PANGGUA, SELVI (2018) DEVELOPING PROFESSIONAL COMPETENCE TRAINING MODEL FOR THE HIGH SCHOOL EFL TEACHERS IN TORAJA-INDONESIA. S2 thesis, UNIVERSITAS NEGERI MAKASSAR.
Full text not available from this repository.Abstract
Professional competence is one of the four competencies that should be mastered by a teacher in Indonesia. Professional competence is the wide and comprehensive mastery of the subjects to be taught to students using appropriate instructional methodologies and learning strategies. The objectives of the study were to obtain evidence of an actual professional competence level of high school EFL teachers in Toraja, the needs priority of professional competence training for the high school EFL teachers in Toraja, develop the professional competence training model, and the perception of the high school EFL teachers on the English Teacher Peer Coaching Model. Surveys and interviews were used to get the data. Survey was carried out on 50 high school EFL teachers in Toraja-Indonesia by using self-assessed questionnaire to get the level of professional competence and the level of importance of training they need; 59 of the respondents in reviewing the new model; and 20 English teachers who participated in the small try out of this new model. To get to these aims, the researcher implemented a Research and Development (R & D) design by mixing quantitative and qualitative methods. This research was conducted at Tana Toraja and Toraja Utara Regency. The participants of this research were the high school EFL Teachers in Toraja Indonesia. A subject matter experts was also involved to validate the instruments and product. This research employs three main steps; introduction, development, and Evaluation/testing. This cycle introduced by Gall and Borg (1989) and then modified by Sukmadinata (2008) while dissemination was not included in this research. These three main steps then combined with the ADDIE stages (Branch 2009:17) in designing and developing the English Teacher Peer Coaching Model. The data in these phases were analyzed quantitatively and qualitatively. Based on the result of data analysis, the researcher found that (1) the high school EFL teachers perceived themselves to have only a moderate level of professional competence which is assessed in five clusters of competencies. (2). The result of the survey of this study concludes that the teachers’ professional competence which require priority for improvement are in the two areas of professional competence clusters namely: Language Proficiency and Professional Development activities. (3). The development of the English Teacher Peer Coaching Model was developed based on the teachers’ need priorities by using ADDIE model design. (4). The training model is relevant to high school EFL teachers and they have both positive and negative perception on the English Teacher Peer Coaching Model. Keywords: Professional Competence, Peer Coaching, The English Teacher Peer Coaching Model, Professional Development, High School EFL Teachers.
| Item Type: | Thesis (S2) |
|---|---|
| Subjects: | PASCASARJANA > PENDIDIKAN BAHASA INGGRIS - (S3) |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 08 Feb 2019 04:44 |
| Last Modified: | 08 Feb 2019 04:44 |
| URI: | http://eprints.unm.ac.id/id/eprint/12145 |
Actions (login required)
 |
View Item |
