PEDAGOGICAL COMPETENCE OF ENGLISH TEACHERS WITH NON-ENGLISH EDUCATIONAL BACKGROUND IN KUNINGAN REGENCY: PROBLEMS AND SOLUTIONS

Abstract

This paper analyzed pedagogical competence of Junior High School English Teachers with Non-English Educational background in Kuningan. The method was qualitative research and the data were structured observation, questionnaire, and interview. In this research, the respondents were nine English Teachers with Non-English Educational Background in different school, and were chosen by convenience sampling. Based on the findings of the research, English Teachers with Non-English Educational Background only have done the indicator number: (1) Mastering learners’ characteristics from the physical aspect, moral, spiritual, social, cultural, emotional, and intellectual; (2) Mastering the theory of learning and the principles of educated learning; (3) Developing the curriculum associated with the lessons; (6) Facilitating learners’ potential to actualize their potential; (7) Communicating effectively, empathic, and polite with learners; (8) Conducting the assessment, the process evaluation, and the learning outcomes; and (9) Utilizing the results of assessment and evaluation. Then, the teachers were indicated as teachers who are not maximum in the indicator number; (4) Conducting educated learning; (5) Utilizing information and communication technology for learning, and (10) Doing a reflective action to improve the quality of learning. The main problem of English Teachers with Non-English Educational Background is pronunciation because they were confused in saying something in English. There are also the solutions of all the problems like joining MGMP or teacher’s forum.
Keywords: pedagogical competence, English Teachers with Non-English Educational Background, EFL Classroom, problems, solution.