodenya juga bagus.
Namun pa Ibrohim sendiri selaku contoh untuk belajar bahasa inggris masih belum
STD - 09
karna Pa Ibrohim sendiri masih belum fluent untuk speaking seharu-hari minimalnya
itu.
Menurut pendapat saya, cara mengajar guru bahasa Inggris sudah berpengalaman. Jadi
penjelasan materinya lumayan bagus. Semoga guru bahasa Inggris diberikan kesabaran
STD - 10
dalam mengajar, lebih giat dalam pengajaran, sehingga hasil yang diinginkan bisa
tercapai dengan hasil yang memuaskan.
149
Cara mengajar beliau cukup baik, Cuma kadang membosankan dan membuat saya
STD - 11
malas belajar, tapi cukup asik. Jadi kesan saya terhadap pak ET-01 cukup baik.
Cara ngajarnya lumayan, bisa menghidupkan suasana, banyak latihan soal, banyak
latihan tenses, kadang pernah mengartikan, enjoy dan tidak terlalu membosankan.
STD - 12 Pesan saya, jangan pernah lelah membagi ilmu dan pengalaman kepada anak didiknya,
tetapi saya berharap bisa lebih baik lagi cara mengajarnya dan lebih aktif lagi. Terima
kasih.
Bagus cara mengajarnya, mendapat ilmu baru karena yang tadinya tidak tahu kosa kata
bahasa Inggris sekarang menjadi tahu walaupun tidak terlalu banyak. Kalau sedang
STD - 13
mengajar, lebih baik diluangkan waktu beberapa menit seperti permainan atau apapun
yang membuat murid-muridnya tidak terlalu membosankan.
Cara pengajarannya cukup baik, tetapi tidak professional dalam waktu dalam waktu,
sering tidak masuk dalam KBM dan juga kekurangan dalam mengajarnya kurang jelas
STD - 14
dan tidak dimengerti. Pesan saya terhadap pak ET-01 adalah semoga menjadi lebih
baik lagi dalam penyampaian materinya dan lebih professional lagi dalam hal waktu.
STD - 15 Biasa aja, cara bicaranya dalam bahasa Inggris mudah dipahami.
STD - 16 Biasa-biasa aja.
Menurut saya cara pegajaran yang dilakukan oleh pak ET-01 kurang memuaskan,
karna cara pengajarannya terkesan banyak boringnya. Kebanyakan siswa dikelas tidak
memperhatikan ketika sedang berlangsung waktunya KBMM. Pak ET-01 menurut
STD - 17 saya guru yang sangat sabarm karna banyak siswa yang kurang memerhatikan ketika
bapak sedang menerangkan. Hanya beberapa siswa saja yang memperhatikannya.
Pesan saya agar bapak membuat cara pengajaran agar tidak membosankan dan (tidak)
terkesan boring.
Menurut saya bapak itu orangnya asyik namun kadang membosankan, cara
mengajarnya oun kurang jelas tetapi bukan berarti tidak enakan ngajarnya. Pesan saya
STD - 18
sebaiknya bapak mengajarnya yang sekiranya tidak membosankan. Dan sebaiknya
bapak lebih tegas lagi disaat sedang mengajar tetapi murid-murid ribut sendiri-sendiri.
Pengajarannya sangat menarik tetapi juga biasa. Kadang cara memberikan materinya
STD - 19 terkaku monoton terhadap buku. Kalau ngajarnya jangan terpaku pada buku. Lebih
dikasih candaan agar tidak terlalu membosankan.
STD - 20 Baik
Kesan saya selama diajar pak ET-01 adalah cukup membantu dalam proses
STD - 21 pembelajaran, orangnya baik tidak pernah marah. Pesan saya untuk kedepannya adalah
pak ibrohim harus menhara dengan metode yang menyenangkan.
Kesan saya selama dibimbing oleh pa ET-01 sistem belajar pa ET-01 sampaikan sangat
STD - 22 sangat membosankan, kurang meningkatkan semangat belajar bahasa inggris.
Terkadang kita tidak merasakan fun dalam belajar bahasa inggris.
My opinion about Mr. Ibrohim or Mr. Ibrohim’s teach is very bore because we just
STD - 23 hear he and not interesting. Tetapi saya juga meminta maaf apabila saya kurang
memperhatikan atau bagaimana.
STD – 24 Menurut saya pa Ibrohim cukup membantu dalam pelajaran bahasa inggris dan sangat
150
termotifasi untuk belajar bahasa inggris meski saya belum mengerti-mengerti tapi pa
ibrohim sangat membuat saya termotifasi untuk bisa berbahasa Inggris.
Setelah diajarkan bapak ET-01 saya merasa bosan bukan setelah diajar tapi saat baru
masuk kelas pun saya merasa bosan, cara mengajarnya kurang menarik, jarang
diselingin candaan. Saat mengajar jadi membuat siswa-siswanya malas mendengarkan
atau lebih kebanyakan mengantuk. Dari penjelasannya pun kadang ribet kata-katanya
STD - 25
banyak yang kurang jelas didengar. Suaranya kurang lantang, saya yang duduk
dibelakang kadang tidak terdengar saat beliau berbicara/menjelaskan materi. Beliau
pun kurang tegas terhadap muridnya yang sering bicara saat materi sedang dijelaskan
sehingga membuat keributan dan murid lain terganggu.
Selama diajar oleh bapak ET-01, saya merasa berbeda dengan guru waktu kelas X dan
XI mungkin karna baru diajar sekarang, lumayan mengerti tetapi cara belajarnya bikin
STD - 26 ngantuk karena suaranya pelan. Bapak juga terlalu baik tidak pernah marah. Pesan saya
suaranya lebih dinyaringin supaya semua siswa kedengeran semuanya biar tidak bikin
ngantuk.
Menurut saya cara mengajar pak ET-01 terlalu banyak menggunakan bahasa Inggris,
jadi kita kurang memahami aoa yang disampaikan ketika menjelaskan sesuatu yang
STD - 27
panjang. Tetapi belajar dikelas sangat santau dan tidak tegang jadi saya dapat
menyukai pelajaran bahasa Inggris.
Menurut saya cara mengajarnya bapak ET-01 enak, tidak membuat siswa tegang tapi
STD - 28 pak ET-01 dalam menyampaikan materinya terlalu banyak memakai bahasa Inggris
dan suaranya terlalu kecil.
Menurut saya, guru bahasa Inggris kelas XII sekarang ini cara mengajarnya monoton.
Tidak ada hal menarik yang membuat suasana belajarnya menjadi lebih nyaman.
STD - 29 Seharusnya pelajaran bahasa itu lebih seru, menarik, dan enjoy. Tapi bagi saya dikelas
XII ini sangat membosankan. Saya berharap cara mengajarnya itu dirubah supaya
murid lebih menyukai pelajaran bahasa Inggris.
Menurut saya, selama diajarkan bahasa Inggris saya merasa bosan. Saya berharap ada
STD - 30
hal baru dari tidak membosankan.
Menurut saya pa Ibrohim dalam mengajar kadang membosankan tapi ada kalanya
STD - 31 menyenangkan. Pak ET-01 juga hampir setiap kata yang diucapkan adalah
menggunakan bahasa Inggris.
Pak ET-01 dalam mengajar menurut saya cukup saya pahami kadang juga saya bosan
STD - 32 karena monoton. Pak ET-01 juga jarang masuk. Cara mengajarnya cukup mudah untuk
dipahami.
Kesan saya terhadap pelajaran bahasa Inggris menurut saya Mr. ET-01 sangat bisa
STD - 33 mengajak murid-muridnya untuk ikut berbahasa Inggris. Itu sangat mengacu skill
bahasa Inggris siswa-siswanya.
Selama ini bapak mengajr bahasa Inggris dikelas kami, sudah lumayan baik dengan
menyampaikan materi dan memberi latihan. Tapi ada kurangnya juga, bapak dalam
STD - 34 menyampaikan materi, karena kami masih masih belum bisa memahami apa yang
bapak sampaikan dari awal masuk sampai sekarang ini. Bapak juga jarang sekali
masuk dan lebih sering tidajk masuknya dan sekali masuk bapak hanya memberi
151
latihan dibuku dan memainkan HP hingga jam pelajaran selesai. Menurut saya itu tidak
benar, tapi juga saya memaklumi jika bapak sedang sakit atau capek. Tapi sebaiknya
bapak lebih baik lagi dalam mengajar dan dikurangi mainan HP nya. Terima kasih.
Kalau belajar suka main HP, neranginnya ngga jelas suka ngomong sendiri, kadang
STD - 35
suka ngobrol sama yang pinter doang, telat terus masuknya.
STD – 36 Tidak bersemangat dalam mengajar, terlalu santai.
Kurang bersemangat dalam menjelaskan materi, kurang jelas dalam menyampaikan
STD - 37
materi.
Menurut saya Pa ET-01 itu orang baik, tapi terkadang banyak murid yang jarang
mendengarkan pembahasan dari bapak sendiri. Sebenarnya jika kita menyimak dan
STD - 38 mendengarkan materi yang bapak sampaikan itu dapat dipahami. Tapi terkadang juga
membuat murid menjadi boring. Pesan saya lebih mengajak siswa agar semangat
dalam belajarnya lebih semangat, inspiratif, menyenangkan.
Bapak ET-01 itu baik, sabar, pengertian, santaim enak aja (ngajarnya). Tapi dalam
STD - 39
proses pembelajaran kurang jelas, tolong diperjelas lagi.
Cara mengajar sedikit membosankan, acuan belajar monoton (hanya buku cetak).
Secara penguasaan materi bagus, saran hanya penyampaiannya lebih asik dalam
STD - 40
mengajar. Lebih ngajak anak untuk antusias belajar bahasa Inggris. Tunjukan bahwa
bahasa Inggris menyenangkan.
Bapak itu guru yang baik dan sabar walaupun kami terkadang rebut saja bapak tidak
pernah marah. Saya kagum walaupun bapak guru tetapi urusan akhirat pun tidak lalai
STD - 41 dan bapak juga sudah menghafalkan 30 juz. Barokalloh Pak. Semoga burub barokah
hafalannya ke murid-murid bapak. Pesan: Punten bapak kalau bisa cara mengajarnya
diubah agar lebih asyik lagi agar murid-muridnya semakin semangat dalam belajar.
Bapak pada saat mengajar tidak bisa tepat waktu dan cara mengajarnya kurang
mengasyikan dan materi yang disampaikan tidak bisa langsung dimengerti. Tetapi
STD - 42
bapak cukup baik dalam memberikan nilai. Pesan: Seharusnya cara mengajarnya lebih
baik dibuat seru supaya kita yang nerima materi bisa langsung mengerti.
Menurut saya, bapak itu cara mengajarnya membosankan, tapi sudah baik. Namun
kami selama ini belum merasakan kenyamanan saat bapak mengajar. Cara
penjelasannya juga kurang dipahami oleh saya. Bapak itu telah sabar menghadapi
STD - 43 kami. Bapak juga kurang tepat waktu jika masuk ke kelas kami. Semoga bapak bisa
memperbaiki lagi cara mengajarnya. Bisa membuat murid-muridnya tidak bosan saat
belajar. Dan semoga bapak lebih tepat lagi masuk ke kelas. Dan semoga kesabaran
bapak dalam menghadapi kami dapat bapak pertahankan.
Menurut saya, bapak mengajar anak muridnya sudah baik. namun kami selama ini
belum merasakan kenyamanan dan keasikan dalam KBM. Bapak telah sabar
STD - 44 menghadapi kami. Semoga bapak bisa mengarahkan anak muridnya lebih baik lagi dan
bisa menjadikan suasana belajar menjadi lebih asik dan tidak bosan serta kesabaran
bapak dapat dipertahankan.
STD - 45 Penyampaiannya agak bagus dan mohon diperjelas suaranya.
Cara mengajarny agak bagus tetapi lebih bagusnya. Suaranya diperjelas lagi dan cara
STD - 46
mengajarnya diasikan lagi.
STD - 47 Menurut saya bapak memang orang yang lembut dan tidak emosian. Tetapi disamping
152
itu, cara mengajar bapak masih kurang efektif, terbukti dari banyak murid yang acuh
tak acuh ketika berlangsungnya mata pelajaran bapak. Kegiatan belajar mengajarpun
tampak statis dan monoton, kadang juga membosankan. Saya harap ada cara baru yang
membuat English lebih menyenangkan, saya tau kalau saya bukan anak SD, but I wish
English will make student interest and want to learn it until be an expert of English.
STD - 48 Nothing
Kurang semangat kalau mengajar, terlalu santai kurang jelas kalau menyampaikan
STD - 49
materi.
Bapa itu mengajar baik tapi lebih baik lagi tidak selalu memperhatikan anak-anak yang
STD - 50 sudah bisa berbahasa Inggris, banyak anak yang masih belum bisa mengerti pelajaran
Bahasa Iggris.
Cara mengajar yang membosankan dan hanya terpaku pada buku membuat siswa
kurang tertarik mengikuti pelajaran dan cara mengajar yang hanya duduk dan suara
STD - 51
yang kurang tegas membuat siswa acuh dan kurang memperhatikan. Saran:
memperbaharui metode belajar agar siswa lebih tertarik mengikuti pelajaran.
Menurut saya pembelajarannya itu sedikit membosankan, karena materinya terpaku
STD - 52
pada buku cetak. Saran saya, materi dan cara mengajarnya lebih diperbaharui.
Bapak ET-01 adalah guru yang baik. sabar dan pengertian dengan murid-muridnya.
STD - 53
Belajarnya santai.
STD - 54 Menurut saya cukup menyenangkan tapi kurang tegas jadi menjadi bosan.
STD - 55 Tidak menyenangkan
STD - 56 Kalau ngomong tidak kedengaran
Baik, penyabar, penyelesaian materi terlalu cepat. Bikin ngantuk, memiliki budi
STD - 57
pekerti yang luhur, menghidupkan kecerdasan bangsa, menegakkan keadilan
Tidak mengerti apa yang dijelaskan, terlalu banyak kata-kata bahasa Inggris yang
STD - 58
tidak aku mengerti, hanya sedikit translate Indonesianya. Baik dan peramah.
I thinking that his step about teaching is boring. The class is passive and even often to
STD - 59 gawking. But he was very kind and tolerates our behavior as the last grade in the
school. The last, he is not interest teacher.
STD - 60 Kesan yang rasakan saya sangat merasa bosan dan mengantuk.
Belajar bahasa inggris dengan pak Ibrohim sangat boring, bosen karena suaranya kecil
STD - 61 dan bikin jenuh. Tapi disisi lain pak ET-01 ini kadang mengajarnya enak dan santai.
Pada intinya belajar bahasa inggris itu tergantung moral.
STD - 62 Boring, kurang menarik dan kurang jelas menyampaikan materinya. Nice.
STD - 63 Boring, kadang mengajarnya ngerti sendiri saja, baik/
STD - 64 Bikin ngantuk, bosan, ambigu atau tidak jelas.
MUdah dipelajari, enak saat menyampaikan materi. Kadang ada juga yang tidak
STD - 65
mengerti dimaterinya dan simple saat menyampaikan materinya.
Saya senang bisa diajar dengan pak ET-01, karena orangnya sabar, baik, humoris.
STD - 66
Cara mengajarnya lumayan dapat dimengerti.
Menurut saya selama diajar pak ET-01, saya merasa kurang paham dengan materi-
STD - 67
materi yang disampaikan. Tetapi yang saya suka beliau itu sabar dan jarang marah.
153
STD - 68 Tidak mengerti apa yang dosampaikan, sering tidak masuk

Pak ET-01 mengajar dengan santai, sabar, tidak pernah marah tapi terkadang kurang
STD - 69
faham.
Pak ET-01 mengajarnya santai dalam proses pembelajaran tetapi kurang jelas dan
STD - 70 tidak mudah dimengerti. Dan juga orangnya sabar menghadapi murid-murid yang
kurang disiplin.
Mengajar dengan begitu sabar. Namun terkadang dalam penyampaian materi kurang
STD- 71
dimengerti dan belum bisa masuk dalam pikiran kita.
STD - 72 Sorry, I feel bored but I have to appreciate him. I try to enjoy the situation.
STD - 73 Cukup baik, simple tapi bikin ngantuk
STD - 74 Terlalu ngebosenin sampai bikin ngantuk dan tertidur
Materinya mudah dipahami, tetpai cara mnegajarinya tidak menarik atau sedikit
STD - 75
boring didalam kelas. Selalu sabar cara mengajarinya.
STD - 76 Menurut saya sedikit membosankan, kurang jelas. Santai tetapi serius.
Kesannya, itu belum ada but I enjoy it. cara mengajarnya membosankan dan materi
STD - 77 yang disampaikan kurang jelas. Masih banyak teman-teman yang belum
memperhatikan kalau beliau sedang mengajar. Tetapi beliau tetap sabar.
Kesannya belajar sama pak ET-01 itu agak membosankan. Cara mengajarnya kurang
STD - 78
dimengerti otak. Terlalu kaku.
Pelajaran bahasa Inggris yang diaarkan bapak ET-01 kurang dimengerti karena selali
STD – 79 menggunakan kosa kata bahasa inggris ketika berbicara. Terlalu membosankan tidak
ada hiburan atau yang lain.
STD - 80 Baik, sabar, tetapi kadang membosankan
Baik, menyenangkan tapi kadang membosankan. Bisa memahami murid-muridnya
STD - 81
dan sabar.
Menurut saya lumayan, kadang tidak membosankan tetapi kadang membuat saya
STD - 82
bosan.
Sabar. Tidak pernah mengintimidasi murid. Namun suaranya terlalu pelan. Distu saya
STD - 83
merasa sedih.
STD - 84 Kurang menarik, saya sering tidak faham atas apa yang diterangkan oleh beliau.
STD - 85 Good.
STD - 86 Nice.
STD - 87 Boring dan kurang jelas ketika menjelaskan.
STD - 88 Peyampaian materinya kurang begitu jelas.
Cara pengajarannya baik hanya saja cara penyampaiannya kurang jelas, bicaranya
kurang lantang jadi siswa yang berada dibelakang tidak terlalu kedengeran. Saran:
STD - 89
lebih lantang lagi dan lebih perhatian ke semua siswa karena banyak siswa yang masih
belum terlalu pintar dan fasih dalam berbahasa Inggris.
KEsan saya setelah belajar bahasa Inggris bersama Pak ET-01 sedikit monoton dan
STD - 90 banyak latihan. Tetapi pak ET-01 sering memberi latihan dan tidak dijelaskan terlebih
dahulu apa yang harus kami kerjakan. Itu membuat kami kesulitan dalam
154
mengerjakannya. Pelajarannya sering kali membosankan, tidak ada selingan

belajarnya. Pesan saya untuk pelajaran pak ET-01 adalah buat pelajaran suapaya
bahasa Inggrsi menjadi pelajaran yang dinanti-nanti oleh kami. Rubah cara
pembelajaran suoaya lebih menyenangkan, seperti diselingi games dll.
Belajarnya kurang asik. Pesan saya untuk bapak, mungkin metode belajarnya harus
ditingkatkan lagi. Maksudnya buat metode belajar yang kita sebagai murid bisa
STD - 91 nyaman bisa enjoy. Terus bapak harus lebih tegas, maksudnya buat anak-anak yang
masuknya telat gitu ada konsekuensi apa dari bapak, atau tidak boleh ijin keluar
masuk atau gimana.
He teaches us well. He explain the lesson well, he uses English if he has a talk with us.
STD - 92
Sarannya tolong lebih tegas sama murid.
Terima kasih kepada guru bahasa Inggris, semoga ilmu yang diberikan kepada kami
akan berguna untuk kedepannya. Jasamu akan kuingat, serta apa yang telah diajarkan
kepada kami. Terima kasih guru. Semoga bapak dapat mengajarkan yang lebih
STD - 93
menyenangkan lagi agar kami dapat pelajaran dengan baik. Kesannya diajar oleh pak
ET-01 adalah pelajaran yang disampaikan guru kurang menarik siswa untuk lebih
semangat lagi.
Kesan saya setelah dibimbing pak ET-01 dalam belajar B. Inggris satu tahun ini,
sangat berkesan karena dengan cara mengajarnya yang beda dengan guru lain.
Walaupun terkadang suara pak Ibrohim ketika sedang mengajar kurang kedengeran.
STD - 94
Jadi teman-teman saya yang duduk dibelakang terkadang tidak mengerti aoa yang
sedang dibicarakan didepan. Pesan lebih variatif dan inovatif lagi dalam mengajar dan
sukses terus buat pak Ibrohim.
Dalam mengajar, pak Ibrohim menurut saya membisankan. Cara belajarnya monoton
sehingga tidak terlalu bergaurah dan apa yang dibicarakan kurang aku tangkap dengan
STD - 95 baik. Namun aku sangat berterima kasih terhadapnya. Pesannya cara mengajarnya
lebih inspiratifkan lagi yang lebih mudah dipahami oleh kita. Dan bapak jangan bayak
diemnya yah pak.
STD - 96 Insya Alloh berkah dan selalu diberi undangan oleh Alloh SWT.
STD - 97 Enak dan asik ngajarnya sabar, ga mudah marah
Harus lebih rajin lagi. Tidak tegas maksudnya kalau ada PR tidak diperiksa dan tidak
STD - 98
memberi hukuman buat yang tidak mengerjakan.
STD - 99 Lumayan enak terus sabar pa
Materi yang disampaikan sangat mudah dipahami. Pesannya: lebih banyak materi lagi
STD - 100
yang disampaikannya.
155
Appendix 9 School B: Students’ RESPONSE

