A PORTRAIT OF PROFESSIONAL EFL TEACHERS AT SENIOR …
Transcript of A PORTRAIT OF PROFESSIONAL EFL TEACHERS AT SENIOR …
A PORTRAIT OF PROFESSIONAL EFL TEACHERS
AT SENIOR HIGH SCHOOL
SKRIPSI
BY
NISAUL QOMARIYAH
NPM 21601073066
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2020
A PORTRAIT OF PROFESSIONAL EFL TEACHERS
AT SENIOR HIGH SCHOOL
SKRIPSI
Presented to
Faculty of Teacher Training and Education
University of Islam Malang
in partial fulfillment of the requirements for the degree of
Sarjana in English Languange Education
BY:
NISAUL QOMARIYAH
NPM 21601073066
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
JULY, 2020
UNIVERSITAS ISLAM MALANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Mayjen Haryono 193 Malang, Telp. 0341-571950
Nama : Nisaul Qomariyah
NPM : 21601073066
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : A Portrait of Professional EFL Teachers at Senior
High School
ABSTRAK
Kata kunci: Guru EFL, Kompetensi Guru, Guru Profesional
Penelitian ini menyajikan potret guru profesional Bahasa Inggris di
sekolah menengah atas. Sebagai negara di mana bahasa Inggris berdiri sebagai
bahasa asing, kebutuhan akan guru profesional Bahasa Inggris memainkan peran
penting. Oleh karena itu, peneliti kemudian melakukan penelitian dengan tujuan
untuk memberikan deskripsi rinci tentang bagaimana potret guru profesional
Bahasa Inggris dengan menggunakan dua kompetensi utama yaitu Kompetensi
Pedagogik dan Kompetensi Profesional.
Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan
rancangan studi kasus. Subjek penelitian ini adalah guru bahasa Inggris di salah
satu SMA dan guru bahasa Inggris di SMA Islam di Malang. Subyek penelitian
dipilih berdasarkan pertimbangan bahwa keduanya memiliki cara tersendiri untuk
mencapai profesionalisme mereka dalam mengajar bahasa Inggris. Untuk
membuktikan serta menyelidiki profesionalisme subjek penelitian, peneliti
mengimplementasikan penelitian berbasis online, yaitu; wawancara online,
menyebarkan formulir refleksi diri, dan melakukan analisis dokumen yang
digunakan sebagai metode pengumpulan data.
Hasil temuan dari penelitian ini menunjukkan bahwa subyek adalah guru
Bahasa Inggris profesional, hal ini dilihat dari kompetensi pedagogik dan
profesional yang mereka miliki. Dari kompetensi profesional, ditemukan bahwa
subyek mendapatkan sertifikat pendidikan bidang studi mereka, mendapat
penghargaan pendidikan, bergabung dengan asosiasi profesional yang disediakan
oleh pemerintah atau sekolah, dan mereka selalu mencari peluang untuk
meningkatkan potensi mereka. Dari kompetensi pedagogik, ditemukan bahwa
subjek tahu dengan baik tentang kurikulum, bagaimana memotivasi siswa, dan
memiliki hubungan yang baik dengan kolega dan siswa.
Dapat disimpulkan bahwa subjek memenuhi kompetensi yang dibutuhkan
untuk menjadi guru profesional Bahasa Inggris. Satu hal yang menonjol dari hasil
penelitian ini bahwa apa pun kondisi dan di mana mereka mengajar, para guru
profesional memiliki satu kesamaan: mereka profesional dalam arti sebenarnya.
Peneliti menyarankan bahwa untuk guru Bahasa Inggris dan guru Bahasa Inggris
di masa depan, mata pelajaran dapat digunakan sebagai contoh ideal bagaimana
menjadi guru Bahasa Inggris profesional. Untuk peneliti masa depan yang ingin
melakukan penelitian serupa, penelitian ini juga dapat digunakan sebagai
referensi, namun peneliti berharap bahwa parameter yang digunakan akan
didasarkan pada teori terbaru dari guru Bahasa Inggris profesional.
Malang, August 3rd, 2020
The Researcher,
Nisaul Qomariyah
Advisor I,
Dr. Alfan Zuhairi, M.Pd.
