




































Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

36 
 

STUDY OF PROFESSIONAL DEVELOPMENT  

AND CAREER ENGLISH TEACHER 

(Case Study of Junior High School Teachers in the Urban and Rural Areas of Southeast 

Sulawesi) 

 

Meilan Nirmala Shinta 

Shintameilan81@gmail.com 

Halu Oleo University 

 
ABSTRACT 

This study aims: 1). describe the process of teachers in fulfilling their professional qualifications 

and career development process 2). searching information inhibiting things by the teacher in 

fulfilling professional and career development. The scope of the research focuses 2 of 4 

competencies that must be possessed by a teacher namely: pedagogic competence and 

professional competence. The method of this research is descriptive qualitative with case study 

approach. The subject of this study using the principle of purposive sampling that there are 3 

English teachers who became the subject in this study. Interview (deep interview) and 

observation (passive observer). The results of this study illustrate that: 1). Pedagogic 

competence: for teachers who have attended a learning-based IT training tend to apply a 

scientific approach in learning English in class K13 than teachers who have never followed it, 

teachers use IT media in teaching in the form of LCD and material from the internet, and be 

creative according to facilities and infrastructure which exists; professional competence: MGMP 

activities for urban municipal teachers in Kendari show that the activity is active, whereas for 

teachers teaching in villages in other districts the activities are not routine, PTK research is 

based on the needs of the rank and prerequisite of certain activities not based on teacher needs, 

training activities and workshops show as activities that are generally followed by teachers. 2). 

Things that become obstacles include: Pedagogic competence: systemic that is a periodic in-

depth workshop curriculum so that the understanding of teachers that still need to be upgraded 

must be dealing with the implementation of the curriculum that must be run, facilities that are 

not yet sufficient to assist in learning in class, which is still low especially in the regions; 

obstacles to the professional competence of MGMP activities that are not routine in the regions, 

MGMP instructors who trained are not appropriate in their fields, the burden of teacher 

responsibility and so many become one of the PTK factors is not a priority of teachers 

implement it, there is no system that is presenting the results of teacher PTK not only as 

admisnistrasi requirements alone. The conclusion is still need to improve the system of teacher 

competency activities in the pedagogic and professional sections so that the process of 

professionalism improvement and career of teacher can be more meaningful and useful in 

developing teacher task. 

 

Penelitian ini bertujuan: 1). menggambarkan proses guru dalam memenuhi kualifikasi 

profesional dan proses pengembangan karir 2). mencari informasi hal-hal yang menghambat 

guru dalam memenuhi pengembangan profesional dan karir. Ruang lingkup penelitian ini 

memfokuskan 2 dari 4 kompetensi yang harus dimiliki oleh seorang guru yaitu: kompetensi 

pedagogik dan kompetensi profesional. Metode penelitian ini adalah deskriptif kualitatif dengan 

pendekatan studi kasus. Subjek penelitian ini menggunakan prinsip purposive sampling yaitu 

ada 3 guru bahasa Inggris yang menjadi subjek dalam penelitian ini. Wawancara mendalam dan 

observasi (pengamat pasif). Hasil penelitian ini menggambarkan bahwa: 1). Kompetensi 

pedagogik: bagi guru yang telah mengikuti pelatihan IT berbasis pembelajaran cenderung 

menerapkan pendekatan ilmiah dalam pembelajaran bahasa Inggris di kelas K13 daripada guru 

yang tidak pernah mengikutinya, guru menggunakan media IT dalam mengajar dalam bentuk 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

37 
 

LCD dan materi dari internet dan berkreasi sesuai dengan sarana dan prasarana yang ada; 

Kompetensi profesional: Kegiatan MGMP untuk guru perkotaan di Kendari menunjukkan 

bahwa kegiatan ini aktif, sedangkan untuk guru yang mengajar di desa-desa di kabupaten lain 

kegiatannya tidak rutin, penelitian PTK didasarkan pada kebutuhan pangkat dan prasyarat dari 

kegiatan tertentu yang tidak berdasarkan pada kebutuhan guru, kegiatan pelatihan dan lokakarya 

merupakan kegiatan yang umumnya diikuti oleh guru. 2). Hal-hal yang menjadi kendala antara 

lain: Kompetensi pedagogik: sistemik yang merupakan kurikulum lokakarya mendalam secara 

periodik sehingga pemahaman guru yang masih perlu ditingkatkan harus berhadapan dengan 

pelaksanaan kurikulum yang harus dijalankan, fasilitas yang belum cukup untuk membantu 

dalam pembelajaran di kelas, masih rendah terutama di daerah; hambatan terhadap kompetensi 

profesional kegiatan MGMP yang tidak rutin di daerah, instruktur MGMP yang terlatih tidak 

sesuai di bidangnya, beban tanggung jawab guru dan banyak yang menjadi salah satu faktor 

