Paper:
Non-Engish
Teacher Teaches English
By:
Miranti Anwar :
321410049
Ramlan :
321410016
Lilis Indrayani Musiyan : 321410047
ENGLISH DEPARTMENT
LETTER AND CULTURE FACULTY
GORONTALO STATE UNIVERSITY
2013
CHAPTER I
INTRODUCTION
1.
Background
Nowadays, Indonesian education
quality can be considered as still left
behind from other states that are being developed. This might be due to the
education system in indonesia is no longer compatible with the level of development
and progress of the age. The need for education reform and improvement of
education system back in order to pursue of left behind. teachers which is one
of the urgent part of the educational process must also conduct reforms. A
teacher should not be stagnant because it will make it behind the advancement
of science and technology that is increasingly growing rapidly. As educator,
teachers must have the skills required in their field. Professionalism should
be owned by every teacher for the slump and boost lagging the nation in education.
Competent teacher will give a good influence on their students. The students
will be motivated and be more active in exploring the unknown science. Intellectual
and behavior become a figure for their students. Therefore the competence and
professionalism of teachers should have really planned, applied and developed
in a learning and teaching process.
Based
on Government Regulation
(PP) No. 18 of
2007 regarding teachers stated that one of the competencies that should be possessed by
the teacher is professional competence. in this case the profesionalism is the ability of teachers in mastering the subject material is broad and deep. Mastery
of the material
is broad and deep in
this regard includes
the mastery of other academic skills that
act as a support
teacher professionalism. Academic
ability
includes the
ability to master knowledge, levels
and types of education
which appropriate.
There are
several obstacle that occurs in the school,the first on one is involved in
shortage of teacher that suitable with requirment. Requirement it
mean requirement
that subject or area
of study suitable teacher
background. Eventually the
school was forced to take unpopular policies for children, teachers teach subjects
that do not
suitable with his/her
background.
Based
on the problems of teacher competence profesionalisme, so that, this report
will discuss about teacher teaches the course not suitable with education background.
In this case, this problem found at SDN 10 TELAGA. This school has english
teacher but her background as accounting.
2.
Research question
a.
What are the factors of Non-English
teacher teaches English?
b.
What might be the impacts of Non-English
teacher teaches English for the student?
c.
What might be the impacts of
Non-English teacher teaches English for the teacher?
d.
What might be the impacts of
Non-English teacher teaches English for Indonesian Education quality?
3.
Objective of research
This
research is hopefully expected to find some expediences for the developmement
of Indonesian education quality generally, and specifically for the teacher and
also the student. Moreover this research can be a very important issue for us
as the students who will be a teacher in the future.
CHAPTER II
METHODOLOGY OF RESEARCH
2.1.Research
methodology
In this research,
qualitative approach was used as the appropriate approach to our research.
There are many kinds of qualitative research, however, our research used case
study as the specific approach which is appropriate to the case that was being
researched. According to Ary et al. (2006) “…a case study focuses on a single unit to produce an in-depth
description that is rich and holistic. The underlying question is “What are the
characteristics of this particular entity, phenomenon, person, or setting?”
Case studies typically include multiple sources of data collected over time”.
Furthermore Hancock (2012) states that case study claims to offer the method
that will find information deeply which cannot be offered by other method. By
capturing as many variable as possible, case study can identify how a complex
set of circumstances come together to produce a particular manifestation of
occurrences.
By considering those aspects of qualitative research above, our research appropriately tended to use qualitative approach
because the question that needed
to be answered in our
research were what, and how
that phenomenon occurred.
Hereinafter, the kinds of qualitative research that used for our research is case study because case
study would only focus on a single unit and produce a
depth description which is rich and holistic about the case or problem in that
unit.
2.2 Data
collection
The most widely used tools in
qualitative research are interviews, document analysis, and observation (Ary,
et al: 2006). However, our research used two instruments in collecting data. In
this section, there were two instruments of collecting data. The first one was observation
and the second one was interview.
In
the procedure of collecting data, the first step is conducting an observation
to site that is being the place of research. Kinds of observation that was used
is participation observation where the researcher directly come and be mingled
with the participants. The next one was conducting unstructured interview.
To collect
the data, there were several procedures that we have done for our research. The
first procedure was observation in SDN 10 Telaga. Process of observation was
done by taking notes at the time of the observation. The objective of it was to
know location of the research, and teacher who become participants in the research.
For the second procedure was interview. The interview was done by asking
question to the English teacher at SDN 10 Telaga by giving several questions
related with the problems. The interview was also done to the students who were
taught by Non-English teacher.
3.2 Participants
The
participants in this research had been chosen by the consideration of some
factors, the first one is of course the teacher who teaches not according to
the background of study, and the second one is students who are being taught by
the teacher. This could give two sources of data which is needed n our
research.
