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5 Teacher Profile
Since this reflection model could function as a teacher journal, the researcher would like to provide a particular page where users could fill out their
personal data. ‘Teacher profile’ part requires the users to fill in their personal data,
such as name, institution place of teachwork, as well as the date of beginning to use this product.
b. Personal Statement
‘Personal statement’ part is the manifestation of developing the capacity to be reflective as it is suggested by Larrivee and Cooper 2006. This special part is
designed to help the teachers reflect on aspects related to teaching in general and to think about questions that may be important for the teacher education. Some
questions concerning the teaching of English languages to reflect on are provided. Firstly, the users or teachers would be asked about aspects that influence
their motivation in teaching English. There would be a space where users could fill out the positive and negative aspects related to teaching practices in which
users can describe their reflection. Secondly, users would be prompted to reflect upon other question related to aspects of English language teaching that the users
either most look forward or least look forward to. At the end of the personal statement, further pers
onal reflection would be given to explore the users’ ideas about teaching English. Users would be asked to put checklist on several provided
items of reflections regarding its importance to the users. Lastly, another space where users could state their overall personal statement about teaching English
language would be added as well.
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c. Main Contents
‘Main contents’ would consist of core self-reflection sections where users would be dealing with bunch of statement items so-
called ‘can-do’ descriptors. This part would be divided into four major labelled-sections, context,
methodology , resources, and conducting a lesson. Each self-reflection section
would consist of several aspects that users or teachers might consider reflecting.
1 Context
This is the reflection section where users deal with teaching decisions as well as educational and social context that might influence the way a teacher
works. In this section, the reflection items were obtained and extracted from reviewing the curriculum 2013 and the role of English language teacher as
described in Chapter II. Before providing the reflection items, brief explanation on the importance of conducting self-reflection towards teaching context was also
given. The items of reflection in the form of ‘can-do’ descriptors are shown in the
following table.
Table 4.1. The Reflection Items of Teaching Context Section No. Sub-Reflection
Topics Reflection items
1. Curriculum
1. I can comprehend the set of requirements in the
Indonesian national curriculum 2013. 2.
I can design language courses based on the requirements of the Indonesian national curriculum
2013. 2.
Aim and needs 1.
I can understand the personal, intellectual and cultural value of learning English languages.
2. I can plan a certain possibility of overall, long-term
aims based on needs and expectations of English language learners.
3. I can take into account the cognitive needs of
learners problem solving, drive for communication,
84 acquiring knowledge etc..
4. I can take into account the affective needs of
learners sense of achievement, enjoyment etc.. 5.
I can take into account and assess the expectations and impact of educational stakeholder employers,
parents, funding agencies etc.. 3.
The role of English
language teacher 1.
I can promote the value and benefits of English language learning to learners, parents and societies.
2. I can appreciate and carry out the values added to
the classroom environment by learners with many and different cultural backgrounds.
3. I can take into account the knowledge of the mother
or first languages learners may already possess and help them to build on this knowledge when learning
English language.
4. I can apply on appropriate theories of English
language, learning, culture etc. and relevant research findings to guide my teaching.
5. I can critically assess my teaching on the basis of
experience, learner feedback and learning outcomes and adapt it accordingly.
6. I can critically assess my teaching in relation to
theoretical principles. 7.
I can accept feedback from my peers and mentors and build this into my teaching.
8. I can observe my peers, recognize different
methodological aspects of their teaching and offer them constructive feedback.
9. I can discover and examine relevant articles,
journals and research findings relating to aspects of teaching and learning.
10. I can identify and investigate specific pedagogical
didactic issues related to my learners or my teaching in the form of action research.
4. Institutional
Resources and Constraints
1. I can assess how I might use the resources available
in my school LCD projectors, computers, library etc..
2. I can recognize the organizational constraints and
resource limitations existent at my school and adapt my teaching accordingly.
