TEACHERS’ PEDAGOGY COMPETENCE IN TEACHING ENGLISH ON SMK PARULIAN 3 MEDAN BASED ON K-13 CURRICULUM Grace Aprilia Burju Siregar1 , Kammer Tuahman Sipayung2 English Teaching Learning Program, Education Faculty, Nommensen HKBP University Medan gravin210817@gmail.com Article history Received Revised Accepted ABSTRACT: This research is about Teachers’ Pedagogy in Teaching English on SMK PARULIAN MEDAN Based on K-13 Curriculum . The aimed of this research is to describe the teachers’ pedagogy competence in teaching english based on k-13 curriculum in SMK PARULIAN 3 Medan. This research was conducted by applying Descriptive Qualitative research. The subject of this research was english teachers’ on SMK PARULIAN 3 MEDAN. The researcher took 10 students in getting the data. The instrument of collecting data was questionnaire. The procedure of collecting data was Determining the subject of the research. In this case, the subject is English teachers’ on SMK PARULIAN 3 MEDAN, Determining the focus of the research, This research is teachers pedagogy in teaching english based on k-13 curriculum, Asking the teachers’ to teach the students. observe the class while filling out the observation sheet that has been provided. Conducting interviews to strengthen information from observation,and give the students questionnaire and respondents to obtain the data. From the result of the research that has been done , the researcher can conclude that the teachers’ pedagogy in teaching English has been done to the students very good. The forms include in terms of teachers understanding about pedagogy competence in teaching english based on curriculumm K-13. For aspects of teachers understanding aspect logic,inovative,and reflective Keywords Teachers’Pedagogy-1 Pedagogy Competence-2 Curriculum K-13-3 1. Introduction An introduction consists of background of the study, literature review used as the theoretical and conceptual description, problems of the study, and objectives of the study.. Teaching is intimate contact between a more mature personality and a less mature personality and a less mature one which is design to further the education of the latter Morrison, (1943:65) English is an international language used by many people in the world. According to Sipayung and Pangaribuan (2019:27) English is rapidly gaining status as a global language, because using English the easiest way to communicate with people from other countries about any aspect of human life such as education,science, business,technology, culture and also another aspect that used in Indonesian people. In response to this, therefore, in Indonesia, English very important to mastering. Being a teacher is not as easy as the people think, because the teachers play an important role in what they do, and how they do in developing their professional knowledge and practice. Teachers can teach the teaching English (Decree of Ministry of Education and Culture number 14, 2005: 40) They become models for their students. Thus the teacher’s attitude and behavior would most likely be imitated by their students in the class. In other words, a teacher also carries a big responsibility in her classroom. One reason is that the teachers are people who are very influential in the teaching-learning process. Everything they say would have an impact on their students. If the teacher feels happy or angry, it would be spread among students because their attitude would get contagious for students. Therefore, teachers should bring their students to the objectives to be achieved because all the students depend on them. People believe that teachers have in-depth knowledge and skills in a particular field of science. However, knowledge and skills are not enough to make them able to teach well. Competence as adequacy for a task or as possession of required knowledge, skills, and abilities. Having a good teacher is demanded by the students themselves because a good teacher can help them to develop and encourage good language learning (Hauston and Howsam in Sari 1972:67). According to Lefrancois in Asmani (2009:56) Competence is the capacity to do something that results from the learning process. During the learning process, the stimulus will work with memory and cause capacity change to encourage doing something. If the individual can learn how to do a job more complex than ever, there will be a change of competence. Thus it can be interpreted that long-lasting competence that causes the individuals able to perform certain performance. The researcher knows that teachers must have four competency standards, that is pedagogic competence, personality competence, professional competence, and social competence. But here the researcher focus on pedagogic competence. Lavenged in Salam (2011: 34) stated that pedagogic is is guidance given by adults to minors to reach adulthood. A good teacher should guide students to transfer their knowledge and skills. They also should master the subject matter that would be taught to their students well. So, if the teacher can give their students a very good impact especially in teaching English, it can help for developing students’ comprehension in learning. The learners also bring with them an aspect that varies from one individual to another such as motivation, age, personality characteristics (Cook (2008) ; Richards (2015)). The teachers have competence well based on the curriculum that is the K-13 curriculum. According to Putra in Imam (2014:63) K-13 emphasize greatly in building students characters, developing relevant skill based on students interest and needs, and developing a thematic approach that benefits students cognitive abilities. As stated previously the researcher conducted observation in SMA Swasta Imelda about Teaching English to one of the English teachers at the school. The researcher was found the troubles that are being faced by the English Teacher in giving English materials in the class. The main problems are not using English while teaching, not using an appropriate method, focusing only on the book instruction, and just giving the learner’s assignments without explaining in advance. Consequently, the case made the learners feel bored to study English as a result of lacking creativity during the class. The reason of choosing the title because a teacher should be an example for students in effective and efficient communicationand interaction. Good school environment and community environment. Well, For the problems and reasons stated previously, the researcher wants to obtain valid data by researching the English teacher’s competence. It is carried out by the researcher to obtain accurate data to conclude whether the English teachers in common already have had a credible competence or just on the contrary. Finally, the researcher is interested in conducting-research entitled: Teachers Pedagogic Competence in Teaching English on SMK PARULIAN 3 MEDAN based on the K-13 curriculum. Based on the research explanation above, The writer formulates the problem of study as follow: How teachers pedagogy competence in teaching English based on the k-13 curriculum in SMK PARULIAN 3 MEDAN? Based on the problem above, the objective of this study as follows: To describe the Teacher's Pedagogic Competence in Teaching English based on k-13 curriculum in SMK PARULIAN 3 MEDAN. There are four teacher competences: the first pedagogy competence, the second is personality competence, the third is social competence, and the fourth is professionals competence. In this chance, the researcher limits her research. she focuses on teacher pedagogics competence. The researcher conducted the research at SMK PARULIAN 3 Medan. There are many teachers in this school however, the researcher limited her object of study. The participant in this research is English teacher only.The researcher will choose two English teachers at SMK PARULIAN 3 Medan. This study is expected to give the advantage as follow:Theoretically and Practically. 2. Method This research will use descriptive qualitative research. This research design will be aimed to explain the teacher's pedagogic competence in teaching English to learners. When they encounter problems during writing. According to Bogdan and Taylor (2012:81), qualitative methodology as the research procedure descriptive data in the form of written or oral words from people and observable and behavior. Furthermore according to Nawawi (2007:21) Method descriptive is defined as a problem-solving procedure that is investigated with describing/the state of the subject/object of research ( a person institutions, communities, and others) at present based on facts that a pear or as is. Finally, suggestions and recommendations will make for future pedagogic competence. The data in this study is the researcher will formulate the students’ answer into scores subsequent data from the observation sheet informs the teachers’ pedagogical statements for teachers in X-1 and X-2. The teacher's pedagogic competence in teaching English Based on K-13 Curriculum. The source of data from English students. The researcher will do the research with English students because the researcher wants to find out the Teacher's pedagogic competence in teaching English Based k-13 curriculum. The researcher will conduct the research with two classes that are X-mia1 and X-mia2 in SMK PARULIAN 3 Medan. There will be several steps that will be employed in conducting this study, among others: The researcher will call the teacher online ,The researcher will ask the teacher to teach the students by online,The researcher will observe the class while filling out the observation sheet that has been provided,Conducting interviews to strengthen information from observation, and The researcher will give the questionnarie to students and respondents to obtain the data. The techniques in analyzing the teachers’ pedagogic competence in teaching English based on K-13 Curriculum are: The researcher will verify data based on the students’ questionnarie about teachers pedagogic competence, The researcher will classify data or information obtain to be reduced to valid research data, The researcher will analyze the teachers pedagogic competence, The researcher will analyze the implementation of teachers pedagogic in teaching English based on K-13 Curriculum 3. Finding and discussion After the researcher did an observation and an interview to take result of Teachers’ Pedagogic Competencein Teaching English Based on K-13 Curriculum on SMK PARULIAN 3 MEDAN. Based on the result of observation, the researcher put six items on the observation list:Teacher’ prime knowledge about the students in the class, the uses of curriculum and syllabus, teachers respond to the students when asking, the use media in teaching, give the score to the students and give an evaluation after teaching, and Give the students a task. On the observation checklist above, for the