TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING ENGLISH FOR

YOUNG LEARNERS AT TK DHARMA WANITA BAWU VILLAGE BOYOLALI

ON THE ACADEMIC YEAR 2024/2025

PROPOSAL OF THESIS

Submitted as A Partial Requirements for

Writing the Thesis

By:

Puput Yuliyanti Pratiwi

SRN: 206121235

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULT OF CULTURES AND LANGUAGES

RADEN MAS SAID STATE ISLAMIC UNIVERSITY OF SURAKARTA

2024

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TABLE OF CONTENTS
CHAPTER I ............................................................................................................................................ 3
INTRODUCTION .................................................................................................................................. 3
A. Background of Study .................................................................................................................. 3
B. Identification of the Problems ..................................................................................................... 5
C. Limitation of the Problems ......................................................................................................... 5
D. Formulation of the Problems....................................................................................................... 5
E. Objective of the Study................................................................................................................. 5
F. Benefits of the Study ................................................................................................................... 6
2. Practical Benefits ........................................................................................................................ 6
G. Definition of the Key Terms ....................................................................................................... 6
CHAPTER II ......................................................................................................................................... 8
LITERATURE REVIEW .................................................................................................................... 8
A. Theoretical Review ..................................................................................................................... 8
B. Previous Related Studies........................................................................................................... 17
CHAPTER III ....................................................................................................................................... 20
RESEARCH METHOD........................................................................................................................ 20
A. Type of the Research................................................................................................................. 20
B. Subject and Object of the Research .......................................................................................... 20
C. Techniques of Data Collection.................................................................................................. 20
D. Techniques of Data Analysis .................................................................................................... 22
BLIBLIOGRAPHY .............................................................................................................................. 24

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 CHAPTER I
INTRODUCTION
A. Background of Study

Education is an activity that has a purpose and can guide humans towards the
goals they want to achieve (Hasbullah, 2005). Education is a planned activity to create
a comfortable learning atmosphere and learning process so that someone actively
develops their potential. Education has an important role because it is one of the efforts
to improve the quality of education. Education can be obtained through books, family,
society when we interact with them. Children can play, learn, express their inspiration
in the school environment freely. Early Childhood is a child who is in the process of
development, including physical, intellectual, social, emotional and language
development. Each child has its own characteristics and child development is
progressive, systematic and continuous. School is the most effective place to obtain
knowledge for a student. Schools have the aim of achieving educational targets,
namely providing education in the form of teaching, including teaching English.

English is an international language as well as a tool for communicating, thinking

and expressing feelings both orally and in writing. In general, English is considered a
difficult subject for students to learn. This is caused by students' limited understanding
in learning the lessons they are studying, but it can also be caused by teachers who
teach English.
In general, teachers are educators and instructors in the world of education,
starting from PAUD (Early Childhood Education) level, primary education to
secondary education. Teaching is a profession that brings together views, actions,
insights, as well as skills and abilities in its students (Saidir, 2019:1). Teachers are the
most important component in building education. Becoming an English Young
Learner (EYL) teacher is not as easy as being an English teacher in general. There are
several criteria and characteristics that EYL teachers must have, namely: 1) adequate
and adequate English language skills that must continue to be developed; 2) diversity
of teaching and assessment skills, as well as the ability to manage EYL classes; 3) the
personal qualities of an effective teacher such as patience, kindness, humor, creativity
and enthusiasm; 4) professional attitude that continues to develop and can be involved
in various activities; 5) openness to ask, learn, improve, and try new things based on
the student. Meanwhile, other characteristics of EYL teachers are that they are friendly

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and fun for students, have high enthusiasm and are creative, are able to be a storyteller,
are humorous, and use simple language when teaching English in EYL classes.