Abbreviations:
SR: Students’ Response STD: Students—(students’ order)
ET: English Teacher
Response Code : SR – B01
School :B
Teachers : ET-02
Gaya mengajarnya sangatlah mengasikan dan tidak membosankan. Sikap kepribadian
dari guru bahasa Inggris baik, ramah, sedikit agak pemarah. Komunikasi saya dengan
guru tidak terlalu dekat dan tidak terlalu jauh. Ciri ideal: lebih asik belajarnya, kurang
STD – 01 mengerti karena terlalu banyak menggunakan inpokus, lebih sabar. Yah, karna guru
bahasa inggris kali ini sangat menyenangkan. Belajar dengan beliau sangatlah asik dan
dapat saya memahami yang beliau ajarkan kepada siswa. Yah, karena setelah
mengikuti PLPG guru mengahar menjadi agak ngebut dan memberi tugas-tugas.
Gaya mengajar dan metode pengajaran yang diajarkan miss ET-02 seru dan bisa
STD – 02 dimengerti. Ciri ideal: baik, unik, tidak terlalu banyak mengasih tugas, sabar,
menyenangkan. Iya sangat sesuai. Ya, karna lebih banyak menggunakan infokus.
Gaya mengajar dan metode pengajaran yang diajarkan miss ET-02 seru dan mudah
dimengerti. Sifatnya baik, ramah, bila belum dimengerti diajarkan sampai mengerti.
Komunikasi saya dengan miss rifka sangatlah baik. ciri ideal: baik, unik, tidak jahat,
STD – 03
jangan terlalu banyak ngasih tugas, pelajaran yang diajarkan kadang mudah dimengerti
kadang kurang paham dimengerti. Ya, guru bahasa inggris sesuai dengan yang saya
harapkan. Ada, lebih mengacu kepada infokus.
Gaya mengajar dan metode pengajaran yang diajarkan miss ET-02 seru dan mudah
dimengerti. Sifatnya baik, ramah, bila belum dimengerti diajarkan sampai mengerti.
Komunikasi saya dengan miss rifka sangatlah baik. ciri ideal: baik, unik, tidak jahat,
STD – 04
jangan terlalu banyak ngasih tugas, pelajaran yang diajarkan kadang mudah dimengerti
kadang kurang paham dimengerti. Ya, guru bahasa inggris sesuai dengan yang saya
harapkan. Ada, lebih mengacu kepada infokus.
Gaya mengajarnya santai. Sifat: lucu, baik, tidak sombong. Komunikasi baik. ciri
ideal: menguasaii bahasa Inggris, sabar dalam mengajari muridnya, baik. ya, karena
STD – 05
menurut saya miss rifka baik dan tidak pernah marah serta orangnya penyabar. Tidak
ada perubahan.
Gaya mengajar: santai, tegas, baik. ciri ideal: menguasai bahasa Inggris, sabar dalam
STD – 06
mengajar, baik. ya, sudah sesuai. Ada perubahan dalam memberikan pelajaran.
Gaya mengajarnya sangat baik. sifatnya baik, komunikasi baik. ciri ideal: harus
bertanggung jawab dalam hal mengajarnya, sabar dalam menghadapi murid yang susah
STD – 07 diatur, tidak boleh marah-marah, bisa memberi materi yang dapat dimengerti oleh
muridnya. Ya, karna guru inggris di kelas 10-2 sesuai harapan. Ada, speaking bisa
lebih mengerti lagi dalam mengajar.
Gaya mengajarnya baik, sikapnya baik, baik. ciri ideal: harus bertanggung jawab, sabar
STD – 08
menghadapi segala hal, bisa memberi ilmmu dengan baik. bahasa yang mudah
156
dipahami, harus bisa memberikan sansi. Iya sesuai. Ada bisalebih mengerti.
Gaya mengajarnya bagus dan metode pengajarannya juga baik. baik dan pada saat
memberikan materi cepan menempel dijidat. Komunikasi: Selayaknya guru dan murid.
Ciri ideal:lebih semangat untuk memberikan pelajaran dan materi untuk kita, baik,
STD – 09
ramah, dapat dimengerti oleh kita saat menerangkan, lancer berbahasa inggris, tidak
galak. Ya benar sesuai. Belajarnya lebih sering menggunakan infokus dan saya rasa
itu lebih baik.
Gaya mengajar miss rifka sangat zaman now, karena miss rifka mengajar dengan sabar
dan seru. Dan metode yang diajarkan sangat efektif karna menggunakan infokus. Sifat
STD – 10 miss rifka sangat menyenangkan, friendly, unik. Komunikasi sangat baik. ciri ideal:
kekinian, sabar, baik, meyenangkan, heboh. Sangat sesuai sekali. Ya lebih banyak
menggunakan infokus.
Gaya mengajarnya unik, sifatnya baik friendly. Komunikasi baik sekali. Ciri ideal:
STD – 11 baik, tidak galak, friendly, unik, tidak memberi banyak tugas. Iya sesuai. Ada, jadi
lebih unik dan agak tegas.
Gaya mengajarnya baik, sifatnya baik, baik. ciri ideal: baik, ramah, cerdas, unik, tidak
STD – 12
memberi banyak tugas. Sesuai harapan. Ada perubahan.
Gaya mengajar dan metode pengajaran yang digunakannya cukup baik. kadang paham/
kadang saya tidak paham. Sifat kepribadiannya sangat baik. komunikasi saya dengan
STD – 13 guru cukup baik. ciri ideal: memiliki sifat baik, jujur, tegas, jangan memberi tugas
banyak, berfikir positif. Ya, sesuai dengan harapan saya. Tidak ada perubahan, sama
saja.
Ciri ideal: menguasai bahasa inggris dengan baik, cara mengajar menggunakan bahasa
inggris yang tepat, menyarankan semua murid dengan sabar, memberikan tugas yang
STD – 14 mudah dan dimengerti, memberitahukan semua murid cara berbicara bahasa Inggris
yang benar. Ia sesuai sekali karena menurut saya Ms. rifka dalam mengajar bahasa
Inggris sesuai dengan yang saya harapkan. Ada perubahan.
Dapat dipahami dan dimengerti, sifatnya baik, komunikasinya baik. ciri ideal:
menguasai bahasa Inggris dengan baik, cara mengajar bahasa Inggris dengan baik,
mengajarkan semua murid dengan sabar, memberikan tugas yang mudah, memberikan
STD – 15
tugas yang mudah, memberitahukan semua murid cara berbahasa inggris dengan benar.
Iya, karena guru lebih mengerti bahasa Inggris dan cara mengajarkan kepada murid
dengan sabar. Ada perubahan.
STD – 16 Ciri ideal: baik, sopan, sabar, tegas saat mengajar. Ia sesuai, ya ada.
Ciri ideal: Dapat mudah dipahami, dimengerti, menguasai bahasa Inggris dengan baik,
cara mengajar menggunakan bahasa yang jelas dan baik, mengarahkan semua murid,
STD – 17 dan jika disuruh kedepan, dan menjawab kurang bingung maka sebenarnya belum
cukup mengerti dan paham, cukup sabar mengajarinya. Iya sesuai, karna lebih baik,
lebih faham mengerti jika menerangkan. Tidak ada, masih tetap kaya sebelumnya.
Paham dan jelas gaya mengajarnya. Sifat: baik, lucu, dan asyik. Komunikasi sangat
STD – 18 baik. ciri ideal: pintar bahasa Inggris, dapat membimbing murid dengan sabar, dia lucu
dan sabar dalam mengajar, tegas saat mengajar, bijak saat mengajar. Ia sesuai. Ya ada.
STD – 19 Paham, baik, ramah, lucu. Komunikasi baik. ciri ideal: bisa belajar dengan pintar
157
dalam berbahasa, dapat membimbing dengan sabar, asik diajak bicara, tegas dalam
mengajar, ramah. Ia sesuai. Ada perubahan.
Ciri ideal: mengerjakan tugas dikelas, presentasi didepan berkelompok, mengerjakan
ujian praktek, tes lisan kosa kata didepan, belajar semangat dan bahagia. Memberikan
STD – 20
tugas kepada murid disekolah untuk dikerjakan dirumah masing-masing. Ada
perubahan.
Ciri ideal: mengerjakan tugas dikelas, presentasi didepan berkelompok, mengerjakan
ujian praktek, tes lisan kosa kata didepan, belajar semangat dan bahagia. Memberikan
STD – 21
tugas kepada murid disekolah untuk dikerjakan dirumah masing-masing. Ada
perubahan.
Paham dan jelas gaya mengajarnya. Sifat: baik, lucu, dan asyik. Komunikasi sangat
STD – 22 baik. ciri ideal: pintar bahasa Inggris, dapat membimbing murid dengan sabar, dia lucu
dan sabar dalam mengajar, tegas saat mengajar, bijak saat mengajar. Ia sesuai. Ya ada.
Gaya mengajarnya lucu dan serius. Sifatnya baik dan konyol. Komunikasi baik. Ciri
STD – 23 ideal: pintar bahasa Inggris, dapat membimbing, asik ketika mengajar, tidak banyak
memberikan tugas, sabar dalam mengajar dan bijak. Iya. ada.
Gaya mengajarnya serius. Sifatnya baik. Komunikasi baik. Ciri ideal: pintar bahasa
STD – 24 Inggris, dapat membimbing, asik ketika mengajar, tidak banyak memberikan tugas,
sabar dalam mengajar dan bijak. Iya. ada.
Gaya mengajarnya sangat baik, terkadang lucu. Sifatnya baik, serius, lucu. Komunikasi
baik sekali. Ciri ideal: membuat kita selalu ceria dalam mengajarnya, pintar bahasa
STD – 25
Inggris, dapat membimbing murid dengan sabar, tidak memberi banyak tugas,
sikapnya ramah dan baik/ tegas tapi menyenangkan. Ia, sangat sesuai. Ada.
Gaya mengajarnya serius dan enak cara belajarnya. Sifatnya tegas, seriusm dan
STD – 26
kadang-kadang bercanda. Komunikasi sangat baik dan nyambung.
Berbaur dengan murid, kadang dengan metode Tanya jawab, sifatnya baik, lucu, tegas,
dan serius. Komunikasi lancar. Ciri ideal: melakukan komunikasi yang baik dengan
STD – 27 murid, memberi contoh, mempraktekan bahasa Inggris agar terbiasa, ranag dengan
murid, terkadang juga harus ada joke biar ga tegang. Ia sangat sesuai. Ada, dan itu
perubahan yang bagi kami muridnya
Gayanya serius tapi santai. Sifatnya santai dan humoris, lumayan baik. ciri ideal:
STD – 28 professional, tegas, disiplin, serius mudah dipahami saat mengajar. Ya. Ada, dalam
sistem mengajarnya.
Gaya mengajarnya serius dan enak bisa bercanda. Sifatnya humoris dan santai.
STD – 29 Komunikasi sangat baik. Professional, tegas, disiplin, serius mudah dipahami saat
mengajar. Ya. Ada, dalam sistem mengajarnya.
158
Appendix 10 School C: Students’ Response

Abbreviations:
ET: English Teacher
Response Code : SR – C01
School :C
Teachers : ET-05
Gaya belajar miss menurut saya mudah dipahami, metode yang diberipun selalu materi
dahululalu diberi soal. Kepribadiannya baik, lemah lembut. Jarang berkomunikasi. Ciri
ideal: pintar dalam berkomunikasi, mudah untuk dipahami, memasukan game dalam
STD – 01
materi yang diajarkan, menghafalkan kosa kata dengan cara bermain dan juga seperti
memberi tugas translate agar mudah diingat, membuat quiz dengan materi yang terkait.
Tidak semua sesui harapan.
STD – 02
Mudah dipahami, selalu menjelaskan dengan detail. Menjelaskan materi dahulu setelah
itu mengerjakan soal. Baik, dekat dengan siswa siswi, gaya berbicara sopan.
Komunikasi dengan guru cukup dekat dan kadang menggunakan bahasa inggris. Ciri
STD – 03 ideal: sering menggunakan bahasa Inggris, membenarkan kosa kata bahasa inggris jika
ada siswa atau siswi yang salah ucap, lebih banyak menjelaskan dengan gerakan,
memperbanyak materi dengan game, bisa membimbing siswa dan siswi sedikit demi
sedikit berbahasa Inggris. Ya sejauh ini sesuai harapan.
STD – 04
Gaya mengajar dan metode yang digunakan sejauh ini cukup baik. dan gaya
mengajarnya tidak monoton. Terkadang dengan cara menerapkan bahasa Inggris dalam
games berkelompok dan lain-lain sehingga pembelajaran menurut saya tidak terlalu
jenuh. Memiliki sifat kepribadian yang lemah lembut, berbicara halus dan sopan,
terkesan ramah pada siswa. Kalau dilihat dari segi komunikasi, harmonisasi mengenai
pembelajaran cukup baik. akan tetapi interaksi dalam hal social (diluar mata pelajaran)
masih kurang. Dalam kelas bahasa Inggris sebaiknya penayampaian lebih ditingkatkan
STD – 05
lagi (materi/media pembelajaran). Seperti menggunakan media listening, video inggris
dll. Dan guru bahasa Inggris juga harus lebih mengerti psikologis siswa karena setiap
siswa berbeda-beda jadi metode yang digunakan harus dapat menarik perhatian siswa.
Ciri ideal: atraktif dan komunikatif, metode pembelajaran dibuat semenarik dan
semenyenangkan siswa, guru bahasa Inggris menjadi fasilitator tapi juga mediator,
mengajar selalu hadir (tidak bolos) ataupun telat, kreatif dalam menyikapi siswa yang
kurang pemahaman bahasa Inggris. Iya jelas sesuai.
159
Gaya mengajarnya santai, cerewet, baik hati, agar sedikit sensi gatau gara-gara hamil.
Sifatnya cerewet, sedikit santai, pake buku paket sekolah. Komunikasi sangat baik. ciri
STD – 06
ideal: ngasih terjemahan, ngasih jawaban, tidak marah-marah, berbagi permen soal
ulangan jangan susah. Ia sangat sesuai. Mengajar lebih dalam.
STD – 07
STD – 08
Gaya miss mengajar: baik, tegas, dan mudah dipelajari. Sifatnya tegas, baik. saya dan
mis ET-03 berkomunikasi dengan sangat baik karena miss ET-03 sangat baik terhadap
murid-muridnya. Ciri ideal: bisa memberikan teladan bagi murid-muridnya, mempunyai
tanggung jawab, yang kreatif dan inovatif, yang sensitive dengan waktunya, lebih
STD – 09 banyak berkomunikasi dengan murid-muridnya. Iya, miss ET-03 adalah guru yang saya
harapkan. Karna miss ET-03 dapat mengajar dengan baik dan materi-materinya mudah
dipahami. Ada waktu PLPG miss orangnya judes dan galak tetapi sesudah PLPG atau
sesudah benar-benar kenal miss berubah menjadi baik dan lebih banyak berkomunikasi
dengan murid-muridnya dikelas.
Gaya belajarnya sungguh mengasikan tidak bikin tunduh.. haha.. sifatnya baik ramah,
solih, akraban, bisa dibawa becanda. Komunikasi cukup baik karna saya suka akan
metode pembelajarannya dan dari sikapnya saya demikian. Ciri ideal: baik ramah,
menyenangkan, gampang dipahami, tidak pernah ngasih tugas yang ribet, akraban. Iya
STD – 10
karena ibu inggris yang mengajar saya itu guru syang sangat menyenangkan, gampang
dipahami pembelajarannya dan tidak galak. Saya rasa tidak tapi ga tau orang lain ma.
Yang penting dan yang saya harapkan ialah guru bahasa inggris saya harus tetap bisa
ngajar teru dikelas saya.
Pengajarannya Mudah dipahami, menyenangkan. Sifatnya baik dan ramah.
Alhamdulillah komunikasi baik, saya selalu bertanya dan Ms. ET-03 pun selalu
menjawab. Ciri ideal: humoris, baik dan menyenangkan, apa yang disampaikan mudah
STD – 11
dipahami, selalu memberi tugas yang simple, religious. Yah sesuai, karena saya akan
semangat belajar dengan guru yang baik seperti Ms. ET-03 dan orangnya juga
menyenangkan. Tidak ada perubahan.
Pengajarannya Mudah dipahami, menyenangkan. Sifatnya baik dan ramah.
Alhamdulillah komunikasi baik. ciri ideal: lebih mengerti kepada murid, tidak terlalu
STD – 12
fokus pada pelajaran, bisa diajak bercanda, ramah, tidak pernah memberikan PR. Ya
sesuai. Karena dengan beliau sangat seru tidak membosankan. Tidak ada perubahan.
Gaya mengajar dan metode pengajaran yang digunakan oleh mis ET-03 yaitu gaya
mengajarnya baik dan rame, metodenya santai, baik, dan tidak sombong. Sifat
kepribadiannya dia lumayan suka melucu, baik hati, ramah dan tidak sombong.
Komunikasi saya terhadap miss ET-03 lumayan akrab karena miss ET-03 itu baik hati,
STD – 13
ramah dan tidak sombong. Ciri ideal: memberi contoh yang baik terhadap muridnya,
baik hati, ramah, santai tapi tidak kuuleun, memberi nilai yang baik dan bagus. Ya, guru
bahasa inggris saya sesuai dengan harapan saya. Kenapa? Karena ketika ada jawaban
yang salah dikembalikan lagi. Say atidak tahu karna lupa.
Gaya mengajar dan metode pengajaran ynag digunakan miss ET-03…. Sifat
STD – 14
kepribadian miss ET-03 cerewet. Komunikasi saya dengan miss ET-03 baik. miss ET-
160
03 bisa menerangkan semua kosa kata yang saya kurang tahu. Ciri ideal: baik hati, tidak
boleh pendiam, tidak cerewet, jangan marah-marah, jangan dating terlambat. Miss ET-
03 sangat saya harapkan karena saya sangat ingin bisa berbahasa Inggris. I don’t know.
Gata mengajarnya tidak terlalu menekan pad amuridnya, lumayan dimengerti saat
belajar berlangsung. Baik orangnya terbuka, mengerti situasi muridnya apabila sedang
berisik dikelas. Baik, bertanya tentang sesuatu yang tidak dimengerti dapat dijawab
dengan baik olehnya. Ciri ideal: dikurangi tugasnya sesuai dengan kempuan murid dan
tidak selalu mencari di google. Lebih santai. Kalau bisa sebelum mulai belajar bercerita
dulu atau permainan yang seru untuk refresh otak. Jangan membeda-bedakan pada saat
KBM, tidak terlalu memaksa mnurid yang tidak mengerti (mengerti situasi murid), tidak
STD – 15
terlalu banyak memberi tugas, bercerita dulu sebelum mengajar, memberi motivasi
kepada muridnya. Ya, belajarnya tidak terlalu pusing, gurunya pun seru saat
pelajarannya, lucu, tidak terlalu memaksa muridnya saat tidak mengerti apa yang ia
ucapkan lalu ia ulangi dan diartikan, tidak gampang marah. Ada, sebelumnya karena
belum kenal miss itu ngajarnya tegas, tegang saat belajarnya namun setelah kenal
sekarang mulai mengerti pelajarannya sekarang kurang belajarnya tapi tugas banyak dan
kurang dimengerti dan jarang masuk saat pelajarannya dimulai.
Gaya mengajarnya Ms. ET-03 santai. Jadi kekitanya tidak terlalu tegang saat
dipembelajaran. Sifat Ms. ET-03 lucu, blak-blakan, kalau ngomong bahasanya campur
Inggris, Indonesia, sunda dan mis ET-03 tuh gaul. Komunikasi dengan Ms. ET-03 tuh
kaya kita ngobrol sama teman soalnya kalau belajar sama Ms. ET-03 tuh nyenengin.
STD – 16
Ciri ideal: lebih santai dalam pembelajarannya, ngasih tugas tidak melebihin
kemampuan kita. Mungkin semoga pengertian saat kita tidak bisa mengerjakan apa
yang ditugasin. Sesuai. Ada, Mis. ET-03 jadi suka makan loli disaat pembelajaran
berlangsung.
Gaya ngajarnya Ms. ET-03 santai, engga terlalu fokus banget sih tapi ngerti. Sifat Ms.
ET-03 lucu, blak-blakan, kalau ngomong bahasanya campur inggris. Indonesia sunda
gaul juga. Kalau ngobrol sama ms. ET-03 itu serasa ngobrol sama teman sendiri. Ciri
STD – 17 ideal: lebih santai dalam KBM nya, ngasih soal-soal yang ngga bikin pusing. Semoga
Ms. ET-03 ngerti saat kita kurang memahami pengajaran yang lagi berlangsung, lebih
baik dalam mengajarnya. Sesuai. Ada, Mis. ET-03 jadi suka makan loli disaat
pembelajaran berlangsung.
Gaya ngajarnya santai, engga terlalu tegang, santai tapi ngerti. Sifatnya blak-balkan.
Kalau ngomong pake bahasanya campur, lucu, gaul juga. Kalau ngobrol kaya sama
STD – 18 teman sepantaran. Ciri ideal: lebih santai dalam pembelajarannya, ngasih soal-soalnya
yang ngga bikin pusing, semoga Ms. ET-03 ngerti saat kita ga ngerti. Ada, Mis. ET-03
jadi suka makan loli disaat pembelajaran berlangsung.
Mengajarnya baik, seru, asyik, tegas, dan dapat mudah dimengerti. Sifatnya baik, lucu,
tegas, bisaksana. Komunikasi baik. ciri ideal: harus tegas dalam mengajar, bijaksana,
harus tahu cara menggunakan bahasa Inggris yang benar dan baik mengetahui cara
STD – 19
penulisan huruf dalam bahasa Inggris. Ya karena memberikan tugas tidak melebihi
kemampuan kita. Ada, perubahan dalam mengajar setelah PLPG perubahan
pengajarannya lebih banyak kuis.
Gaya mengajarnya serius tapi santai, seru, mudah dipahami. Sifatnya baik, lucu, tegas,
asik. Kamunikasi baik. ciri ideal: disiplin, selalu memberi contoh yang baik terhadap
STD – 20
muridnya, mempunyai perilaku yang baik, bersikap adil, dan bijaksana. Ya sangat
sesuai. Perubahannya yaitu materinya kebanyakan kuis.
Gaya mengajarnya serius tapi santai, sekalu memberi pelajaran yang baru setiap
STD – 21
minggunya tetapi tidak mempersulit muridnya. Sifatnya tegas, baik, lucu,
161
menyenangkan. Komunikasi baik. ciri ideal: disiplin, selalu masuk saat jam waktu
mengajarnya, selalu memberikan contoh yang baik terhadap murid-muridnya, selalu
bersikap adil dan tidak mempersulit, bijaksana. Ya karna miss guru yang sangat
diharapkan dan sesuai dengan muridnya. Yam setelah ia mengikuti PLPG tersebut cara
mengajarnya ada yang beda. Miss selalu memberikan kuis sacara berkelompok kepada
kami dikelas. Materinya sayapun sangat senang karna disana kita memperebutkan nilai
dengan pertanyaan-pertanyaan yang miss berikan kepada kami.
Cara mengajarnya serius tapi santai, mudah dimengerti dan seru. Sifatnya baik, lucu.
Baik. ciri ideal: disiplin, selalu memberi contoh yang baik terhadap muridnya, bersikap
STD – 22 adil pada semua muridnya, harus tegas dalam mengajar, harus tau cara menggunakan
b.inggris yang benar dan baik. Ya, sangat sesuai. Ada karena dia setelah mengikuti
PLPG kebanyakan materunya diganti dengan kuis.
Mengajarnya serius tapi santai dan mudah dimengerti oleh sipendengar. Sifatnya baik,
lucu, dan tegas jika ada murid yang salah. Komunikasi baik. ciri ideal: disiplin, selalu
memberi contoh yang baik terhadap muridnya, bersikap adil pada semua muridnya,
STD – 23
harus tegas dalam mengajar, harus tau cara menggunakan b.inggris yang benar dan baik.
Ya, sangat sesuai. Ada karena dia setelah mengikuti PLPG kebanyakan materunya
diganti dengan kuis.
ciri ideal: harus tegas dalam mengajar, bijaksana, harus tahu cara menggunakan bahasa
STD – 24 Inggris yang benar dan baik mengetahui cara penulisan huruf dalam bahasa Inggris. Ya
sangat sesuai dengan yang diharapkan. Ada banyak perubahan.
Mengajarnya serius tapi santai, seru, mudah dimengerti. Sifatnya tegas, baik, asik jika
STD – 25
diajak berbicara dan diam pembelajaranpun. Komunikasi baik-baik saja.
Gaya mengajarnya asik, tidak membosankan, cukup tegas, baik. sifatnya baik, ceria,
tegas, agak manja hehe. Sangat baik. karena miss orangnya bisa diajak bercanda dan
jarang marah. Maka dengan itu hampir semua murid dekat dengan miss. Ciri ideal:
ceria, baik, ketika menerangkan langsung mengerti, lebih berinteraksi dengan murid-
STD – 26 muridnya, jangan suka marah-marah aja ya miss. Ya, miss ET-03 sesuai dengan yang
kita harapkan. Dia baik, jarang marah, suka membuat kami tertawa dengan kata-kata
yang dia ucapkan. Tapi ada satu hal yang membuat miss berbeda ketika dia sedang
hamil yaitu kalau setiap masuk kelas dia selalu makan permen. Hehe. Mungkin itu
bawaan si jabang bayi kali ya.
Tidak terlalu menegangkan pada saat pembelajaran dimulai dan bisa dimengerti saat
pembelajaran dimulai. Sangat baik, orangnya terbuka, dan miss ET-03 mengerti pada
saat keadaan dikelas ataupun muridnya. Komunikasi baik, ms. ET-03 pun kalau kita
bertanya suka meresponnya. Ciri ideal: inginnya jangan ngasih tugas lebih dari
kemampuan saya, dikurangi tugasnya pada KBM berlangsung, jangan membeda-
bedakan pada saat KBM, inginnya bercerita dulu jangan langsung belajar. Sangat
STD – 27
sesuai, karena miss sangat baik, mengerti dengan keadaan kelas, tidak terlalu
menekankan pada muridnya untuk belajar. Ada perubahan. Sebelumnya kita itu dan
miss belum akrab. Tapi sesudah itu saya sama miss bisa berkomunikasi lebih dekat.
Sebelum itu miss mengajarnya tegang, tegas pada saat KBM berlangsung, dan belum
mengenal kelas saya, tapi sesudah itu miss sekarang asik, dan bisa mengerti keadaan
kelas.
162
Appendix 11 School D Students’ Response

Abbreviations:
ET: English Teacher
Response Code : SR - D01
School :D
Respondents : STD – 01/
Teachers : ET-04
Gaya mengajar ibu Ai itu serius tapi santai. Ibu ai itu baik, pengertian kepada siswa. Kami
berkomunikasi dengan ibu Ai sangat baik. tapi terkadang bersikap jutek.
Setelah PLPG, beliau mengajar menjadi sedikit santun dan lebih menguasai suasana kelas tetapi
tetap dengan keseriusannya.
Kriteria guru bahasa Inggris ideal: 1). Tidak memakan gaji buta; 2) pengertian keapda siswa-
STD – 01
siswanya; 3) menguasai bahasa Inggris maupun materi dengan sangat baik; 4) dapat
menyampaikan materi dengan baik santun; 5) harus mempunyai kesabaran yang sangat tinggi
dalam mengajar bahasa Inggris karena membutuhkan kesabaran untuk menerapkan bahasa
Inggris sebagai bahasa sehari-hari. Dan Ibu ai sangat sesuai dengan yang saya harapkan hanya
bersikap jutek.
Gaya mengajarnya friendly, tegas tapi lembut membuat siswa mudah dimengerti dalam dia
mengajar. Saya beruntung diajarkan oleh beliau karna sifatnya yang penyabar walaupun kami
sering rebut dikelas. Komunikasi saya Alhamdulillah baik dengan beliau. Kriteria guru bahasa
Inggris ideal: 1) menarik dalam cara mengajar; 2) penyabar dalam menanggapi siswa yang
STD – 02
kurang bisa; 3) Ramah, baik hati; 4) tidak terlalu memberatkan siswa dengan memberinya
tugas; 5) yang pasti jago dalam bahasa Inggris. Alhamdulillah Ms. Ai sesuai dengan yang saya
harapkan dan alhamdilillah baik tapi selera humornya kurang. Setelah PLPG, Ms. Ai jadi
semakin tegas, sabar, dan selebihnya saya tidak tahu.
Gaya mengajar Ms. Ai sangat asyik dan menyenangkan. Metode pegajarannya dengan cara
dijelaskan terlebih dahulu sampai paham lalu memberikan latihan-latihan soal. Ms. Ai sangat
baik dan ramah, sangat friendly sehingga dekat dengan siswa-siswinya. Tidak seperti guru-guru
lain yang sedikit menegangkan. Komunikasi saya dengan Ms. Ai baik, sellau berkomunikasi.
STD – 03
Kriteria guru bahasa Inggris ideal: 1) baik; 2) tegas; 3) ramah; 4) friendlu; 5) selalu mengerti
murid-muridnya. Ms. Ai sesuia dengan yang saya harapkan. Ms. Ai selalu memberikan
penjelasan materinya terlebih dahulu sampai kita benar paham. Sevelum PLPG pun Ms. Ai baik
mengjarnya dan mungkin ada sedikit perubahan, menjadi sangat baik.
Beliau mengajar dengan sangat baik. beliau menggunakan metode mengajarnya dengan cara
gesture tangan dan tubuhnya. Dan beliau mengajarkannya dengan cara menayangkan sebuah
video sehingga kita lebih memahaminya. Beliau seorang penyabar dan saya tidak pernah melihat
ia marah. Tetapi beliau memiliki sifat yang tidak bisa diajak bercanda (menurut saya) tapi
dibalik sifat dia yang penyabar beliau sangat tegas. Komunikasi saya sangat baik dengan beliau.
Kriteria guru bahasa Inggris ideal: 1) sebaiknya menjadi seorang guru bahasa inggris harus
STD – 04
menyayomi murid-muridnya (karena bahasa Inggris cukup sulit dan susah untuk mengingat; 2)
harus memiliki wawasan yang sangat luas mengenai bahasa Inggris; 3) tidak memberikan
ulangan dadakan; 4) harus sering bercanda agar tidak membosankan dan malas untuk belajar;
5) tidak membedakan murid, karena tidak semuanya murid yang bisa/memahami bahasa
Inggris. Ms. Ai hampir mendekati dari kata sesuai kriteria. Kekurangannya adalah tidak mudah
ketawa dan jarang bercanda. Setelah PLPG saya belum merasakan perubahan yang terjadi.
Gaya mengajar Ms. Ai fleksible dan serius tapi santai jadi apa yang dijelaskan guru mudah
diserap oleh murid. Beliau ramah, baik dna beliaupun sangat friendly. Kriteria guru bahasa
Inggris ideal: 1) speech English yang baik dan benar; 2) mengajar/menjelaskan dengan bahasa
STD – 05
Inggris supaya murid lebih cepat mengerti bahasa Inggris; 3) Jadilah guru yang menyenangkan
karena jika kita menyukai gurunya kitapun akan mencintai pelajarannya; 4) berbicara santai
namun tegas jika seperti itu tidak akan kecannggungan antara murid dan guru; 5) harus bisa
163
memotivasi murid-murinya. Menurut saya Ms. Ai sesuai dengan kriteria. Setelah PLPG
menurut saya mengajarnya seperti biasanya menyenangkan dan tidak ada yang berubah.
Gaya mengajar Ms. Ai mengasikan gampang dimengerti dan tidak membuat bosan saat
pembelajaran. Ms. Ai sangat baik dan sabar, Alhamdulillah juga PR nya tidak terlalu sering dan
cukup mudah. Kriteria guru Bahasa Inggris idela: 1) cantik, ramah, baik; 2) mudah dimengerti;
STD – 06
3) tidak jutek; 4) rajin masuk kelas; 5) ceria. Ms. Ai sesuai dengan yang saya harapkan karna ini
mempermudah saya untuk belajar bahasa inggris. Setelah PLPG ada perubahan yang menonjol
dalam cara beliau mengajar.
Gaya mengajar Ms. Ai baik sering menerangkan. Ms. Ai ramah, baik. Kriteria guru bahasa
Inggris ideal: 1) terutama harus bisa berbahasa Inggris; 2) harus memahami materi-materi
yang akan disampaikan pada murid; 3) sifat utama guru yaitu sabar. Guru bahasa inggris pun
harus sabar karena belajar bahasa Inggris itu tidak mudah sebab tidak digunakan dalam
STD – 07
bahasa sehari-hari; 4) harus baik; 5) harus sering menerangkan. Ms. Ai sesuai dengan yang
saya harapkan sebagai guru bahasa Inggris karena beliau menerangkan materi-materi yang
disampaikan secara runtut dan jelas. Setelah PLPG menurut saya tidak seperti proses mengajar
pertama.
Gaya mengajar Ms. Ai dengan penuh ketenangan dan sangat bisa dengan mudah dipahami.
Beliau sabar, selalu tersenyum saat menerangkan dan selalu membuat anak didiknya enjoy dna
have fun pada pelajarannya. Saya mendapay respon yang sangat baik. yang saya harapkan
dalam kelas ini semoga pelajaran ini akan selalu bermanfaat untuk kita. Dan saya berharap
STD – 08 semoga ibu selalu bisa terus mengajar seperti ini. 5 ciri ideal: 1) dapat menyampaikan materi
dengan cepat dan mudah dipahami; 2) selalu bisa menyampaikan dengan sabar; 3) selalu
membenarkan kesalahan muridnya dalam materi ataupun sikap; 4) selalu tersenyum; 5)
menanggapi semua keluh kesah murid. Dan beliau sangat sesuai dengan kriteria. Setelah PLPH
ada perubahan.
Gaya mengajar beliau sangat simple dan bisa dipahami dalam sekejap begitupun metode
pengajaran yang dipakai oleh beliau sangat menyenangkan dengan menggunakan proyektor,
video bagaimana menjelaskan bab yang akan dibahas. Beliau baik, sangat memperhatikan
muridnya, bersahabat dengan para muridnya. Saya rasa beliau cukup baik karena saya sering
menanyakan tentang yang belum saya pahami dan beliau dengan penuh kesabaran dan perhatian
menjawabnya. Saya tidak berharap banyak, hanya ingin menambah ilmu wawasan tentang
STD – 09 bahasa inggris begitupun kepada guru saya tetaplah menjadi guru yang sabar dan mengasikan
seperti sekarang ini. 5 ciri ideal yang harus dimiliki guru bahasa Inggris: 1) komunikatif dengan
muridnya; 2) sabar dalam menghadapi murdinya; 3) selalu pengertian dan penuh kasih sayang;
4) mengaggap murid sebahai ‘anak’ ketika mengajar; 5) memiliki keahlian berbahasa Inggris
yang fasih. Beliau sangat sesuai dengan apa yang saya hrapkan. Setelah PLPG mungkin ada
perubahan Karena saya lupa. Diawal-awal mungkin beliau masih belum mengenal karakter, sifat
dari murid yang akan diajar oleh beliau tapi sekarang beliau lebih bersahabat kepada kami.
164
Appendix 12 School E Students’ Response