PTK bukanlah prioritas guru mengimplementasikannya, tidak ada sistem yang 

mempresentasikan hasil dari guru PTK tidak hanya sebagai persyaratan admisnistrasi saja. 

Kesimpulannya masih perlu meningkatkan sistem kegiatan kompetensi guru di bagian 

pedagogik dan profesional sehingga proses peningkatan profesionalisme dan karir guru dapat 

lebih bermakna dan bermanfaat dalam mengembangkan tugas guru. 

 

Keywords: development, professionalism, career, MGMP, PTK. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

38 
 

A. Introduction 

The teacher certification phenomenon in Sawali.com (2007) is through the 

emergence of Government Regulation in 2005 which launched Law No. 14, the fresh 

winds for teachers and lecturers begin to be felt by the state servants, the aim of teacher 

certification with an additional 1 time basic salary is expected to have an impact on 

improving the quality of education, moreover the prerequisite of getting a certification 

salary for teachers is to collect a portfolio of about 850 points which means the teacher 

must be smart archive all documents such as certificates, decrees, diplomas, assignment 

letters, etc. and the teacher must have a high teaching hours, aka a long teaching period. 

All of these things are indicators and barometers for determining whether or not to get 

additional benefits. 

Another picture that is often found is, activities following educational seminars, 

curriculum development seminars, or non-education seminars as a form of archival 

support are prerequisites for certification of teachers, at one time the experience of 

researchers there was a teacher who, when viewed as senior, what was surprising when 

he revealed that the opportunity to attend educational seminars was very rarely followed 

because he had never been sent from school for example. In addition, researchers who 

happened to handle 'education profession' courses, through interview assignments with 

civil servant teachers by students, there were several teacher data reports that rarely 

attended educational / non-education seminar activities that were independent in 

themselves. Another opportunity was when researchers interviewed teachers in one 

district in Southeast Sulawesi in another research activity, one of the content questions 

asked to the teacher was "is it always the teacher working group activity?" Some 

teachers in certain fields of study revealed that they were not participating in these 

activities and indeed there are no such activities in their area. These things are ironic 

because career development guidelines for teachers in order to improve the quality of 

their performance both as classroom teachers and also to improve teachers' scientific 

insights must be through activities that are structured both in groups and independently 

participating in activities. The aim of all of them is to improve the quality of education 

that has an effect on the quality of student learning, classroom management, and 

personal competence of course. 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

39 
 

According to statistical data, there are only around 5% of teachers who have the 

opportunity to participate in various development programs that are institutionalized by 

a type of training. In reality, many teachers do not have access to education, training and 

institutional development programs other than civil servant pre-service training or want 

to become full civil servants and teacher certification training (Sudaryawan Danim, 

2012). 

On the other hand, as the times change, especially since the issuance of Law 

No.14 of 2005 concerning teachers and lecturers, slowly shows that the teaching 

profession has progressed in terms of the development of its professionalism along with 

welfare rights that have undergone a change from its past. Teacher demands in terms of 

competence are the main thing. According to Sudarwan Danim and Khairil (2011) in his 

book said that the existence of the Law supported by other related legal products - was 

also born was a real indication that the teaching profession entered its golden age. 

Suciptoardi (2009) said the issue of teacher certification is expected not to be 

merely a matter of formality in order to obtain the quota, government policies on 

qualifications, competencies, and teacher certification that implement it continue to 

process are expected to also have a direct impact with improving the quality of 

education in general. So that teachers are demanded instead towards being more 

competitive and dynamic to keep abreast of developments in science, technology, and 

information in other words the long life education principle applies. 