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2 Methodology
In this section, teaching English language skills as well as teaching linguistic competence are the focus of the self-reflection. The conceptual
framework of the teaching methodology aspects were adapted from Richards and Renandya’s 2002 explanation about topics of issues related to teaching English
as second or foreign language. The researcher has extracted several items of reflection out of related theories that refer to teaching skills as elaborated in
Chapter II. This reflection section consists of five topics of teaching the language skills that users or teachers might consider reflecting. Similarly with previous
section, brief descriptions about the importance of reflecting upon teaching the skills of English language are given as well.
1. Teaching Speaking This sub-section of the methodology elaborates several reflection items on
teaching speaking. The reflection items are generated from the theories of teaching speaking as elaborated by Hughes 2002 as well as Richards 2008.
The items of teaching speaking reflection descriptors are shown in the following table.
Table 4.2. The Reflection Items of Teaching Speaking No.
Theme Reflection items
1. Teacher and
learners interaction
1. I can resemble a supportive atmosphere that invites
learners to take part in speaking activities. 2.
I can evaluate and select meaningful speaking and interactional activities to encourage learners of
diverse abilities to participate and cooperate together.
2. Integrating the
concept of 1.
I can evaluate and select meaningful speaking and interactional activities to encourage learners to
86 curriculum 2013
express their opinions, identity, culture, religious tolerance, etc.
2. I can evaluate and select meaningful speaking and
interactional activities to encourage learners to develop attitudes honesty, caring, politeness,
environmental friendliness, responsiveness and proactivity.
3. I can evaluate and select meaningful speaking and
interactional activities to encourage learners to demonstrate attitudes as a part of the solutions for
various national problems by interacting effectively with the social environment and nature and place
themselves as a reflection of the nation in international relations.
4. I can evaluate and select meaningful speaking and
interactional activities to encourage learners to develop and demonstrate discipline, responsibility,
helpfulness, keeping peace and environmental friendliness.
3. Classroom
activities and materials
1. I can evaluate and select a range of meaningful
speaking and interactional activities to develop fluency discussion, role play, problem solving etc..
2. I can evaluate and select different activities to help
learners to become aware of and use different text types
telephone conversations,
transactions, speeches etc..
3. I can explore, evaluate and select a variety of
materials to stimulate speaking activities visual aids, texts, authentic materials etc..
4. I can evaluate and select activities which help
learners to participate in ongoing spoken exchanges conversations, transactions etc. and to initiate or
respond to utterances appropriately.
5. I can evaluate and select various activities to help
learners to identify and use typical features of spoken language informal language, fillers etc..
6. I can help learners to use communication strategies
asking for clarification, comprehension checks etc. and
compensation strategies
paraphrasing, simplification etc when engaging in spoken
interaction. 4.
English sound focus
1. I can evaluate and select a variety of techniques to
make learners aware of, discriminate and help them to pronounce sounds in English.
2. I can evaluate and select a variety of techniques to
make learners aware of and help them to use stress,
87 rhythm and intonation.
3. I can evaluate and select a range of oral activities to
develop accuracy grammar, word choice etc.. 2. Teaching Listening
This sub-section of the methodology elaborates several reflection items on teaching listening. The reflection items are generated from the theories of teaching
listening as elaborated by Richards 2008 as well as Richards and Renandya 2002. The items of teaching listening reflection descriptors are shown in the
following table.
Table 4.3. The Reflection Items of Teaching Listening No.
Theme Reflection items
1. Teacher and
learners interaction
1. I can select texts appropriate to the needs, interests
and language level of the learners. 2.
I can provide a set of pre-listening activities which help learners to orientate themselves to a text.
3. I can encourage learners to use their knowledge of a
topic and their expectations about a text when listening.
2. Classroom
activities and materials
1. I can design, evaluate and select different activities
in order to practice and develop different listening strategies
listening for
essences, specific
information etc.. 2.
I can design and select different activities which help learners to recognize and interpret typical
features of spoken language tone of voice, intonation, style of speaking etc..
3. I can help learners to carry out strategies to cope
with typical aspects of spoken language background noise, redundancy etc..
4. I can help learners to carry out strategies to cope
with difficult or unknown vocabulary of a text. 5.
I can evaluate and select a variety of post-listening tasks to provide a link between listening and other
skills.