Abbreviations:
ET: English Teacher
Response Code : SR – E01
School :E
Teachers : ET-05
Gaya mengajarnya sangat mengasikan dan seru. Selalu melibatkan murid dan
penjelasannya mudah dipahami. Sifat; baik, dapat menjadi panutan, easy going.
Komunikasinya lebih lancer dan santai. Ciri-ciri ideal guru bahasa Inggris: Lebih
sering ‘listening’, membuat game untuk menambah kosa kata, lebih sering praktek
STD – 01 percakapan, pengucapannya harus lebih jelas, berbicara tidak terlalu cepat, tidak
memaksa murid harus selalu bisa, tidak membanding bandingkan murid, dan memberi
nilai bagi yang memiliki banyak kosa-kata dan ibu sesuai harapan saya. Ada
perubahan, guru saya lebih sering mengadakan listening, game dan lebih komunikatif
dengan murid. Menambah kosakata ditiap pertemuan dan melatih terjemahannya.
Ciri-ciri guru ideal: lebih banyak speaking daripada menulis dan latihan soal, sering
bermain game, sering nonton film, bisa out of the box dari materi (Jangan monoton),
jangan hanya memaparkan materi-materi saja (terkadang membuat siswa/I jenuh). Saat
STD – 02
ia telah melaksanakan/menjadi bagian dari salah satu ciri yang sudah saya sebutkan,
maka menurut saya ia telah menajadi guru yang saya harapkan (asyik). Menurut saya
tidak ada perubahan sebelum atau sesudah PLPG.
Ibu terkadang asik mengajarnya, terkadang membosankan. Ibu tegas, komunikasi saya
dengan guru saya baik sekali.Guru ideal: asik, tidak membosankan, santai,pengertian,
STD – 03
dan ramah. Apakah guru sesuai harapan: ia lumayan. Ada perubahan setelah PLPG:
iya menjadi lebih sering listening dan lebih tegas.
Ibu terkadang asik mengajarnya, terkadang membosankan. Ibu tegas, komunikasi saya
dengan guru saya baik sekali.Guru ideal: asik, tidak membosankan, santai,pengertian,
STD – 04
dan ramah. Apakah guru sesuai harapan: ia lumayan. Ada perubahan setelah PLPG:
iya menjadi lebih sering listening dan lebih tegas.
Gaya mengajarnya enjoy, tidak monoton. Sifat: baik, ramah, ceria, perhatian,
STD – 05 penyabar, penyayang. Komunikasinya sangat baik. ciri ideal: tidak monoton,
merangkul anak-anaknya, enjoy, serius tapi santai, tidak menekan. Iya, iya ada.
Gaya mengajarnya; menjelaskan, bertanya, lalu memberikan latihan soal. Sifatnya
baik, perhatian, jarang marah-marah, komunikasinya baik, kadang bila ada yang
kurang sreg kadang sika menyampaikannya. Ciri ideal: perhatian, baik, tegas (tapi
STD – 07
jangan terlalu tegas), tidak membosankan, shaleh. Sekitar 90% sudah sesuai yang saya
harapkan. Ada, memberikan tugasnya tidak terlalu banyak lalu kadang suka cerita seru
mengenai materi pembelajaran.
Gaya mengajar dan metode pengajaran yang digunakan oleh mis ET-05 membosankan,
STD – 08 karena saya kurang faham bahasa Inggris karena saya kurang faham bahasa Inggris
tetapi selalu dialihkan sehingga saya tidak mengerti. Ciri-ciri: adil, terbuka, fleksibel,
165
peka, memahami proses. Dan tidak sesuai dengan yang saya harapkan. Sebelum
mengikuti PLPG jarang sekali diadakannya program listening. Setelah mengikuti
PLPG sering sekali diadakanya program listening dan saya tidak suka.
Gaya mengajar layaknya guru biasa dan mudah dipahami. Seperti guru menginginkan
muridnya bisa dan paham apa yang diajarkannya pantang menyerah untuk
mengajarkan muridnya hingga paham. Komunikasinya baik karena saya dan guru saya
saling bertanya ataupun jika saya tidak mengerti selalu diterangkan lagi. Ciri ideal:
STD – 09
menguasai banyak kosa kata, memahami muridnya, jika siswa tidak mengerti, guru
menjelaskannya kembali, lancer berbahasa inggris, membimbing muridnya dengan
sabar dan ikhlas. Ia sesuai. Perubahannya saya tidak terlalu menyadarinya, tidak ingat,
sepertinya ada.
Gaya mengajarnya mempraktekan langsung dengan murid dan metoda yang digunakan
adalah audio. Sifatnya baik dan ramah tamah pada semua murid. Komunikasi saya
dengan guru sangat baik. ciri-ciri ideal: harus bisa komunikasi dengan murid yang
tidak terlalu paham bahasa Inggris. Sering-sering mengajar materi dipapan tulis bahasa
STD – 10
yang tidak dipahami murid, sering-sering mengajar materi dipapan tulis bahasa yang
tidak dipahami murid, menggunakan bahasa Inggris ketika mengajar dikelas. sesuai
dengan yang diharapkan sesuai jawaban saya diatas. Tidak terlalu banyak perubahan,
hanya materi yang diajarkan lebih dalam lagi.
Gaya mengajarnya; menjelaskan, bertanya, lalu memberikan latihan soal. Sifatnya
baik, perhatian, jarang marah-marah, komunikasinya baik, kadang bila ada yang
kurang sreg kadang sika menyampaikannya. Ciri ideal: perhatian, baik, tegas (tapi
STD – 11
jangan terlalu tegas), tidak membosankan, shaleh. Sekitar 90% sudah sesuai yang saya
harapkan. Ada, memberikan tugasnya tidak terlalu banyak lalu kadang suka cerita seru
mengenai materi pembelajaran.
Gaya mengajarnya menyenangkan, tidak mudah jenuh saat belajar, sistemnya bagus
sehingga materi mudah dipahami. Sifatnya baik, mampu memahami cara berpikir
murid. Komunikasi berjalan dengan baik antara saya dan guru saya.
Ciri-ciri ideal: dapat menelaskan, menyampaikan, dan memaparkan materi dengan
STD – 13 bahasa Inggris, dapat mengajak siswa siswa untuk membiasakan bahasa Inggris, tidak
memaksa agar siswa harus mengerti, mengajari siswa dengan bersabar. Mengajarkan
siswa untuk menerapkan materi pembelajaran dalam kegiatan sehari-hari. Iya (sesuai).
Ya, guru saya lebih banyak mengadakan listening dan quiz diakhir pembelajaran juga
lebih banyak memberikan siswa kesempatan berbicara (mengemukakan pendapat)
Gaya mengajarnya asik, saya ngerti materi apa yang disampaikannya. Karena sempat
menjadi wali kelas, beliau sudah seperti ibu sendiri. Peduli dengan keadaan siswa,
perhatian pada masalah yang dialami siswa ataupun kelas. Selama ini komunikasi yang
terjalin sangat, sangat baik dan cukup dekat. Ciri ideal: komunikatif, ceria, serius tapi
enjoy, sabar, mengerti kondisi siswa. Iya sesuai harapan. Seperti ada tapi belum terlalu
STD – 14
terasa, mungkin karena saya sebenarnya memang sudah enjoy dengan apapun gaya
mengajar guru tersebut. Metode dan gaya mengajar miss, kadang memakai video dari
video ataupun film. Kita mengerti materi apa yang akan dipelajari, kadang membaca
cerita dibuku paket. Miss ET-05 itu sangat baik, pengertian, ramah dan tegas.
Komunikasinya sangat baik.
166
Ciri ideal: friendly, smart, bisa bikin murid ngerti dengan penjelasannya sendiri,
perhatian, mempunyai gaya mengajar yang berbeda. Iya sesuai, saya rasa
perubahannya sedikit, mungkin Cuma merubah demi yang lebih baik dari yang baik.
Gaya mengajar dan metode mengajar cukup untuk menarik perhatian dan dapat dengan
mudah dipahami. Sifatnya baik, seru, penyabar, lucu. Kalau komunikasi sih lancer dan
harmonis, karena sering berbincang-bincang. Ciri ideal: Baik, tahu kepribadian
STD – 15 siswanya, asik orangnya, pengetahuan tentang bahasa Inggris harus luas, memiliki
metode mengajar yang dapat menarik perhatian siswa. Ia sesuai tapi ada yang harus
ditambahkan. Ada perubahan, salah satunya yaitu cara mengajarnya/ metode
mengajarnya menjadi lebih mudah dipahami.
Cara mengajarnya aktif dan menyenangkan. Sifatnya biasa saja sama seperti guru lain,
komunikasinya baik. Ciri guru ideal: guru mewajibkan siswanya untuk berbahasa
Inggris, guru komunikatif dan aktif, guru menerapkan kewajibanya sebagai panutan
STD – 16
murid, menambah kosakata setiap pengajaran, membiat kalimat bahasa Inggris untuk
keseharian agar bisa diterapkan pada komunikasi setiap hari. Iya, karna saya rasa
sudah cocok. Tidak ada perubahan
Gaya mengajarnya santai dan sedikit menekan, tegas, bagus. Ciri ideal: sabar, inovatif,
kreatif, bisa membuat senang belajar bahasa Inggris, menyenangkan. Ada sedikit
STD – 17
kekurangan, jarang membuat game yang membuat rileks, iya, menjadi lebih mengerti
materi
Ciri ideal: cara menyebutnya baik, rame, santai, lebih sering menonton film sub inggris
STD – 18
supaya mengetahui. Iya, iya.
Baik, nyaman, dan gampang ngerti. Ciri ideal: baik, ramah, jelas, tidak membuat
STD – 19 bosan, happy. Sangat sesuai harapan jadi lebih mengerti. Menurut saya tidak, karna
dari awal sudah bagus.
Sangat baik. sangat baik, sangat komunikatif. Ciri ideal: rame, unik, komunikatif, gaul,
STD – 20
baik. sesuai. Ya.
Cara mengajarnya baik dan menyenangkan. Baik. ciri ideal: menyenangkan, rame, ga
STD – 21
banyak tugas, biar enjoy. Ya, tidak..
Cara mengajar dan menyampaikan materi kadang kurang dipahami. Sifatnya cukup
STD – 22 ramah dan kadang bisa berinteraksi dengan baik. ciri ideal: dapat menjelaskan materi
dengan baik, tidak terburu-buru dalam penyampaian materi, lumayan sesuai. Ya
Sangat baik dalam mengajar, suka menolong saaat kesusahan atau hal yang tidak
STD – 23 dimengerti. Ciri ideal: ramah, asik, jelas pembelajarannya, ga galak, menyenangkan. Ia
sangat sesuai. Menjadi lebih baik dalam mengajar dan lebih paham.
Gaya mengajarnya, menghafal, memahami, praktek. Sifatnya baik, sabar.
STD – 24
Komunikasinya baik dan nyaman.
Ciri ideal: banyak game, praktek. Ya sesuai karena saya memahaminya dan saya suka.
STD – 25 Ada, lebih mengetes kemampuan siswa/I nya terhadap ingatan mengenai rumus-rumus
juga.
Ciri ideal: berpengetahuan luas, asik, friendly, tidak monoton, banyak belajar bermain.
STD – 27
Iya sesuai walaupun belum sesuai hrapan sekali. Ya dari cara metodenya.
Gaya mengajarnya lumayan gampang untuk dipahami. Sifatnya baik, komunikasinya
baik. ciri ideal: saat mengajar bicara bahasa Inggris dibarengkan dengan bahasa
STD – 28
Indonesia, sabar dalam mengajar, mengajar dengan perlahan , baik hati, dapat
memahami murid yang belum mengerti. Ya cukup sesuai. Tidak, sama saja saya rasa.
167
Baik, baik, ramah, baik. ciri ideal: serius, humoris. Ya cukup sesuai. Perubahan: I think
STD – 29
so.
Cukup baik, mudah diserap. Baik, ramah. Komunikasi baik. ciri ideal: banyak game,
STD – 30 banyak praktek, harus ramah, harus serius tapi santai, perbanyak kosa kata. Cukup
sesuai, karena ilmu yang disampaikan cukup mudah diserap. Tidak berubah.
Mengajarnya cukup menyenangkan, lumayan dimengerti. Komunikasi sangat baik. ciri
STD – 31 ideal: rame, dapat dimengerti, menyenangkan, belajar sambil bermain, banyakin
praktek. Sudah cukup sesuai. Tidak
STD – 32 Mantap, mantap, mantap. Mantap lanjutkaan. Mantap lanjutkan, mantap lanjutkan.
168
Appendix 13 School A Field Note Observation

FIELD NOTE CLASSROOM OBSERVATION
Abbreviations:
FN: Field Note OB: Observation
ET: English Teacher .
Observation Code: FN/OB-A03
Observer : IN
Teacher : ET-01
Observation Setting : School A, Classrom 12 IPA 1
Date/Time : 01/02/2018, 1st and 2nd (7.00 WIB - 8.34 WIB)
Topic : Review Text
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-01 prepared his bag and book. Then
he is walking to the class. In the middle Students have just came back to the class after regular
FN/OB-
7:00 The bell rings. of his way, the other teachers called him morning ceremony in the school field. They began to
A03-01
and talked related to the school pray.
assignment.
* ET-01 entered the class *Teacher opens Students who were talking started to silence and gave FN/OB-
7:27 Class starting
the class by replaying the greetings ET-01 greeting in Islam A03-02
ET-01 checked the attendances of class student who were called out their name was said FN/OB-
7:30
participation 'hadir' A03-03
169
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-01 invited the students to remind the
previos materials related with the 'review
text' theory. "As I tell you in the last
Some students were pay attention where the others FN/OB-
7:31 meeting that today will be practical
just chit chat to another students A03-04
examination because of confined. Today
we are going to be discuss it, ya
mengulang kembali 'review text'".
ET-01 taught the body of review text of
book, story and other aspects. ET-01 Students respond by mentioning the shape, colour,
FN/OB-
gave the example by using 'a pen' as the price, advantages and disadvantages of the pen. Male
A03-05
object to be analyzed the specific aspects students were dominant.
Learning and then to be reviewed.
Activity ET-01 gave the example of sentence that FN/OB-
present the 'orientation' part A03-06
ET-01 invited the students to give their

FN/OB-
opinion about seeing the pen "what is
A03-07
your opinion seeing this pen?"
because the students were not tell their
after hearing ET-01's spoke about being afraid to
opinion directly, then ET-01 connected
speak out their argument, then one student raised his
the way of people gave the opinion ito FN/OB-
hand and said "In my opinion about pen, ..ehh.. I
the real condition of Indonesian people in A03-08
think pen ..ehh.. Can be made to handcraft and can be
which mostly afraid to speak out their
..ehh.. Throw to the people"
opinion
170
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-01 asked one student to come in front
Male students came to in front of the class to give the FN/OB-
8:00 of the class presenting the review of the
presentation. A03-09
same pen as ET-01 did before.
ET-01 asked the other students to give
FN/OB-
8:02 the comment of their friend's there is no student giving the comment
A03-10
perfirmance.
ET-01 asked the students to form into
groups to discuss the materials and tried students formed 4 persons in a group and worked in FN/OB-
8:03
to review another object and write the groups A03-11
review text.
ET-01 asked one person of each group to only two groups who presented their works because FN/OB-
8:30
present their review work of the time limits. A03-12
ET-01 ended the english class and
reminded the students to prepare their
FN/OB-
8:34 Closing the class examination "the next meeting we are
A03-13
going to do our practical examination.
Please prepare next time"
171
Appendix 14 School B Field Note Observation

Abbreviations:
Observation Code: FN/OB-B01
Observer : IN
Teacher : ET-02
Observation Setting : School B_10 B Classrom
Date/Time : 12/02/2018, 1st and 2nd (12:35 to 14:02)
Topic : Descriptive Text
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
The class started with recite Al- FN/OB-B01-
12:35
Ikhlas and memorize the quran 01
FN/OB-B01-
12:41 The activity then contonued
02
with singing the Indonesia
anthem Students who were called out their FN/OB-B01-
12:44 ET-02 checked the attendances
name were raised their hand 03
ET-02 connected the previous
one student helped ET-02 to prepare FN/OB-B01-
12:46 Learning activity materials with today's material's
the projector and speaker 04
meeting
172
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-02 asked a student about the
FN/OB-B01-
12:50 previous meeting and connected it
05
with this meeting material
ET-02 recited the previous meeting
FN/OB-B01-
12:53 materials. She continued to show the
06
learning materials on slides
ET-02 taught the social function, some students were paid attention to
FN/OB-B01-
12:54 generic structure, and language ET-02 while the others wrote down
07
features of descriptive text the materials on slide
The rest of Students were waiting

ET-02 asked a student to take the FN/OB-B01-
13:00 the book. One students just came to
English text book at the library 08
the class at this hour.
ET-02 selected the practice on the
FN/OB-B01-
13:15 textbook and asked the students to
09
work it.
ET-02 went out the class to do FN/OB-B01-
13:23
'picket' and pray Dzuhur 10
173
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
The class became crowded because

ET-02 went out. They were chatted
FN/OB-B01-
13:24 with their fellow, listened the music
11
and several students were
memorized juz a'ma
ET-02 just entered the class. ET-02

FN/OB-B01-
14:02 recapt the materials and ended the
12
class
174
Appendix 15 School C Field Note Observation

Abbreviations:
Observation Code: FN-OB-C01
Observer : IN
Teacher : ET-03
Observation Setting : School C_X IPA 4
Date/Time : 14/02/2018, 07:00-8:30
Topic : Recount Text
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-03 started the session by greeting and
07.00-07.05 Opening Students were praying FN-OB-C01-01
praying
Students along with ET-
07.05-07.40 ET-03 checked the students' homework FN-OB-C01-02
03 checked their work
ET-03 checked the attendances by calling Students mentioned
07.40-07.44 students' name and the students' score of their score after being FN-OB-C01-03
their homework called their names
ET-03 asked the students' condition by
07.45-07.48 checking their opinion with their score FN-OB-C01-04
(that was peer-checking before)
175
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-03 asked the students' tto open English

07.48-07-49 Learning Activity students' open the book FN-OB-C01-05
textbook page 110
Students mentioned
ET-03 connected the materials that will be
07.49-07.54 their idol name (e.g. FN-OB-C01-06
taught with students' idol
Afghan, Raisa, dll)
Students looked at the
Then ET-03 asked the students to look at
president of Indonesia FN-OB-C01-07
the president of Indonesia figure
figure
ET-03 instructed the students to read the some students paid
passage on the book and discussed it with attention to their book FN-OB-C01-08
their peer while others chattig
ET-03 asked the students to analyze the
actor and the subject on the passage 1. ET-
03 asked the students to analyze the setting
FN-OB-C01-09
or place on the passage 1. the teacher
asked the students to analyze the adverbial
of time on the passage
ET-03 the students to analyze the activity
that happened in the text [when Mia meet FN-OB-C01-10
Afghan]
176
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
08.08 `Then ET-03 taught the recount text FN-OB-C01-11

The teacher asked 4 students to pronounce
FN-OB-C01-12
the 'recount text'
ET-03 explain about the purpose,
structure, and language feature of recount
FN-OB-C01-13
text [ET-03 checked the students'
pronunciation]
ET-03 asked the students to write down

8:19 FN-OB-C01-14
material that was taught
ET-03 asked the students to read the

8:30 CLOSING biography of a famous person in th text FN-OB-C01-15
book and then close the class
177
Appendix 16 School D Field Note Observation

Abbreviations:
Observation Code: FN/OB-D01
Observer : IN
Teacher : ET-04
Observation Setting : School D_X Electro 2
Date/Time : 22/02/2018, 1st and 2nd (7:00 to 9:55)
Topic : Recount Text
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-04 was walking to the English classroom from teachers' FN/OB-
7:00
room D01-01
FN/OB-
7:08 Class started Students were greet to ET-04
D01-02
ET-04 instructed the students to recite the Quran, Q.S. FN/OB-

7:09 Students were read Qur'an together
Yusuf:1-24 D01-03
178
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
Literacy 10
ET-04 instructed the students to read a chapter of book and
Minutes is only Students read a book and write the FN/OB-
7:23 to write its summary for 10 minutes. While literacy time,
for the first summary D01-04
ET-04 prepared the slides for learning activity
hour of study
ET-04 asked the teacher whether the students have finished "yes". Then the students compiled the FN/OB-
7:30
or not. "are you ready?" summary book to the ET-04's table. D01-05
ET-04 opened the lesson activity by asking the last meeting

FN/OB-
7:32 lesson activity. "Do you still remember what we learned "Present perfect tense"
D01-06
before last week?"
"apa itu present perfect? Kapan kita pakai present perfect?"..

