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5. Evaluation
Despite the findings of the preliminary and the main field testing that indicates good product operations, there are several critics and suggestions that
need to be more evaluated. However, the critics and suggestions cannot be fully taken into consideration for revising since it needs further study to be conducted.
The first aspect to consider is about the suitability of the product. One of the evaluators commented about how the designed product might not be suitable to
every English language teacher. She emphasized that the designed reflection model would be perfectly implemented only if the targeted user teachers were
really in capacity in administering the reflection tool. As Green 2005 says, school knowledge also encompasses assessment, with the trend for ever
increasing burdens of assessment and the high profile of league tables, the practice of English in schools has changed. There are many schools in Indonesia
that still lack of standard quality of education, such as qualified English teachers or highly facilitated teaching and learning resources. Schools that have different
area, such as urban or rural area, will have different quality of English education. In some other remote or isolated area, English teachers might even still be
struggling to encourage their students to be willing to learn. Therefore, administering informal self-reflection tool could become an impossible thing to do
if there is so many constraints that obstacle teacher in promoting professional development.
Another issue that needs to be evaluated from the designed reflection model is dealing with the possibility of the reflection items misunderstanding.
118 Most of the user participants stated that they did not find any difficulty in filling
out the reflection items as instructed in the product. However, some of them stated that higher senior teachers might be misunderstood in comprehending every
provided ‘can-do’ descriptor in the reflection sections. The underlying reason of providing such detailed reflection items is that the researcher seeks to obtain and
establish better statements for self-reflecting that are in line with the concept of foreign language teaching theories. However, it needs to be highlighted that too
theoretical reflection statements might discourage English teachers instead. Therefore, in order to design a better model relating to reflective teaching, further
study should be conducted in order to investigate what theoretical and a developed physical self-reflection model that fits the needs of what particular types of
teachers. One of the user participants expected that the product could be used not
only once. It was true that the researcher only designed this product for one period of usage, such as one semester of academic year. The user suggested that it would
be nice if the reflection model was to be simplified and made in such a way that it was possible to be used repeatedly or multiple times, not just one semester. In
order to address this suggestion, there should be further study that investigates some troubleshooting related to the practicality.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the scientific truth of the Research part and the Development part. In addition, this chapter also provides some suggestions. In the
first part, the planned and the actual research verification procedure of both the Research part and the Development part are summarized. In the second part,
suggestions following up this completed research are provided.
A. CONCLUSIONS
The study was conducted to design an English Language Teacher Reflection towards Teaching Development for English language teachers ranging
from Junior High School until Senior High School. In this study, the researcher formulated two problems. Those problems were a what the theoretical model of
self-reflection directions for English language teaching development is like, and b what the model of self-reflection directions for English language teaching
development is like. In order to answer the first question, the first two steps of R D that
integrated the Analysis and Design phases of ADDIE were conducted. The first step for the Research part is Research and Information Collecting that includes the
Analysis phase of ADDIE. Necessary data on theories of reflection, teaching contents, teaching methodology and conducting a lesson were collected from the
books and the internet. In designing the reflection model, the researcher arranges the conceptual framework of the reflective teaching in accordance with the
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