If judged by diera 70s, Suparlan (2010) correlates that at this time from the 

Directorate of Education has formulated there are 10 competencies that teachers must 

have such as: having a teacher's personality, mastering the foundation of education, 

mastering teaching material, arranging teaching programs, carrying out the teaching and 

learning process, carry out educational assessments, carry out guidance, carry out school 

administration, collaborate with peers, and carry out simple research. Then in the 2000s, 

three components of teacher competence were formulated, namely: management of 

learning, professional developers, and academic mastery. And then in 2005 the 

formulation of teacher competencies metamorphosed into 4 components: personality, 

pedagogic, professional, and social components. 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

40 
 

2. Problem Formulation 

The following formulation of the problem that formulated the research is: 

1. What is the description of professional development and English teacher career 

in Southeast Sulawesi? 

2. What factors are obstacles to professional development and teacher careers in 

Southeast Sulawesi? 

B. Literature Review 

1. Teachers and professional education  

According to the ancient Javanese view (Suciptoardi, 2009) the word 'teacher' 

sociocultural teacher is a respectable profession of the word digugu which means 

embraced or imitated. Teachers are respected professions and become role models and 

examples for the community as well as being exemplary. On the other hand, according 

to E. Mulyasa (2010) said that a 'teacher' is a form of competence in intellectual 

intelligence, emotional intelligence, and creativity intelligence, and spiritual intelligence 

of their students. 

Based on the Circular of the Minister of Education and Culture and the Head of 

BAKN Number 57686 / MPK / 1989 (Suparlan. 2010) referred to as "the teacher is a 

civil servant (PNS) who is given duties, authorities and responsibilities by officials who 

are authorized to carry out education in schools, including attached to office ". 

Furthermore, it was explained about the definition of the teacher contained in Law No. 

20 of 2003 concerning the National Education System, namely the teacher is an 

educator who is appointed according to the legislation in force and works professionally 

with the main task of educating, teaching, guiding, directing, training, evaluating, and 

evaluating students on formal education paths from the basic education level , middle, 

PAUD, and upper middle. And currently the expansion of the meaning of the teaching 

profession in Government Regulation (PP) No. & 4 of 2008. 

2. Teacher Law (RI Law No. 14 of 2005) 

 RI Law No. 14 of 2005 CHAPTER II (Position, Function and Purpose) Article 2 (1) 

The teacher has a position as a professional staff at the level of primary education, 

secondary education, and early childhood education in the formal education system that 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

41 
 

is appointed in accordance with the legislation (2) Recognition of the position of teacher 

as professional staff as referred to in paragraph (1) is proven by an educator certificate 

C. Research Design 

The research design used in this study is qualitative descriptive, In qualitative 

research which is the main subject in the study is the researcher itself, on the other hand 

the main data source in this study is the English education teachers who have devoted 

themselves in urban and rural areas for some time assuming the devotion period is 

closely related to experience their dedication as educators. As the principle in 

qualitative research rules, there are 3 teachers who are the subjects in this study, there 

are some of the informants (teachers) are: senior teacher who has more than 10 years of 

teaching, teachers who have served under 10 years, teachers are those who serve in 

urban areas and sub-districts of Kendari, Southeast Sulawesi; and 1 teacher serving in 

the village / city area in the district of Buton, Southeast Sulawesi. Techniques data 

collection by interview and, data Analysis Technique Qualitative data analysis was 

obtained through interviews, while research applied data analysis model Miles and 

Huberman (Sugiyono, 2008) with 3 stages: data reduction, verification and conclusion. 

D. Findings and Discussions 

Pedagogic competence is a basic competence that must be owned and mastered by 

the teachers, the data shows that the 3 teachers are aware of their duties and 

responsibilities in carrying out the tasks of learning and teaching in class, some of the 

data obtained are: 

1. First teacher 

Understanding of students for the teacher (1st informant) is actually a senior 

teacher who has taught over 10 years, for him facing students with a background is a 

challenge for him so that it affects the choice of teaching strategies that are suitable for 

the characteristics of students they face, Likewise in terms of designing learning and 

evaluation as well as developing the potential of students, for example by changing the 

methods and media used to adapt to the current curriculum, curriculum changes that 

have taken place several times have given him a challenge so as to overcome problems 

the problem was that he participated in several trainings or workshops and also through 

teacher forums for study subjects such as MGMP to share and gain knowledge of 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

42 
 

knowledge. The constraints he faced were some material presentations and the activities 

of students are currently predominantly based on e-learning or IT, this is a difficulty in 

the presentation so that he needs to always update the material and forms of student 

work that are appropriate and in accordance with current curriculum procedures . 