Teachers have a very big responsibility in advancing the world of education. As

a teacher, you must have a professional spirit, teaching is a job or activity carried out
by someone and is a source of income that requires skills and expertise that meet
certain quality standards or norms and requires professional education. In their
responsibilities as teachers, teachers are often the targets of educational failure in
Indonesia. Therefore, all improvement efforts carried out with the aim of improving
the quality of education will not change significantly without the support of
professional and qualified teaching staff. Professionals are also characterized by the
ability to be honest. Thus, the characteristics of a professional teacher are mastering
material, structures, concepts and ideas related to the subject, mastering competency
standards and basic competencies, developing material creatively, developing personal
professionalism by carrying out reflective actions, and using information and
communication ( Republic). Professional teachers must have academic qualifications
and have four competency standards, namely: pedagogical competence, personality
competence, professionalism competence, and social competence. The issue of
pedagogical competence is one of the competencies that must be possessed by every
teacher at all levels of education, especially early childhood. Incidents like this can be
seen in the thesis written by Wiwi Rif'atul Qodriyah in 2016 with the title "An Analysis
of Teachers' Pedagogical Competence in Teaching English for Young Learners at Nara
Islamic School Cirebon".

According to Mulyasa (2007:75), pedagogical competence the teacher's ability to

manage student learning which at least includes the following: Understanding the
insights or foundations of education, Understanding of students, Curriculum/syllabus
development, Planning is studying, Organizing educational and dialogue learning,
Utilization of learning technology, Evaluation of learning outcomes, Developing
students to actualize the various potentials they have. Therefore, the role of the teacher
is not only as a teacher who transfers knowledge and skills to students but also as an
educator and guide who helps students develop all the potential they have. The success
of the teaching and learning process is not only about whether the teacher uses English
well or not. However, teacher knowledge about learning methods is also an important
thing that must be mastered. In fact, only a few English teachers know what teaching

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 methods actually are. This problem is still found in many schools in Indonesia,
especially in rural areas. Considering the above phenomenon, researchers are
interested in conducting research entitled "Teachers' Pedagogical Competence in
Teaching English for Young Learners at TK Dharma Wanita Bawu Village in Boyolali
on the Academic Year 2024/2025".

B. Identification of the Problems

Based on the problem which have been explained in the background of the
research, some problems which emerge related to the research can be identified as
follows:

a. The implementation of learning has not been effective.

b. Teachers have not mastered pedagogical competence.
C. Limitation of the Problems

Pedagogy is the ability to understand character and carry out interesting

learning activities for students. This process aims to provide knowledge and
appropriate learning methods to students, especially early childhood. In this case, an
educator is expected to be able to develop children's psychomotor skills in learning.
Early childhood is a time when children have a lot of inspiration and are active. Related
to problem identification, so as not to deviate from the problem and remembering the
limitations of the researcher's knowledge and abilities. Limitations of the analysis of
team B's pedagogical competence at TK Dharma Wanita Bawu Village Boyoali on the
academic year 2024/2025. In fact, at the school there are two classes, namely Team A
and Team B, but the researcher only researched Team B because that class taught more
English than Team A. Apart from that, because of the time it was not possible to
research everything in the near future This school will start semester exams.

D. Formulation of the Problems

Based on the limitations of the problem, the researcher would like to state the
problem as follows: "What is the pedagogical competence of English teachers, how is
the implementation of English language learning in class B at the TK Dharma Wanita
Bawu Village Boyolali on the academic year 2024/2025."

E. Objective of the Study

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 Based on the problem formulation that has been described. The purpose of this
research is "To find out the pedagogical competence of English teachers in TK Dharma
Wanita Bawu Village in Boyolali on the Academic Year 2024/2025. Hendayana, et al
(2007) states that pedagogical competence is the ability to manage learning which
includes: 1) understanding students, 2) designing and implementing learning, 3)
evaluating learning, and 4) developing students to actualize the various potentials they
have.

F. Benefits of the Study

The benefits of this research are:

1. Theoretical Benefits

Providing information about the pedagogical competence of teachers at

the Dharma Wanita Kindergarten in Bawu Village to be used as a further
reference by future researchers. The existence of schools in villages is an
opportunity for researchers because from there researchers can find out what
the condition of schools in villages is. Researchers can also find out the
competencies of teachers and the development of early childhood in rural
environments.

