CHAPTER I

INTRODUCTION1. Background

A teacher is a person who provides education for pupils (children) and students (adults). The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum. Along with, professional teachers are always patient and organized. They never rush their students or explain randomly. So, to move one stair upwards success, plan everything before you go to class. Set all things according to a logical order and introduce your lesson step by step taking into consideration your students learning strategies. Besides, a successful teacher shows an interest in the subject as well as the students. So, be patient with and show a great interest in your students. Furthermore, professional teachers enjoy their job and vary their roles in the class .You may want to be the person who provides the students information, but besides being information deliverer, you can be a close friend of them, a parent, a promoter. You can enjoy and vary your role in the class in a way that interests both, your students and you. You never can better when you enjoy your job. Creating a relaxed environment helps you successfully cover a great amount of the content. Besides, you will realize better participation of your students with time and therefore learning will happen.1.1 Identification of Problem

1. Do all of the English teachers in Indonesia have creativity in TEFL?2. What are the issues faced by the teacher due to teaching development?

3. Is curriculum influence teachers creativity?CHAPTER II

FRAME OF THEORIES2.1 The Definition of Teacher DevelopmentImplicit in this description is an interpretation of teacher development as a comparatively longitudinal process of teachers behavioral change that is guided by, and focused upon, practical application of suggested innovations. It appears to be a process involving, sequentially: the generation of ideas that may be applicable to teaching; trying out these ideas; discussing in collegial contexts the viability and implications of the ideas as they emerge as potential practice; and, adopting new practices that emanate from the ideas. Bell and Gilbert (1994) provide more elucidation. They do not define teacher development but they describe very clearly what, as they interpret it, it looks like (p. 493): Teacher development can be viewed as teachers learning, rather than as others getting teachers to change. In learning, the teachers were developing their beliefs and ideas, developing their classroom practice, and attending to their feelings associated with changing. They identify and describe three main types of development: personal, professional and social. The process of teacher development can be seen as one in which personal, professional, and social development is occurring, and one in which development in one aspect cannot proceed unless the other aspects develop also. (p. 494)They also describe what they consider to be key features of the teacher development process (p. 494): Teacher development can be seen as having two aspects. One is the input of new theoretical ideas and new teaching suggestions. The second is trying out, evaluation, and practice of these new theoretical and teaching ideas over an extended period of time in a collaborative situation where the teachers are able to receive support and feedback, and where they are able to reflect critically. Both are important if all three aspects of teacher development personal, professional, and social development are to occur.

To sum up, being a good and successful teacher is not a talent, but a skill you learn and acquire through time. The list bellow shows the most important features of professional teachers:

Professional creative teachers: 1) Know their students well. 2) Vary their role in the class. 3) Enjoy their job. 4) Joke with their students and create relaxed class environment. 5) Are always patient with students. 6) Plan everything before they come to the class. 7) Never waste time. 8) Vary and use different teaching techniques. 9) Look for the most suitable activities for students. 10) Show interest in students and subject. 11) Give their students enough time to learn and practice. 12) Focus on the goal.2.2 The Importance of Teacher Development Quality English teaching requires the provision of continuing opportunities for professional development. Teachers need:

1. access to new research and knowledge in the teaching of literacy, language development and an integrated curriculum;

2. appropriate, up to date qualifications in both the content area of the subject and in teaching methodology;

3. opportunities to share expertise with other experienced teachers and educators leading to reflection on practice;

4. opportunities for discipline renewal for teachers whose teacher education took place some years ago;

5. a commitment at all levels to time release to attend professional development activities; and

6. Recognition at all levels of the value of professional development.

Quality teaching is directly related to the development of a strong, well informed and well supported professional body to respond to community and educational concerns and to influence opinion. Access to professional development is crucial in enabling teachers to:

improve learning outcomes for students;

take a more active role in curriculum planning, including building on and refining existing practices;

constantly develop excellent teaching practices;

actively participate in the evaluation of teaching practices and programs; and Actively participate in the implementation of local, state and national curriculum initiatives.CHAPTER III