FN/OB-
"ya, to tell about something happen in the past and there is one student answer 'untuk masa lalu'
D01-07
the correlation with the present"
ET-04 told the students that they will be learned about
recount text. "Today there will be new materials. Kita akan
FN/OB-
7:35 move on ke materi baru, tapi nanti tetap ada hubungannya
D01-08
denngan past tense, past continue, present perfect tense
didalam penggunaan kalimatnya ya"
ET-04 showed the slide of the materials. "this is what we are
FN/OB-
Connecting going to talk about. (pointing the slide). It is about recount
D01-09
text"
179
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-04 asked the students' opinion about the materials. "what FN/OB-
a student respond, "retell about event"
comes in your mind about this?" D01-10
ET-04 taught the materials started with the keywords of the

Students enggaged with the learning FN/OB-
materials, correlated with students' experience with their
activity. D01-11
JHS in the past and compared with narrative text.
ET-04 tried to give the latest real event of students' industry FN/OB-
visits to Ancol company that can be made into a recount text D01-12
ET-04 taught the recount text from the example and then FN/OB-
continue with the definition and body part of text. D01-13
ET-04 showed the video contained of the definition of FN/OB-

recount text and its example D01-14
ET-04 instructed the several students abjaically to read the Students responses to ET-04's FN/OB-
8:00
recount text example in a paused video instruction and read the text example D01-15
180
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-04 asked the students about the example and asked them FN/OB-
The students tried to guess the tenses
to guess the tenses that was used in the text D01-16
ET-04 instructed the students to write down the slide

FN/OB-
8:15 materials content with the definition and characteristics of Students wrote it on their book
D01-17
recount text on the book
ET-04 instructed the students to pair work and composed a Students were discuss the recount text FN/OB-
8:23
recount text with their peer. project with their friends. D01-18
The students prepared their stuff and

There is no bell ET-04 told the students that they have an extra time to
got ready to leave the English class. FN/OB-
9:55 rings to tell the submit their work on tommorow morning because of time
Before they left, they gave the closing D01-19
hour changing limits and ET-04 ended the English class session.
greeting to the teacher
181
Appendix 17 School E Field Note Observation

Abbreviations:
Observation Code: FN/OB-E04
Observer : IN
Teacher : ET-05
Observation Setting : School E_XI IPS 2 classroom
Date/Time : 27/02/2018, 3rd and 4th (8:20 to 9:47)
Topic : Hortatory Exposition
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-05 prepared her book, notebook, and other FN/OB-E04-

8:20 The bell rings
teaching stuff and walked to the class 01
ET-05 instructed the captain of the class to lead his a captain said "attention please, greet FN/OB-E04-
8:30 The class began
friend greeting to the teacher" 02
182
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
there were three students who helped
ET-05 entered the class and prepared the class ET-05. Two students were cleaned the FN/OB-E04-
condition (cleaness, projector and sound) class and the other student was helped 03
ET-05 installed the projector
ET-05 showed the video related to the today's

Learning FN/OB-E04-
8:40 learning activity. and then she asked the students to Students were watching the video
activity 04
guess what the video about
ET-05 paused the video and asked the students "Virus" answered the students. a
FN/OB-E04-
8:50 "what was the video about?"……"do you know the student answered "H5N1" ….. A
05
name of virus?"….."what virus is it?" student answered "flu burung"
ET-05 connected the video with the learning

activity for that day. "we will have a something to
discuss, something to say about bird flu. But we
several students answered "hortatory FN/OB-E04-
have to remember the kind of text that we have
exposition" 06
learned before. Do you remember kind of text that
we learned in last meeting? what kind of text that
you learned in the last meeting?"
183
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-05 asked the students whethere they were

students answered based on their FN/OB-E04-
remembered with the purpose of hortatory
knowledge of hortatory exposition 07
exposition text and its generic structure
ET-05 instructed the students to open the English

textbook on 118 (purple cover book) and 101 Students were read the text and were FN/OB-E04-
8:55
(white cover book) and asked them to read the text tried to find the difficult word 08
and asked them to find the difficult words
Students were came in front of the

ET-05 asked the students to write the difficult class based on the abjatical attendance FN/OB-E04-
8:57
words on the white board. list and wrote the difficult words of the 09
text
ET-05 tried to solve the problem with students who

Students who were already knew the
knew the meaning of its difficult words. "Ok, from FN/OB-E04-
9:04 meaning of the difficult words were
these words, I want to see the one who knows the 10
answered randomly.
meaning of these?"
ET-05 instructed the students to write down the

FN/OB-E04-
9:09 difficult words from the white board with its Students were writing the vocabulary
11
meaning
184
ACTIVITY
TIME SITUATION CODE
TEACHER STUDENT
ET-05 instructed the students to read each sentence Students were read the text as soon as FN/OB-E04-
9:13
of the text and translated it. ET-05 called their names randomly 12
ET-05 asked the students to write the vocabulary

Students wrote the table and search the
matrix that was found in the textbook and asked the FN/OB-E04-
9:27 phonetic symbol by using their
students to check teh phonetic symbols of the 13
handphone and/or dictionary
words.
ET-05 gave the explanation of the correct

FN/OB-E04-
9:34 pronunciation and checked the correct pronetic
14
symbol on the dictionary
Some students helped her to repack her FN/OB-E04-

9:47 Closing ET-05 closed the meeting
teaching stuff 15
185
Appendix 18 ET-01’s Lesson Plan before PLPG

186
187
Appendix 19 ET-01’s Lesson Plan after PLPG

RENCANA PELAKSANAAN PEMBELAJARAN
KD 3.6
By ET-01
Nama Sekolah : SMA A

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Ganjil
Tahun Pelajaran : 2017 / 2018
Alokasi Waktu : 2 JP
A. Kompetensi Inti
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
B. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi
 Mengidentifikasi fungsi sosial teks tindakan

3.6. Menerapkan fungsi sosial, struktur teks, dan
unsur kebahasaan teks interaksi memberi dan meminta informasi tentang
kejadian yang terjadi di waktu lampau.
transaksional lisan dan tulis yang melibatkan
 Mengidentifikasi struktur teks tindakan
tindakan memberi dan meminta informasi terkait
memberi dan meminta informasi tentang
keadaan/tindakan/kegiatan/kejadian yang
kejadian yang terjadi di waktu lampau.
dilakukan/terjadi di waktu lampau yang merujuk  Mengidentifikasi unsur kebahasaan teks
waktu terjadinya dan kesudahannya, sesuai tindakan memberi dan meminta informasi
dengan konteks penggunaannya.(Perhatikan tentang kejadian yang terjadi di waktu
unsur kebahasaan simple past tense vs present lampau.
perfect tense)
C. Tujuan Pembelajaran
 Ditunjukkan teks tindakan memberi dan meminta informasi tentang kejadian yang terjadi di
waktu lampau, siswa dapat mengidentifikasi fungsi sosial teks tersebut dengan benar.
waktu lampau, siswa dapat mengidentifikasi struktur teks tersebut dengan tepat.
waktu lampau, siswa dapat mengidentifikasi unsur kebahasaan teks tersebut dengan tepat.
D. Materi Pembelajaran
Teks tindakan memberi dan meminta informasi tentang kejadian yang terjadi di waktu
lampau.
 Fungsi sosial:
To know the past event
 Struktur teks:
188
Opening – statement/question about past event - closing

 Unsur kebahasaan
 Simple past tense
 Present perfect tense
 Direct speech
Asking Information about Past Events Giving Information about Past Events
 What did you ...  I did ...
 Where did you ...  I did ... in/at/on ...
 When did you ...  I did ... yesterday/last week.
 Why did you ...  I did ... because ...
 How did you ...  I did ... by ...
E. Metode Pembelajaran
Genre Based Approach
F. Media Pembalajaran
 Videos
 Slides
 Utami Widiati. 2016. Bahasa Inggris. Edisi Revisi. Jakarta
G. Langkah-langkah Kegiatan Pembelajaran
 Kegiatan Awal
 Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa dan
memeriksa kehadiran.
 Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai
 Menyampaikan cakupan materi dan penjelasan uraian kegiatan
 Siswa menjawab pertanyaan-pertanyaan seputar materi pembelajaran pada pertemuan
sebelumnya yaitu tindakan memberi dan meminta informasi, kemudian dikaitkan dengan
materi saat ini.
 Kegiatan Inti
 Siswa menjawab pertanyaan-pertanyaan seputar kegiatan mereka pada hari libur yang lalu.
(Building Knowledge of Field; Observing)
 Siswa menyaksikan video dialog terkait tindakan memberi dan meminta informasi tentang
kejadian yang terjadi di waktu lampau. (Modelling; Observing)
 Siswa menjawab pertanyaan-pertanyaan guru seputar dialog tersebut berupa; apa, siapa,
kapan, dan di mana dialog tersebut dilakukan. (Modelling; Questioning)
 Siswa secara berkelompok mengidentifikasi fungsi sosial; struktur teks, dan unsur
kebahasaan (past tense) dari dialog tersebut. (Joint Construction; Questioning)
 Siswa secara berkelompok mengidentifikasi kalimat-kalimat yang berisi ungkapan
memberi dan meminta informasi tentang kejadian yang terjadi di waktu lampau dari dialog
tersebut. (Joint Construction; Questioning)
 Siswa secara berkelompok mempraktikkan dialog tentang ungkapan memberi dan meminta
informasi tentang kejadian yang terjadi di waktu lampau dengan konteks berbeda namun
masih satu tema. (Joint Construction; Experimenting, Associating)
189
 Siswa diminta untuk membuat dialog tertulis tentang ungkapan memberi dan meminta
informasi tentang kejadian yang terjadi di waktu lampau dengan memperhatikan fungsi
sosial; struktur teks, dan unsur kebahasaannya. (Independent Construction;
Communicating)
 Kegiatan Penutup
 Melakukan refleksi tentang proses dan hasil belajar.
 Merencanakan kegiatan pembelajaran berikutnya.
H. Penilaian
 Sikap Spiritual dan Sosial
Jurnal
(lampiran 1)
 Pengetahuan
Tertulis
Pengamatan Kinerja
(lampiran 2)
Mengetahui, Gegesik, 17 Juli 2017
Kepala Sekolah Guru Mata Pelajaran
VP01/School A ET-01
NIP. NIP.
190
Lampiran 1
 Sikap Spiritual dan Sosial
Penilaian Jurnal
Kriteria
KRITERIA SKOR INDIKATOR
Sangat Baik (SB) 4 Selalu santun dalam bersikap dan bertutur kata kepada guru
dan teman
Baik (B) 3 Sering santun dalam bersikap dan bertutur kata kepada guru
dan teman
Cukup (C) 2 Kadang-kadang santun dalam bersikap dan bertutur kata
kepada guru dan teman
Kurang (K) 1 Tidak pernah santun dalam bersikap dan bertutur kata
kepada guru dan teman
Rubrik Penilaian Spiritual dan Sosial

No Nama Skor Kriteria
1 Dani
2 Oneng
Lampiran 2
 Pengetahuan
Penilaian Tertulis
Soal
Indikator Pencapaian Kompetensi Soal
 Mengidentifikasi fungsi sosial teks  In your opinion, why did the women ask Mr.
tindakan memberi dan meminta informasi Rashid about his vacation?
tentang kejadian yang terjadi di waktu  Who went for wacation?
lampau.  Was the vacation wonderful?
 Why didn’t Mr. Rashid sleep much?
 Mengidentifikasi struktur teks tindakan
memberi dan meminta informasi tentang  Do you find any greeting in this conversation?
kejadian yang terjadi di waktu lampau. How did they say?
 What did the women say to close their
 Mengidentifikasi unsur kebahasaan teks conversation?
tindakan memberi dan meminta informasi  .......... your flight OK last week?
tentang kejadian yang terjadi di waktu a. Were
lampau. b. Was
c. Would
d. Is
191
Rubrik Penilaian
No Nama Skor
1 Dani
2 Oneng
Video Script
Conversation 1
Man : Tell me about your last vacation
Women : Well, my last vacation was in Vietnam. I was in Vietnam for three
weeks
Man : How was it
Woman : It was fantastic. It was a beautiful country
Man : What did you do?
Woman : Emm, many things. Vietnam was a country that was very diverse. So, the south
was very different from the north. In the south you can go to the beach. I went
swimming in the ocean and it was very hot. And in the north I went to the
mountains where it was very cold and I went hiking.
Man : And how was that?
Woman : It was beautiful. It was.... The scenery was beautiful. And they have many
different etnic groups in the north so it was very interesting to meet all of the
different people.
Man : Did you go alone?
Woman : No, I went with the friends.
Man : And, what did you meet along the way?
Woman : We met many families and children. We met many people who were farmers and
they were working in the ricefields. And we also... we’re lucky to have tour
guides. He was from the local area and could show us the sides of the local area.
Conversation 2
How was your vacation
A : Hello Mr Rasheed
B : Hi
A : How are you
B : Fine, thank you
A : How was your vacation
B : It was wonderful
A : I’m so happy to hear that. Was your flight OK
B : No, pretty bad, actually. It was so bumpy. It was very scary
A : That’s too bad. Did you have nice weather after you arrived?
B : No, the weather was terrible. Very rainy. I actually never saw the sun
A : That’s awful. So, what did you do?
B : I stayed inside the hotel
A : Was the hotel room nice
B : The room was fine, but it was right next to the cafe and the music was very
192
Loud. I didn’t sleep much.

A : I’ll bet the food was great
B : No, it was too salty for me and the waiters were very unfriendly
A : Did you go shopping at all
B : A little bit – until someone stole my wallet. After that I stayed in the hotel
and read a book
A : Was the flight home OK?
B : Actually, they canceled my flight. I had to stay for two more days
A : That’s terrible. But Mr. Rashid, you said that your vacation was wonderful.
B : Ah, yes I did and it was wonderful. I met a very nice person – a woman
actually. Her name is basma. She’s from lebanon. Just like me, but she lives
here. I’m seeing her tonight. So, yes, it was a wonderful vacation.
A : That’s great, Mr. Rashid
Keywords:
Vacation South Scenery Farmers

Fantastic North Etnic groups Ricefields
Beautiful country Beach Interesting Tour guides
Diverse Mountain Alone
Contoh Dialog 1
KARY : Hi! Trini How are you?
TRINI : Hello! I'm fine thank you.How about you?
KARY : I'm fine too
TRINI : What did you do on the last vacations?
KARY : I travelled to Acapulco; I swam in the beach “caleta”. At night my sisters and me
went to dance in the Discotheque finally my family and me visited the beach "Pie de
la Cuesta”
FANY : Hi! Girls What do you do?
KARY : Hi! Fany
TRINI : Hello! Kary and me are talking about on the last vacations
FANY : ok. What did you do on the last vacations?
TRINI : I visited my family in Mexico City. Also I went many Museums. I went to the park
six flags Mexico, I enjoyed all the games.
KARY : What did you do on the last vacations?
FANY : I flew to Cancun in this place. I met many people from different countries. I did
many extreme sports for example: abseiling, Tyrolean and dived in a “cenote”, also I
saw dolphins in the beach. Cancun is a beautiful place.
TRINI : How was your on the last vacation?
KARY : Very good! Because I was with my family and it was wonderful. How was your on
the last vacation?
FANY : Excellent, because I could know many places and many people. How was your on
the last vacation?
TRNI : Well, because I visited to my family and I know more about Mexico City
FANY : I have to go. See you later
193
TRINI : See you.

KARY : bye
Contoh dialog 2:
Leo: How was your vacation, Cath?

Cathy: Oh, it was great! I had a great time on the beach!
Leo: No wonder you're so dark!
Cathy: Yeah. I had a lot of time to work on my tan.
Leo: What else did you do?
Cathy: Nothing really. It was good just to relax.
Leo: I wish I could get away like that. It sounds wonderful!
Cathy: Trust me -- it was!
Contoh dialog 3
Uya : Hi Ayu
Ayu : Hi
Uya : I've heard you went to Bali again, is it true?
Ayu : (Ayu smiles)
Uya : Oh my God, I really want to go to Bali, it's a great place I've never slept in.
Uya : Anyway, I know you had visited Bali many times, did you still enjoy it?
Ayu : Yeah, I still enjoy it, especially when watching men playing football on the beach..
bhahahhaa
Uya : While lying on the sand half nak**, huh? (Uya smirks)
Ayu : Oh no, I am Indonesian. I don't want our ancestors rise from their tomb and look at one of
our beaches in summer, they would probably shake their head with incredulity.
Uya : I see. I am just kidding.
Ayu : Nevermind. Anyway, when will you go there?
Uya : I don't know, I am still busy with my business.
Ayu : I do hope we will see you in Bali next vacation.
Uya : I do hope so.
Ayu : I have to go right now. (while walking away from Uya)
Uya : Oh, nice to meet you Ayu. (while screaming)
Games
When did you go for your last vacation?
Where did you go?
Did you go alone?
What did you do?
How was your vacation?
194

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : School B

Kelas/Semester : XI / 1
Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )
Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Pertemuan Ke :
A. Standar Kompetensi
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
1. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar,
dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: menasehati dan memberi saran.
1.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: menasehati dan memberi saran.
C. Indikator Pencapaian Kompetensi
Nilai Budaya Dan
Indikator Pencapaian Kompetensi
Karakter Bangsa
 Merespon tindak tutur menasehati dan
memberi saran
Religius, jujur, toleransi, disiplin, kerja
 Mengungkapkan tindak tutur menasehati keras, mandiri, demokratis, rasa ingin
dan memberi saran tahu, semangat kebangsaan, cinta tanah
air, menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
 Mempraktekkan tindak tutur mandiri
menasehati dan memberi saran
195
Kewirausahaan/ Ekonomi Kreatif :

 Percaya diri (keteguhan hati, optimis).
 Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
 Pengambil resiko (suka tantangan, mampu memimpin)
 Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
 Menggunakan dan merespon tindak tutur menasehati dan memberi saran
 Mengidentifikasi kata yang didengar
 Mengidentifikasi hubungan antar pembicara
 Mengidentifikasi makna tindak tutur menasehati
 Merespon tindak tutur menasehati
 Mengidentifikasi konteks situasi
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati dan memberi saran
Asking for advice
 Do you think I ought to call the police?
 What do you think I should buy him for his birthday?
 Do you have any ideas about how I can sell my car?
 If you were me, what would you tell her?
 Do you have any advice for me?
Offering advice
 I think you'd better start looking for a new job.
 If I were you, I'd stop writing her.
 It would probably be a good idea to send this mail by express mail.
 I advice you to talk with your lawyer.
F. Metode Pembelajaran/Teknik:
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction
of Text, Independent Construction of Text)
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
 Bertanya jawab tentang isi  Dengan kelompok belajarnya,  Siswa melakukan berbagai
cerita (karakter, setting, siswa diberi tugas untuk kegiatan terkait dengan
plot) yang sudah dibaca, melakukan hal-hal berikut, wacana berbentuk naratif di
ditonton, dan/atau dan melaporkan setiap luar tugas tatap muka dan
didengar. kegiatan kepada guru, a.l. terstruktur yang diberikan
 Membahas nilai-nilai yang tentang tempat, siapa saja guru.
terkandung dalam cerita, yang datang, kesulitan yang  Siswa mengumpulkan setiap
sikap dan perilaku para dihadapi. hasil kerja dalam portofolio,
tokoh.  Bertanya jawab tentang isi dan melaporkan hal-hal
 Membahas unsur dan cerita (karakter, setting, plot) yang sudah diperoleh serta
196
langkah retorika dalam yang sudah dibaca, ditonton, kesulitan yang dihadapi
teks naratif. dan/atau didengar dengan secara rutin kepada guru.
 Membahas ciri-ciri kelompok belajarnya
leksikogramatika.  Membahas nilai-nilai yang
 Nonton film terkandung dalam cerita,
 Mendengarkan cerita sikap dan perilaku para tokoh.
(secara langsung atau  Membahas unsur dan langkah
dengan media elektronik). retorika dalam teks naratif.
 Membacakan cerita  Membahas ciri-ciri
kepada kelompok atau leksikogramatika.
kelas (monolog).  Nonton film.
 Menceritakan kembali  Mendengarkan cerita (secara
cerita kepada kelompok langsung atau dengan media
atau kelas (monolog). elektronik).
 Membahas kesulitan yang  Membacakan cerita kepada
dihadapi siswa dalam kelompok (monolog).
melakukan kegiatan  Menceritakan kembali cerita
terstruktur dan mandiri. kepada kelompok (monolog).
Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1
1. Buiding Knowledge of Field
 Greetings
 Tanya jawab seputar kondisi umum siswa.
 Mengidentifikasi kosa kata baru dari teks
 Mendengarkan contoh dialog yang dibaca guru
 Menentukan makna dan fungsi kalimat yang didengar
 Menirukan ungkapan yang diucapkan guru
Activity 1
Listen to your teacher.
What do you think the expressions are used for?
You look bored.
Why don't you go out
and get some fresh air?
It sounds like
a good suggestion
197
2. Modeling of Text
 Mendengarkan percakapan tentang menasehati dan memberi saran dari
kaset /guru
 Menjawab pertanyaan yang berkaitan dengan dialog
 Merespon ungkapan –ungkapan menyampaikan menasehati dan memberi
saran
 Menggunakan tindak tutur yang dipelajari.
Activity 2
Study and practice the following ialogue with a partner. Then, answer the questions.
Ben : You look a bit worried Claire. What’s the matter?
Claire : I can’t wake up early in the mornings.
Ben : Oh dear! That is a problem. But don’t you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben : Well, why don’t you buy an electric one? They go on ringing until you switch
them off.
Claire : Mmm, I doubt if that would do any good. I'd just switch it off and
go back to sleep.
Ben : Well, perhaps you could ask the telephone operator to give you an
early morning call, it's not that expensive.
Claire : Yes, that sounds a good idea. Thanks a lot.
Ben : Not at all. I hope it works.
Questions
1. Who are in the dialogue above?
2. What are they talking about?
3. What problem does Claire have?
4. What is Ben's suggestion giving to Claire?
Activity 3
Fill in the following dialogue with the expression in the box.
a. May be you can take here there
b. Why don't you take her to the movie?
c. You'd better go to the ticket box to get the tickets before they're
sold out.
d. 1 don't know what to do.
e. 1 thought Dita might like to go to concert.
Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know
what to do, so he asks his mother about it.
Ivan : Mom, I have a plan for Dita's birthday party.
Mother : Really? What is it?
Ivan : I'd like to give her a surprise party, but... (1) Would you give me any
suggestion?
198
Mother : ... (2). Instead of having a surprise party?

Ivan : Hmm, actually .... (3)
Mother : Well, let's see the entertainment schedule then. There will be "Dewa"
concert on the Town Hall tomorrow.... (4)
Ivan : That sounds interesting.
Mother : .... (4)
Ivan : Thank's, mom!
Pertemuan 2
1. Joint Construction of Text
 Menanyakan kesulitan siswa selama PBM
 Menyimpulkan materi pembelajaran
 Membuat dialog yang menggunakan tindak tutur menasehati dan memberi
saran dengan cara menjodohkan.
Activity 4
Match up the problems from A with an appropriate piece of advice from B
A.
My car's been stolen!

I forgot to go to the meeting this morning.
I've left my purse at home.
I've run out of cigarettes.
The last train goes in five minutes.
I'm in love with Jan.
I'm beginning to put on weight.
B.
I think you ought to go and buy some more.
If I were you I'd ring up and apologize.
I'd advice you to go on a diet.
I think you'd better hurry up, then.
I suggest you report it to the police immediately.
Why don't you ask her out, then?
I think you should go back and get it.
2. Independent Construction of Text
 Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
1. Membuat dialog dengan menggunakan ekspresi yang telah dipelajari secara
mandiri (tanpa bantuan guru).
2. Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari
dalam situasi yang sesungguhnya.
199
Activity 5
RADIO PHONE-IN
Work in groups of up to six
One person is the expert on the radio who answers all problems.
The other people are members of the public who phone in for advice:
1. A person who has run up a huge gambling debt.
2. A hard working person who feels life is not exciting enough.
3. A parent whose family live in a small flat and are thinking of getting a Great Dane
4. A student who is feeling worried about his/her examinations.
5. A school leaver who is having difficulty finding a job.
H. Sumber/Bahan/Alat
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
2. Script monolog berbentuk narratives
3. LKS
4. Gambar yang relevan
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
1. Merespon tindak Tes Tulis Essay Read the text

tutur menasehati berstruktur carefully and
dan memberi saran answer the
following
questions
Mengungkapkan
2. tindak tutur Tes Lisan Membuat Study and practice
menasehati dan dialog the following
memberi saran ialogue with a
partner. Then,
answer the
questions.
Mempraktekkan
3. tindak tutur Unjuk Kerja Presentasi Lisan Choose one of the
menasehati dan following stories,
memberi saran then tell it in front
of the class.
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II. Instrumen Penilaian

Task 1
Read the dialogue and practice with your friends!
Andrea : Hey Mom, I’m thinking of going to Ujung Kulon National Park next
December. What do you think?
Mother : Ujung Kulon National Park? It’s interesting. We can see rhinoceros,
reptiles, and many kinds of birds… but it sound dangerous. You
shouldn’t go by yourself. You ought to go with a friend.
Andrea : Yes, I’ve thought of that.
Mother : And you’d better talk to your father first.
Andrea : I did already. He thinks it’s good idea. He wants to come with me.
Mother : well, but you must be careful. Don’t forget to bring your raincoat.
It’s rainy season.
Andrea : don’t worry, Mom. I’ll prepare everything.
Mother : OK, you may go.
Task 2
Answer the questions according to the dialogue above!
1. What is the dialogue talking about?
2. What is the relationship between the speaker?
3. Where will Andrea go next December?
4. What does her mother think about it?
5. Does her mother feel worry about it?
6. What advice does she give to Andrea?
7. How does she warn about the rainy season?
8. Does she give her permission?
9. How does she express it?
10. Mention the other expressions to give advice and warn!
Task 3
What will you say to give advice to the following situations!
1. Your friend can’t wake up early.
Answer: …………………………………………………………………
2. Your friend always forgetting the thing he should do.
Answer: …………………………………………………………………
3. Your friend will go camping in rainy season.
Answer: …………………………………………………………………
4. Your brother is driving on crowded road.
Answer: …………………………………………………………………
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III. Pedoman Penilaian

Task 1
Jika respon Jika respon Jika respon Jika respon

benar, ucapan benar, ucapan benar, kurang tepat,
benar, intonasi benar, intonasi ucapan ucapan salah,
benar, dan benar, dan benar, intonasi
Kriteria pengucapan pengucapan intonasi salah, dan
lancar. tidak lancar. salah, dan pengucapan
pengucapan tidak lancar.
tidak lancar.
Nilai 100 90 80 70
Task 2
Setiap nomor score max 10
Jumlah score max : 100
Task 3
Setiap nomor score max 20
Jumlah score max : 100
Mengetahui …………….………,
……
Kepala Sekolah Guru Mata
Pelajaran
______________________
______________
____
NIP. NIP.
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Sekolah : School B
Kelas/Semester : XI/1
Materi Pokok : Teks lisan dan tulis untuk memberi saran dan tawaran
Alokasi Waktu : 2 x 45 menit
Skill : Speaking
A. Kompetensi Inti (KI) :
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan
metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif
dan kreatif, serta dapat menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait saran dan
tawaran, sesuai dengan konteks penggunaannya. (perhatikan unsur kebahasaan should,
souldn’t).
4.1 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang
melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
Indikator Pencapaian Kompetensi
1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait saran dan
tawaran.
2. Melafalkan kata dan ungkapan yang melibatkan tindakan memberi dan meminta informasi
terkait saran dan tawaran.
3. Menggunakan kata dan ungkapan yang melibatkan tindakan memberi dan meminta informasi
terkait saran dalam kalimat sederhana.
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4. Membuat dialog sederhana dengan mengungkapkan ungkapan yang melibatkan tindakan

memberi dan meminta informasi terkait saran.
C. Tujuan Pembelajaran
1. Dengan diperlihatkan video yang berisi tentang ungkapan meminta dan memberi saran,
siswa dapat mengidentifikasi ungkapan meminta dan memberi saran sesuai dengan konteks
penggunaannya.
2. Dengan diperlihatkan video, siswa dapat melafalkan/mengucapkan ungkapan saran dan
tawaran sesuai dengan konteks penggunaannya.
3. Dengan diberikan contoh text, siswa dapat membuat kalimat sederhana dengan
menggunakan ungkapan meminta dan memberi saran sesuai dengan konteks penggunannya.
4. Dengan bermain board game, siswa secara bergiliran merespon situasi berdasarkan
topik/situasi yang terdapat di dalam boardgame mengenai ungkapan memberi dan meminta
saran sesuai dengan konteks penggunaannya.
5. Diberikan topik/situasi tentang ungkapan meminta dan memberi saran, siswa dapat
membuat sebuah dialog sederhan dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta saran.
Teks lisan dan tulis untuk memberi saran dan tawaran
Fungsi Sosial
 Menjaga hubungan interpersonal dengan guru, teman, dan orang lain
 Terbiasa menggunakan ungkapan memberi saran dan tawaran dan meresponnya.
Struktur Teks
 Opening
 Body
 Closing
Unsur Kebahasaan
Meminta saran
 What would you do if you were in my shoes?
 What would you do if you were me?
 What do you suggest?
 What do you think I should do?
Ungkapan saran
 You should take a break
 You shouln’t eat spicy food
 Why don’t you walk around?
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 What about cleaning the living room first?