2. Practical Benefits

a. For the teachers, as input of teachers in improving the quality of teachers

pedagogical competence in managing learning , especially in teaching
English for young learners.

b. For students, can incrase students’ motivation to learn English, so that

learning outcomes increase.

c. For schools, as a research contribution in improvement efforts quality of

education in the future.

d. For reseachers, to increase khowledge about teachers’ pedagogical

competencies and be able to apply the knowledge obtained by reseachers
during lectures.

G. Definition of the Key Terms

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 In order to explain and avoid misunderstanding and misinterpretation about the
title and the content of the research, it is better to define the terms that are used in this
research as follows:

a. Pedagogical Competence

According to Mulyasa (2007:75), pedagogical competence the teacher’s

ability to manage student learning which at least includes the following: a.
Understanding the insights or foundations of education; b. Understanding of
students; c. Curriculum/syllabus development; d. Planning is studying;
[Link] educational and dialogical learning; [Link] of learning
technology; g. Evaluation of learning outcomes; h. Developing students to
actualize the various potentials they have.

b. Teacher

According to Wahjosuidjo(1999:83), teachers are leaders (managers) is: “a

functional person who is given the task of leading the learning process for students
that it organizes, or a place where interaction occurs between the teacher giving
the lesson and the students who received the lesson”.

c. Teaching English for Young Learners

A linguistics expert (Schmid, 2016) stated that various studies have proven
that learning a second (foreign) language is better done during childhood, which is
called the "critical period" because brain capacity will decrease over time.

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 CHAPTER II

LITERATURE REVIEW

A. Theoretical Review
1. Pedagogical Competence

Pedagogy comes from the Greek words "paedos" which means boy and
"agogos" which means introducer, guide. So, the pedagogy of male servants in
ancient Greece was to send their master's children to school. So, figuratively
speaking, a pedagogue is an expert, who guides children towards certain life
goals. According to Langeveld (2000: 145), he differentiates the term
"pedagogy" from the term "pedagogy". Pedagogy is interpreted as the science
of education, more focused on thinking and reflection about education. Think
about how we guide children, educate children.
Mulyasa (2007:26) states that pedagogical competence is the teacher's
ability to manage students' education which at least includes: 1) The ability to
manage learning; 2) Students' understanding; 3) Learning design; 4) Organizing
educational learning and dialogue; 5) Utilization of educational technology; 6)
Evaluation of learning outcomes and; 7) Student development.
Meanwhile, the term pedagogy means education, with more emphasis
on practice, involving educational activities, guiding children's activities.
Pedagogy is a theory that, through objective crises, develops concepts about the
nature of humans, the nature of children, the nature of education and the aims
of education, the nature of the educational process. However, there are still
many dark areas referred to as "Terraincegnita" (unknown territories) in the
field of education, because the problems of the nature of life and human nature
are still shrouded in mystery.
The competency-performance approach is strengthened by the
postulation of the competency-moderator-performance model (Overton, 1985).
In this model it is assumed that the relationship between competence and
performance is moderated by other variables, for example cognitive style,
memory capacity, familiarity with the task situation, and other individual
difference variables. In developmental psychology, another modification of the
competency performance model, even more influential than Overton's

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moderator model, involves the conceptual differentiation of competency into
three components.
Components included in pedagogical competence are; (1) mastering the
characteristics of learning in terms of physical, spiritual, moral, social, cultural,
emotional and intellectual, (2) mastering learning theories and principles of
educational learning, (3) developing a curriculum related to the subject matter,
(4) organizing educational learning, (5) utilizing information and
communication technology for learning purposes, (6) facilitating the
development of students' potential to actualize their potential, (7)
communicating effectively, empathetically, and politely with students, (8)
conducting assessment and evaluation processes and learning outcomes, (9)
utilizing assessment and evaluation for learning purposes, (10) taking action to
improve the quality of reflective learning (Asmani, 2009).
Pedagogical competence is one of four competencies that teachers must
have to carry out their role as educators. The success of teaching and learning
activities is determined by pedagogical competence. Pahrudin stated that
pedagogical competence is the teacher's ability to manage learning, understand
students and their potential, develop curriculum and evaluate learning. Teachers
should have pedagogical competence so that the learning process can be
efficient and effective. Pedagogical competence is possessed beyond the effort
and desire to learn continuously. Pedagogical competence is important because
it has a significant influence on the quality of learning. As stated in the
Regulation of the Minister of National Education Number 16 of 2007,
pedagogical competence is the teacher's ability to manage students in learning
which includes planning, implementation, and evaluation. This means that
teachers must understand student learning outcomes which include:
a. Student Characteristics

