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Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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The Differences Between Certified And Non-Certified English 

Teachers In The Teaching And Learning Process 

 
Roslina1, Tekky Geriasti Pega’ Bella2, Fernandes Arung3 

1, 2,  3University of Sembilanbelas November, Kolaka, Indonesia 
1alimuddin.roslina81@gmail.com, 2tekky_geriasti@yahoo.com, 3fedyarg@gmail.com 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: This research was conducted to analyze the differences between certified and non-
certified English teachers in the teaching and learning process. The researcher formulated the 
objective of the research was to find out the differences between certified and non-certified 
English teachers in the teaching and learning process. Based on the objective of the research 
above, so the researcher came to analize the differences between certified and non-certified 
English teachers, they were one of certified English teacher in SMP Neg. 1 Kolaka and one of 
non-certified English teacher in SMK Negeri 1 Kolaka. The design of the research, the 
researcher used a descriptive qualitative analysis. In conducting the research, the researcher used 
two kinds of data collection, they were interview and observation. In analysis of the data, the 
researcher used techniques of data analysis by Miles and Huberman, namely data reduction, data 
display and verifying and conclusion. In representing the analysis, the researcher mentioned the 
findings of certified and non-certified English teachers in the teaching and learning process. 
Furthermore, through out, the analysis, the researcher explained that certified and non-certified 
English teachers had some differences in the teaching and learning process. They showed 
differences in some indicators, they were material mastery, systematic presentation, methods 
application, using media, performance and motivation. Based on the finding and analysis, the 
researcher made conclusion that certified English teacher didn’t have all indicators in his 
teaching and learning process. Conversely, non-certified English teacher had all indicators in his 
teaching and learning process. In other words, non-certified English teacher had good quality 
than certified English teacher. 

 

Keywords:  Differences, Certified and Non-Certified English Teachers, Teaching and Learning 

  Process 

 

 

INTRODUCTION 

In education world, teachers were one of factors that were really needed to reach the 

purposes of education itself. Teachers played an important role in efforts to form national 

character and develop the students’ potential of education development in Indonesia. Teachers 

should also have competence in any matter relating to education. In other words, teachers must 

be professional in carrying out their duties and responsibilities towards teaching and learning 

process in school and knowledge they had. Teachers were required to be able to prepare, to 

master the material in teaching, to form the attitude and good behavior in their selves. 



  

 
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In Law No. 14/2005, teachers are professional educators with the primary task of 

educating, teaching, guiding, directing, training, assessing, and evaluating students on early 

education, formal education, basic education, and secondary education. Two types of teachers 

are the Civil Servant and Non-Civil Servant Teachers. The Non-Civil Servant Teacher can 

perform functional equivalency credit number of teachers. Determination of position functional 

the Non-Civil Servant Teachers and their credit number, it’s not limited to provide professional 

benefits for them, but further to establish equality of position, rank/class in accordance with 

applicable regulations as well as for the orderly administration on Non-Civil Servant Teachers.1 

Various efforts had been made by the government in improving the quality of education, 

they were managing facilities and infrastructure, changing the curriculum, providing a variety of 

training in improving teachers' professional and giving teacher certification2. Teacher certification 

is formal proof of recognition given to teachers and lecturers as professionals. Based on the 

definition, teacher certification can be defined as a process of recognition that a person has the 

competence to carry out educational services in a particular educational unit, after passing the 

competency test that conducted by certification body. In the other side, teacher certification is 

process competency test designed to reveal a person’s mastery of giving reason teacher 

certification.3 

Therefore, we needed teachers who had the maximum ability to achieve national 

education goals and hopefully they could improve their competence, good pedagogical, 

personality, social, professional and to test these competencies, the government implemented a 

certification for teachers4. Thus, teacher as a profession had a role and duty as educators, also 

had a duty to serve the public in education field. Professional demand was to provide optimal 

service to the public in education field. More specifically, teachers were required to provide 

professional service to students so that learning objectives could be achieved. Development of 

these things became a global concern, because teachers had duties and roles not only providing 

science and technology information, but also forming the attitudes of students. Teachers task 

was to help students to be able to adapt their challanges of life and pressures that developed 

within them. 

