Teaching skills is a form of tutoring action. It is the accumulation of knowledge which has been obtaining by the teachers during they go through the education, both formal (university) and informal (teachers training) education. In general, there are some skills in teaching such as the skills to ask; skills to stimulate, reward, and punishment; skills to present the material, skills to manage classroom, etc (Risal, 2011). As such, the application of 2013 curriculum requires teachers to have some skills in teaching to achieve the objectives in the 2013 curriculum.
The skills that are expected to have such as the skills to analyze the relationship between the Graduation Competency Standards (SKL), Core Competencies (KI), Basic Competency (KD), teachers book and learners book; skills to write lesson plan (RPP) by referring to the curriculum in 2013; skills to use scientific approach in teaching correctly; skills to apply the learning model of Problem Based Learning, Project Based Learning, and Discovery Learning; skills to implement authentic assessment properly, and oral and written communication skills with a coherent, correct, and polite (Kementrian Pendidikan dan Kebudayaan, 2013).
Based on the Act No. 14 of 2005 and Government Regulation No. 74 of 2008 mandates that teachers are required to have a minimum qualification of a bachelor (S-1) or Diploma (D-IV), master competencies (pedagogical, professional, social and personality), a certified educator, physical and spiritual health, as well as having the ability to achieve national education goals (Rustad, et al., 2012).
Teacher certification is a qualification required for becoming teachers whose intention to attain the goal of National Education Standard. According to the Act No. 14 of 2005 on Teachers and Lecturers Article 1, Paragraph 10, mentioned that competence is a set of knowledge, skills, and behaviors that must be possessed, internalized and controlled by teachers or lecturers in implementing the task of professionalism. While, article 10 paragraph 1 stated that educators competence as agents of learning in elementary, secondary, and early childhood education include: (a) pedagogic competence, (b) personality competence, (c) professional competence, and (d) social competence (Undang-undang Guru dan Dosen, 2009).
However, with regard to the improvement of teachers’ quality, the goals of the teachers’ certification program still cannot be achieved maximally in general. This is caused by a principle problem of the teachers is still on in terms of their teaching skills and behaviors. In terms of teaching, most teachers are not nimble and creative as well as both very low in knowledge acquisition and learning methods. Thus, when teachers teach, they tend to be conservative and oldfashioned (Muhajir, 2013). In Bantaeng, the fact from the result of Teachers Competence Test of 2013 (UKG 2013) showed that most of the English teachers (80%) in Bantaeng Regency have not been able to reach the competence in maximum level yet. They still have to join the Base Training and Follow-up Training. They are demanded to have more pedagogical competence especially skills, creative, and innovative in teaching English (Syafei, 2014).
Name : Dzur Rif’ah Mahmudah
Source : https://media.neliti.com/media/publications/224438-a-comparative-study-on-the-english-teach-73a60c26.pdf