Teachers need to know the characteristics of students in

order to provide appropriate methods to support the learning process.
There are three characteristics of students, namely intellectual ability
(cognitive), attitude, and psychomotor aspects.

b. Mastery of Learning Theory

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 Teachers should understand learning theory in depth by
knowing the objectives, topics and theoretical ideas. Thus, the
learning process becomes optimal.
c. Learning Plan

Teachers use learning plans as a daily guideline by providing

a detailed outline containing what students need to learn,
implementation of learning and evaluation of learning. Learning
plans will certainly make the learning process more effective.
d. Learning Implementation

Teachers should implement RPP in class in a creative, fun

and interactive way. Teachers as role models for their students must
be creative and innovative, so that students will be enthusiastic about
learning new knowledge.
e. Learning Evaluation

At the end of learning, the teacher measures students'

understanding after the learning process, the teacher also evaluates
his own performance to be better next time.
f. Student Potential Development

Students come from different backgrounds and of course

each student has different potential. In this case, teachers must help
them develop and achieve their potential.

Madhavaram and Laverie (2010:5) said that pedagogical competence is

the ability to integrate existing resources (books, journals, articles and learning
technology) and non-existent resources (knowledge, skills and experience) to
achieve learning effectiveness. This means that teachers are able to manage the
learning process. Teachers need pedagogical competence to achieve learning
goals and improve student success, sometimes the learning process cannot run
well because teachers do not have the criteria for pedagogical competence. As
stated in Regulation Number 14 of 2005 concerning Teachers and Lecturers,
pedagogical competence implies the ability of teachers and the student learning
process. Based on the Regulation of the Minister of National Education Number

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16 of 2007 concerning Academic Qualification Standards and Teacher
Competence, teachers must be able to carry out their duties by reflecting and
responding to the learning process to improve the quality of learning. In
pedagogical competence, teachers must be able to understand students including
the nature, background, and educational process of students.
According to A. Fatah Yasin (2008), pedagogical competence is the
teacher's ability to manage the learning process which includes:

a. The teacher's ability to understand students, meaning:

1) Understanding the development of student characteristics,
for example the cognitive aspects of students.
2) Understanding the principles of student personality
development
3) Identifying potential student differences.
b. Teachers' ability to create learning designs that include:
1) Being able to plan materials, choose teaching aids that are
appropriate to the learning materials.
2) Being able to plan learning management that includes
determining the learning objectives to be achieved, choosing
appropriate learning strategies/methods, formulating
learning steps, making students more motivated, and setting
questions to measure student understanding.
3) Being able to manage class management, such as student
seating formation and allocating learning time.
4) Planning and preparing media that will be used to achieve
learning objectives.
5) Being able to create lesson plans (assessment tools).
c. Teachers' ability to organize learning activities, including:
1) Carrying out basic teaching skills such as opening and
closing learning activities, explaining materials, providing
reinforcement, creating variations in learning, and asking
students.

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 2) Applying various learning methods, strategies and teaching
approaches, such as collaborative learning, context-based
learning, and computational thinking.
3) Mastering the class, such as stimulating students to ask
questions, being able to answer student questions, setting the
focus of group discussions to develop students' critical
thinking and others.
4) Measuring the level of student achievement during the
learning process.
d. Teachers' ability to evaluate learning includes:
1) Carrying out assessments for students by understanding
various evaluation instruments.
2) Reviewing and analyzing the results of learning evaluations.
3) Viewing the results of learning evaluations for the next team
to improve the quality of their teaching.
e. Teachers' ability to facilitate and encourage students to develop
their academic and non-academic potential. Academic potential
is also called cognitive ability, while non-academic potential is
also called extracurricular.