 How about washing the dishes first?
 I recomend these two bikes.
Contoh Dialog
Desi : I want to buy a new dress. Should I buy the red or the blue one?
Joko : I think you should buy the blue one.
Desi : That’s a good idea, thank you for your suggetion.
Joko : You are welcome.
Jeje : I lost my phone, what would you do if you were in my shoes?

Nana : Why don’t you buy a new one?
Jeje : But I don’t have enough money.
Nana : I will lend you some money.
Jeje : you are so kind to me, thanks Nana.
Nana : Don’n mention it.
Rena : I have an exam next week, but I don’t know how to study for it. What do
you suggest?
Nisa : How about disscussing the material together with me in my home, today at 4 p.m.
Rena : What a wonderful idea. See you then.
Nisa : Okay, see you.
Fajar : Hi, Ron. I need your advice. I want to go to the concert

tonight, but I also want to go to Ahmad’s birthday party.
What do you think I should do?
Roni : I think you should come to Ahmad’s birthday party,
because it is more important than the concert.
Fajar : Thank you for your suggest.
Roni : You are welcome.
1. Pendekatan : Genre Based Approach (GBA)
2. Teknik : Group work and Board Game
F. Media, Alat, dan Sumber Pembelajaran
1. Media
Klip video, text berisi dialog yang menyatakan ungkapan meminta dan memberi saran.
2. Alat/Bahan
White board, laptop, LCD projector, board game, dadu, penghapus, dan spidol.
3. SumberBelajar
Buku Bahasa Inggris SMA kelas XI KEMENDIKBUD 2014
http://youtube.com/watch?v=ijqQ0VqHFQo
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https://www.youtube.com/watch?v=SQDBkxXrUpc
https://www.youtube.com/watch?v=SQDBkxXrUpc
www.esl-galaxy.com
Kamus Oxford
G. Langkah-langkah Kegiatan Pembelajaran

Tahap Kegiatan Aktivitas Siswa/ Guru
A. Pendahuluan  Guru memberikan salam pembuka dan mempersilahkan
(10 menit) siswa untuk memimpin do’a.
 Guru menanyakan kepada siswa kesiapan dan kenyamanan
untuk belajar.
 Guru memeriksa kehadiran siswa sebagai wujud sikap
disiplin.
 Guru mengaitkan materi /tema/kegiatan pembelajaran yang
akan dilakukan dengan pengalaman peserta didik dengan
materi/tema/kegiatan sebelumnya dan dengan pelajaran
lain.
 Guru menunjukan dua buah gambar untuk merangsang
siswa terlibat aktif dalam menyebutkan materi yang akan
dipelajari.
 Guru menyampaikan tujuan pembelajaran.
Building  Guru menunjukan beberapa video berisi ungkapan
Knowledge memberi dan meminta saran.
of Text  Siswa menyebutkan ungkapan meminta dan memberi saran
(Bkof) yang terdapat dalam video.
 Siswa berbagi pengalaman mereka mengenai hal yang
berhubungan dengan ungkapan meminta dan memberi
saran.
Kegiatan Inti  Siswa mengidentifikasi fungsi sosial, generik struktur dan
(70 menit) unsur kebahasaan dari tayangan video yang berisi ungkapan
memberi saran dan tawaran yang ditayangkan di video.
Modeling of  Siswa diberikan empat model teks berisi ungkapan meminta
Text (MoT) dan memberi saran.
 Siswa menyebutkan ungkapan saran dan tawaran yang
terdapat di dalam contoh dialog.
 Siswa melafalkan contoh ungkapan memberi saran dan
tawaran yang ada di dalam model teks yang diberikan.
206
Joint  Dengan menggunakan board game, siswa dapat

Construction menyatakan ungkapan meminta dan memberi saran secara
(JT) oral.
 Dengan menggunakan board game, siswa dapat melatih
keterampilan berbahasa mereka yang berhubungan dengan
tindak tutur meminta dan memberi saran.
Independent  Dengan diberi sebuah topik/situasi, siswa membuat dialog
Construction sederhana secara berpasang-pasangan dengan
(IC) menggunakan ungkapan meminta dan memberi saran.
 Siswa mendemonstrasikan dialog yang telah mereka buat
yang berisi ungkapan memberi dan meminta saran sesuai
dengan topik/situasi yang diberikan.
C. Penutup  Siswa dan guru bersama-sama menyimpulkan pembelajaran
(10 menit) dengan cara mereview apa yang telah dipelajari hari ini.
 Siswa secara berpasangan diberi tugas untuk membuat
video yang berisi percakapan yang menggunakan
uangkapan meminta dan memberi saran.
 Guru menyampaikan rencana kegiatan untuk pertemuan
selanjutnya.
H. PENILAIAN
1. TEKNIK PENILAIAN
Unjuk Kerja
Instruksi :
Work in pairs. Express the expression of asking and giving suggestion based on the
situation.
Kunci Jawaban
Percakapan yang di dalamnya terdapat satu ungkapan meminta dan memberi saran.
2. RUBRIK PENILAIAN
Good Very Good Score
Criteria to Low performance
No Performance Performance
be assessed 70
80 90
Ada masalah
pengucapan yang Mudah
membuat pendengar Mudah dipahami dipahami dan
1. Pengucapan harus konsentrasi meskipun dengan aksen memiliki
penuh dan kadang- tertentu aksen
kadang ada penutur asli
kesalahpahaman
Kelancaran agak Kelancaran tampak Lancar
2. Kelancaran banyak terganggu sedikit terganggu oleh seperti
oleh masalah bahasa masalah bahasa penutur asli
Sering membuat Kadang-kadang Tidak ada
3. Tata Bahasa
kesalahan tata bahasa membuat kesalahan tata atau sedikit
207
yang mempengaruhi bahasa tetapi tidak kesalahan tata

makna mempengaruhi makna bahasa
Total score
Final Score = Total score : 3
Bandung, Oktober 2017
Mengetahui,
Kepala Sekolah Guru Mata Pelajaran
VP/School B ET-02
Man: I think you should buy the blue one.
Woman: That’s a good idea.
Man: I don’t think you should sell your car.
Woman: Thanks for the advice, but I really need the money.
Man: Let’s go bowling tonight.
Woman: Sorry, I can’t. I’m meeting a friend for dinner.

Man: Why don’t we go skiing on Saturday?
Woman: Sounds like a good idea. Where do you want to go?

Man: Why don’t you come with me to China?
Woman: Thanks, but I’ve already been there.
This speaking situation for making suggestion and advice is arranged from:
letspeakenglish.info/2010/06/01/making-suggestions-memberikan-saran/
esl.about.com/od/grammarstructures/a/f_suggestions.htm
A: Good morning. Can I have your ticket, please?
B: Here you are, madam.
A: Do you have any luggage?
B: Yes, one suitcase.
A: Please place it here.
A: Would you like a window or an aisle seat?
B: An aisle seat, please.
A: Ok, sure. Is there anything else I can do for you?
B: No, Thank you.
A: You are welcome. Here is your boarding pass. Please be at the gate B, 30 minutes before
boarding. Have a nice flight!
B: Thank you.
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A. Nama Sekolah : SMA C
B. Mata Pelajaran : Bahasa Inggris /Wajib
C. Kelas/Semester :X/2
D. Materi Pokok : Teks recount lisan dan tulis sederhana tentang
pengalaman/kegiatan/kejadian/peristiwa
E. Alokasi Waktu : 3 x 2 JP (90 menit)
F. Kompetensi Inti :
 KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
 KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
G. Kompetensi Dasar:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi international yang diwujudkan dalam semangat belajar
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount
sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks
penggunaannya.
4.13.Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/
kegiatan/kejadian/peristiwa,dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks
H. Indikator :
(Sikap Spiritual)
1.1.1. Menunjukkan semangat mengikuti pembelajaran (A5)
1.1.2. Menunjukkan keseriusan mengikuti pembelajaran (A5)
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(Sikap Sosial)
2.1.1. Menunjukan perilaku santun dalam berkomunikasi interpersonal dengan guru
dan teman (A5)
2.1.2. Menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru
dan teman (A5)
(Pengetahuan)
3.3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount (K2)
3.3.2. Menangkap makna makna dalam teks recount lisan dan tulis sederhana. (K2)
3.3.3. Membandingkan perbedaan perbedaan berbagai teks tentang
pengalaman/kejadian/peristiwa yang ada dalam bahasa Inggris, perbedaan teks
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia (K2)
(Penerapan)
4.4.1. Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/
kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks (P4)
I. Tujuan Pembelajaran :
(Sikap Spiritual)
1.1.3. Siswa dapat menunjukkan semangat mengikuti pembelajaran.
1.1.4. Siswa dapat menunjukkan rasa antusias mengikuti pembelajaran.
(Sikap Sosial)
2.1.1. Siswa dapat menunjukan perilaku santun dalam berkomunikasi interpersonal
dengan guru dan teman.
2.1.2. Siswa dapat menunjukkan perilaku peduli dalam berkomunikasi interpersonal
(Pengetahuan)
3.3.1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks recount
3.3.2. Siswa dapat menangkap makna makna dalam teks recount lisan dan tulis
sederhana.
3.3.3. Siswa dapat membandingkan perbedaan perbedaan berbagai teks tentang
pengalaman/kejadian/peristiwa yang ada dalam bahasa Inggris, perbedaan teks
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
(Penerapan)
4.4.1. Siswa dapat menyusun teks recount lisan dan tulis sederhana tentang
pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
(P4)
J. Materi :
210
 Teks recount lisan dan tulis, sederhana, tentang pengalaman /kegiatan/

kejadian/peristiwa.
 Fungsi sosial : meneladani, membanggakan, bertindak teratur, teliti dan disiplin
 Struktur Teks :
(1) Menyebutkan tindakan/ peristiwa/kejadian secara umum
(2) Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan
runtut
(3) Jika perlu, ada kesimpulan umum.
 Unsur Kebahasaan :
(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam
bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.
(2) Penyebutan kata benda
(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
(5) Rujukan kata
K. Metode :
Menyimak, diskusi kelompok, studi pustaka, role- play, penugasan individu dan
kelompok.
L. Media :
Laptop, Computer, LCD, Rekaman untuk Listening, Loud Speaker, Film/gambar,
Power Point Presentation
M. Sumber :
 Buku Bahasa Inggris Kelas X Kemdikbud 2014
 Audio CD/VCD/DVD
 Suara guru
 Koran/majalah berbahasa Inggris
 www. dailyenglish.com
 http://americanenglish.state.gov/files/ae/resource_files
 http://learnenglish.britishcouncil.org/en
N. Langkah-langkah Pembelajaran :
Pertemuan 1
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- memberi salam kepada siswa - membalas salam guru
- mengajak siswa berdoa - berdoa bersama dengan
guru 10’
- mengecek kehadiran siswa - menyatakan kehadirannya
dengan berkata, “I am
here.”
2) Kegiatan Inti
Guru Siswa Waktu
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Guru Siswa Waktu

a. Mengamati (Observing)
- Memperlihatkan gambar - Memperhatikan gambar dan
tentang kegiatan dan tanya melakukan tanya jawab
jawab dengan siswa apakah dengan siswa apakah
mereka pernah mengalaminya mereka pernah
mengalaminya
- Memperdengarkan kata yang - kata yang berkaitan dengan
berkaitan dengan pengalaman pengalaman dan
dan menirukannya menirukannya
- Memperdengarkan recount - Mendengarkan recount 10’
pengalaman pribadi dan pengalaman pribadi dan
meminta siswa melengkapinya meminta siswa
dan menjawab pertanyaan melengkapinya dan
menjawab pertanyaan
- Memperdengarkan biography - Mendengarkan biography
dan meminta siswa melengkapi dan meminta siswa
tabel dengan informasi yang melengkapi tabel dengan
didengarnya informasi yang didengarnya
b. Mempertanyakan (Questioning)
- Meminta siswa berkelompok - berkelompok dan
dan mengidentifikasi monolog mengidentifikasi monolog
yang sudah didengar dengan yang sudah didengar dengan
pertanyaan yang mengarahkan pertanyaan yang
pada fungsi sosial dan struktur mengarahkan pada fungsi
teks recount sosial dan struktur teks
recount
- Memberi feedback diskusi - Mendapat feedback dari 10’
yang dilakukan siswa diskusi yang dilakukan
- Meminta siswa untuk - membaca diary, jenis lain
membaca diary, jenis lain recount dan menjawab
recount dan menjawab pertanyaannya
pertanyaannya
- Meminta siswa membaca jenis- - membaca jenis-jenis teks
jenis teks recount recount
c. Mengeksplorasi (Exploring)
- Memberi siswa latihan untuk - Mengerjakan latihan untuk
lebih mengenal jenis teks lebih mengenal jenis teks
recount dengan membaca recount dengan membaca 15’
biography dan menjawab biography dan menjawab
pertanyaannya dan pertanyaannya dan
mengurutkan paragraf mengurutkan paragraf
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Guru Siswa Waktu

berbentuk diary berbentuk diary
d. Mengasosiasi (Associating)
- Meminta siswa berpasangan - berpasangan menganalisis
menganalisis struktur teks dari struktur teks dari biography 15’
biography dan diary yang dan diary yang dikerjakan
dikerjakan sebelumnya sebelumnya
e. Mengkomunikasikan (Communicating)
- Meminta siswa berpasangan - membuat paragraf
membuat paragraf sederhana sederhana tentang kegiatan
tentang kegiatan yang pernah yang pernah mereka
mereka lakukan lakukan
- Meminta beberapa pasang - beberapa pasang siswa
siswa untuk menampilkannya untuk menampilkannya di
di depan kelas depan kelas 20’
- Memberi feedback atas - Mendapat feedback dari
paragraf sederhana yang guru atas paragraf
dihasilkan oleh siswa dari sederhana yang dihasilkan
unsur fungsi sosial, struktur oleh siswa dari unsur fungsi
teks dan unsur kebahasaan sosial, struktur teks dan
unsur kebahasaan
- meminta siswa menuliskan - menuliskan permasalahan
permasalahan dalam dalam menggunakan bahasa
menggunakan bahasa Inggris Inggris untuk memaparkan
untuk memaparkan jati diri jati diri dalam lembar
dalam lembar refleksi diri. refleksi diri.
3) Kegiatan Penutup
Guru Siswa Waktu
- memberi panduan - dengan panduan guru
menyimpulkan hasil menyimpulkan hasil
pembelajaran pembelajaran
- meminta siswa menyampaikan - menyampaikan pendapat
pendapat atau perasaan atas atau perasaan atas
pembelajaran yang dilakukan pembelajaran yang
dilakukan 10’
- memberikan penugasan - penugasan terstruktur
terstruktur individu untuk individu untuk browising
browising macam-macam macam-macam teks recount
teks recount
- menyampaikan rencana - mendengarkan penjelasan
kegiatan pertemuan berikutnya guru tentang rencana
213
kegiatan pertemuan
berikutnya
Pertemuan 2
Guru Siswa Waktu
guru
- mengecek kehadiran siswa - menyatakan kehadirannya 10’
here.”
- Mereview pembelajaran - Mereview pembelajaran
sebelumnya sebelumnya
2) Kegiatan Inti
Guru Siswa Waktu
- Memperlihatkan contoh- - Memperhatikan contoh-
contoh recount teks dan contoh recount teks dan
meminta siswa memperhatikan meminta siswa 10’
kata kerja yang sudah memperhatikan kata kerja
digarisbawahi yang sudah digarisbawahi
- Mengarahkan siswa untuk - Melakukan diskusi untuk
mengidentifikasi penggunaan mengidentifikasi
kata kerja berbentuk past form penggunaan kata kerja 10’
dalam teks recount berbentuk past form dalam
teks recount
- Memberi feedback diskusi - Mendapat feedback dari
lebih mengenal penggunaan lebih mengenal penggunaan 15’
past form pada teks recount past form pada teks recount
d. Mengasosiasi (Associating)
- Meminta siswa berpasangan - berpasangan menganalisis
menganalisis struktur teks dari struktur teks dari biography 20’
biography
mempelajari penggunaan mempelajari penggunaan
214
Guru Siswa Waktu

simple past tense, pronouns, simple past tense, pronouns,
time connectives dan time time connectives dan time
conjunctions conjunctions
- Meminta siswa berpasangan - berpasangan membuat
membuat recount recount menggunakan unsur
menggunakan unsur kebahasaan yang sudah
kebahasaan yang sudah dipelajari. Siswa diberi
dipelajari. Siswa diberi kesempatan untuk memilih
kesempatan untuk memilih jenis recount yang mau
jenis recount yang mau dibuatnya.
dibuatnya.
- Meminta beberapa pasang - beberapa pasang siswa
siswa untuk menampilkannya untuk menampilkannya di
di depan kelas depan kelas 20’
- Memberi feedback atas teks - Mendapat feedback dari
recount yang dihasilkan oleh guru atas teks recount yang
siswa dari unsur fungsi sosial, dihasilkan oleh siswa dari
struktur teks dan unsur unsur fungsi sosial, struktur
kebahasaan teks dan unsur kebahasaan
3) Kegiatan Penutup
Guru Siswa Waktu
pembelajaran yang dilakukan pembelajaran yang 10’
dilakukan
- memberikan penugasan - penugasan terstruktur
terstruktur berpasangan untuk individu untuk berpasangan
membuat teks recount lisan untuk membuat teks recount
lisan
215

kegiatan pertemuan
berikutnya
Pertemuan 3
Guru Siswa Waktu
guru
- mengecek kehadiran siswa - menyatakan kehadirannya 10’
here.”
- Mereview pembelajaran - Mereview pembelajaran
sebelumnya sebelumnya
2) Kegiatan Inti
Guru Siswa Waktu
- Memperlihatkan contoh - Memperhatikan contoh
monolog dan tulisan recount monolog dan tulisan recount 10’
teks yanng diberikan oleh guruteks yanng diberikan oleh
guru
- Mengarahkan siswa untuk - memperhatikan hal-hal yang
memperhatikan hal-hal yang diperlukan dalam membuat
diperlukan dalam membuat monolog teks recount dan 10’
monolog teks recount dan tulisan
tulisan
- Memberi feedback diskusi - Mendapat feedback dari
- Meminta siswa menampilkan - menampilkan monolog yang
monolog yang dibuat dibuat berpasangan 15’
berpasangan
d. Mengasosiasi (Associating) -
- Meminta siswa menganalisa - menganalisa monolog yang
monolog yang dilakukan oleh dilakukan oleh teman 15’
teman meraka dilihat dari meraka dilihat dari fungsi
fungsi sosial, struktur teks dan sosial, struktur teks dan
216
Guru Siswa Waktu

unsur tata bahasa unsur tata bahasa
- Melakukan diskusi bersama - diskusi bersama apa yang
apa yang perlu diperhatikan perlu diperhatikan dalam
dalam melakukan monolog melakukan monolog teks
teks lisan lisan
- Memberi arahan pada siswa - Mendapat arahan dari guru
pentingnya penggunaan pentingnya penggunaan
capitalisation, punctuation dan capitalisation, punctuation
vocabulary yang sesuai dalam dan vocabulary yang sesuai
menulis teks recount. dalam menulis teks recount.
- Meminta siswa berpasangan - berpasangan
mempraktekkan percakapan mempraktekkan percakapan
tentang pengalaman pribadi tentang pengalaman pribadi
- Meminta siswa menulis teks - menulis teks recount
recount berdasarkan informasi berdasarkan informasi yang
yang tersedia dan tersedia dan menampilkan
menampilkan beberapa di beberapa di kelas
kelas
- Memberi feedback atas teks - Mendapat feedback dari
20’
recount yang dihasilkan oleh guru atas teks recount yang
siswa dari unsur fungsi sosial, dihasilkan oleh siswa dari
struktur teks dan unsur unsur fungsi sosial, struktur
kebahasaan teks dan unsur kebahasaan
3) Kegiatan Penutup
Guru Siswa Waktu
pembelajaran yang dilakukan pembelajaran yang 10’
dilakukan
- memberikan penugasan - penugasan terstruktur secara
terstruktur secara individu individu membuat monolog
membuat monolog dan dan menulis teks recount.
menulis teks recount.
217

kegiatan pertemuan
berikutnya
O. Penilaian :
1) Penilaian sikap spiritual dan sosial
a. Instrumen penilaian sikap spiritual (lembar pengamatan terlampir)
b. Instrumen penilaian sikap sosial (lembar pengamatan terlampir)
2) Penilaian pengetahuan dilakukan dengan : Tes Tertulis (soal terlampir)
3) Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubrik
terlampir)
Mengetahui Cicalengka, April 2015

Kepala SMA Guru Mata Pelajaran
VP/School C ET-03
Lampiran 1 :
Lembar pengamatan penilaian sikap spiritual
Nomor daftar hadir siswa kelas X -1
No Indikator
1 2 3 4 5 6 7 8 9 10 11 12 … 32
1 Siswa menunjukan
semangat
dalam mengikuti
pembelajaran
2 Siswa menunjukan
keseriusan
dalam mengikuti
pembelajaran
Kriteria penilaian semangat :
3 = telah menunjukan semangat (tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) dalam mengikuti
pembelajaran
2 = mulai menampakan semangat( tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )dalam mengikuti
pembelajaran, namun belum sepenuhnya.
1= belum menampakan semangat( tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )sama sekali
dalam mengikuti pembelajaran
Kriteria penilaian serius :
3 = telah menunjukan serius(berkomitmen tinggi, sedia bekerja keras, bersungguh-
sungguh) dalam mengikuti pembelajaran
2 = mulai menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar dalam mengikuti pembelajaran,
218
namun belum sepenuhnya.

1= belum menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalam mengikuti
pembelajaran
Lembar pengamatan penilaian sikap sosial
Nomor daftar hadir siswa kelas X -1
No Indikator
1 2 3 4 5 6 7 8 9 10 11 12 … 32
1 Siswa menunjukan
perilaku santun dalam
melaksanakan
Komunikasi
interpersonal dengan
guru dan teman.
2 Siswa menunjukan
melaksanakan
Komunikasi
interpersonal dengan
guru dan teman.
Kriteria penilaian perilaku santun :
3 = telah menunjukan perilaku santun (mengatakan ” tolong” dan ” terima kasih” ,
menghargai dan menghormati orang lain tanpa membeda-bedakan golongan,
memandang orang yang diajak bicara, menggunakan bahasa yang tidak menyinggung
perasaan orang lain) dalam dalam melaksanakan Komunikasi interpersonal dengan
guru dan teman.
2 = mulai menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
perasaan orang lain)dalam dalam melaksanakan Komunikasi interpersonal dengan
guru dan teman, namun belum memakai kaidah-kaidah kesantunan (misalnya, please,
thank you, Can I…?.)
1= belum menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
perasaan orang lain)sama sekali dalam dalam melaksanakan Komunikasi interpersonal
Kriteria penilaian perilaku peduli :
3 = telah menunjukan perilaku peduli (menawarkan bantuan pada teman dan tidak egois)
dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
2 = mulai menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
219
1= belum menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
sama sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan
teman.
Lampiran 2 :
Kisi-kisi soal pengetahuan dan penerapan
Kelas/
N semest Materi Indikator Nomor
Kompetensi Inti Kompetensi Dasar
o er Pokok soal soal
1 KI. 3. KD 3.9. X/2 Teks recount Diperdenga 1-5

Memahami, Menganalisis fungsi lisan dan tulis, rkan sebuah (PG)
menerapkan, sosial, struktur teks, dan sederhana, teks
menganalisis unsur kebahasaan pada tentang recount
pengetahuan teks recount sederhana pengalaman lisan dan
faktual, tentang /kegiatan/ meminta
konseptual,prosedu pengalaman/kejadian/peri kejadian/perist siswa
ral berdasarkan stiwa, sesuai dengan iwa. menjawab
rasa ingin tahunya konteks penggunaannya. pertanyaan
tentang ilmu yang
pengetahuan, mengarah
teknologi,seni, pada fungsi
budaya, dan sosial,
humaniora dengan struktur
wawasan teks dan
kemanusiaan, unsur
kebangsaan, kebahasaan
kenegaraan, dan
peradaban terkait
penyebab
fenomena dan
kejadian, serta
menerapkan
pengetahuan
prosedural pada
bidang kajian yang
spesifik sesuai
dengan bakat dan
minatnya untuk
memecahkan
masalah.
220
Kelas/
N semest Materi Indikator Nomor
Kompetensi Inti Kompetensi Dasar
o er Pokok soal soal
2 KI.4 KD.4.13. X/2 Teks recount Diberikan 6-10

Mengolah, lisan dan tulis, sebuah teks (PG)
menalar, dan Menangkap makna dalam sederhana, recount
menyaji dalam teks recount lisan dan tentang tulis dan
ranah konkret dan tulis sederhana. pengalaman meminta
ranah abstrak /kegiatan/ siswa untuk
terkait dengan KD.4.14. kejadian/perist menjawab
pengembangan Menyusun teks recount iwa. pertanyaan
dari yang lisan dan tulis sederhana menentuka
dipelajarinya di tentang pengalaman/ n:
sekolah secara kegiatan/kejadian/peristi - Informas
mandiri, dan wa, dengan i tertentu
mampu memperhatikan fungsi - Informas
menggunakan sosial, struktur teks, dan i rinci
metoda sesuai unsur kebahasaan, secara - Informas
kaidah keilmuan benar dan sesuai dengan i tersurat
konteks - arti kata
rujukan 11-12
(uraian
Berdasarka )
n
konteks/inf
ormasi
yang
tersedia,
siswa
diminta (1)
membuat
monolog
recount
lisan (2)
menulis
recount
Lampiran 3 :
SPEAKING RUBRIC ASSESSMENT
Name : ………………………………………… Class/Number : ……../ ……..