first question the researcher found that the teachers really know the character of the students so that the teachers can give them a good method in teaching. The second question, the researcher found that the teacher used a syllabus and curriculum 2013. The third question, the researcher found that the teacher gave a good respond to the students who asking a question. The fourth, the teachers only used a handbook from the school that limited The fifth, the teacher gave the students score to students in every meeting. The last, the teacher gave the students a task after teaching. In interviewing the teachers, the researcher gave 4 questions of showing the teachers pedagogic to find the result. Here were the questions: How do you apply many approaches, strategies, and methods creatively? Do you increase the syllabus and RPP by yourself? How do you use a media of learning and a source to the students’ characteristic to achieve the learning goal? How do you evaluate the process and result of learning? According to the result of interview, the researcher found the answers. Here are the answers of each question that taken by summarizing from the teacher. First question, the teacher use emotional approach to know what the students’ requirement and what made them lack in learning, the teacher used cooperative learning in teaching so that the teacher can be able to increase the students’ knowledge. The second question, the teachers try to develop the syllabus because the teacher want to match with the school’s condition. The third question, the teachers always used picture as a media to help the students know every meaning of the question. The last, the teacher always gave an evaluation in every last minute of meeting. To sum up, the English teachers pedagogical competence in the SMK PARULIAN 3 MEDAN were very good because in the result of interview the researcher found that the teacher was always doing the every item question in teaching. According to the Great Dictionary of Indonesian teachers understood as a person who works in university teaching school, building a place of learning, colleges, high schools and universities. In Act number 14 of 2005 article 1, paragraph 1 states Teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students, formal education, primary education and secondary education. Teachers are people who are very influential in the teaching- learning process. Therefore, teachers should really bring their students to the objectives to be achieved. Teacher must be Teachers must be able to influence their students. Teachers must be innovative, logic and reflective. The pedagogic competences is the ability to manage the teaching learning process includes the understanding of learners, lesson design of learning, evaluation of learning outcomes, and the development of learners to actualize their competence. Based on the result of observation and interview, the teachers pedagogic competence were very good because in the result of interview the researcher found that the teacher were always doing the every item question in teaching and learning. 3.1 Figures and Tables Students’ Questionnaire on Teachers’ Pedagogic Competence Sum of questionnaire about Students’ responses` on Teachers’ Pedagogic Competence (The first teacher) that taught in class X-1 (consisted of 10 students) In analyze the questionnaires, the researcher used the formulas as follow: Table. 1 The Questionnaire percentage of teachers pedagogy No Category Frequent Percentage 1 2 3 4 Always Often Sometimes Never 71 39 30 18 44,93% 24,68% 18,98% 11,39% Total 158 99,98% The data is about “Always 71 (44,93%) the respondent who answered Often 39 (24,68%), respondent who answer Sometimes 30 (18,98%) and who answer Never 18 (11,39%)”. The data shows that the respondents who answer always are more frequent. Talk about Teachers Pedagogic Competence, some of previous researcher have already done to analyzed the Teachers Pedagogic with different object The researcher compares with other previous findings. The researcher intends to extend the previous researcher and to enrich the similar researchers as the basis for writing her paper. Here the researcher wants to conduct the different research compared the previous researcher. The first previous was done by Ma’ rifatullah (2019),in her research She used observation and questionnairen as instrument. Written data was applied as the research instrument. The researcher seeks to conduct research that is describing throughly about the actual situation. The result of the research showed that Teachers Pedagogic Competence in teaching English has been done to the students quite well. The forms include in terms of teachers undrstanding the characteristic of students , it has been carry out using learning strategies, learning method , and learning materials that are appropriate to the needs of students. The second research was done by was done by Arum Puspitasari (2016) in her research She used observation sheets, interview guide and questionnairen as instrument. Result for this research showed that pedagogically, most of the teachers lack the competences in translating framework into materials, designing classroom activities and facilitating students to develop their potentials. The third research was done by was done by Herman Zaini (2013). in His research he used record (text, number, graphics, tape recording or films) as instrument, this research is a literature study were