Moreover, Law Number 14 of 2005 concerning Teachers and Lecturers

states that there are 10 main criteria that teachers and lecturers must have, such
as:

a. Teachers' Understanding of Students Based on Physical,

Intellectual, Spiritual, Emotional, Social and Cultural Aspects.
Students are those who receive influence from a person
or group of people and have activities in the field of education.
The purpose of this point is to find out aspects of students in
order to help them grow and develop by determining learning
materials, using appropriate teaching media, making diagnoses
based on students' learning difficulties, helping students solve
their problems, managing classes, educating students about
individual differences, and so on.

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b. Teachers' Deep Understanding of Learning Theories and
Principles of Educational Learning
Teachers as educators have an important role in efforts
to improve the quality of education. First of all, teachers must
know and understand the principles of education as basic
knowledge that can be obtained when studying at university.
c. Understanding and Development of Curriculum Content
Referring to Subjects
The curriculum is a set of learning plans that include
learning objectives, content, and learning materials. The
curriculum functions as a guideline for teachers in carrying out
their duties as educators to achieve educational goals. While the
syllabus is a set of plans to help students' potential which
includes physical, intellectual, emotional, religious and moral.
Teachers should develop a curriculum or syllabus according to
students' needs so that learning is effective.
d. Creating Various Activities in the Learning Process
Teachers invite students to be involved in the learning
process and inspire students to be interested and feel comfortable
in class. Teachers guide students by interacting with them,
teachers can create effective communication to create a
supportive learning environment in the classroom.
e. Using Technology in Teaching
Teachers can utilize technology to improve the quality
of learning. There are various technologies that can be utilized
by teachers in teaching, which will certainly help teachers in
delivering learning materials. Although technology is currently
very advanced, the role of teachers cannot be replaced by
technology. However, this is a golden opportunity for teachers
to utilize it.
f. Providing Student Development to Achieve Maximum Potential
Students have various abilities and talents that should be
developed to maximize their potential. Therefore, teachers must
seek and identify student potential. This can be known by
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 suggesting or guiding students in participating in school
extracurricular activities so that students become more interested
in school.
g. Communicating with Students While Teaching
Teachers should be able to invite students to actively
participate in class. This can be done by conducting two-way
interactions so that teachers do not only focus on using textbooks
or blackboards, but students also get feedback from their
teachers.
h. Measuring the Learning Process (Evaluating)
Measurement includes collecting data or information on
learning activities and evaluating the learning process by
conducting assessments. There are two types of assessments,
namely formative and summative assessments. Assessment is
important to improve the quality of the teaching and learning
process. Assessment can help teachers identify student
difficulties and analyze student weaknesses and strengths in
learning.
i. Utilizing Evaluation Results to Improve Learning
After getting the evaluation results, the teacher then
identifies by reviewing the evaluation results and utilizing them
to improve the next learning activities to be more effective.
j. Improving the Quality of Learning from Previous Learning
Teachers have the most prominent role in improving the
quality of learning, because teachers must always review the
learning process from previous activities to find out the
weaknesses, so that they can be improved in the next learning.
In this case, teachers can use learning media or teaching aids to
support the learning process.

Based on the criteria covered in Regulation Number 17 of 2007 above,

we can see that teachers should understand the various characteristics of
students, ranging from physical, moral, spiritual, and social. Teachers should be
able to manage the curriculum related to the subjects that will be delivered to

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 students. They must also use the latest technology in the learning process. In
addition, increasing student potential in academic and non-academic aspects is
also important.