NPP. 1920200011
Advisor II,
Dr. Imam Wahyudi Karimullah, S.S., MA.
NPP. 130301198632110
Acknowledged by,
On Behalf of Dean,
1st Assistance of Dean,
Dr. Sri Wahyuni,M.Pd.
NPP. 196808231993032003
UNIVERSITAS ISLAM MALANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Mayjen Haryono 193 Malang, Telp. 0341-571950
Nama : Nisaul Qomariyah
NPM : 21601073066
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : A Portrait of Professional EFL Teachers at Senior
High School
ABSTRACT
Keywords: EFL Teachers, Teacher’s Competencies, Professional Teachers
This research presents the portrait of professional EFL teachers at senior
high school. As a country in which English stands as foreign language, the need of
professional EFL teacher plays an important role. Therefore, the researcher then
conducted a research with the goal to give a detail description on how the portrait
of professional EFL teacher is by using two main competences that is Pedagogical
Competence and Professional Competence.
This research used a descriptive qualitative approach with a case study as
the research design. The subjects are an English teacher at one of senior high
school and an English teacher at Islamic senior high school in Malang. The
subjects are chosen based on the consideration that both of subjects had their own
way to achieve their professionalism in teaching English. To prove as well as
investigate the professionalism of the research subject, the researcher implement
the online-based research, those are; online interview, spreading the self-reflection
form, and did a document analysis were employed as the methods of collecting
data.
The findings showed that the subjects are professional EFL teacher, it is
seen by the pedagogical and professional competence they have. From the
professional competence, it was found that the subjects got their educational
certificate of field of study, got the educational award, joining the professional
association that provides by the government or the school, and they always seek
opportunities to increase their potentials. From the pedagogical competence, it
was found that the subjects knew well about the curriculum, how to motivate the
students, and having good relationship with the colleague and students.
It can be concluded that the subjects met the competencies required to be
professional EFL teacher. One thing stands out from the results of this research
that whatever the condition and where they teach, the professional teachers have
one thing in common: they are professional in the real sense of word. The
researcher suggests that for the EFL teacher and future EFL teacher, the subjects
can be used as an ideal example of how to be a professional EFL teacher. For the
future researcher who wishes to conduct similar research, this study could also be
used as a reference, yet the researcher expected that the parameters used would be
based on the latest theory of professional EFL teacher.
Malang, August 3rd, 2020
The Researcher,
Nisaul Qomariyah
Advisor I,
Dr. Alfan Zuhairi, M.Pd.
NPP. 1920200011
Advisor II,
Dr. Imam Wahyudi Karimullah, S.S., MA.
NPP. 130301198632110
Acknowledged by,
On Behalf of Dean,
1st Assistance of Dean,
Dr. Sri Wahyuni,M.Pd.
NPP. 196808231993032003
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents some points related to this study.
Those include the background of the study, formulation of the research problem,
objective of the study, the significance of the study, scope and limitation of the
study, and definition of the key term.
1.1 Background of the Study
Teaching is basically an attempt to create conditions or environmental
systems that support and allow for the learning process to take place. Teaching in
principle means to guide the students during the teaching and learning process. It
implies that teaching is an attempt to organize the learning environment which
later can enable the students to absorb and gain the material being discussed. This
understanding implies that teachers are required to be able to act as organizers of
students during their learning activities and should also be able to utilize the
environment, both in the classroom and outside the classroom, which can support
the teaching and learning activities. Harmer (2007) points out:
One of the most important tasks that teachers have to perform
is organizing students to do various activities. This often
involves giving the students information, telling them how
they are going to do the activity, putting them into pairs of
groups, and finally closing things down when it is time to stop.
(p.111)
It means that, without the existence of the teacher, it is almost impossible
for the students to learn by themselves during their learning process.
An English teacher is not possible if he or she has to do the teaching
without guidance. Teachers’ readiness and ability are indeed considered
important, but without guidance, the teacher cannot teach optimally. According to
Horn (2019), there are six principles for exemplary English teaching, those are:
knowing the learners, creating conditions for language learning, designing high-
quality lessons for language development, adapting lesson delivery as needed,
monitoring and assessing student language development, engaging and
collaborating within a community of practice. The six principles are the core set
of principles for exemplary teaching and learning of English as a new language.