To prove the differences between the teachers who had been certified and teachers who 

had not been certified in the teaching and learning process, it was necessary to be proof 

accurately. In this case, there should be a survey or a study of teachers who had passed the 

certification and who had not been to see the differences. Departing from analysis of the above 

presentation, the researcher was interested to find out the differences between certified and non-

certified English teacher in the teaching and learning process the under the title of ―The 

Differences Between Certified and Non-Certified English Teachers in the Teaching and 

                                                 
1 Fermana. UU No. 14 Tahun 2005.  Accessed December 15,  2015.  
2 Muh Barid Nizarudin Wajdi, ―Metamorfosa Perguruan Tinggi Agama Islam,‖ AT-Tahdzib: Jurnal Studi Islam 

dan Muamalah 4, no. 1 (2016): 92–109.  
3 Samani, ―Pengertian Sertifikasi Guru .” Accessed on December 15,  2015. www.landasanteori.com. 

 
4 Muh Barid Nizarudin Wajdi, ―Paradigma Pergeseran Educational Technology Menuju Instructional 

Technology‖ (2017).  



  

 
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Learning Process‖5. 

 

RESEARCH METHOD 

The location of the research was SMP Neg.1 Kolaka and SMK Negeri 1 Kolaka. First, 

SMP Neg. 1 Kolaka was one of favourite senior high school in Kolaka. In this school, located 

was at Jl. Pemuda No. 305, Kolaka. The headmaster of this school was Purwanto, S.Pd.,  M.Pd. 

There were five English teachers in this school, all of them were certified English teachers. The 

participant 1 of this research was one of certified English teacher of SMP Negeri 1 Kolaka. 

Second, SMK Negeri 1 Kolaka was one school that built long time ago. This school, located was 

at Jl. Pendidikan No. 49, Kolaka. The headmaster of this school was Makmur, S.Ag. 

This research was conducted for two weeks, it started on February 2 nd-20th, 2016. For the 

certified English teacher (SMP Negeri 1 Kolaka English teacher) was interviewed by the 

researcher on February 3 td and 18th, 2016 at 12.00-12.30 pm and 10.00-10.30 am in Headmaster 

Room and Language Laboratory of SMP Neg. 1 Kolaka. Then, observation on February 3 td, 

2016 at 10.30 -12.00 in Class VIIF of SMP Neg. 1 Kolaka. 

For the non-certified English teacher (SMK Negeri 1 Kolaka English teacher) was 

interviewed by researcher on February 10 th and 16th, 2016 at 11.30-12.30 pm and 11.30-11.50 pm 

in Staff Room of SMK Neg. 1 Kolaka and observation on February 20 th, 2016 at 10.15-12.00 in 

Class 2A2 of SMK Negeri 1 Kolaka. 

Determining the participants in this research, the researcher used purposive sampling 

technique, chosen with specific consideration and objectives. Participants in this research were 

one certified English teacher and one non-certified English teacher. The first participant was a 

teacher who taught in SMPN 1 Kolaka, he was certified English teacher and the second 

participant was a teacher who taught in SMKN 1 Kolaka, he was non-certified English teacher. 

Both of them were Civil Servant Teachers. The participants of the research were two Civil 

Servant English teachers; certified English teacher in SMP Negeri 1 Kolaka and non-certified 

English teacher in SMK Negeri 1 Kolaka.  

The both of participants of the research had different level of school, it was caused the 

researcher wanted looking the differences of teaching and learning process without seeing the 

level. It meant that how those teachers taught their students by seeing the needs of them; 

material, media, methods, and giving motivation for their students.  

  

 
Certified English Teacher 

(Participant 1) 

Non-Certified English 

Teacher (Participant 2) 

Name B P 

Address 
Jl. Pemuda (front of Gelora), 

Lalombaa, Kolaka 

Jl. Alamekongga, Laloeha, 

Kolaka 

Gender Male Male 

Teaching Time (Years) 15 years 8 years 

 

                                                 
5 Muh Barid Nizarudin Wajdi, ―Kawasan Teknologi Pembelajaran‖ (2017).  



  

 
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Data collection techniques in this research was using depth interview and observation 

techniques. Interview technique was data collection that used a set of questions as the guideline 

and answered by the participants of the research orally, then the researcher would convert in 

verbatim transcript by written. Whereas, observation technique was data collection that used 

observing things in this research; teacher material mastery, systematic presentation, methods 

application, using media, performance, and motivation, scale measurement of this research used 

Likert Scale, with range of scores between 1 to 4. Data collection was done on data sources; 

certified and non-certified English teachers. The indicators were as reference of the result of 

research. In analyzing the data, the researcher used Miles and Huberman analysis data. The 

analysis data according to Miles and Huberman (1984) were as follow: 

a. Data Reduction 

Data reduction, it meant summarize, choosing the main thing, focusing on the important 

thing, and discard unnecessary. Data had been reduced would provide a clear and easier for 

researcher to review conduct further data collection, and look for it if required. 

b. Data Display 

After the data was reduced, then the next step was display data. Miles and Huberman (1984)6 

stated ―the most frequent form of display data for qualitative research data in the past has 

been narative text‖. Except narrative form, the data display could also be a graph, matrix, 

and network. Researchers should always examine what had been discovered at the time of 

entering a field that was still tentative.  

c. Verifying and Conclusion 

The third step was conclusion and verification. The researcher tried to describe conclusions 

and to verify by searching the meaning of each signs obtained from the field. Conclusion was 

expected in qualitative research was a new finding that had not been existed. 