KKM : 75
No Criteria to be assessed Low Good Very Good Score

performance Performance Performance
7 8 9
1. Pronunciation too many with 2 until 5 perfect
mistakes mistakes pronunciation
2. Intonation monotonous begins to vary Accurate
221
the intonation intonation

3. Grammar too many with 2 until 5 no mistakes in
mistakes mistakes grammar
4. Content plain/simple begins to add add more
some personal
information information
Total score
WRITING RUBRIC ASSESSMENT

No Criteria to be assessed Low Good Very Good Score

performance Performance Performance
7 8 9
1. Text Organization Doesn’t use the Use the correct Use the correct
correct text text text organization
organization of organization but and with
recount text has not elaborated idea
elaborated the
idea
2. Sentence formation Use simple begins to vary Use simple
sentences simple sentences,
sentences and compound
compound sentences and
sentences complex
sentences
correctly
3. Grammar Too many 6 until 10 Under 5
mistakes mistakes mistakes
4. Vocabulary Basic Developed Purposefully
Vocabulary, less vocabulary chosen
precise vocabulary
5. Mechanic Some errors Mostly effective Effective use of
with spelling use of capitalization,
and punctuation mechanics; punctuation, and
errors do not spelling
detract from
meaning
6. Tidiness and deadline Write Write quite Write neatly,
awkwardly, neatly, quite clear font, submit
Unreadable, clear font, the work in/on
submit late submit late three time
more than 3 days from the
days from the deadline
deadline
Total score
222

(RPP)
Nama Sekolah : SMA C
Mata Pelajaran : Bahasa Inggris (Wajib)
Kelas/Semester : XI / 2
Materi Pokok : Teks explanation lisan dan tulis dengan memberi dan meminta
informasi terkait gejala alam atau sosial.
Alokasi Waktu : 2 x JP (90 Menit)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan
diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak
secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator
No. Kompetensi Dasar Indikator
1. 3.8 Membedakan fungsi sosial, 3.8.1 Mengidentifikasi sebuah teks explanation.
struktur teks, dan unsur 3.8.2 Menyebutkan topik teks explanation.
kebahasaan beberapa 3.8.3 Mengemukakan fungsi sosial teks
teks explanation lisan dan explanation.
tulis dengan memberi dan 3.8.4 Menentukan struktur teks explanation.
meminta informasi terkait 3.8.5 Menemukan unsur kebahasaan teks
gejala alam atau sosial explanation.
yang tercakup dalam mata 3.8.6 Membaca sebuah teks explanation.
pelajaran lain di kelas XI, 3.8.7 Menjawab pertanyaan mengenai teks
sesuai dengan konteks explanation.
penggunaannya.
223
2. 4.8 Menangkap makna secara 4.8.1 Membaca sebuah teks explanation

kontekstual terkait fungsi 4.8.2 Menjawab pertanyaan rinci mengenai
sosial, struktur teks, dan teks explanation.
unsur kebahasaan beberapa
teks explanation lisan dan
tulis, terkait gejala alam
atau sosial yang tercakup
dalam mata pelajaran lain
di kelas XI, sesuai dengan
konteks penggunaannya.
C. Tujuan Pembelajaran :
(Pengetahuan)
1. Disajikan tayangan beberapa gambar, sebuah video dan sebuah teks:
 Siswa dapat mengidentifikasi teks explanation dengan seksama.
 Siswa dapat menyebutkan topik dari teks explanation tersebut dengan tepat.
 Siswa dapat mengemukakan fungsi sosial teks explanation dengan tepat.
 Siswa dapat menentukan struktur teks explanation dengan benar.
 Siswa dapat menemukan unsur kebahasaan dari teks explanation dengan baik.
2. Diberikan sebuah teks:
 Siswa dapat membaca teks explanation dengan seksama secara berkelompok.
 Siswa dapat menjawab beberapa pertanyaan uraian mengenai teks explanation
tersebut dengan benar.
(Keterampilan)
Diberikan sebuah teks:
 Siswa dapat membaca teks explanation dengan seksama secara berkelompok.
 Siswa dapat menjawab pertanyaan uraian yang lebih rinci mengenai teks explanation
tersebut dengan benar secara berkelompok.
Materi Inti:
1. An Explanation text entitled “How the Rainbow Happens”
2. The Social Function of Explanation Text
3. The Generic Structure of Explanation Text
4. The Language Features of Explanation Text
5. An Explanation text entitled “How Does the Rain Fall?”
a. Pendekatan : Scientific
b. Model Pembelajaran : 5 M (Mengamati, Menanya, Mengeksplorasi, Mengasosiasi,
Mengkomunikasikan)
c. Metode : Modelling, Discussion
F. Media Pembelajaran :
a. Sumber Belajar:
 Look Ahead for Third Grade Senior High School, Eudia Grace, 2006 Page 38.
 http://pakpuguh.wordpress.com/2011/08/22/1-explanation-text/ (diakses tanggal
28 September 2017)
224
 http://www.nurdiono.com/generic-structure-of-explanation-text.html (diakses
tanggal 28 September 2017)
 www.google.id (diakses tanggal 29 September 2017)
 https://www.youtube.com/watch?v=nCPPLhPTAIk# (diakses tanggal 1 Oktober
2017)
b. Media:
 Power Point Presentation
 Video of “How Rainbow happens”
 Hand-out paper about “How Does Rain Fall?”
c. Alat:
 Laptop
 LCD Projector
 Loud Speaker
G. Langkah-langkah Pembelajaran
Kegiatan Deskripsi
Alokasi waktu
Pembelajaran
Kegiatan Kegiatan Awal 5 menit
Pendahuluan Orientasi
 Siswa menjawab salam dan pertanyaan dari guru tentang
kesiapan dan pemahaman peserta didik terhadap materi
pelajaran yang akan dipelajari.
 Siswa bersama-sama guru berdoa sebelum memulai
pelajaran.
 Guru memeriksa kehadiran siswa.
Apersepsi
 Guru mengaitkan materi yang akan dipelajari dengan
materi yang telah dipelajari sebelumnya.
Motivasi
 Siswa menerima informasi mengenai tujuan
pembelajaran.
 Siswa menjawab pertanyaan tentang hal-hal yang
berkaitan dengan materi pelajaran yang akan dipelajari.
Kegiatan Inti Mengamati 30 menit
 Siswa mengamati gambar-gambar bertema gejala alam
dan sosial serta menonton sebuah video tentang “How
the Rainbow Happens” yang berkaitan dengan materi.
 Siswa mengomentari gambar-gambar dan video tersebut
dikaitkan dengan materi yang akan dibahas.
 Teks explanation berjudul “How the Rainbow Happens”
disajikan juga dalam bentuk teks.
 Selanjutnya, siswa membaca teks explanation tersebut
dengan seksama.
Menanya
 Siswa menanyakan beberapa kata yang kurang mereka
mengerti mengenai teks explanation yang dibaca.
 Siswa yang berani bertanya dan menjawab mendapatkan
penghargaan berupa pujian.
225
Kegiatan Deskripsi
Alokasi waktu
Pembelajaran
Mengeksplorasi
 Siswa menyebutkan tema dari teks explanation tersebut.
 Siswa mengemukakan fungsi sosial teks explanation.
 Siswa menentukan struktur isi teks explanation.
 Siswa menemukan unsur kebahasaan teks explanation.
Mengasosiasi
 Siswa diberi sebuah teks explanation lain beserta
pertanyaan mengenai teks tersebut.
 Siswa membaca teks explanation tersebut dengan
seksama secara berkelompok.
 Siswa mencermati uraian yang berkaitan dengan fungsi
sosial, struktur, unsur kebahasaan, pikiran utama dan isi
teks explanation tersebut.
 Siswa mendiskusikan dan menyimpulkan hasil temuan
terkait dengan tema, fungsi sosial, struktur isi dan
kebahasaan teks explanation tersebut.
 Siswa mendiskusikan dan menyimpulkan informasi
mengenai pikiran utama dan isi dari teks tersebut.
 Siswa menjawab pertanyaan-pertanyaan mengenai teks
explanation tersebut secara tulis.
Mengomunikasikan
 Beberapa siswa mengemukakan hasil diskusi terkait
dengan temuan mereka mengenai tema, fungsi sosial,
struktur dan unsur kebahasaan teks explanation
tersebut.
 Beberapa siswa mengemukakan hasil diskusi terkait
dengan temuan mereka mengenai pikiran utama dan isi
dari teks explanation tersebut.
 Siswa menukar jawaban kelompok mereka dengan
kelompok lain.
 Siswa bersama guru mendiskusikan jawaban yang tepat
mengenai uraian tersebut.
 Siswa menyimpulkan materi yang telah dipelajari.
Kegiatan  Siswa melakukan refleksi terhadap kegiatan yang sudah 5 menit
Penutup dilakukan yang diberikan oleh guru.
 Siswa diberi tugas untuk menemukan teks explanation
dari berbagai sumber lainnya dan menganalisis fungsi
sosial, struktur dan unsur kebahasaannya.
 Siswa menyimak informasi mengenai rencana tindak
lanjut pembelajaran/rencana kegiatan pertemuan
selanjutnya.
H. Penilaian :
4) Penilaian sikap spiritual dan sosial
a. Jenis : Formatif
226
b. Teknik : Non-tes
c. Bentuk : Pengamatan
d. Instrumen : Terlampir
5) Penilaian pengetahuan dan keterampilan
a. Jenis : Tertulis
b. Teknik : Tes
c. Bentuk : Uraian
d. Instrumen : Terlampir
Cicalengka, Februari 2018
Kepala SMA Bina Muda Guru Bahasa Inggris
VP/School C ET-03
Lampiran 1 :
Rubrik Penilaian Sikap
No Nama Perilaku yang diamati dalam pembelajaran
Jujur Tanggung Santun Kerja sama Peduli
jawab
B M M M B M M M B M M M B M M M B M M M
T T B K T T B K T T B K T T B K T T B K
1
2
Dst
Keterangan:
BT Belum tampak sikap jujur, tanggung jawab, santun, kerja sama, dan peduli.
MT Mulai tampak sikap jujur, tanggung jawab, santun, kerja sama, dan peduli.
MB Mulai berkembang sikap jujur, tanggung jawab, santun, kerja sama, dan peduli.
MK Mulai konsisten sikap jujur, tanggung jawab, santun, kerja sama, dan peduli.
Lampiran 2:
Modelling Text
How the Rainbow Happens
Almost everyone likes a natural phenomenon called the rainbow. But, do you know
how the phenomenon of the appearance of the rainbow happens?
Rainbow occurs because of the refraction of light. The sunlight that shines in
between the rain drops is refracted by the rain drops. This process separates the white
light of the sunlight into a spectrum of different colors.
The spectrums of colors are red, orange, yellow, green, blue, indigo, and violet. Or
what we often memorize as the abbreviation "VIBGYOR / mejikuhibiniu.” Then the colors
reflect in the back drops of rain resulting the light which looks arched and becomes the
rainbow.
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1. The social function of Explanation text is to explain the processes relating to forming of
natural or socio-cultural phenomena.
2. The Generic Structure of Explanation Text
The generic structure of Explanation text is:
1) General Statement: stating the phenomenon which is to be explained.
2) Sequenced explanation: tells a sequenced explanation of why and how something
happens.
3. The Language Features of Explanation Text:
1) Generic Participants: rainbow, sunlight, colors, etc.
2) Simple Present Tense: happens, separates, becomes, etc.
3) Passive Voice: is refracted, etc
4) Conjunctions: but, because of, etc.
Lampiran 3
Materi Inti
How Does Rain Fall?

Rain is one of the main sources of fresh water for almost all people in the world. It provides
suitable conditions for diverse ecosystems. It is also used as hydroelectric power plants and crop
irrigation. But, do you know how rain happens?
The rain’s phenomenon is actually what we often call as “water circle.” The concept of the
water cycle involves the sun heating the Earth’s surface water and causing the surface water to
evaporate. Then the water vapor rises into the Earth’s atmosphere. The water in the atmosphere
cools and condenses into liquid droplets. The droplets grow bigger and heavier and fall to the
earth as precipitation.
However, not all rain can reach the surface of the earth. Some evaporates while falling
through dry air. This is called as “virga”, a phenomenon which is often seen in hot and dry desert
regions.
Answer the following questions based on the text!
1. What is the social function of the text?
2. What is the generic structure of the text?
3. What are the language features of the text?
4. What is the main idea of the second paragraph?
5. Write the processes of how rain happens!
Answer
1. To explain the processes of how rain happens.
2. The generic structure is:
a. General statement: paragraph one
b. Sequenced explanation: paragraph two and three
3. The language features are:
a. Generic participant: rain, water, earth, etc.
b. Simple Present Tense: provides, happens, grow, etc.
c. Passive Voice: it is also used, it is called, etc.
d. Conjunctions: but, then, however, etc.
4. The main idea of the second paragraph is about the process of the rain.
5. The rain’s phenomenon is actually what we often call as “water circle.” The concept of the
water cycle involves the sun heating the Earth’s surface water and causing the surface
228
water to evaporate. Then the water vapor rises into the Earth’s atmosphere. The water in
the atmosphere cools and condenses into liquid droplets. The droplets grow bigger and
heavier and fall to the earth as precipitation.
Lampiran 3:
Rubrik Penilaian Pengetahuan
 Total Score : 100
 KKM : 75
No. Soal Soal Poin
1. What is the social function of the text? 30
2. What is the generic structure of the text? 30
3. What are the language features of the text? 40
Total Nilai 100
Rubrik Penilaian Keterampilan

 Total Score : 100
 KKM : 75
No. Soal Soal Poin
4. What is the main idea of the second paragraph? 40
5. Write the processes of how rain falls! 60
Total Nilai 100
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LESSON PLAN 4
Satuan Pendidikan : SMK Negeri D
Mata Pelajaran : English
Kelas/semester : X/1
Tahun Akademik : 2016-2017
Topik : Showing Intentions
Pertemuan : 7 dan 8
Alokasi Waktu : 4 x 45 minutes
A. KOMPETENSI INTI:
2. Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah
lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan
menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
4. Mencoba, mengolah, dan menyaji berbagai hal dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari
di sekolah dan dari berbagai sumber lain yang sama dalam sudut pandang/teori.
B. KOMPETENSI DASAR:
1.1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
1.2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar
pribadi dengan guru dan teman.
1.2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggungjawab dalam
melaksanakan komunikasi transaksional dengan guru dn teman.
1.2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai dalam
melaksanakan komunikasi fungsional.
1.3.4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan
dan menanyakan tentang niat melakukan sesuatu tindakan/kegiatan, sesuai dengan
konteks penggunaanya.
1.4.5. Menyusun teks lisan dan tulis untuk menytakan dan menanyakan tentang niat
melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.
C. INDIKATOR PENCAPAIAN KOMPETENSI:

Peserta didik dikatakan kompeten terhadap topic ini jika telah mampu melakukan hal-
hal berikut ini:
 Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris.
 Menunjukkan perilaku santun dalam menyatakan dan menanyakan tentang niat
melakukn sesuatu (showing intentions) dengan tepat sesuai dengan fungsi sosial,
dan unsur kebahasaan.
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 Menunjukkan rasa percaya diri dalam menyatakan dan menanyakan tentang niat
melakukan sesuatu (showing intentions).
 Menunjukkan rasa peduli, kerjasama, dan cinta damai ketika menyatakan dan
menanyakan tentang niat melakukn sesuatu (showing intentions).
 Mengidentifikasi menyatakan dan menanyakan tentang niat melakukn sesuatu
(showing intentions)
 membedakan beberapa pola tenses tentang niat melakukan sesuatu sesuai
dengan fungsi sosial dengan tepat.
 Menyatakan menanyakan tentang niat melakukan sesuatu (showing intentions).
D. TUJUAN PEMBELAJARAN:
Pada akhir pembelajaran, diharapkan:
 Peserta didik menunjukkan motivasi untuk mengembangkan kemampuan
berbahasa Inggris.
 Peserta didik menunjukkan perilaku santun dalam menyatakan dan menanyakan
tentang niat melakukn sesuatu (showing intentions) dengan tepat sesuai dengan
fungsi sosial, dan unsur kebahasaan.
 Peserta didik menunjukkan rasa percaya diri dalam menyatakan dan menanyakan
tentang niat melakukan sesuatu (showing intentions).
 Peserta didik menunjukkan rasa peduli, kerjasama, dan cinta damai ketika
menyatakan dan menanyakan tentang niat melakukn sesuatu (showing intentions).
 Peserta didik mampu mengidentifikasi menyatakan dan menanyakan tentang niat
melakukn sesuatu (showing intentions)
 Peserta didik mampu membedakan beberapa pola tenses tentang niat melakukan
sesuatu sesuai dengan fungsi sosial dengan tepat.
 Peserta didik dapat menyatakan menanyakan tentang niat melakukan sesuatu
(showing intentions).
E. MATERI PEMBELAJARAN:
 Future Tense:
 The meeting will be over at two pm.
 When you arrive at the office, I will be conducting a meeting.
 Will and Be Going To
F. MODEL/METODE PEMBELAJARAN:
Pendekatan :  Scientific Approach
Model :  Discovery Learning
Metode :  Ceramah, Tanya-Jawab dan Penugasan
G. KEGIATAN PEMBELAJARAN:
PERTEMUAN KE-7
 Topik : Showing Intentions
 Alokasi Waktu : 2 x 45 minutes
 Guru masuk ke dalam kelas dan langsung menyapa peserta
didik menggunakan sapaan dalam bahasa Inggris agar
English Environment dapat tercipta di setiap pertemuan.
Kegiatan Pendahuluan
 Guru memeriksa kehadiran peserta didik.
 Guru mengingatkan peserta didik untuk senantiasa bersyukur
atas kesempatan yang telah diberikan Tuhan untuk belajar
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Bahasa Inggris.
 Guru menyampaikan tujuan pembelajaran kepada peserta
didik.
 Guru meminta masing-masing siswa untuk membuat satu
buah kalimat yang menurut mereka bisa digunakan untuk
menyatakan niat melakukan sesuatu.
Observing
 Siswa menyimak dengan seksama contoh kalimat yang
siswa lain ungkapkan.
 Siswa yang dipilih kalimatnya diminta untuk menulis di papan
tulis.
 Siswa menganalisis kalimat –kalimat tersebut sesuai dengan
niat melakukan sesuatu dan time signal.
 Siswa dibimbing hingga bisa menemukan kalimat yang
mengandung tenses tentang niat melakukan sesuatu, yaitu:
simple future
Questioning
 Peserta didik mencari tahu perbedaan antara berbagai
ungkapan menyatakan dan menanyakan tentang niat
melakukan suatu tindakan/kegiatan dalam bahasa Inggris
dan perbedaan ungkapan dengan yang ada dalam bahasa
Indonesia serta konteks pemakaiannya.
Kegiatan Inti Associating
 Siswa diminta menemukan sendiri pola kalimat dari contoh
kalimat-kalimat di papan tulis dan mengembangkannya ke
dalam tiga bentuk kalimat; affirmative/positive, negative dan
interrogative.
 Siswa dan guru mendiskusikan secara terperinci tentang
SIMPLE FUTURE, nominal sentence maupun verbal
sentence, dan juga pola kalimat, fungsi sosial serta time
signal.
Experimenting
 Siswa membuat kalimat tentang niat melakukan sesuatu
berdasarkan situasi yang guru berikan.
Communicating
 Peserta didik memperolah balikan (feedback) dari guru dan
teman mengenai apa yang telah dilakukan pada materi
pembelajaran kali ini.
 Peserta didik menerapkan ekspresi-ekspresi yang telah
mereka pelajari di kehidupan sehari-hari.
 Guru memberikan kesempatan pada peserta didik untuk
menyampaikan refleksi pembelajaran.
 Guru memberikan tugas kepada peserta didik untuk mencari
informasi secara berkelompok (masing-masing 3 orang)
Kegiatan Penutup tentang future continuous tense untuk bahan diskusi minggu
selanjutnya.
 Guru meminta salah seorang peserta didik untuk memimpin
do’a sebelum mengakhiri pembelajaran.
 Guru memberikan salam penutup.
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PERTEMUAN KE-8
 Topik : Showing Intentions
 Guru masuk ke dalam kelas dan langsung menyapa peserta
didik menggunakan sapaan dalam bahasa Inggris agar
English Environment dapat tercipta di setiap pertemuan.
 Guru mengingatkan peserta didik untuk senantiasa bersyukur
atas kesempatan yang telah diberikan Tuhan untuk belajar
Bahasa Inggris.
 Guru menyampaikan tujuan pembelajaran kepada peserta
Kegiatan Pendahuluan
didik.
 Guru mengecek penugasan pertemuan sebelumnya (tugas
kelompok)
 Guru memberikan pertanyaan-pertanyaan pembuka untuk
mengetahui sejauh mana pengetahuan siswa mengenai
materi yang ditugaskan.
 Guru mejelaskan keterkaitan materi hari ini dengan materi
sebelumnya.
Observing
 Siswa mengeksplorasi materi (tugas kelompok dari
pertemuan sebelumnya) mengenai present continuous tense
dan future continuous tense.
Questioning
 Masing-masing kelompok diberi kesempatan menanyakan
perbedaan pendapat dengan hasil kelompok yang lain.
Associating
 Siswa menarik kesimpulan dan persamaan yang tepat dan
benar tentang niat melakukan sesuatu dengan
Kegiatan Inti menggunakan present continuous tense dan future
continuous tense di bawah bimbingan guru.
Experimenting
 Siswa membuat kalimat tentang niat melakukan sesuatu
berdasarkan situasi yang guru berikan.
Communicating
 Peserta didik memperolah balikan (feedback) dari guru dan
teman mengenai apa yang telah dilakukan pada materi
pembelajaran kali ini.
 Peserta didik menerapkan ekspresi-ekspresi yang telah
mereka pelajari di kehidupan sehari-hari.
 Guru memberikan kesempatan pada peserta didik untuk
menyampaikan refleksi pembelajaran.
Kegiatan Penutup  Guru meminta salah seorang peserta didik untuk memimpin
do’a sebelum mengakhiri pembelajaran.
H. SUMBER/MEDIA PEMBELAJARAN:
 Sumber:
 Get Along with English for Vocational School Grade X
 Developing English Competencies for Senior High School Grade X
233
 Interlanguage: English for Senior High School Students X

 Modern English: Excercises for Non-Native Speakers
 English-Indonesian Dictionary
 Indonesian-English Dictionary
 Power-Point
 Videos
 Internet
 Media:
 Alat tulis
 Komputer
 Jaringan Internet
 Proyektor
I. PENILAIAN:
1. Teknik : lisan dan tertulis
2. Bentuk :
a. Pengetahuan: Tes tertulis
menjawab pertanyaan berbentuk pilihan ganda: 10 multiple choice dan 10 error
recognition
b. Keterampilan:
 Secara berkelompok mendiskusikan setiap butir soal yang diteskan
dihubungkan dengan alasan jawabannya
 membuat laporan tentang hasil diskusi
c. Sikap: Pengamatan Sikap, Lembar Observasi
3. Instrumen : terlampir
4. Pedoman penilaian: terlampir
1. Penilaian Pengetahuan dilakukan dengan tes tulis berbentuk 10 pilihan ganda
dan 10 error recognition.
ENGLISH TENSES
(simple present, present continuous, simple future, future continuous)
1. Lies : Nay, I’m looking for Hasan. Do you know where he is now?
Nay : ……….
Lies : Ok. I’ll see him there
a. He was doing his homework
b. He will be studying
c. He goes to the office
d. He is watching TV upstairs
2. Putrie : What’s the matter with you?
Mutie : I’m not feeling well today. I think …………………. the meeting at 4 o’clock
this afternoon
a. I will be coming
b. I will come
c. I won’t be coming
d. I won’t come
3. Paul : Have you seen my watch? I cannot find it anywhere.
Anka : Don’t worry, I ……….. you to find it.
234
a. will help
b. b. am helping
c. c. help
d. d. was helping
4. Susie : Look! Ann is in the hallway. Whom …………… to?
Lucy : I think he is her teacher
a. she is talking
b. does she talk
c. is she talking
d. will she talk
5. Rangga : Do you have a plan for the coming weekend?
Adith : Yes, ………………………
Rangga : it sounds interesting. Can I join you?
a. I’ll stay at home
b. I’ll ask my mom about it
c. I’m going to go on picnic
d. I’m going to work
6. Student : Do you think I can get the good score, sir?
Teacher : If you study hard, you ……….. a chance to get it
a. have
b. will have
c. will be having
d. would have
7. Luna : What is your father doing?
a. He’s checking my mails
b. I’m writing the letter
c. He will go home
d. I will come home
8. How do the children go to the zoo?
a. He takes the bus
b. They take the bus
c. She looks for bus
d. They drive there
9. Tonight at 9 o’clock I believe that she will be …….. to the music and ……….. her
homework.
a. listening-do
b. listen-do
c. listen-doing
d. listening-doing
10. Yanto : What’s your plan after graduating your study?
Yanti : I ……………..
a. I find a good job
b. I am going to work
c. I won’t do anything
d. I will be happy
11. ET-05 : What does the two girls do every morning here?
A B
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Bayu : They prepare breakfast for the children

C D
12. If my parents can come to my show and support me, I will happy.
A B C D
13. Andy : Does your mother also work?
A B
Aldo : Yes, she work as financial staff in an English course.
C D
14. Maria will clean her apartment tomorrow from 11 in the morning
A B C
until 2 in the afternoon.
D
15. Tom is on the phone and he is talk with his best friend.
A B C D
16. I am finishing my project now but I am very busy.
A B C D
17. Shinta : Where the students will be performing the dance tomorrow afternoon?
A B C
Dewi : If I am not mistaken, it will be at Convention Centre
D
18. Jack : How much sugar does your uncle likes for his coffee?
A B C
Jean : It is about three spoons of sugar
D
19. Catherine will join the activities in this club if her mother allow her.
A B C D
20. Lyla : Does Alan often talks to his grandfather?
A B
Lena : No, he doesn’t. he is busy.
C D
Answers Keys :
1. D 6. B 11. A 16. C
2. C 7. A 12. D 17. B
3. A 8. B 13. C 18. B
4. C 9. D 14. C 19. D
5. C 10. B 15. C 20. A
Pedoman Penskoran dan Penilaian

- Masing-masing butir soal bernilai 1
- Penilaian: jumlah jawaban benar = 20 = 10
2
2. Penilaian Keterampilan dilakukan dengan lembaran observasi
No Kriteria Baik Baik Cukup Perlu
sekali (80-89) (70-79) bimbingan
(90-100) (<69)
1 Kemampuan mengemukakan
kalimat tentang niat melakukan
sesuatu
236
2. Kemampuan mengemukakan
pendapat mengenai struktur
kalimat simple future, present
continuous tense dan future
continuous tense
3 Kemampuan menggunakan
ungkapan tentang niat melakukan
sesuatu
4 Kemampuan bekerjasama dalam
kelompok dalam menganalisa
setiap butir soal yang telah
diteskan
ASPEK SIKAP
PEROLEHAN
NO BUTIR SIKAP DESKRIPSI
SKOR
1 JUJUR 5. selalu jujur
4. sering jujur
3. kadang jujur
2. jarang jujur
1. tidak pernah jujur
2 BERTANGGUNG JAWAB 5. selalu bertanggung jawab
4. sering bertanggung jawab
3. kadang bertanggung jawab
2. jarang bertanggung jawab
1. tidak pernah bertanggung
jawab
3 KERJASAMA 5. selalu kerjasama
4. sering kerjasama
3. kadang kerjasama
2. jarang kerja sama
1. tidak pernah kerjasama
4 DISIPLIN 5. selalu disiplin
4. sering disiplin
3. kadang disiplin
2. jarang disiplin
1. tidak pernah disiplin
5 PERCAYA DIRI 5. selalu percaya diri
4. sering percaya diri
3. kadang percaya diri
2. jarang percaya diri
1. tidak pernah percaya diri
Katapang, Juli 2016
Mengetahui,
Kepala SMKN D Guru Mata Pelajaran,
VP/School D ET-04
237