Thus, these six basic principles can be adapted during his or her English teaching
as the guidelines for an EFL instructor.
Besides the teachers’ guidance, teachers also have to know about four
teachers’ competencies, those are pedagogical competence, professional
competence, personality competence, and social competence. Those parameters
are clearly stated in Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan
Dosen or Act on Teachers and Lecturers Number 14 Year 2005. All aspects
mentioned above are important as the main benchmark as a professional English
teacher, because teachers can fulfill their duties with the best performance in the
teaching and learning process by promoting aspects of competence.
Some experts and researchers have tried to define the meaning of being a
professional English teacher as a starting point to meet the needs of professional
English teachers. Asmaradhani (2017, p. 2) defined that a professional teacher
indeed possesses a deep interest in knowledge, especially the knowledge he or she
teaches. This deep interest keeps a teacher constantly updated on the progress in
his or her field in some way. Therefore, this kind of teacher will never feel any
doubt about incorporating the newest development of technology into the lesson
he or she teaches. In this way, the professional teacher always up-dated and
presents a high quality of the teaching-learning process.
Defining the meaning of a good English language teacher is not enough.
Some experts also try to further give characteristics of a good and professional
English teacher by synthesizing several researchers’ findings. Brown (2007, p.
430) listed the characteristics of a good language teacher after doing a synthesis of
a successful language teacher. Those characteristics of a good English teacher can
be seen from several aspects namely technical knowledge, pedagogical skills,
interpersonal skills, and personal qualities. Each from those aspects has several
points on how to be a good English foreign language teacher. Asmaradhani (2017,
p. 2) revealed that as someone who really masters the field, a professional teacher
always uses his or her time continuously in obtaining new things in the field. He
or she presents the materials enthusiastically and stimulates the eagerness to the
students. This will finally make the students learn independently.
Another opinion of how to be a professional teacher, there are some
significant levels of teaching English in the terms of professionalism, those are;
teaching English in elementary school, secondary school, and vocational high
school. Some researchers tried to give detailed information about those four
different levels. Sepyanda (2017, p. 206) to be a professional English teacher at
elementary school is easy and challenging at the same time. Even though teaching
elementary level is easy, the teacher also feel the challenge to teach the students
because teaching Bahasa Indonesia is seen more important as their first language
rather than English, but, on the contrary, teaching English in elementary school is
the right level to start introducing English as a foreign language because they are
still in the golden age, so that is why the role of teachers’ professionalism is
needed.
Teaching English at secondary school also gives a different perspective.
Students at the secondary level are they who still in the transition period from
elementary school, in which the role of the English teacher is more extra in
conveying the material. According to Behroozi and Amoozegar (2013, p. 204)
students and learners see learning English as a challenging subject that students
rely on to the teacher’s authority and a classroom is a place that used to answer
teacher’s questions and spoken during English class.
Another level of teaching English is also coming up from vocational high
schools that English is used for specific purposes suit with each offering. Mustofa
(2011, derived from Google scholar) says that “EFL teachers at vocational high
schools use various strategies to master their subject-matter relevant to the
students’ study program and keep updated on the current development of their
profession.” The basic aim in question is to use English as the lingua franca
according to the majors taught. Therefore, in this case, English used in vocational
high school is considered as a specific purpose.
Skilled English teacher words can also be linked to the successful English
language teacher. Dincer, Goksu, Takkac, and Yazici (2013, p. 3-5) in the meta-
analysis of studies in the area of foreign language education four main
characteristics of an effective English language teacher; those are socio-affective
skills, pedagogical knowledge, subject matter knowledge, and personal qualities.
From the meta-analysis, a teacher can be called an effective English language
teacher if the teacher can accomplish those four main characteristics.
A research on finding parameters of a professional teacher had been
conducted by Anugerahwati (2009) found that the subjects in three of four towns
have all the four competencies (subject matter, pedagogical, social and personal
competences), with the personal competence being the most influential in shaping
them as professional and exemplary teachers. A profile of the professional
qualifications of the exemplary English teachers at secondary schools is
developed from the findings.