DISCUSSION

3.1 The Phenomenon of English Teachers in Indonesia

It is common knowledge that the quality of education in the country is still low. Quite a lot of evidence that can be used to support this conclusion. The average results of the national final examination, final exam school or whatever its called-for all subjects ranged in the range of 5 to 7 only. Various surveys conducted by international agencies also put Indonesia on student achievement down position. Finally, the results of the TIMSS survey 2003 (Trends in International Mathematics and Sciencies Study) under the umbrella of the International Association for Evaluation of Educational Achievement (IEA) ranks Indonesia 34th in mathematics and 36th position for the field of science from 45 countries surveyed (Kompas, 22/12/2004). In fact, in East Java, in the selection of candidates for admission civil servants who announced a few days ago reported many formations that are not filled because no one else would-take the test meets the standard value (passing grade) were determined.3.2 The Issues Faced By The Teacher Due To Teaching Development

There is also a state that the cause of the poor quality of teachers at this time, there are at least four issues related to the problems faced by teachers in Indonesia, namely: First, the problem of quality / quality of teachers. The quality of our teachers, is now allegedly very alarming. Based on data from the year 2002/2003, of 1.2 million of our current elementary school teachers, only 8.3% of them are qualified scholars. This kind of reality, will ultimately affect the quality of students produced. Not to mention the problem, in which a teacher is often teach more than one subject which is not uncommon, not a corn / core of its knowledge, has led to the learning process to be not optimal. Second, the number of teachers who are still lacking. Number of teachers in Indonesia is still lacking, if related to the number of existing students. Therefore, the number of students per class by the number of teachers that are available today, felt still less proportional, so there is rarely a class roared often in the content of more than 30 students. A figure that is far from ideal for a process of learning and teaching that is considered effective. Ideally, every class is filled no more than 15-20 students to ensure the quality of teaching and learning is maximized. Third, teacher distribution problem. Problems uneven distribution of teachers, is a separate issue in the world of education in Indonesia. In remote areas, one we often hear the teacher shortage in the region, both for security reasons as well as other factors, such as facilities and teacher welfare issues are considered to be still much to be expected. Fourth, the problem of teachers' welfare. Has not become common knowledge, that the welfare of our teachers are very concerning. Income teachers, considered still far from sufficient, especially for those who still existed as teachers or part-time teachers. These conditions, most of the teachers have been stimulated to seek additional income outside of their duties as teachers, including the business school environment where they teach educators. Reasonable increase in the welfare of teachers, can increase the professionalism of teachers, including teachers can prevent business practices in schools.3.3 Does Creative Lead the Teacher to Teaching Development?

The creative teachers are able to make the student to be creative. Creativity can inspire students to learn new content through a creative outlet. Classroom teachers have a constant struggle between teaching content and incorporating creativity into daily instruction. Often state standards limit the teachers ability to develop lessons that include creation in the classroom and teachers may resort to a more teacher-centered environment. It is the teachers responsibility to generate lessons and centers that encourage students to be creative. It is vital that the incorporation of creativity in the classroom is encouraged so that students of varying learning styles are exposed to different ways to learn.

If the teachers have creativity inside, then the teaching learning process will develop also. Because they will find something new toward it.

Here are some things you have to do as EFL teacher:

1. You need to be creative because teaching present perfect simple can be very monotonous, so youll try to find new ways, new techniques each year.2. You must be a life-long learner because teaching encourages us to learn something new every day. You can bring the real world into your classroom so you should always update your knowledge. If you stop learning, you will be behind your students.3. You know another language (if you arent a native speaker) and you can explore other cultures and lifestyles. Because of this, you can lead your students to another world where they can start perceiving whats really going on around them. 3.4 How to be a Creative Teacher in TEFL?

We have already mentioned why it is important for teachers to develop their teaching. Creative teachers will always have unique way of teaching. In particular us, as Indonesian people which English as foreign language, we know its rare to find creative teacher. Its the biggest issue of us. Before we step onto this kind of material, we firstly have to know what matters will happen if teachers are absence of creative thinking.

1. Teachers may become more and more dependent on the input and ideas of others proponents of different approaches & methods, course book writers, teacher educators, article writers;2. They may become followers who cannot criticize and be eclectic;3. They may become unable to develop their own independent thinking, their own philosophy of education and, thus, unable to make their own decisions and solve problems in their own way.