 

RESULT AND DISCUSSION 

The Analysis Interview for Both Participants; Certified and Non-Certified English 

Teachers  

The researcher analyzed the differences between Certified English Teacher and Non-

Certified English Teacher in the teaching and learning process: 

Indicators Participant 1 Participant 2 

Teacher Material Mastery 

Participant 1 used English 50% 
- 75% when he was teaching. 
He didn’t use English fully, 
because he thought his 
students didn’t understand 
what he said. It depends on 
students’ needs in English 
course.  

Participant 1 combined between 
English and Bahasa Indonesia, 
after he explained the material 
by using English, next He 
translated in Bahasa Indonesia. 
he thought that by using those 
his student could understand 
and it would be effective to 
improve his student’s skill in 

                                                 
6 M. B. Miles and A. M. Huberman, Qualitative Data Analysis: A Sourcebook of New (California: SAGE 

Publication, 1984). Accessed January 12,  2016.  



  

 
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English. 
Participant 1 just focused on 
approach that he used in his 
students. He didn’t focus on 
how to teach well. It was 
looked in his statement that 
generally, in teaching, he 
needed to do some approaches 
on some students who needed 
it. Because, he thought that 
every student was different. So, 
it made him to focus on just 
approach for his students. 
 

Participant 2 stated that when he 
was teaching, he always used 
discussion as his way to serve his 
material. He expected his 
students could be more active 
70% in classroom. Apparently, 
by using discussion he thought 
his students could speak up 
more and more. Be active was 
his goal in teaching English. As 
teachers could be just directing 
the students and they must be 
active. Based on participant 2’s 
statement, he wanted his 
students could be more active in 
classroom than himself. 

Systematic Presentation 

Participant 1 explained the 
usual steps he used in his 
teaching. First, opening, he 
started by greeting. For 
example, how are you. Second, 
he checked the students to 
know who didn’t attend in his 
class. When the first and 
second steps had done, time to 
be explaining the material 
(based on KD). He delivered 
the material by giving 
understanding. But before, he 
reviewed the last material to 
remind his students. The last 
step was closing by giving 
students evaluation to know 
how far his students 
understand the material he 
served before. Usually, it was 
kind of working together. 
Then, before class’ over, he 
gave a homework about the 
material. Apparently, his 
students could do it at home 
and really understand the 
material. 

Participant 2 explained the steps 
of systematic presentation in his 
class. Apparently, he always used 
discussion. Perhaps, it made his 
students more active to speak up 
in English. The steps of his 
systematic presentation; first, he 
prepared the material. According 
to participant 2, these steps were 
directed by supervisors. Second, 
his students directed praying. 
Then, he delivered the material 
based on RPP and syllabus. For 
the assignments, he chose 
making groups for his students 
and team work assignment when 
it was teaching process. The last, 
giving the conclusion and 
homework for the next meeting. 

Methods Application 

Participant 1 adopted RPP and 
he changed some points on it 
by seeing the needs of school 
and his students. He also 

Participant 2 explained that RPP 
was just for his duty to make. In 
classroom, perhaps what he 
made before in RPP would be 



  

 
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rejected adoption RPP without 
changing first. It meant, he 
warns how students need and 
he thought RPP was important 
thing when he taught. the 
guidance in teaching was based 
on RPP. He thought, in 
teaching, RPP was guideline to 
serve his material and 
centralized in RPP. There was 
exception in teaching without 
seeing RPP as the guideline. 
Apparently, he still used the 
methods in RPP he made 
before, although his students 
would not be easy for 
followed.   

changing by seeing what his 
students need. For example, his 
priority was students’ grammar. 
Apparently, he was a teacher 
who was not centralized in RPP, 
he followed what methods to 
make students understand what 
he served in class. 

Using Media 

Participant 1 never used a 
media when he was teaching. It 
was a proof that a certified 
English teacher could not use 
technology of teaching media, 
so it could be said that teacher 
certification was not helping in 
improving ability of teacher, 
especially in teaching media 
(for the participant). Actually, 
it was depending on the ability 
personality and motivation to 
be better teacher. 