It is in line with the Undang-Undang Nomor 14 Tahun 2005 tentang Guru
dan Dosen or the Teachers and Lecturers Act No. 14 Year 2005, certain criteria
exist that considered as the main benchmark as a professional English teacher,
those are; pedagogical competence, professional competence, social competence,
and personality competence. Thus, teachers can carry out their duties with the best
performance in the teaching and learning process by promoting aspects of
competency.
Those findings of characteristics of a professional EFL teacher based on
Dincer, Goksu, Takkac, and Yazici (2013), Anugerahwati (2009), and also from
the parameters of Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan
Dosen are similar in each competence. In brief, Anugerahwati (2009) mentioned
that the characteristics of a professional EFL teacher consist of four main
domains, those are; subject matter, pedagogical, social, and personal competence.
It is in line with the findings from Dincer et al. (2013) and also from the
parameters that they are liaising with each other.
Based on the parameters which have been stated in Undang-Undang
Nomor 14 Tahun 2005 tentang Guru dan Dosen and also from the qualification of
professional EFL teacher proposed by Anugerahwati (2009) and Dincer et al.
(2013), one of English teachers at SMA Negeri 7 Malang, East Java, is seen as a
professional EFL teacher and an English teacher at MA Al-Ittihad Malang who
also seen as a professional EFL teacher. That is why the researcher wants to
investigate both of teachers and find the difference among the teachers. In short,
the terms of those parameters of a professional EFL teacher which is used in this
study namely teacher pedagogical competence and professional competence.
In an attempt to know how a portrait of professional English foreign
language teacher as both teachers are, the researcher interested to conduct a
research entitled “A Portrait of Professional EFL Teachers at Senior High School”
which provides detailed information specifically about pedagogical and
professional competence, meanwhile some previous studies were mentioned four
aspects of a professional EFL teacher in the Indonesian context. The differences
of this research and several previous studies also seen by the population of the
subjects, while in this study the researcher broaden the scope of the subject than
what Yulianto, 2016 had.
Another difference is seen from the number of teachers’ competencies that
all the previous studies discussed four; pedagogical, social, interpersonal, and
professional competence, yet in this research, the researcher only provides two
aspects of pedagogical and professional competence and gives its detailed
information of both aspects.
1.2 Research Problem
Based on the background of the study above, the researcher formulates the
problem as follows;
1) What competencies do the two English teachers possess?
This question can be further elaborated into:
a) What pedagogical competencies do they have?
b) What professional competencies do they have?
2) How do the two English teachers achieve those competencies?
This question can be further elaborated into:
a) How do they achieve their pedagogical competencies?
b) How do they achieve their professional competencies?
1.3 Objectives of the Study
Based on the background of the study and the research problem above, the
objective of the study can be formulated as follows:
To know the detail description of a portrait of professional EFL teacher at
SMA Negeri 7 Malang and MA Al-Ittihad Malang, such as:
1) The competencies of a professional EFL teacher in senior high schools in
Malang, which are further elaborated into the pedagogical and professional
competencies,
2) How the professional EFL teacher achieves those competencies.
1.4 The Significance of the Study
It is expected that after reading this research the reader will get detailed
information on how to be a professional EFL teacher. It is also expected that this
research can be used as a reference.
a. For EFL teacher and non-English teachers
It is expected that after reading the result of this study, a self-reflection
can be done in order to become a better and more professional English
teacher. While for teachers teaching other than English, it is expected that the
result of this study can be used as a reference on how to be a good and ideal
teacher.
b. For the theoretical contribution
With regard to theoretical contributions, it is expected that the results of
this study can provide theories of teacher competences of professional EFL
teacher portraits through pedagogical and professional competence, especially
in Indonesian context, as it is quite difficult to find clear and detailed
description of it.
1.5 Scope and Limitation of the Study
● Locative scope: the teachers are located at SMA Negeri 7 and MA Al-
Ittihad Malang.
● Human scope: the subjects of this study are the EFL teachers at SMA
Negeri 7 and MA Al-Ittihad Malang.
● Limitation of this study: due to Corona Virus (Covid-19) break, the
researcher difficult to collect the data directly in the field, which during
this long-break the researcher should conduct the research at school. The
researcher only did the online-based consultation with the supervisor and
the researcher had conducted an online-based observation by having
WhatsApp video call with the subjects in purpose of doing interview,
asking the subjects to fulfill self-assessment and angket guru from Google
Form, and asking the subject’s supporting documents. That is why the
researcher chose these options due to the unstable condition.