3.3 Site
The
sites that was chosen is in SDN 10 Telaga. This school had been chosen because it
has an English teacher who is not an English graduate. This school has some
teachers who have a close relationship with one of the researcher, so that
validity of the data would be strength.
CHAPTER
III
DISCUSSION
The
low of indonesian education quality is a reflection of the low national
education system. Low quality of a teacher is one of the most important point
that should not be ignored from our attention because it has big impact to the
development of education itself. By considering that issue, our mini research
focuses on teacher who teaches not according to her/his competence.
The
first step that we have done is observation in SDN 10 Telaga. We found one
teacher who teaches English but she has no basic at the subject. We used direct
observation by directly come to the school and have some information from other
teachers.
The
next step we have done is conducting interview to the teacher. We made a list
of questions and have a long interview with the teacher. From that interview,
there are some information that can be concluded;
1. The
teacher’s reason of teaching English in the school because of several cause;
a. the
first one is there was no English teacher in that school by the time she moved
in to the school.
b. The
second is actually she taught IPS at the first, because of IPS subject must be
taught by its master teacher in every class and grade so that she has no
subject to teach anymore
By concluding those
reason of the teacher above, it cannot be avoided that the teacher has not got
any option to be professional teacher as her basic. This is because of the
recruitment in some school was based on the quantity of teacher instead of
quality of the teacher.
2. The
teacher always found some difficulties in teaching English, of course the main
point is has no basic at the subject. she sometimes must learned the material
several times before teaching. When the students asked an unanswerable
question, she would use a trick that the question become homework.
Beside
having interview to the teacher, we have also conducted interview to the
students who are being taught by Non-English teacher. From the interview, we
got some information;
1. The
students were lack of vocabulary
2. The
students could not pronounce every word correctly, they only pronounced as its
way of written.
3. The
students actually liked their teacher’s way to teach, however it did not mean
at all for the subject.
4. The
students were lack of motivation in learning English.
3. Those
things above are the reflection in the system of education in our country
nowadays. However, the problems seems like not a big problem but it gives a big
impact for the whole of our educational result.
CHAPTER
IV
CONCLUSION
4. Conclussion
Based on the data, it can be concluded
that Non-English teacher who teaches English should not be ignored by everyone
who are responsibe with it. This issue must be paid more attention in order to
have a very good education system in terms of the professionalism of the
teachers. Because teachers has a big role in the implementation of education,
so that they are an important point in this case.
Furthermore, this issue is very crucial
for us in two considerations, the first one is from our future and the second
one is for our long-term of our children’s education. Our future means it will
be our threat when we become an English teacher and we have to teach another
subject which is not according to our basic. The next is we have to answer the
question about will we let our children being taught by no-basic teacher at the
subject? That could be a big problem.
BIBLIOGRAPHY
Ridlowi,
A.(2008). Kompetensi guru. Retrieved April 18, 2013 from
Mahmuddin.
(2008). Kompetensi profesional guru. Retrieved April 18, 2013 from
Non
native english teacher . (2009). Retrieved april 18, 2013 from http://esl.about.com/od/teachingenglish/a/Non-Native-English-Teachers.htm
List interview
ü
What do you think about english
education at SDN 10 Telaga?
ü
What are the obstacles that you find during teaching english
language?
ü
How do you solve those obstacles?
ü
What is your motivation to teach English in SDN 10
Telaga?
ü
Why do you teach English?
ü
Dou you like teaching English?
ü
Can the students undertanding your
explanation?
ü
Do you think it is good when you
teach english without any basic?
ü
How is students’ comprehention of
English?
Interview
of students
1. Apakah
kalian suka belajar bahasa inggris?
Siswa
A: Ya, saya suka.
Siswa
B: saya tidak suka belajar bahasa inggris
2. Mengapa
kalian suka/tidak suka belajar bahasa inggris?
Siswa
A : Saya suka belajar bahasa inggris tapi jika hanya belajar tentang nama-nama
hewan dan warna.
Siswa
B : saya tidak suka belajar bahasa inggris karena bahasa inggris itu susah.
3. Apakah
kalian mengerti tentang penjelasan oleh guru bahasa inggris?
Siswa
A : Iya, saya mengerti
Siswa
B : kadang-kadang saya mengerti, kadang-kadang juga tidak.
4. Bagaimana
guru kalian mengajar bahasa inggris?
Siswa
A : dia minta kami untuk menghafal kosa kata bahasa inggris tapi kami sering
lupa.
Siswa
B : dia meminta kami untuk membawa kamus dan dia membimbing kami jika kami
tidak mengerti.
5. Apakah
guru itu sering menggunakan bahasa inggris saat mengajar?
Siswa
A :tidak
Siswa
B :tidak, dia hanya menggunakan bahasa indonesia.
6. Apa
bahasa inngris dari “saya pergi kesekolah”?
Siswa
A : i go thus school
Siswa
B : i go thuschol