2. Teaching English Young Learners

Teaching is a process of providing lessons or a process of transforming
knowledge from teachers to students. Foster (1976:51) explains that: Teaching
is one aspect of education, an interaction between teachers, people who can
encourage intelligent behavior and learning, people who ask for intelligent
behavior. Teaching will be treated as a subcategory of the education
subcategory. Based on the definition above, teaching is helping students to do
activities that have never been done. Therefore, in the teaching and learning
process, students are able to understand what the teacher has given. Generally
they are beginner learners, but teachers cannot generalize them by giving the
same assignments or activities. The young learners in question are students of
the same age as children aged 5-7 years. Scott and Ytreberg (Suyanto, 2010:15)
divide them into groups of level one or beginner level (5-7 years) and level two
(8-10 years).
Harmer (2007) states that younger learners are not necessarily better
learners than older learners. Younger children tend to develop native-like
English skills than adult learners, as suggested by Lynne Cameron (cited by
Harmer, 2007) that children “reproduce their teachers’ accents with great
accuracy”. In today’s globalized era, English is an important language that can
help children to enrich their potential in their later life. The earlier they start
learning English the better. As a result, it is known that most people believe that
children are better than adults when trying to learn a second language. Steiberg
(1993:203) said that it seems to be supported by general observation, since
young second language learners seem to learn other languages rather quickly. It
is also assumed that early learning will be owned by learners of early
understanding of English in kindergarten. Therefore, this will be a strong
foundation for them in learning later.
According to Scott and Lisbeth (1990:4) young learners mean children
who learn English when they are young. Young learners of English are a reliable
and consistent measure of how well children perform in listening, speaking,

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reading and writing skills. Generally teachers may not be aware of what young
children need in learning a second language. Therefore, it is important for
teachers to pay attention to them as young students to help them succeed in
learning. Teaching beginners is considered by Freeman, Harmer and Rodgers
to be the most challenging level of language teaching. According to Brown
(2001:98), states that since students at this level have little or no prior
knowledge of the target language, the teacher becomes the main determinant of
whether students achieve their goals. This can also be the most rewarding level
for a teacher because the level of proficiency of his students is very high and
clearly visible within a few weeks. Things that EYL (English Young Learner)
teachers must pay attention to in teaching English are:
a. The characteristics of Young Learners
In general, children like any activity as long as they feel happy.
The use of body movements in the learning process because children
like to do physical movements. They like to move from one place to
another. They like to go around without thinking about whether it will
disturb the environment around them or not. They don't like places that
force them not to do something. Geoffrey Broughton stated that young
children are physically active. In addition, children also like to imitate
and imitate. They will pay attention to others and try to imitate what
others do and say. That's how children learn and develop their
knowledge. This is supported by Broughton et al. (1980: 169) the river
Children like to imitate and imitate, they are free to play roles
and they enjoy repetition because it gives them a sense of confidence
and achievement. Based on the explanation above, children like to be
involved in something active. To make them active, teachers must be
able to create an atmosphere of the learning process that suits the
characteristics of the child. This can motivate students to learn
effectively, so that it is hoped that learning objectives can be achieved
properly.
b. The Teacher of English Young Learners
According to Akhyak (2005: 3), a teacher is someone who
influences students in the teaching and learning process. Therefore,
teachers must bring students to the goals that both teachers and students
16
 want to achieve. Teachers are an important factor because they introduce
students to a foreign language that they have never known in their lives.
In this case, the role of the teacher is very difficult and complex.
Teachers teach English as a first step and provide the basics of English
both academically and psychologically. The selection of interesting
teaching methods or techniques that are appropriate to the age and
characteristics of young learners will not guarantee the success of
teaching and learning if the teacher does not have the ability to do so. In
addition, he does not have sufficient knowledge in English. This will
cause the material taught to be wrong. Based on the explanation above,
it can be said that young learner teachers must meet the criteria of young
English learner teachers and know the duties of young English learner
teachers. The teacher's job is to help students learn. This is related to
both the formal classroom process and learning outside the classroom.
Teachers are responsible for a large amount of what happens in the
classroom, such as: what is taught, the resources used, the types of
activities, classroom management, assessment, feedback, etc. It is also
part of the teacher's job to encourage students to take responsibility for
their own learning and become active learners.
c. Systematic Teaching of English to Young Learners
The New South Wales Department of Education and Training
(1999:27) states that teachers should select activities to develop
knowledge, skills and understanding that are relevant to the identified
needs of students and the task at hand. Teachers should also provide
regular opportunities for involvement in purposeful classroom activities.
In addition, this review focuses on the relationship between teacher
behaviour in the classroom and a range of student outcomes, including
achievement, retention and student participation levels.