1.6 Definition of Key Terms
The definition of key terms is provided to avoid misunderstanding and
ambiguity. There are some terms used in this study which need to be defined.
1. EFL (English as a Foreign Language) teacher is a teacher who teaches
English to students in a country where English is not the native language.
2. Pedagogy is one of teachers’ competencies that define teachers’ ability in
managing the classroom activity and it is related to the ability of teachers to
understand the learning process.
3. Professional is an aspect which someone is able to put themselves in a certain
field. In this context, the professional being concerned is a professional in the
education that teachers are expected to be qualified in terms of teaching.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of conclusion and suggestions. In conclusion, the
researcher gives brief conclusion related to the findings and discussion from the
previous chapter. Further, the researcher gives suggestions related to this study for
the future researchers.
5.1 Conclusion
Based on the findings and discussions from the previous chapter, it can be
concluded that both of subjects had already fulfilled two parameters of
professional EFL teacher. The two competences outlined by Undang-Undang
Nomor 14 Tahun 2005 Guru dan Dosen and its elaborations are appropriate to be
used as the criteria for determining the quality of teachers. Those four
competences that mentioned by Undang-Undang Nomor 14 Tahun 2005 Guru
dan Dosen, if all are fulfilled, would lead a teacher to be fully professional, yet in
this study, the researcher investigates two competences only. But, it does not
mean, by investigating the two competences are not give a contribution to lead the
teacher to be professional. In fact, from the findings, the subjects are professional
according to their respective versions.
One thing stands out from the results of this research that whatever the
condition of where they live and teach, the professional teachers have one thing in
common: they are professional in the real sense of the word. They have very good
mastery of English. They have the skills and mastery of the appropriate teaching
techniques to be used. Furthermore, they implement well-planned lessons, use
various media, and can make a classroom activity interesting for the students.
They have good relationships with their principals and colleagues and are
generally well-liked and well-respected because of their exemplary good conduct,
work ethics, commitment and their personality in general.
The professional teachers achieved their competences through their
participation in various workshops and trainings, not only in the field of English
teaching, but also in assessment, Classroom Action Research, and others.
Moreover, these professional teachers are not people who get satisfied easily; they
keep updating their knowledge and mastery of new ways of teaching, and of the
English language in general.
In short, either subject A or subject B, they are all professional according
to the standard of Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen, even
though the researcher only investigate two competences; pedagogical and
professional competence. The researcher really sure that even though the social
and personality competence are not tested, both of subject have a good social and
personality; it is proved from the findings that both of subjects have a good
relationships with the students and colleagues. It can be seen that both of subjects
also master the social and personality competence.
5.2 Suggestions
There are several suggestions related to the result of this study. The first is
for the teacher and the future researcher who had read this study, can learn the
way the subject in becoming a professional EFL teacher. The professionalism can
be started by having a good personal competence that can lead to the good social
competence and good pedagogical competence will lead to great professionalism.
This research employed several parameters of professional EFL teacher
from Undang-Undang Nomor 14 Tahun 2005 Guru dan Dosen, Anugerahwati
(2009), and Dincer et al. (2013). The researcher really suggests that the next
research on finding the portrait of professional EFL teacher will use the newest
parameters found by other researcher other than those who have mentioned above.
It is expected that the next researcher will renew their references or parameters
that used in this research, in order to there will be a difference and new update
rather than this research. The researcher also suggests that the next researcher will
not only focus on the professional parameters, but also on the characteristics of an
ideal EFL teacher as an addition in order to make the result of the next study
richer than this research.
In term of selecting the subject, the research suggests that the next
researcher will select more than two professional EFL teachers from different
region across Indonesia in order to enrich information of being a professional EFL
teacher. As this research did not conduct either observation or interview directly
on the spot, it is suggested also that the next researcher will conduct a direct
research, since the result of the direct research and online-based research are
really different. It will be easy to write the findings if the researcher can conduct
the direct research, since he or she can remember when observation takes place,
and it is more authentic rather than online-based research.
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