THE ANALYSIS OF AN ENGLISH TEACHER’S PROFESSIONAL COMPETENCE IN TEACHING NARRATIVE TEXT (A Case Study at MAN 2 Aceh Besar)

The reseach aims yo analyze an English teacher's professional competence in teaching narrative text at man 2 Aceh Besar. Additionally, this research also had the purpose to provide some information related to the teacher's professional competence in teaching narrative text. In addition, there was five teacher's professional competence aspect that should have by the teacher in teaching and learning proses. Therefore, in this study was a case study the researcher analyzed all of the aspect. The design of the study was a case study. furthermore, to obtain the data, the researcher used two research instruments. To illustrate, the observation that used to find out the data of the English teacher's professional competence during teaching narrative text. Then, a questionnaire was employed to collect the data from students X IA2 of MAN 2 Aceh Besar about an English teacher's professional competence in teaching narrative text. The result showed that the English teacher had good professional competence in teaching narrative text. In this case, the observation result indicated that the English teacher understands the material well, understand the students, organizes and implements learning strategies, uses media and technology, and evaluates learning outcomes. This result explained that the English teacher has taught in accordance with all of the teacher's professional competence aspects. Besides, the questionnaire indicated that the English teacher had a good professional competence based on all of the aspects. In this respect. 88% respondents agreed that the English teacher had the ability to understand the students. 83% respondents mentioned that the English teacher understood the learning materials. 72% respondents argued that the English teacher had the ability to manage the teaching and learning process. 75% of respondents stated that the English teacher had used technology in teaching. 89% of respondents agreed that the English teacher had implemented educational and dialogical learning. 80% of respondents argued the English teacher had evaluated learning outcomes