(RPP)
Satuan Pendidikan : SMK Negeri E

Kelas/semester : X/1
Materi Pokok : Showing Intentions
Alokasi Waktu : 1 x 35 menit
A. KOMPETENSI INTI:
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong,
kerjasama, toleran, damai), bertanggung-jawab, responsif, dan pro aktif melalui
keteladanan, pemberian nasehat, penguatan, pembiasaan, dan pengkondisian secara
berkesinambungan serta menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan social dan alam
serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan
faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang dan
lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks,
berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja,
warga masyarakat nasional, regional, dan internasional.
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja
yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian Bahasa
Inggris. Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang
terukur sesuai dengan standar kompetensi kerja. Menunjukkan keterampilan menalar,
mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung. Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait
dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan
tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI:

KOMPETENSI DASAR INDIKATOR
3.3 Menganalisis fungsi sosial, struktur teks, 3.3.1 Menentukan fungsi sosial dari
dan unsur kebahasaan teks interaksi teks interaksi transaksional
transaksional lisan dan tulis yang lisan dan tulisan mengenai
melibatkan tindakan memberi dan tindakan menyatakan
meminta informasi terkait niat melakukan niat/tujuan.
suatu tindakan/kegiatan, sesuai dengan 3.3.2 Mengidentifikasi struktur teks
238
konteks penggunaannya. (Perhatikan interaksi transaksional lisan dan

unsur kebahasaan will, be going to, would tulisan mengenai tindakan
like to) menyatakan niat/tujuan.
3.3.3 Menggunakan pola future
tense will, be going to, would
like, plan dan thinking of dalam
kalimat yang berisi informasi
mengenai ungkapan
menyatakan niat/tujuan
berdasarkan situasi yang
diberikan.
3.3.4 Membuat percakapan berisi
informasi mengenai ungkapan
menyatakan niat/tujuan.
C. TUJUAN PEMBELAJARAN:
Pada akhir pembelajaran, diharapkan:
 Disajikan sebuah spoken text melalui media flash cards dari guru, peserta didik
mampu mengidentifikasi fungsi sosial dari teks interaksi transaksional lisan dan
tulisan mengenai kalimat menyatakan niat/tujuan melakukan sesuatu (expressing
intention) dan responnya sesuai konteks.
 Diberikan pilihan penggunaan kata kerja untuk menyatakan niat/tujuan, peserta
didik mampu menyesuaikan penggunaan formula future tense will, be going to,
would like, dan thinking of dengan tepat.
 Disajikan sejumlah keywords kata kerja untuk rencana kegiatan di masa yang akan
datang, peserta didik mampu menggunakan pola future tense will, be going to,
would like, plan dan thinking of dalam kalimat dilengkapi dengan penggunaan
adverb of time showing future dengan benar.
 Diminta bekerja secara berpasangan, peserta didik mampu membuat percakapan
berisi informasi mengenai ungkapan menyatakan niat/tujuan dengan topik yang
mereka pilih sendiri
D. MATERI PEMBELAJARAN:
1. MATERI INTI
 Social Function:
To express intentions or plans in the future.
 Generic Structure:
 Initiation
What are you going to do?
Any plan to?
What will you do this weekend?
Are you thinking of?
 Responses
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I’m going to…

I will….
I’m thinking of …..
I would like to ….
I intend to ……
 Follow-Up
What is it about?
It sounds good. Tell me more about your plan.
 Future Tense:
 I will play football with my friends after school.
 She will meet me after school.
 Be Going To:
 I’m going to watch movie this weekend.
 In the new year, I’m going to stop eating so much junk.
 Other Expressions:
 I plan……
 I intend …….
 I will make an effort to …..
 Linguistic Aspects:
 Future Tense
 Adverbial times showing future (tomorrow, next week, next holiday, etc)
 A Model Text of Expressing Intentions/Plans:

Conversation between Sarah and Ali:
Sarah: Hello Ali, what are you going to do this weekend?
Ali : Hello, I am going to visit my grandmother in Jakarta. How about you?
Sarah: Well, I still do not have any plan for the weekend.
Ali : Why don’t you go to museum?
Sarah: That is a good idea. But, I have to do my assignment first. Have
you done your assignments?
Ali : No, I have not, I’d like to do them this evening.
Sarah: Well, can we do together?
Ali : Yes, of course.
Sarah: Okay, great. I will go to your house at 4 P.M then.
Ali : I will be waiting for you.
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E. PENDEKATAN/MODEL/METODE PEMBELAJARAN:
Pendekatan :  Scientific Approach
Model :  5 Cycles of Scientific Approach
(Observing, Questioning, Associating, Experimenting
and Communicating)
F. MEDIA DAN BAHAN:
 Media:
 Flash Cards of expressing and responding to intentions/plans
 Alat:
 LCD Proyektor
 Laptop
 Whiteboard
G. SUMBER PEMBELAJARAN:
 Sumbe Belajar:
 Buku Bahasa Inggris Kelas X Semester 1 Kemendikbud 2014 page 31-42.
http://www.really-learn-english.com/using-the-future-tense-in-english.html
 Song telling future plan/ intention
https://www.youtube.com/watch?v=DzAHKAORBFM
(last accessed Thursday, September 28, 2017)
 http://britishcourse.com/expressing-plans-purposes-and-intentions.php#
 Video of how to express intentions and plans taken from
https://www.youtube.com/watch?v=LCZJCrgaDEI
H. KEGIATAN PEMBELAJARAN:
PERTEMUAN KE-
 Materi : Showing Intentions
 Tema : What is your plan?
Kegiatan  Guru masuk ke dalam kelas dan langsung menyapa peserta didik
Pendahuluan menggunakan sapaan dalam bahasa Inggris agar English Environment
(5 menit) dapat tercipta di setiap pertemuan.
 Guru mengingatkan peserta didik untuk senantiasa bersyukur atas
kesempatan yang telah diberikan Tuhan untuk belajar Bahasa Inggris
dan menyampaikan pentingnya menguasai Bahasa Inggris sebagai
bahasa internasional di era AEC (Asean Economy Community).
 Guru menyampaikan tujuan pembelajaran kepada peserta didik.
 Guru melakukan curah gagasan bersama peserta didik mengenai
kegiatan menyenangkan apa yang akan mereka lakukan akhir pekan
ini.
 Bersama peserta didik, guru menuliskan beberapa keywords kegiatan
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menyenangkan yang dapat dilakukan di saat weekend (such as going

to movies, swimming, playing sports, etc).
Kegiatan Observing
Inti  Peserta didik mengamati beberapa kalimat ungkapan menyatakan
(20 menit) niat/tujuan, dan diberikan gambar mewakili sistuasi tersebut.
 Peserta didik menyimak dengan seksama beberapa contoh kalimat
yang menyatakan niat/tujuan yang disajikan guru dalam bentuk flash
cards.
Questioning
 Peserta didik diminta menyebutkan kembali ungkapan dan respon
menyatakan dan menanyakan tentang niat melakukan suatu
tindakan/kegiatan berdasarkan flash cards yang ditunjukkan.
 Peserta didik diminta mengelompokkan pola mengungkapkan future
plan dalam beberapa bentuk yaitu menggunakan will, be going to,
would like, plan, dan be thinking of.
Associating
 Peserta didik diberikan tantangan untuk menemukan sendiri pola
kalimat untuk mengungkapkan niat/tujuan dari contoh kalimat-
kalimat yang di sajikan oleh guru dalam flash cards.
 Peserta didik dan guru mendiskusikan secara terperinci tentang
ungkapan dan response untuk mengungkapkan niat/tujuan melakukan
kegiatan di masa yang akan datang melalui power point presentation.
 Peserta didik disajikan sebuah lagu dan beberapa potongan film berisi
ungkapan niat/tujuan dan kemudian diminta menyimpulkan informasi
utama yang ada dalam lagu tersebut.
Experimenting
 Peserta didik diberikan Board Race Game, dimana peserta didik
dibagi menjadi beberapa kelompok dan disediakan keywords future
activity kemudian mereka diminta menyusun kalimat sesuai pola yang
tepat.
 Peserta didik membuat kalimat tentang niat melakukan sesuatu
berdasarkan situasi yang diberikan.
Communicating
 Peserta didik memperolah balikan (feedback) dari guru dan teman
mengenai apa yang telah dilakukan pada materi pembelajaran kali ini.
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Kegiatan  Guru memberikan kesempatan pada peserta didik untuk

Penutup menyampaikan refleksi pembelajaran.
(5 menit)  Guru memberikan motivasi kepada peserta didik untuk selalu
bersemangat belajar Bahasa Inggris dalam kehidupan sehari-hari.
 Guru meminta salah seorang peserta didik untuk memimpin do’a
sebelum mengakhiri pembelajaran.
I. PENILAIAN:
1. Jenis Penilaian : Formatif
2. Teknik Penilaian : Lisan dan Tulisan
3. Bentuk Penilaian :
A. Spiritual: Pengamatan Sikap, Lembar Observasi
Penilaian aspek spiritual dinilai oleh guru Mata Pelajaran Agama dan PKN.
B. Sikap: Pengamatan Sikap, Lembar Observasi
C. Pengetahuan: Tes Tertulis
Mengidentifikasi struktur teks yg menyatakan niat/tujuan. Dan membuat 1
kalimat yang menyatakan niat/tujuan (using their own topic).
4. Instrumen : terlampir
5. Pedoman penilaian: terlampir
J. Remedial dan Pengayaan

 Peseta didik dinyatakan tuntas apabila nilai yang diperoleh sama dengan atau
lebih besar dari Kriteria Ketuntasan Minimal (KKM) yang ditetapkan.
 Peseta didik yang belum mencapai Kriterian Ketuntasan Minimal diberikan
remedial.
 Pelaksanaan Remedial berupa:
- Remedial Test jika terdapat 10 orang Peseta didik atau kurang yang belum
mencapai KKM.
- Remedial Teaching (pembelajaran ulang) jika terdapat lebih dari 10 orang
Peseta didik yang belum mencapai KKM.
 Bentuk Remedial : Tes tertulis
 Peseta didik yang telah mencapai Kriteria Ketuntasan Minimal diberi pengayaan
berupa latihan soal tambahan.
Katapang, Juli 2017
Mengetahui,
Kepala SMKN D Guru Mata Pelajaran,
VP/School D ET-04
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Sekolah : SMA E
Mata pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Materi Pokok : Narrative Text
Alokasi Waktu : 2 x 45 menit (1 x Pertemuan)
A. Standar Kompetensi
Membaca
11. Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof
dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
Menulis
12. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
11.2. Merespon makna dan langkah 11.2.1. Menjelaskan fungsi sosial, struktur
retorika dalam esei yang teks dan unsur kebahasaan
menggunakan ragam bahasa tulis beberapa teks naratif lisan dan tulis
secara akurat, lancar dan berterima sesuai dengan konteks
dalam konteks kehidupan sehari-hari penggunaannya (C2)
dan untuk mengakses ilmu 11.2.2. Mendiskusikan fungsi sosial,
pengetahuan dalam teks berbentuk struktur teks, dan unsur kebahasaan
narrative, spoof, dan hortatory beberapa teks naratif lisan dan tulis
exposition sesuai dengan konteks
penggunaannya (C3)
12.2..Mengungkapkan makna dan langkah 12.2.1. Menulis teks naratif, lisan dan tulis
retorika dalam esei dengan sederhana (P2)
menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari
dalam teks berbentuk: narrative,
spoof, dan hortatory exposition
C. Tujuan Pembelajaran:
1. Melalui kegiatan mengamati gambar, peserta didik dapat menjelaskan fungsi sosial,
struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis sesuai dengan
konteks penggunaannya dengan benar.
2. Melalui kegiatan tanya jawab, peserta didik dapat menjelaskan fungsi sosial, struktur
teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis sesuai dengan
konteks penggunaannya dengan tepat.
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3. Melalui kegiatan diskusi dalam kelompok, peserta didik dapat mendiskusikan fungsi
sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis
sesuai dengan konteks penggunaannya dengan baik.
1. Melalui kegiatan diskusi dalam kelompok, peserta didik dapat menulis teks naratif,
lisan dan tulis sederhana dengan berterima
Narrative Text
Far away in an isolated village there was a young rich woman. The house that she had
been living in was very big. Her wealth was plentiful. The young woman lived by herself.
She didn’t have any friend at all.
“Wouw, I am very rich! Ha…ha…ha, I am the richest woman in this village!” said the
young woman while she was looking at her gold and jewelries. It was so pity, that the
young woman was very miserly. Her plentiful wealth never been used to help others.
“All of the wealth is mine, isn’t it? So what am I give it all to other for?” The young
woman thought. However, many of villagers were poor. They lived in less condition.
Sometimes some villagers were hunger, and didn’t get any food for days.
Because of the young woman miserly, the villagers called her Bagenda Endit. Bagenda
Endit meant the miserly rich person. “Bagenda Endit, have mercy on me! My child has not
eaten for few days”, said an old woman sadly.
“Hi, you crazy old woman! Get away from me!” yelled Bagenda Endit threw the old
woman away. Because the old woman didn’t want to go, Bagenda Endit splashed her with
water. Splash!, and all over the old woman body and her baby became wet.
Bagenda Endit was a feeling less woman. She didn’t even have a little bit mercy to the
old woman and her baby. She even got more angry. After that, she asked the old woman
to get out of her house yard. And then, she was dragging her out of the yard.
Although Bagenda Endit was very miserly, the village people kept coming in. The came
for the water wheel. “No, I won’t let you to take away the water from my wheel! The
water in the wheel is mine!” Bagenda Endit yelled angrily.
“Ha…ha…ha…you’re all stupid! You think you just can take the water from my wheel!”
Bagenda Endit said while she was watching the thirst villagers outside the fence.
Suddenly, a decrepit man was standing in Bagenda Endit house yard. He was walking
tottery to the wheel while holding his stick.
When the old man was trying to take the water, Bagenda Endit saw it. Then, she hit
the old man with a founder. “Have mercy on me Bagenda Endit! I want to take the water
just for a drink”, said the old man when he was trying to get up.
Bagenda Endit kept beating the old man. And then, an astonishing thing happened.
Suddenly the old man got up with a healthy body. He walked closer to Bagenda Endit. He
pointed his stick at the cruel rich woman’s nose.
“Hi, Bagenda Endit, take the punishment from me!” said the old man loudly. Then he
pointed at the wheel with his stick. Wus…byuur, the wheel was sprinkling the water
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swiftly. Not long enough, the water was flooding up. Bagenda Endit couldn’t save herself.
She drawn with all of her wealth.
The village was disappeared. The thing that left was a wide and deep lake. The lake
was named Situ Bagendit. Situ means a wide lake. It was named Situ Bagendit, because
the wide lake came from a wheel that belongs to Bagenda Endit.
 Fungsi Sosial
Menceritakan sebuah cerita yang terdiri dari sejumlah peristiwa di mana ditemukan ada
yang ganjil. Peristiwa yang ganjil tersebut mengarah ke sebuah masalah yang disebut
krisis atau klimaks dalam cerita. Cerita tersebut kemudian menuju kepada pemecahan
masalah di klimaks. Narasi berakhir dengan sebuah solusi, baik dengan akhir yang
bahagia atau sedih.
 Struktur Teks
- Orientation (pengenalan)
- Complication (permasalahan)
- Resolution (pemecahan masalah)
- Reorientation (Penutup)
- Coda (pesan mora)
 Unsur Kebahasaan
- Use of material process
- Use of simple past tense
- Use of conjunction
Pendekatan: Scientific
Metode: Tanya jawab dan diskusi
Teknik:Penilaian
F. Media
Proyektor, gambar, laptop,papan tulis dan spidol
G. Sumber Belajar
English Today 2, Penerbit Quadra
Kamus Bahasa Inggris
Internet
H. Langkah-Langkah Pembelajaran
11.2.1. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks
naratif lisan dan tulis sesuai dengan konteks penggunaannya (C2)
11.2.2. Mendiskusikan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis sesuai dengan konteks penggunaannya (C3)
12.2.1. Menulis teks naratif, lisan dan tulis sederhana (P2)
1. Kegiatan Pendahuluan
1.1. Guru bertegur sapa dengan peserta didik dengan senyum, salam, sapa
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1.2. Guru mengkondisikan kelas dengan tertib dan kondisif dan diawali dengan berdoa
bersama. (A)
1.3. Guru memeriksa kehadiran siswa
1.4. Guru mengaitkan materi yang telah dipelajari dengan materi yang akan dipelajari.
1.5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang dicapai.
1.6. Guru menyampaikan manfaat dari mempelajari teks narratif.
1.7. Guru menyampaikan bentuk penilaian apa yang akan digunakan dalam KD yang
akan dipelajari.
2. Kegiatan Inti
2.1. Guru mengamati gambar tentang teks naratif yang ditayangkan di slide.
2.2. Guru dan siswa bertanya jawab tentang teks naratif.
2.3. Guru mendorong peserta didik untuk membaca nyaring bermakna
2.4. Guru mendorong peserta didik untuk mengumpulkan informasi yang sesuai,
menyusun paragraf untuk mendapatkan penjelasan dan pemecahan masalah
dalam kelompok
2.5. Peserta didik menulis teks naratif.
3. Kegiatan Penutup
3.1.Guru Bersama peserta didik baik secara individual ataupun berkelompok
melakukan refleksi untuk mengevaluasi
3.2.Guru memberikan umpan balik kepada peserta didik
3.3.Guru mengevaluasi hasil belajar tentang materi yang telah dipelajari.
1.1. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik tugas
individual atau tugas kelompok (tugas tertruktur)
1.2. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
1.3. Guru dan peserta didik berdoa bersama mengakhiri pembelajaran (A)
1. Penilaian Hasil Pembelajaran
Penilaian sikap dengan : Observasi
Penilaian keterampilan dengan: Tes menulis
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Lampiran 1 :
Lembar pengamatan penilaian sikap spiritual
Nomor daftar hadir siswa kelas ……
No Indikator
1 2 3 4 5 6 7 8 9 10 11 12 … 23
1 Siswa menunjukan
semangat
dalam mengikuti
pembelajaran
2 Siswa menunjukan
keseriusan
dalam mengikuti
pembelajaran
Kriteria penilaian semangat:
3 = telah menunjukan semangat (tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) dalam mengikuti
pembelajaran
2 = mulai menampakan semangat( tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )dalam mengikuti
pembelajaran, namun belum sepenuhnya.
1= belum menampakan semangat( tidak mudah menyerah menghadapi kesulitan,
menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )sama sekali
dalam mengikuti pembelajaran
Kriteria penilaian serius:

3 = telah menunjukan serius(berkomitmen tinggi, sedia bekerja keras, bersungguh-
sungguh) dalam mengikuti pembelajaran
2 = mulai menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar dalam mengikuti pembelajaran,
namun belum sepenuhnya.
1= belum menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalam mengikuti
pembelajaran
Lembar pengamatan penilaian sikap sosial
Nomor daftar hadir siswa kelas …….
No Indikator
1 2 3 4 5 6 7 8 9 10 11 12 … 23
1 Siswa menunjukan
melaksanakan Komunikasi
interpersonal dengan guru
dan teman.
2 Siswa menunjukan
melaksanakan Komunikasi
interpersonal dengan guru
dan teman.
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Kriteria penilaian perilaku santun:

3 = telah menunjukan perilaku santun (mengatakan ” tolong” dan ” terima kasih” ,
guru dan teman.
2 = mulai menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
guru dan teman, namun belum memakai kaidah-kaidah kesantunan (misalnya, please,
thank you, Can I…?)
1= belum menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
perasaan orang lain)sama sekali dalam dalam melaksanakan Komunikasi interpersonal
Kriteria penilaian perilaku peduli:

3 = telah menunjukan perilaku peduli (menawarkan bantuan pada teman dan tidak egois)
2 = mulai menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
1= belum menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
sama sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan
teman.
Lampiran 2: Penilaian Keterampilan

Write a narrative text based on shown pictures!
Penskoran:
No. Aspects to assessed Maximum Achieved
Score Score
1. Content and Topic 20
2. Sentence Structure 20
3. Sentence Coherence 20
4. Complexity 20
5. Neatness 20
Score maximal 100
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No. Aspects to assessed Score

1. Content and Topic
 content and topic are appropriate 20
 content and topic are quite appropriate 15
 content and topic are less appropriate 10
 content and topic are inappropriate 0
2. Sentence Structure
 perfect 20
 quite well 15
 some are less appropriate 10
 inappropriate 0
3. Sentence Coherence
 correct 20
 quite correct 15
 some are incorrect 10
 all are incorrect 0
4 Complexity
 no mistakes in using words/terms 20
 a few mistakes in using words/ terms 15
 quite a lot of mistakes in using words/terms 10
 many mistakes in using words/terms 0
5 Neatness
 perfectly neat and clean 20
 quite neat and clean 15
 less neat and clean 10
 not neat and unclean 5
Lampiran soal: (Tugas kelompok)
Arrange these pieces of jumbled paragraph into a good narrative text and analyze the
generic structures of the text!
No.1
Bondowoso wanted to marry this beautiful princess. However, the princess hated
him because he had killed her father. Roro Jonggrang was thinking of a way to
refuse the marriage proposal. Finally, she decided to marry Bandung Bondowoso if
he could build a thousand temples before the dawn.
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Being helped by the genies, Bondowoso built the temples very fast. Roro Jonggrang
wanted to fail him. She asked all women in the village to hit the rice. The rooster
crowed signing that morning was coming. All genies left the project until 999 temples
because they tought morning came afterward.
Once upon a time, there was a powerful prince named Bandung Bondowoso. In a
war, Bandung Bondowoso killed Prabu Baka. Then, Bandung Bondowoso fell in love
with Prabu Baka’s daughter. Her name was Roro Jonggrang.
Finally, Bondowoso knew that Roro Jonggrang tricked him. He was very angry so he
cursed Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside
Candi Prambanan to complete the project of a thousand temples.
No. 2
One day Mah Bongsu was washing the clothes in the river. Suddenly she saw a big snake
swimming towards her. Mah Bongsu was scared. However, she saw the snake was wounded.
Carefully, she brought the snake home. She put the snake in her room and healed the wound.
When Mah Bongsu was healing the wound, a piece of the snake’s skin was removed. Mah
Bongsu took it. Amazingly the skin turned into gold. Mah Bongsu was happy. Everyday the
snake removed its skin and the skin always turned into gold. She became a rich girl.
She did not work for Mak Piah anymore. She was richer than Mak Piah. Mah Bongsu also
helped all the poor people. She bought a big house and she brought the snake with her.
Mak Piah was very jealous. Secretly, she went to Mah Bongsu’s house. She saw Mah
Bongsu was healing a snake. Later, Mak Piah asked her daughter, Mayang, to go to the
river. She asked Mayang to find a wounded snake.And when Mayang finally found a
wounded snake, she brought it home. Sadly, the snake bit her and poisoned her. Mayang
instantly died.
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Mak Piah was scared, she tried to run away. Just right before she left the house, the snake
was able to bite her. And she also died then. Meanwhile, the wounded snake at Mah
Bongsu’s house was finally healed. Amazingly, the snake turned into a handsome man.
Once upon a time in Batam, lived an orphan named Mah Bongsu. To earn a living, she
worked as a maid at a rich woman’s house, her name was Mak Piah. She had a daughter
named Mayang. Mah Bongsu and Mayang were at the same age.
Mak Piah was a mean lady. Mah Bongsu was helpless. She could not do anything. She was
alone in this world and she did not have any other place to stay.
“ Thank you, Mah Bongsu. Actually, I’m a prince. A witch cursed me into a snake . And
thanks to you I changed into a man now. Because you already helped me, I want to propose
you to be my wife. Will you marry me?” asked the prince. Mah Bongsu was so happy. She
accepted the proposal and lived with the prince. Since then people named the river where
Mah Bongsu found her husband as Sungai Jodoh. It means the river of soul mate.
Kunci Jawaban
Once upon a time, there was a powerful prince named Bandung Bondowoso. In a war,
Bandung Bondowoso killed Prabu Baka. Then, Bandung Bondowoso fell in love with Prabu
Baka’s daughter. Her name was Roro Jonggrang.
Bondowoso wanted to marry this beautiful princess. However, the princess hated him
because he had killed her father. Roro Jonggrang was thinking of a way to refuse the
marriage proposal. Finally, she decided to marry Bandung Bondowoso if he could build a
thousand temples before the dawn.
wanted to fail him. She asked all women in the village to hit the rice. The rooster crowed
signing that morning was coming. All genies left the project until 999 temples because
they tought morning came afterward.
cursed Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside Candi
Prambanan to complete the project of a thousand temples.
Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside Candi
Prambanan to complete the project of a thousand temples
252
Far away in a village there was a rich woman. The house that she had been living in was
very big. Her wealth was plentiful. The young woman lived by herself. She didn’t have any
friend at all.
“Wouw, I am very rich! Ha…ha…ha, I am the richest woman in this village!” said the young
woman while she was looking at her gold and jewelries. It was so pity, that the young woman
was very miserly. Her plentiful wealth never been used to help others.
Because of the woman miserly, the villagers called her Bagenda Endit. Bagenda Endit
meant the miserly rich person.
Although Bagenda Endit was very miserly, the village people kept coming in. The
came for the water wheel. “No, I won’t let you to take away the water from my wheel! The
When one old man was trying to take the water, Bagenda Endit saw it. Then, she hit the
old man with a founder. “Have mercy on me Bagenda Endit! I want to take the water just for
a drink”, said the old man when he was trying to get up.
“Hi, Bagenda Endit, take the punishment from me!” said the old man loudly.
Then he pointed at the wheel with his stick. Wus…byuur, the wheel was sprinkling the water
swiftly. Not long enough, the water was flooding up. Bagenda Endit couldn’t save herself. She
drawn with all of her wealth.
The village was disappeared. The thing that left was a wide and deep lake. The lake was
named Situ Bagendit. Situ means a wide lake. It was named Situ Bagendit, because the wide
lake came from a wheel that belongs to Bagenda Endit.
253

