Teachers Pedagogical and Professional Competences in CLIL-Based Primary Schools in Indonesian Context

To face the Millennium Development Goals, schools are supposed to equip the students to have proper English skills to help them interact in AEC. Yet, empirical evidence revealed that the education in Indonesia ranks 64 out of 120 countries (EDI, 2012). For this, Universitas Negeri Malang as one of the teacher training institutions in Indonesia takes the responsibility in improving the teachers’ quality. Hence, this research investigated the teachers’ pedagogical and professional competences in teaching English, Math, and Science. Questionnaire, interview guide, observation sheets, and set of tests were used in descriptive quantitative method. Results 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. While in professional competence, most of the teachers find difficulties in developing and delivering materials creatively in proper English. Periodical trainings and workshops are proposed as the remedy. Nowadays, English is taught in all parts of the world, as far reaching as the remote areas in small countries. Indonesia is no exception; English has been introduced and taught in schools, starting from primary to upper secondary, in all its 34 provinces. In secondary schools English is a compulsory subject, while in primary schools, it is offered as a local content. The decision for this was provided by the Ministry of Education and Culture, through the Decree Number 060 Year 1993, which states that English may be taught in primary schools, starting from Grade 4. This law was strengthened with the Decree of Ministry of Education and Culture Number 20 Year 2003 on the System of National Education. It was then accepted enthusiastically, and primary schools began to teach their students English.