Participant 2 usually used a 
teaching media in some 
materials, especially technology; 
in-focus. He considered teaching 
media would help him to make 
his students active.  

Participant 1 statement 
described he didn’t enough pay 
attention to teaching media as 
his tool to reach the goals of 
teaching. He was more using 
traditional teaching, it meant 
there was not a help in his 
class; teaching media. 
Apparently, he didn’t use a 
teaching media, because he 
didn’t know how to operate 
the technology of teaching 
media. 

Participant 2 chose in-focus as 
his teaching media in discussion 
and directed his student to make 
presentation by using the media. 
It made his student be more 
active than himself. There was 
another statement to support his 
statement before, he explained 
the steps to use the teaching 
media clearly. 

Performance 

Participant 1 kept 
communication in class. He 
said that it must balance. 
Apparently, he kept the 
balance in 50% - 50%   

Participant 2 stated that in 
communication between him 
and his students, he must be 
cooperative. He was limiting his 
communication to his students 



  

 
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communication with his 
students. He gave opportunity 
to his students to say and 
response about the material.  
 

to aim his students be more 
active 70%, while he was just 
30%. Apparently, he thought 
this way could be making his 
students speak up a lot in class 
than himself. 

Motivation 

His students have different 
abilities in class. By seeing the 
condition, he directed to his 
students; who had better 
abilities than the others to help 
their classmates to explain the 
unclear material, participant 1 
called them as the same age 
tutors. Apparently, participant 
1 realized by the same tutors 
could help their classmates in 
getting knowledge in class.  

Participant 2 realized his 
students have different abilities 
and it was caused by basic of his 
students. Apparently, by seeing 
his statement, he was also focus 
on skills of his students. It 
meant, basic in English was 
skills; listening, speaking, reading 
and writing, he assessed his 
students’ ability by seeing 
capability in English skills. 

Participant 1 was guessing 
some students didn’t 
understand the material he 
served. So, he considered by 
the same age tutors could help 
other students to more 
understand. It meant, 
participant 1 concerns to his 
students. It was looked by his 
statements above that he chose 
some students to be the same 
age tutors  to some reasons 

Participant 2 had done a way to 
manage his different abilities 
students by combining between 
his students had more capability 
and not in a group. Apparently, 
he guessed, by doing it his 
students could share the material 
in a group, because in his class 
usually discussed the material. 
So, he chose this way to 
concerns to his students. 

 

The Analysis of Observation for Both Participants; Certified and Non-Certified English 

Teachers 

The researcher analyzed the differences between Certified English Teacher and Non-

Certified English Teacher in the teaching and learning process. Participant 1 was in Average 

Category, range of 38 – 48. It could be concluded that participant 1 had average ability in the 

teaching and learning process. In other side, participant 2 was in Good Category, range of 49 – 

59. It could be concluded that participant 2 had good ability in the teaching and learning process. 

So, the researcher concluded that participant 2 had better quality in teaching and learning process 

than participant 1. 

The differences between certified and non-certified English teachers in the teaching and 

learning process. The researcher found some differences between both of them, they were: 

1. Teacher Material Mastery 

Based on the table results of participant 1 and 2 findings, generally, they had same 

way to serve their material in using English. They were focus on their students’ needs. It was 

clear based on their statements that they used English and Bahasa Indonesia when they 



  

 
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thought important to do.   

There were some comparisons in how participant 1 and participant 2 taught in 

classroom; participant 1 just focused on his certain approach to the students (students’ 

differences), he taught focus on one factor without seeing the other factors can be faced. 

Whereas participant 2 was more complex in teaching. He focused on how to make the 

students be active and he warned how to serve his material by seeing the students’ needs7. 

2. Systematic Presentation 

Actually, participant 1 and 2 had similar systematic presentation in class. It was 

looked on their statements, from opening to closing. But, giving the ongoing assignments, 

they had their own ways. Participant 1 used work together assignments, while participant 2 

used group assignments. 

3. Methods Application 

The researcher made conclusion about the differences between participant 1 and 2 

methods application in the teaching and learning process; participant 1 was centralized on 

what he made before in RPP, without seeing what methods his students easy for followed. 

Whereas, participant 2 was contrarily with participant 1’s methods application, participant 2 

was more centralized on his students, not RPP he made before.  

4. Using Media 

There were some differences the researcher got in using media by participant 1 and 2, 

such as; participant 1 never used a media when he was teaching before, because he didn’t 

know how to operate technology (computer or in-focus). He also just chose pictures in text 

book to support his teaching in classroom, apparently, he thought pictures could help 

students enough to understand the material8.  