B. Previous Related Studies

Based on several sources related to this research, here are some previous studies
related to this research. The following is a comparison of the results of this study with
previous studies:

17
 The first is a journal written by Cipto Wardoyo et al. in 2020 entitled "Analysis
of Pedagogical and Professional Competence of Teachers in the 2013 Curriculum
Revised 2017-2018 in Accounting Subjects". This thesis analyzes two of the four
competencies, namely Pedagogical and Professional competencies in the
implementation of the 2013 Curriculum. The difference in the journal written by Cipto
Wardoyo lies in the subject. Cipto's research discusses the implementation of the 2013
curriculum in Accounting subjects in State Vocational High Schools, while this study
identifies the competencies of English teachers based on the teacher's Pedagogical
competencies. The results of the study show that teachers understand pedagogical and
professional competencies by applying learning strategies and methods that are relevant
to students and indicators of competency achievement are presented in the RPP.

The second is a thesis written by Wiwi Rif’atul Qodriyah in 2016 entitled “An
Analysis of Teacher’ Pedagogical Competence in Teaching English for Young Learners
in Nara Islamic School Cirebon”. This study analyzes the pedagogical competence of
teachers which discusses how teachers manage classes of young learners. The
difference between Wiwi Rif’atul Qodriyah’s research and this study is that the
competence studied in Wiwi Rifa’atul Qodriyah is pedagogical competence that
focuses on teacher class management and the use of learning media in the learning
process, while in this thesis the pedagogical and professional competence of teachers is
analyzed based on indicators in government regulations. The results of the study show
that teachers use various learning models to manage classes of young English learners.
Teachers use various learning models in order to manage classes and deal with
diversity.

The third is a study written by Kholid Alqodri in 2016 entitled "An Analysis of
Teacher's Pedagogical Competence in Teaching English at Seventh Grade of The
Second Semester of MTSN 1 Way Kanan in The Academic Year of 2020/2021". This
study analyzes the pedagogical competence of teachers that influence teachers in
teaching English. The difference between this study and Kholid Alqodri's study is the
subject of the study, Kholid Alqodri's research subjects were 2 teachers and 56 students,
while in this study two teachers and students were conducted to provide their
perceptions of how teachers teach in class. The results of the study showed that
pedagogical competence was still low with teacher indicators and scores included in

18
the low category. This means that competence and strategies must be improved so that
students are more interested in learning.

19
 CHAPTER III
RESEARCH METHOD

A. Type of the Research

This study uses a descriptive method or qualitative approach because the
problems discussed in this study are not related to numbers, but describe, elaborate, and
illustrate the role of teachers in analyzing pedagogical competence in in teaching
English for young leaners at TK Dharma Wanita Bawu Village Boyolali on the
academic year 2024/2025 as it is. This study aims to analyze teachers] competence in
teaching English at TK Dharma Wanita Bawu Village in Boyolali based on pedagogical
competence. There are two English teachers at TK Dharma Wanita Bawu Village in
Boyolali who participated as informants for this study. Data were obtained by
conducting observations to determine and analyze the pedagogical competence of
teachers. In addition, data were also obtained by conducting interviews with English
teachers at TK Dharma Wanita Bawu Village in Boyolali. Data from observations and
interviews are described in detail, because data analysis is presented descriptively.

B. Subject and Object of the Research

The subjects of this study are people who provide information related to this
study or consultants for researchers to explore and obtain data for this study. The
identity of the research subjects must be clearly explained, such as age, gender,
educational degree, and job title (Syahril & Syahrm 2012).