2. Second teacher 

The teacher has ever forgiven subjects outside of his specifications as an English 

subject teacher. He had taught SBK subjects due to lack of availability of these teachers 

in his school, for teaching English he felt able to carry out his competence properly, 

which was a problem for him when there was a curriculum change that occurred in the 

transition process several problems faced, for example: presented in textbooks is 

sometimes confusing for students so that for them it takes extra effort to prepare 

additional material and assistance to make the learning process acceptable and run well, 

the process of curriculum socialization from the try out to the implementation process 

makes it not enough for them to say they understand well and differentiating from the 

previous curriculum so that what happens is they still apply the principle of KTSP 

curriculum learning rather than K13 curriculum, IT-based language learning is quite 

interesting for him to apply only when the media is not supported by FAS The ability of 

schools is sometimes an obstacle to implementation. So according to this teacher, KTSP 

is easier for him to apply than K13 especially with the characteristics of students he 

faces and the environment that has not fully supported to be able to run properly. 

3. Third teacher 

This teacher has moved the workplace 3 times, starting from teaching in rural 

areas to the city of sub-districts in Buton regency, while the background of students to 

English is very lacking, almost every teaching he uses is normative or conventional 

methods, learning media is minimal from utilizing e-learning is caused by the ability of 

students to have gadgets, school skills, and difficult signal factors. Moreover, the 

current K13 curriculum for him is quite difficult for him to apply several factors: 

training coordination for teachers is delegate, for him this is inadequate to obtain 

complete knowledge with the K13 concept itself, besides that the distance between 1 

socialization activities for subsequent activities far enough so that demands that want to 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

43 
 

be implemented as soon as possible in the field are reversed with the expected reality, so 

for him to teach with the KTSP curriculum concept he still uses it more. 

Professional competence 

Data showing English teachers on professional competence are: 

Informan PGRI Seminar/workshop MGMP Karya 

ilmiah 

 (PTK) 

Teacher 1 

 

Teacher 2 

 

 

Teacher 3 

 

Active 

 

Occasionally 

but not 

active 

 

Never and 

inactive 

several times 

 

several times 

 

Several times 

 

 

Several times 

active 

 

Active 

 

Active 

 

 

Once 

(inactive 

condition 

factor) 

Ever 

 

Ever 

 

Not yet 

 

 

Not yet 

 

Ever 

 

“ 

 

 

“ 

 

Several factors and obstacles in improving teacher professionalism namely: 

1. Writing scientific papers and PTK is made due to the factor of rank demands so that 

it is very pragmatic, this point is not a workload that must be valid annually or as a 

participant, so that for those when PTK is made to fulfill the promotion 

requirements, it makes it the enthusiasm of teachers to create works is intrinsically 

less. 

2. MGMP activities, especially for teachers in the district, experience obstacles, 

including: the implementation of MGMP is collective, meaning that all teachers in 

the study area gather once at the same time and activities so that the impact of the 

English teacher is less effective to improve knowledge ability. and his skills as a 

teacher in English language subjects, for him is very ironic when the English subject 

teachers are bombed by teachers who are not the same discipline, therefore this 

activity does not continue, the effect that can be felt for the teacher has a great 

impact on development his duties and responsibilities in terms of improving his 

pedagogical competence itself, for him the English teachers need to be continually 

improved their knowledge through MGMP (subject teacher meetings). 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

44 
 

E. Conclusions 

The pedagogic competence of the English subject teachers will run well and 

increase if the teacher's professional competence also supports, because changes in 

knowledge, curriculum, media, and the continuous development of technology require 

that language teachers must follow these changes, the reality in the field shows teacher 

competence in the pedagogic field has some obstacles, especially in the application of 

curriculum and media concepts that originate from the procedural activities of teachers 

outside the school environment is very lacking so that it influences their teaching and 

learning process in schools.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Journal al-Lisan 
ISSN 2442-8965 & E ISSN 2442-8973 
Volume 3 Nomor 2 - Agustus 2018 
http://journal.iaingorontalo.ac.id/index.php/al 
 

 

45 
 

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