Conversely, participant 2 was one of English teachers who usually used a teaching 

media to help him delivering his material. To make his students more active, he chose in-

focus as the media and directed to his students to be steading alone to do some assignments, 

especially in discussion. The differences of using media were clearly looked between both of 

them. The researcher found what participant 2 meant, he explained that in his class, he just 

gave a title of topic to discuss. Then, his students would make a presentation. He just 

described what would his students to do, they must be arranged by themselves. He trained 

his students to stand alone, tried to do everything by themselves. In the last, he gave 

conclusions and suggestions of the material. Apparently, participant 2 had clear steps to 

deliver his students in teaching to get the goals (students would be active and standing alone). 

5. Performance 

Based on the result of the findings, the researcher made conclusion that participants 

had different percentage in how to keep communication in classroom. In this case, 

participant 2 gave chances to his students to speak up a lot than himself as a teacher. 

Conversely, participant 1 chose to make a balance communication in class with his students. 

                                                 
7 Muh Barid Nizarudin Wajdi, ―Landasan Historis  Perkembangan Teknologi‖ (2017).  
8 Muh. Barid Nizarudin Wajdi, ― المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,‖ At-Tajdid: Jurnal Ilmu  

Tarbiyah; Vol 5 No 1 (2016): January 2016 (2016), 

http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15.  



  

 
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6. Motivation 

The researcher had interviewed to get the answer from the participants of the 

research about their motivation; teachers concerned for students. Actually, both of the 

participants had rather similar arguments on it.  

Basically, both of the participants concern to their students, but in different ways. So, 

the researcher made conclusion about the differences between participant 1 and 2 concern to 

students; participant 1 made the same age tutors for students who have not enough capability 

in English to guide them in getting the points of material, whereas participant 2 combined 

his students (have more capability and not) in a group to aim his students could share 

knowledge about the material9. 

 

 

CONCLUSION 

Based on the analysis on the findings and discussion, the researcher concluded that there 

were differences between certified and non-certified English teachers in the teaching and 

learning process, they showed quite different results. In this case, non-certified English teacher 

had good quality in the teaching and learning process than certified English teacher. This is can 

be proved that they had their own ways to present their material, how to keep communication 

with their students, the media and methods they used and how to motivate their students.  Based 

on the above conclusion, it is known that teacher certification is not a guarantee of teacher 

quality in teaching and learning process. As for the suggestions that can be delivered; 

government or management teacher certification program is expected to control the 

performance and quality of the teachers who have participated in the program, so that what they 

get balanced with what they have developed in the field of profession and teachers’ play an 

important role in educating the nation, therefore expected for the teachers who are certified in 

order to always improve their better quality as an agent of change. Also, for non-certified 

teachers, always keep the quality in the teaching and learning process and improve the ability in 

the field of profession (in education world). 

 

 

BIBLIOGRAPHY  

Fermana. UU No. 14 Tahun 2005. Accessed December 15, 2015. 

Miles, M. B. and Huberman, A. M. Qualitative Data Analysis: A Sourcebook of New . California: 

SAGE Publication, 1984. Accessed January 12, 2016. 

Samani, ―Pengertian Sertifikasi Guru.” Accessed on December 15, 2015. 

www.landasanteori.com. 

Wajdi, Muh. Barid Nizarudin. ―  :At-Tajdid ‖.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها
Jurnal Ilmu Tarbiyah; Vol 5 No 1 (2016): January 2016  (2016). 
http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 

Wajdi, Muh Barid Nizaruddin. ―Arabic Learning Skill.‖ AT-Tahdzib: Jurnal Studi Islam dan 

                                                 
9 Muh Barid Nizaruddin Wajdi, ―Arabic Learning Skill,‖ AT-Tahdzib: Jurnal Studi Islam dan Muamalah 3, no. 2 

(2016): 32–47. 

http://www.landasanteori.com/


  

 
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Muamalah 3, no. 2 (2016): 32–47. 
Wajdi, Muh Barid Nizarudin. ―Kawasan Teknologi Pembelajaran‖ (2017). 
———. ―Landasan Historis Perkembangan Teknologi‖ (2017). 
———. ―Metamorfosa Perguruan Tinggi Agama Islam.‖ AT-Tahdzib: Jurnal Studi Islam dan 

Muamalah 4, no. 1 (2016): 92–109. 
———. ―Paradigma Pergeseran Educational Technology Menuju Instructional Technology‖ 

(2017). 
 

 

 

 

 

 

 

 

 

 

 

 