In this study, the subjects consisted of English teachers at TK Dharma Wanita

Bawu Village in Boyolali on the academic year 2024/2025. There were four teachers,
two of whom were female teachers for the study. Teacher 1 is Mrs. Titik Trisniawati
[Link], Teacher 2 is Mrs. Lisana Indah [Link]. They are teachers who teach English at
Dharma Wanita Kindergarten, Bawu Village, Boyolali. The teachers selected as
subjects in this study are those who have been teaching in their fields for a long time,
then trusted and recommended to provide data for this study. While the object of the
study is teacher competence in teaching and learning activities.

C. Techniques of Data Collection

In collecting data, this study used the following techniques

1. Observation

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 According to Marshall in Sugiyono (2016), he stated that
"through observation, researchers can learn about the behavior and
meaning attached to that behavior".

In this case, classroom observation is used to determine the

pedagogical and professional competence of teachers during the
teaching process. Teachers are examined on how the teacher's
pedagogical competence is in carrying out their duties as teachers,
research participants join the class. While the observations carried out
by teachers during the learning process in the classroom, observations
were carried out by researchers twice, observations began on June 5,
2024 until the last observation on June 6, 2024. Teachers were observed
during two meetings from beginning to end to find out how to
understand their competence in learning. Field notes and questionnaires
were made to record what the teacher did during the observation. A
questionnaire is data collection by asking written questions to be
answered directly by the teachers.

2. Interview
According to Esteberg in Sugiyono (2016), an interview is
defined as "a meeting of two people to exchange information and ideas
through questions and answers, producing communication and
combining meaning constructions about a particular topic".
In this study, interviews with English teachers at Dharma
Wanita Kindergarten, Bawu Village in Boyolali aimed to determine the
teacher's pedagogical competence, teaching implementation, and
English teaching problems. Interviews were conducted with two
teachers consisting of all female teachers. Interviews were conducted
twice, each teacher was interviewed once. In the interview, a list of
questions was prepared, the teacher then answered questions about the
implementation of teaching at TK Dharma Wanita Bawu Village in
Boyolali based on pedagogical competence. Meanwhile, an interview
voice recorder was used to record the teacher's answers.
3. Documentation

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 Documentation is a record of the past that can be in the form of
writing, pictures, or monumental works of a person. For this study,
documentation was collected by taking pictures of teachers while
teaching and RPP (Lesson Implementation Plan).
D. Techniques of Data Analysis

Data Analysis This study describes comprehensively and carefully the

Teacher's Pedagogical Competence in English language learning, namely logic that
moves from specific to general. The description is developed based on events obtained
in the field. The data analysis used in this study is a qualitative data analysis technique.
Data analysis in qualitative research is carried out before entering the field, while in the
field, and after completion in the field. However, in qualitative research, data analysis
is more focused during the process in the field along with data collection. In reality,
qualitative data analysis takes place during the data collection process rather than after
data collection is complete.

1. Data Reduction

Data reduction is the process of selecting, focusing, abstracting, and

transforming raw data from the field. This process is carried out from the
beginning to the end of the study. Thus, the reduced data will provide a clear
picture, and make it easier for researchers to collect further data, and search for it
if needed.

2. Data Display

Data presentation is a collection of structured information that provides

the possibility of drawing conclusions and taking action. The forms of
presentation include narrative text, matrices, graphs, networks, and charts. And in
this study, researchers created a score for data collection which will then be
described in paragraph form. The following is a table of observation sheet scores
with a measure of the number of google form entries based on the components of
the teacher's pedagogical competency standards.
Technique of Data Analysis
The steps can be seen as follows :

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2. Determine the percentage of each competency by the following formula
(Baedhowi, 2010) :

Persentage = (Total score / Maximum score competence x 100%)

3. Giving categorization of English teacher employment Performance adjusted

to the guidelines for assessment the teacher's performance is presented in the
following table by (Baedhowi, 2010) :

Nilai hasil PK Guru Sebutan

91-100 Amat baik

76 – 90 Baik

61 – 75 Cukup

51 – 60 Sedang

≤ 50 Kurang

3. Interpreting the result of interview data to be presented in the report.

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