researcher face ot face with the text. The Result show that there are elements of the changes in the indonesia education curriculum of education unit level Educationto the curriculum in 2013, were this changes occur in the aspect of competency standards, standardized processes , content standard, assestment standards. for this research showed that pedagogically, most of the teachers lack the competences in translating framework into materials, designing classroom activities and facilitating students to develop their potentials. Here the researcher used aspect of teachers pedagogy ,The addition of aspect pedagogy efficiency in Teachers Competence. In this study, aspect pedagogy obviously proved by the students’questionnaire on SMK PARULIAN 3 MEDAN. It support to Tilaar (2002:38), Pedagogy has aspects that are an indicator of its development. There are several aspects of the pedagogic aspect of-science. Logic aspect, This logic aspect is a basic rule in understanding and identifying problems related to education science systematically. Innovative aspect , Provide a perspective that pedagogic as a science needs to underlie an ability to create various components in its educational tools as an effort to make updates by following per under the demands of the times. Reflective aspect These aspects give the new comprehension of the thesis of existing educational thinking to clear up our thinking. It means this aspect gives a provide space to correct the evaluation of existing knowledge to be able to create new and relevant concepts. Based on the explanation above, some of the aspects above will lead to efforts to form students who are intelligent, creative,and innovative. The data is about “Always 71 (44,93%) the respondent who answered Often 39 (24,68%), respondent who answer Sometimes 30 (18,98%) and who answer Never 18 (11,39%)”. The data shows that the respondents who answer always are more frequent. According to the Great Dictionary of Indonesian teachers understood as a person who works in university teaching school, building a place of learning, colleges, high schools and universities. In Act number 14 of 2005 article 1, paragraph 1 states Teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students , formal education, primary education and secondary education. Teachers are people who are very influential in the teaching- learning process. Therefore, teachers should really bring their students to the objectives to be achieved. Teacher must be Teachers must be able to influence their students. Teachers must be innovative, logic and reflective. The pedagogic competences is the ability to manage the teaching learning process includes the understanding of learners, lesson design of learning, evaluation of learning outcomes, and the development of learners to actualize their competence. Based on the result of observation and interview, the teachers pedagogic competence were very good because in the result of interview the researcher found that the teacher were always doing the every item question in teaching and learning proces 4. Conclusion The result of this study indicates that there are Teachers’ Pedagogic Competence in Teachin English was very good in teaching English on SMK PARULIAN 3. It was found in teachers’ result on interview. Then students’ questionnaire on the teachers’ pedagogical competence was in very good category. It was found in students’ result in mean score of students’ quistionnaire about teachers’ pedagogic competence in teaching English. Based on the findings, the conclusion was that the Teachers’ Pedagogic Competence is very good in Teaching English on SMK PARULIAN 3. The score of students’ pedagogic questionnaire on the teachers’ pedagogical competence is 88,59% The data above shows that Teachers’ Pedagogic Competence is very good in teaching English. Based on the conclusion above, the researcher proposes the following suggestions: The students should pay attention what the teacher explains for making the learning process running well. If they do not understand the material or teacher explanation, they should ask to their teacher. The teacher should give or prepare good material to make the students more interested in learning, because the teaching material give influence to the students understanding. The teacher also has to know what students’ difficulties to learn English is, and help to solve their problem. Teacher should apply strategy and games in teaching so that students feel enjoyment in learning English. Teachers’ pedagogic competence is very good in teaching English. It is a research method conducted by the teachers who want to help students master the subject or material. The main purpose of teacher pedagogic competence is to find out and to solve the students’ problem in the class and improve their achievements. It is very helpful for the educators and students. Therefore, the teachers are suggested to have pedagogic competence research if their students have problems in teaching and learning process in classroom. References Asmani, Jamal Ma’ruf. 2009. Tujuh Competency Guru Menyenangkan dan Professional.Yogyakarta.Power books, (IHDINA) Bogdan dan Taylor. 2012. Prosedur Penelitian. Dalam Moleong, Pendekatan Kualitatif.(him.4). Jakarta: Rineka Cipta. Cook, V. (2008).Second Language Teaching and Learning (4th ed).New York:Routledge. Dariyo, A.2013.Dasar-Dasar Pedagogi Modern.Jakarta: Indeks. 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