Sekolah : SMA E
Mata pelajaran : Bahasa Inggris
Kelas/Semester : X/1
Materi Pokok : Narrative Text
Alokasi Waktu : 6 x 45 menit (3 x Pertemuan)
Pertemuan ke :3
A. Kompetensi Inti :
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta
bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
3.8. Membedakan fungsi sosial, 3.8.1. Menjelaskan fungsi sosial, struktur teks dan unsur
struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis
kebahasaan beberapa teks dengan memberi dan meminta informasi terkait
naratif lisan dan tulis dengan legenda rakyat, sederhana, sesuai dengan konteks
memberi dan meminta penggunaannya (C2)
informasi terkait legenda
rakyat, sederhana, sesuai 3.8.2. Mendiskusikan fungsi sosial, struktur teks, dan unsur
dengan konteks kebahasaan beberapa teks naratif lisan dan tulis
penggunaannya dengan memberi dan meminta informasi terkait
legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya (C3)
4.8.Menangkap makna secara 4.8.1. Menulis teks naratif, lisan dan tulis sederhana terkait
kontekstual terkait fungsi legenda rakyat (P2)
sosial, struktur teks, dan unsur
kebahasaan teks naratif, lisan
dan tulis sederhana terkait
legenda rakyat
254
C. Tujuan Pembelajaran:
2. Melalui kegiatan mengamati gambar terkait legenda rakyat, peserta didik dapat
menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat,
sederhana, sesuai dengan konteks penggunaannya dengan benar.
3. Melalui kegiatan tanya jawab, peserta didik dapat menjelaskan fungsi sosial, struktur
teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya dengan tepat.
4. Melalui kegiatan diskusi dalam kelompok, peserta didik dapat mendiskusikan fungsi
sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai
dengan konteks penggunaannya dengan baik.
5. Melalui kegiatan diskusi dalam kelompok, peserta didik dapat menulis teks naratif,
lisan dan tulis sederhana terkait legenda rakyat dengan berterima
Narrative Text
Far away in an isolated village there was a young rich woman. The house that she had
been living in was very big. Her wealth was plentiful. The young woman lived by herself.
She didn’t have any friend at all.
young woman while she was looking at her gold and jewelries. It was so pity, that the
young woman was very miserly. Her plentiful wealth never been used to help others.
“All of the wealth is mine, isn’t it? So what am I give it all to other for?” The young
woman thought. However, many of villagers were poor. They lived in less condition.
Sometimes some villagers were hunger, and didn’t get any food for days.
Because of the young woman miserly, the villagers called her Bagenda Endit. Bagenda
Endit meant the miserly rich person. “Bagenda Endit, have mercy on me! My child has not
eaten for few days”, said an old woman sadly.
“Hi, you crazy old woman! Get away from me!” yelled Bagenda Endit threw the old
woman away. Because the old woman didn’t want to go, Bagenda Endit splashed her with
water. Splash!, and all over the old woman body and her baby became wet.
Bagenda Endit was a feeling less woman. She didn’t even have a little bit mercy to the
old woman and her baby. She even got more angry. After that, she asked the old woman
to get out of her house yard. And then, she was dragging her out of the yard.
Although Bagenda Endit was very miserly, the village people kept coming in. The came
for the water wheel. “No, I won’t let you to take away the water from my wheel! The
“Ha…ha…ha…you’re all stupid! You think you just can take the water from my wheel!”
Bagenda Endit said while she was watching the thirst villagers outside the fence.
255
Suddenly, a decrepit man was standing in Bagenda Endit house yard. He was walking
tottery to the wheel while holding his stick.
When the old man was trying to take the water, Bagenda Endit saw it. Then, she hit
the old man with a founder. “Have mercy on me Bagenda Endit! I want to take the water
just for a drink”, said the old man when he was trying to get up.
pointed at the wheel with his stick. Wus…byuur, the wheel was sprinkling the water
swiftly. Not long enough, the water was flooding up. Bagenda Endit couldn’t save herself.
She drawn with all of her wealth.
was named Situ Bagendit. Situ means a wide lake. It was named Situ Bagendit, because
the wide lake came from a wheel that belongs to Bagenda Endit.
 Fungsi Sosial
Menceritakan sebuah cerita yang terdiri dari sejumlah peristiwa di mana ditemukan ada
yang ganjil. Peristiwa yang ganjil tersebut mengarah ke sebuah masalah yang disebut
krisis atau klimaks dalam cerita. Cerita tersebut kemudian menuju kepada pemecahan
masalah di klimaks. Narasi berakhir dengan sebuah solusi, baik dengan akhir yang
bahagia atau sedih.
 Struktur Teks
- Orientation (pengenalan)
- Complication (permasalahan)
- Resolution (pemecahan masalah)
- Reorientation (Penutup)
- Coda (pesan mora)
 Unsur Kebahasaan
- Use of material process
- Use of simple past tense
- Use of conjunction
Pendekatan: Scientific
Metode: Tanya jawab dan diskusi
Teknik:Penilaian
F. Media
Proyektor, gambar, laptop,papan tulis dan spidol
G. Sumber Belajar
Bahasa Inggris untuk SMA kelas X , Penerbit Pemerintah Provinsi Jawa Barat 2016
Kamus Bahasa Inggris
Internet
H. Langkah-Langkah Pembelajaran
256
3.8.1. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberi dan meminta informasi terkait
legenda rakyat, sederhana, sesuai dengan konteks penggunaannya (C2)
3.8.2. Mendiskusikan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait
legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.(C2)
4.8.1. Menulis teks naratif, lisan dan tulis sederhana terkait legenda.(P2)
2. Kegiatan Pendahuluan
2.1. Guru bertegur sapa dengan peserta didik dengan senyum, salam, sapa
2.2. Guru mengkondisikan kelas dengan tertib dan kondisif dan diawali dengan
berdoa bersama. (A)
2.3. Guru memeriksa kehadiran siswa
2.4. Guru mengaitkan materi yang telah dipelajari dengan materi yang akan
dipelajari.
2.5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang dicapai.
2.6. Guru menyampaikan manfaat dari mempelajari teks narratif.
2.7. Guru menyampaikan bentuk penilaian apa yang akan digunakan dalam KD yang
akan dipelajari.
3. Kegiatan Inti
3.1. Guru mengamati gambar tentang legenda rakyat yang ditayangkan di slide.
3.2. Guru dan siswa bertanya jawab tentang teks naratif tentang legenda rakyat.
3.3. Guru mendorong peserta didik untuk mengumpulkan informasi yang sesuai,
menyusun paragraf untuk mendapatkan penjelasan dan pemecahan masalah
dalam kelompok
3.4. Peserta didik menulis teks narrative tentang legenda rakyat
4. Kegiatan Penutup
4.1. Guru Bersama peserta didik baik secara individual ataupun berkelompok
melakukan refleksi untuk mengevaluasi
4.2. Guru memberikan umpan balik kepada peserta didik
4.3. Guru mengevaluasi hasil belajar tentang materi yang telah dipelajari.
4.4. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik
tugas individual atau tugas kelompok (tugas tertruktur)
4.5. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
4.6. Guru dan peserta didik berdoa bersama mengakhiri pembelajaran (A)
2. Penilaian Hasil Pembelajaran

Penilaian sikap dengan : Observasi
Penilaian keterampilan dengan: Tes menulis
257
Lampiran 1:
1. Penilaian Sikap
Observasi:
No Nama Siswa Jujur Disiplin Tanggung Peduli Santun Responsif
Jawab
S PB S PB S PB S P SB P SB PB
B B B B B B
1
Dst
Note : beri tanda ceklish (V)
SB: Sangat Baik
PB: Perlu Bimbingan
Keterangan
Jujur : jujur mengerjakan soal/tugas,tidak mencontek
Displin : tepat waktu masuk/keluar kelas, tepat waktu mengerjakan/mengumpulkan
tugas
Tanggung Jawab : Dapat bertanggung apa yang ditulis,dibaca ( mengerjakan tugas)
Peduli : Peduli terhadapa lingkungan,teman,guru
Santun : tidak arogan,nada suara tidak tinggi baik kepada teman ataupun terhadap
guru
Responsif : Tanggap terhadap lingkungan, teman, guru terutama pada saat kegiatan
pembelajaran berlangsung
Lampiran 2: Penilaian Keterampilan
Write a narrative text about legend
Penskoran :
No. Aspects to assessed Maximum Achieved
Score Score
1. Content and Topic 20
2. Sentence Structure 20
3. Sentence Coherence 20
4. Complexity 20
5. Neatness 20
Score maximal 100
258
No. Aspects to assessed Score

1. Content and Topic
 content and topic are appropriate 20
 content and topic are quite appropriate 15
 content and topic are less appropriate 10
 content and topic are inappropriate 0
2. Sentence Structure
 perfect 20
 quite well 15
 some are less appropriate 10
 inappropriate 0
3. Sentence Coherence
 correct 20
 quite correct 15
 some are incorrect 10
 all are incorrect 0
4 Complexity
 no mistakes in using words/terms 20
 a few mistakes in using words/ terms 15
 quite a lot of mistakes in using words/terms 10
 many mistakes in using words/terms 0
5 Neatness
 perfectly neat and clean 20
 quite neat and clean 15
 less neat and clean 10
 not neat and unclean 5
259
Lampiran soal: (Tugas kelompok)
Arrange these pieces of jumbled paragraph into a good narrative text and analyze the
generic structures of the text!
No.1
Bondowoso wanted to marry this beautiful princess. However, the princess hated him because
he had killed her father. Roro Jonggrang was thinking of a way to refuse the marriage
proposal. Finally, she decided to marry Bandung Bondowoso if he could build a thousand
temples before the dawn.
Bandung Bondowoso killed Prabu Baka. Then, Bandung Bondowoso fell in love with Prabu
Baka’s daughter. Her name was Roro Jonggrang.
Finally, Bondowoso knew that Roro Jonggrang tricked him. He was very angry so he cursed
Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside Candi Prambanan
to complete the project of a thousand temples.
Being helped by the genies, Bondowoso built the temples very fast. Roro Jonggrang wanted
to fail him. She asked all women in the village to hit the rice. The rooster crowed signing
that morning was coming. All genies left the project until 999 temples because they tought
morning came afterward.
No.2
One day Mah Bongsu was washing the clothes in the river. Suddenly she saw a big snake
swimming towards her. Mah Bongsu was scared. However, she saw the snake was
wounded. Carefully, she brought the snake home. She put the snake in her room and
healed the wound. When Mah Bongsu was healing the wound, a piece of the snake’s skin
was removed. Mah Bongsu took it. Amazingly the skin turned into gold. Mah Bongsu was
happy. Everyday the snake removed its skin and the skin always turned into gold. She
became a rich girl.
She did not work for Mak Piah anymore. She was richer than Mak Piah. Mah Bongsu also
helped all the poor people. She bought a big house and she brought the snake with her.
Mak Piah was very jealous. Secretly, she went to Mah Bongsu’s house. She saw Mah
Bongsu was healing a snake. Later, Mak Piah asked her daughter, Mayang, to go to the
river. She asked Mayang to find a wounded snake.And when Mayang finally found a
wounded snake, she brought it home. Sadly, the snake bit her and poisoned her. Mayang
instantly died.
Mak Piah was scared, she tried to run away. Just right before she left the house, the snake
was able to bite her. And she also died then. Meanwhile, the wounded snake at Mah
Bongsu’s house was finally healed. Amazingly, the snake turned into a handsome man.
Once upon a time in Batam, lived an orphan named Mah Bongsu. To earn a living, she
260
worked as a maid at a rich woman’s house, her name was Mak Piah. She had a daughter
named Mayang. Mah Bongsu and Mayang were at the same age.
Mak Piah was a mean lady. Mah Bongsu was helpless. She could not do anything. She
was alone in this world and she did not have any other place to stay.
“ Thank you, Mah Bongsu. Actually, I’m a prince. A witch cursed me into a snake . And
thanks to you I changed into a man now. Because you already helped me, I want to
propose you to be my wife. Will you marry me?” asked the prince. Mah Bongsu was so
happy. She accepted the proposal and lived with the prince. Since then people named the
river where Mah Bongsu found her husband as Sungai Jodoh. It means the river of soul
mate.
Kunci Jawaban
Bandung Bondowoso killed Prabu Baka. Then, Bandung Bondowoso fell in love with
Prabu Baka’s daughter. Her name was Roro Jonggrang.
Bondowoso wanted to marry this beautiful princess. However, the princess hated him
because he had killed her father. Roro Jonggrang was thinking of a way to refuse the
marriage proposal. Finally, she decided to marry Bandung Bondowoso if he could build a
thousand temples before the dawn.
wanted to fail him. She asked all women in the village to hit the rice. The rooster crowed
signing that morning was coming. All genies left the project until 999 temples because
they tought morning came afterward.
cursed Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside Candi
Prambanan to complete the project of a thousand temples.
Roro Jonggrang into a rock statue “Arca”. Roro Jonggrang statue is inside Candi
Prambanan to complete the project of a thousand temples
261
Far away in a village there was a rich woman. The house that she had been living in
was very big. Her wealth was plentiful. The young woman lived by herself. She didn’t have
any friend at all.
young woman while she was looking at her gold and jewelries. It was so pity, that the young
woman was very miserly. Her plentiful wealth never been used to help others.
Because of the woman miserly, the villagers called her Bagenda Endit. Bagenda Endit
meant the miserly rich person.
Although Bagenda Endit was very miserly, the village people kept coming in. The
came for the water wheel. “No, I won’t let you to take away the water from my wheel! The
When one old man was trying to take the water, Bagenda Endit saw it. Then, she hit the old
man with a founder. “Have mercy on me Bagenda Endit! I want to take the water just for a
drink”, said the old man when he was trying to get up.
pointed at the wheel with his stick. Wus…byuur, the wheel was sprinkling the water swiftly.
Not long enough, the water was flooding up. Bagenda Endit couldn’t save herself. She drawn
with all of her wealth.
was named Situ Bagendit. Situ means a wide lake. It was named Situ Bagendit, because the
wide lake came from a wheel that belongs to Bagenda Endit.
262
Kunci Jawaban:
Old woman and her son lived in a little village. Her son was called Malin Kundang.
They were very poor but they loved each other very much.
One day Malin Kundang told his mother that he would go to town and work there.
At first his mother did not allow him but finally she let him go with tears. Malin
Kundang worked hard in a big town and in a short time he became a rich man.
However he completely forgot his poor old mother.
Some years later he sailed to a harbor near his village. When his mother heard about
this news she came to meet him. Malin Kundang pretended not to know her. He said,
“You are not my mother. Go away!” His mother became very sad and before she went
she said, “Oh, Malin Kundang, you are a wicked son. You’ll never be safe now. You
and your money will turn to stone.”
Some days later his ship left the harbor. The sea was calm but when he reached the
open sea there was a great storm. The ship was drowned. Malin Kundang and his
money changed into a stone.
Now people call it Batu Si Malin Kundang. We can see the stone from Air M anis, a
village on the coast of West Sumatra near Padang.
263
Appendix 28 The lesson plan contents before PLPG and post-PLPG in terms of pedagogical competence
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05
Content
Before Before Post- Before Before Before Post-
Post-PLPG Post-PLPG Post-PLPG
PLPG PLPG PLPG PLPG PLPG PLPG PLPG
Topic Review Asking and Asking Giving Recount Explanation Showing Showing Narrative Narrative
text giving and Advice Text text Intentions Intentions Text text
information offering
advice
Curricul KTSP 2013 KTSP 2013 2013 2013 2013 2013 KTSP 2013
um Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum Curriculum
Learnin ET-01 ET-01 ET-02 ET-02 ET-03 ET-03 ET-04 ET-04 ET-05 ET-05
g Target provided formulated formulate formulated formulated formulated formulated formulated formulate formulated
only one the learning d the the the the learning the the learning d the the
learning target based learning learning learning target based learning target based learning learning
target. on 2013 target target target on the target on the target target
ET-01 curriculum; based on based on based on characters based on indicator based on based on
formulat asking and the KTSP 2013 the of 2013 the number the the
ed the giving curriculu curriculum characters curriculum; characters 3.3.1 to indicators indicators;
learning advice m; ; asking of 2013 knowledge of 2013 3.3.4 and ; explaining,
target regarding to identified and giving curriculum and skills in curriculum team explainin discussing,
264
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
based on the social and advice ; spiritual composing ; personal, building in g, and writing
the function response regarding attitude, the and social composing discussin
KTSP to the social explanation attitude the showing g, and
curriculu social attitude, text intention writing
m function knowledge conversatio
, and n
application
Learnin ET-01 ET-01 ET-02 ET-02 ET-03 ET-03 ET-04 ET-04 ET-05 ET-05
g provided provided the provided provided provided provided provided provided provided provided
Material only the material in the the the the the the the the
genre the lesson materials materials materials materials in materials materials in materials materials
text that plan consist in the in the in the the lesson in the the lesson in the in the
will be of social lesson lesson plan lesson plan plan lesson plan plan consist lesson lesson plan
taught function, plan the consists of consists of consists of only the of social plan consist of
generic example social social social tenses that function, consist of social
structure, of asking function, function, function, used in the generic social function,
and and giving generic generic generic learning structure, function, generic
language advice structure of structure, structure, materials intention generic structure,
feature in the text, and and expression, structure, and
265
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
detail. ET- language language language linguistic and narrative
01 also feature and feature in feature in aspects, and narrative text
provided the the dialog detail detail in the the model text example in
script of example attachment text example detail
dialog in the of the example of in detail
lesson plan lesson plan expressing
attachment intentions/p
lans
Learnin ET-01 ET-01 used ET-02 Et-02 used ET-03 ET-03 used ET-04 used ET-04 used ET-05 ET-05
g used genre based used the 2 the genre provided scientific scientific scientific used used
Method student- approach cycles 4 based the approach approach, approach scientific scientific
centered stages approach listening, and 5 cycles discovery and 5 cycles approach, approach,
approach (building (GBA) and group of scientific learning of scientific lecture lecture and
and knowledg team work discussion approach model, approach and Q&A Q&A
expositio e of field, technique and role- (observing, lecture and (observing, method method
n- modeling and board play as the questioning, Q&A questioning,
discover of text, games as method associating, method associating,
y joint the media experimenti experimenti
learning. constructi ng, and ng, and
266
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
ET-01 on of text, communicat communicat
used independe ing) ing)
demonstr nt
ation as constructi
the on of text)
method as the
of teaching
learning technique
Material ET-01 ET-01 ET-02 ET-02 ET-03 ET-03 ET-04 ET-04 ET-05 ET-05
Referen provided provided the provided provided provided provided provided provided provided provided
ce the learning the the the the learning the the learning the the
learning sources learning learning learning sources of learning sources of learning learning
sources based on the sources sources of sources the title of sources the title of sources sources
based on MLA only the the title of only the English only the English only the only the
the MLA format title of English title of book and title of book and title of title of
format English book and English the website English the website English English
textbook the website textbook references textbook, references textbook, textbook,
and its references. and its year in which dictionary, in which dictionar dictionary,
year Even publication ET-03 power ET-04 y, and and
267
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
publicatio though not with no downloaded point, downloaded internet internet
n with no in APA references the book videos, and the book with no with no
references format, but in APA and its internet and its reference references
in APA the format and pages. Even with no pages. Even s in APA in APA
format references there is no though not references though not format format and
and there are in website in APA in APA in APA and provided
is no detail sources in format, but format and format, but provided the
website explanatio which ET- the the the the learning
sources in n 03 references learning references learning media for
which ET- downloade are in detail media for are in detail media for instance
02 d the explanation instance explanation instance computer,
download materials computer, computer projector
ed the projector , and other
materials and other projector stuff
stuff and other
stuff
Learnin The The ET-02 ET-02 The The The The The The
g learning learning divided provided learning learning learning learning learning learning
Activity activities activities the stages the 4 activities activities activities activities activities activities
268
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
Process are are divided of BKoF, stages in are divided are divided are divided are divided are are divided
divided into three MoT, JC, one into three into three into three into three divided into three
into section; and IC meeting section; section; section; section; into three section;
three opening, into two consist of opening, opening, opening, opening, section; opening,
section; core meetings 2-hour core core core core opening, core
opening, activity, with no meeting. activity, activity, activity, activity, core activity,
core closing. ET- time The closing. closing. ET- closing. closing. ET- activity, closing.
activity, 01 used the explanatio materials ET-03 was 03 ET-04 was 04 closing. There is no
closing. object such n in each demonstrat using 5 connected using 5 connected There is time
ET-01 as pen as a step of ed with the cycle of real life cycle of real life no time explanatio
used the demonstrati learning real life scientific weather of scientific need of explanati n in each
explorati on of a activity. situation approach Indonesia to approach English use on in step of
on, review. The The by using as the steps connect the as the steps in each step learning
elaborati ET-01 was materials board in core materials. in core communicat of activity.
on, and using 5 are textual game as activity. ET-03 was activity. ion. The learning The
confirma cycle of context the tool of ET-03 using 5 the ET-04 was activity. materials
tion as scientific teaching associated cycle of activities using 5 The are textual
the core approach as and the scientific was cycle of materials context
activity the steps in learning biography approach as question scientific are
of core of famous the steps in and answer approach as textual
269
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
learning activity. activity artists with core by the steps in context
the activity. composing core
materials. the activity.
conversatio ET-04 was
n of using board
positive, race game
negative as the
and media of
interrogati teaching
ve activity
sentences related with
the future
tense in
using the
expression
of
intention/pl
ans
Assessm ET-01 ET-01 ET-02 did ET-02 ET-03 ET-03 ET-04 did ET-04 ET-05 ET-05
270
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
ent and did not provided not provided provided provided not provided provided provided
Evaluati provide spiritual and provide the spiritual spiritual provided the spiritual the attitude
on the kind social the kind performanc and social and social the kind of formative and assessment
of assessment, of e assessment assessment assessment assessment. social by using
assessme knowledge assessmen assessment , as the and only ET-04 and skill observatio
nt. ET- assessment t. ET-02 with the knowledge formative provided assesses the assessme n based on
01 by rubric provided criteria of , and assessment, the spoken spiritual nts based the
provided assessment the pronunciati performanc knowledge, and written characters on the characters
the written, on, fluent, e and skill technique by KTSP of 2013
written spoken, and assessment as the integrating indicators characters,
and and linguistic assessment with the namely,
multiple- performan aspects. . ET-04 religion honest,
choice ce test. The assess the teacher, discipline,
test. The criteria students attitude, and responsible
performan assessed attitude knowledge. , care,
ce test by using score based ET-04 also noble, and
was the level of on 2013 provided responsive.
measured low, good, curriculum the ET-05 also
by using and very characters remedial provided
the good and test and the skill
271
Lesson Plan Matrix
ET-01 ET-02 ET-03 ET-04 ET-05

Content
scoring performanc knowledge enrichment assessment
mark e. assessment for those by using
based on who did not written test
the achieve the based on
response KKM the writing
of the (grade aspects,
students minimal). namely
in the In other content,
learning words, ET- topic,
process 04 used the sentence
holistic structure
assessment. and
coherence,
complexity
, neatness.
272
Appendix 29 Law Attachment No. 55 Year 2017

273
274
275
276
277
278

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ENGLISH TEACHERS’ COMPETENCES ON PLPG

(An Evaluative Study Based on Kirkpatricks’ Model)

GRADUATE PROGRAM OF ENGLISH EDUCATION

Apriliyanti, D. L. (2018) English Teachers’ Competences on PLPG (An Evaluative Study

Keywords: English Teacher Profession, Learning Professional Teaching, English

Jakarta, July 18, 2018

Appendix 1 Reaction Questionnaire of PLPG ................................................................. 98

BKoF : Building Knowledge of Field

D. Objectives of the Research

used the competence in a variety of communication activities by combining the

owned, controlled, lived, and actualized by teachers. The indicators of professional

The Knowledge of English Teachers’ Professional

Table 2.3 The Domain of English Teacher Competences in this Research

2. Using the proper technique in teaching the materials

7. Having the academic integrity including the ability to understand

SOCIAL Having the ability to communicate, to interact, and to adapt

2. Participating as a good citizen in the development of nation and

1. Teachers write the scientific journal related to English teaching and

D. Previous Related Research

1. The Method Priority

2. The Sequence of Data Collection

Figure 3.3 The quantitative design used in this research

Table 3.1 Respondent Characteristics

No. Interview Interviewee Outline

2. Teachers are able to give 13 S8, 9, 10, 11, Likert

3 Objective Training Questions 3 Q34, 35, 36 Open

2. Sequence Two: On-Training

Table 3.7 Reliability Statistics

inputnya berbeda, tingkat kemampuannya berbeda. Dicocokan sama kondisi

menyenangkan dengan menggunakan proyektor, video bagaimana

Teacher The implementation before PLPG Problem faced by the teachers

ii. The Implementation of Teachers’ Pedagogical Competence on PLPG

Figure 4.1 Teachers’ pedagogic mentoring session

The Explanation of the chart in figure 4.1 is described as follow:

Figure 4.4 The improvement evidence of ET-02 designing the assessment

Figure 4.8 The evidence of ET-04 assessment design after PLPG

Figure 4.9 The evidence of ET-05 designing the target learning

Table 4.2 Teaching and Learning Activities

Figure 4.9 Class 10 of School B sang the Indonesia Anthem

b. Core Learning Activities

Figure 4.12 ET-01 gave the example of review ‘a pen’

Figure 4.13 One of the students presented a review of an object

Figure 4.14 ET-02’s English session of congratulate expression (a)

Figure 4.15 ET-02’s English session of congratulate expression (b)

Figure 4.16 ET-03 English teaching class

Figure 4.17 Students of school C worked in groups

Figure 4.18 ET-04 English class session of Recount text

[Her teaching styles are so simple and could be understood in a minute, so

Figure 4.22 Personal competence

network service (SNS) or else. Thus, it is also including our competence.

ET-05: ‘We at MGMP (Bandung city) always meet. Latest meeting, we

Figure 4.23 Social Competence

The second was students’ motivation in learning English and students’

Strongly Disagree Disagree Fair Agree Strogly Agree

Figure 4.24 Professional competence

ACTEQ. (2003). Towards A Learning Profession. The Advisory Committee on Teacher

Wardoyo, C. (2015). “The Measurement of Teacher’s Personality Competence and ]

Appendix 1 Reaction Questionnaire of PLPG ................................................... 98

Appendix 1 Reaction Questionnaire of PLPG