model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until
they meet specified criteria of effectiveness, quality, or similar standards. Others define research and development R D as is a process used to develop and validate
educational product Borg and Gall, 1983: 772. Thus, by using R D model, the researcher can produce a new product or develop a current product which is useful,
valuable and standardized. In order to meet those criteria, the product will be tested, evaluated, and refined before.
There are some steps that must be done to conduct this kind of research. As stated by Borg and Gall 1983, R D model has 10 cycles. In conducting this study,
the researcher adapted some steps which considered appropriate with this model design. The researcher also adapted the steps of instructional design which proposed
by Morrison, Ross, Kalman, Kemp 2011. Those steps were used to answer two research questions which mentioned in the chapter I:
1. Theoretical Model of The Competence-Based Self-Assessment
Theoretical model was the first version of the product. Theoretical model also called conceptual model. It is call theoretical or conceptual because it generated from
library investigation.
a. Research and Information Collecting
Before Research and Information Collecting step could be done, the researcher had to determine the education product that wanted to design. This step was called
product selection. By product selection step, the researcher answered a question of why this study needed to conduct.
After deciding the product, the researcher continued to conduct research and collect information. Research and information aimed at gather the necessary existed
knowledge to set the product’s name, goal and content. That knowledge was gathered
from investigation on available self-assessment, the Indonesian Act No. 14 year 2005 on Teachers and University Lecturers, English teacher competences, and English
teacher self-development. Besides, some instructional design ID procedures were
also adapted to help the researcher develop the product. This step was correlated with Instructional Problem and Instructional Objective in Kemp’s ID stages.
b. Planning
This step was used to guide the researcher to develop the product which was different with the other self-assessment model of English
teacher’s performance. Theory and concept which had been explained in first step of this study were used to
help the researcher plan the framework of the product. Framework of the product was designed into a manual book b workbook.
In manual book, there was a clear description of the competence-based self- assessment which included its name, general objective, content, and clear procedure.
By this section, the researcher expected that users understood the competence-based self-assessment before they utilized and got advantages of the instrument. They were
also informed about the content of the instrument which covered four competences of
English teachers. In the last part of the manual book, there were some steps of procedure to facilitate the user to do the self-assessment.
Work book is the most important thing of the competence-based self- assessment since it contained the instrument. This work book consisted of assessing,
scoring and self-reflection section. Assessing section provided the instrument which included three main parts; category, standard and elements. The scoring part was used
to measure users’ performance based on elements that provided in each category of competence. The last part of the work book was self-reflection. This part was
presented in the form of narrative box.
2. Iconic Model of The Competence-Based Self-Assessment
