An Analysis of Certified and Uncertified English Teachers' Pedagogic Competence Viewed from The Classroom Interaction

Fadhila, Ulya Rahmi (2021) An Analysis of Certified and Uncertified English Teachers' Pedagogic Competence Viewed from The Classroom Interaction. Masters thesis, Universitas Negeri Padang.

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Abstract

Teachers have the very important and strategic role in improving the quality of education. One of the qualifications that should fulfilled by the teacher is joining teacher certification program as mandated in Indonesian Act Number 14 year 2005 about Teachers and Lecturers. Then, the Indonesian government also set standards teacher including pedagogic, professional, personal and social competence. Pedagogic competence is one of the important competences that should be mastered by the teacher because this competence is directly related to the teaching and learning interactions between students and teachers in the classroom. From that case, this thesis aims to find out the comparison of pedagogic competence of certified and uncertified English teachers viewed from the classroom interaction. In this descriptive study, 6 teachers including 3 certified teachers and 3 uncertified teachers this study chosen by using the purposive sampling technique. The data were analyzed by using Flanders' Interaction Analysis Category (FIAC). This study revealed in the certified teacher class, it was found 12 of 14 categories. Asking Question (AQ) category is dominant occur were 230 (31.00%). In the uncertified teacher class, it was found 10 of 14 categories. Asking Question (AQ) category is also dominant occur were 149 (34.02%). The results of data analysis show that in general there were no any significant differences between certified and uncertified teachers. Both of certified and uncertified teachers were still dominated in the class, but there were some differences on the Criticizing or Justifying Authority (CJA) and Student Initiation (SI) category. Students in the certified teacher class are more active to give initiation in the form of asking questions to the teachers. Thus, it can be concluded that the classroom interaction in the certified teacher class is better and more communicative than in the uncertified teacher class

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