This lack of evaluation and selection criteria often results in teachers adopting techniques and activities without thinking; an approach, method, or even the use of a book, may be bought wholesale and often used without reflection. If the result is not successful, it is quite difficult for the individual to understand why.So what is the correlation between being creative and TEFL? Is creative influence the teachers?The questions above may be asked out. Most of Indonesian teachers have no good brave enough to out of the box. What does it mean? The teachers stuck in a box. We can imagine the syllabus and RPP are boxes. The teachers trapped inside the box if they have no creativity. They just follow the rules. By being creative, teacher may get out of the box. They will expand their mind of. They always find ways to create warm circumstances in classroom. They dont stuck in one method and technique only. They vary their teaching learning process. We all know there are several methods and techniques of English teaching learning; Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, Whole Language, Multiple Intelligences, Neurolinguistic Programming, The Lexical Approach, and Competency-Based Language Teaching and so forth. The creative teachers will always update their methods based on the situation in the classroom and the development of technologies, thats why we have to leave the old methods and change into the modern one. 3.5 The Curriculum and Teachers Creativity

In the 2013 curriculum, teachers are no longer required to make syllabus or instructional materials. This contrasts with the Education Unit Level Curriculum (KTSP) that previously applied. However, with the policy of this case, feared the teachers would just like a robot because everything is prepared so that the government could blunt the creativity of the teachers. Teachers as told to fixate on the guide book for what will be taught to design Teaching and Learning Activities (KBM) is set in it. With everything that has been prepared, the teacher just stay and perform just as stints in accordance with what has been prepared. Yet when the teacher is in the classroom, it is the domain of teachers and teaching is very situational because they have to see the condition of the child. When all is set, then the instruction so stiff. However, according to the Chairman of the Indonesian Teachers Association (PGRI) DIY Ahmad Zaenal Fanani, in St. Louis, Wednesday (30/01/2013) acknowledge that the substance of the curriculum in 2013 is quite good. He also supports the reduction of subjects, followed by the addition of study hours.In the 2013 curriculum, students will no longer be burdened with severe learning material and diverse, as well as energy channeled only to students afford school. In our opinion, this curriculum is good because if the subject is too much, then the child is too heavy. But with the addition and subtraction hour subjects, then it will be controlled by the child in school activities. No more time for them to try things that are not good and parents can also feel calm. Although 2013 has been designed curriculum, but teachers should still be activities that can demonstrate creativity in the learning process. With the curriculum is also expected to remain teachers are given the freedom to determine how to define themselves in the learning process.3.6 Case of StudyIn Indonesia, many of us have encountered the phenomena experienced by the teachers, especially in the field of English. A professional teacher is a teacher who has a good level of creativity so that in the end the whole purpose of the learning process can be achieved with either. A teacher whose professional and creative generation of youth who will print a high quality.

However, in fact in the process of teaching and learning activities in Indonesia are not all teachers, especially in the field of English language education has a good level of creativity in teaching. Many of them in terms of just focusing on the delivery of teaching materials has been provided in the absence of further development on the matter. If we compare the existing teaching staff in schools and in the course, although the material taught in both means the same education, but we can see clearly that the students be able to develop better when they join the course because of the method and how to teach conducted at the place more interesting and not monotonous compared to when they are learning in the classroom.In addition, teacher professionalism and creativity problem in Indonesia is also still questionable quality. A teacher that the teacher can be regarded as a professional person if he has a high education and extensive knowledge. According to UUD pasal 14 of 2005 Article 2, paragraph 2 says that recognition of the position of teachers as professionals referred to in paragraph (1) shall be evidenced by a certificate of educators . When it should be, with a high education and knowledge alone is not enough. Many are found in Indonesia, a lot of people who have higher education but still questionable professionalism. Many bad things are done by the majority of teachers of diploma forgery start to mismatch the profession of teaching. It is simply not good due to the occurrence of such problems, obviously the process of education and teaching is disrupted.CHAPTER IV

CONCLUSION

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