88 3. Teaching Reading
This sub-section of the methodology elaborates several reflection items on teaching reading. The reflection items are generated from the theories of teaching
reading as elaborated by Gibbons 2002, Mikulecky 2008, as well as Richards and Renandya 2002. The items of teaching reading reflection descriptors are
shown in the following table.
Table 4.4. The Reflection Items of Teaching Reading No.
Theme Reflection items
1. Classroom
activities and materials
1. I can evaluate and select texts appropriate to the
needs, interests and language level of the learners. 2.
I can provide a range of pre-reading activities to help learners to orientate themselves to a text.
3. I can encourage learners to use their knowledge of a
topic and their expectations about a text when reading.
4. I can apply appropriate ways of reading a text in
class e.g. aloud, silently, in groups etc.. 5.
I can set different activities in order to practice and develop different reading strategies according to the
purpose of reading skimming, scanning etc.. 6.
I can help learners to develop different strategies to cope with difficult or unknown vocabulary in a text.
2. Integrating the
concept of curriculum 2013
1. I can evaluate and select a variety of reading tasks to
encourage learners to develop attitudes honesty, caring,
politeness, environmental
friendliness, responsiveness and proactivity.
2. I can evaluate and select a variety of reading tasks to
encourage learners to demonstrate attitudes as a part of the solutions for various national problems.
3. Encouraging
reading extensively
1. I can evaluate and select a variety of post-reading
tasks to provide a bridge between reading and other skills.
2. I can recommend books appropriate to the needs,
interests and language level of the learners. 3.
I can help learners to develop critical reading skills reflection, interpretation, analysis etc..
89 3. Teaching Writing
This sub-section of the methodology elaborates several reflection items on teaching writing. The reflection items are generated from the theories of teaching
writing as elaborated by Hyland 2002 as well as Richards and Renandya 2002. The items of teaching writing reflection descriptors are shown in the following
table.
Table 4.5. The Reflection Items of Teaching Writing No.
Theme Reflection items
1. Classroom
activities and materials
1. I can evaluate and select meaningful activities to
help learners to develop their creative potential. 2.
I can evaluate and select a range of meaningful writing activities to help learners become aware of
and use appropriate language for different text types letters, stories, reports etc.
3. I can evaluate and select texts in a variety of text
types to function as good examples for the learners’ writing.
4. I can evaluate and select a variety of materials to
stimulate writing authentic materials, visual aids etc..
5. I can evaluate and select activities which help
learners to participate in written exchanges emails, job applications etc. and to initiate or respond to
texts appropriately.
6. I can help learners to gather and share information
for their writing tasks. 7.
I can help learners to plan and structure written texts e.g. by using mind maps, outlines etc..
2. Integrating the
concept of curriculum 2013
1. I can evaluate and select activities which help
learners to participate in written text which develops attitudes honesty, caring, politeness, environmental
friendliness, responsiveness and proactivity and to initiate or respond to texts appropriately.
2. I can evaluate and select activities which help
learners to participate in written text which demonstrates attitudes as a part of the solutions for
various national problems and to initiate or respond to texts appropriately.
90 3.
Writing teaching techniques and
assessment 1.
I can help learners to monitor, reflect on, edit and improve their own writing.
2. I can use peer-assessment and feedback to assist the
writing process. 3.
I can use a variety of techniques to help learners to develop awareness of the structure, coherence and
cohesion of a text and produce texts accordingly. 4.
I can evaluate and select a variety of techniques to make learners aware of and use spelling patterns and
irregular spelling. 5.
I can evaluate and select writing activities to consolidate learning grammar, vocabulary, spelling
4. Teaching Grammar
This sub-section of the methodology elaborates several reflection items on teaching grammar. The reflection items are generated from the theories of
teaching grammar as elaborated by Larsen-Freeman 2003 as well as Richards and Renandya 2002. The items of teaching grammar reflection descriptors are
shown in the following table.
Table 4.6. The Reflection Items of Teaching Grammar No.
Theme Reflection items
1. Teaching
techniques, classroom
activities and materials
1. I can introduce a grammatical item and help learners
to practice it through meaningful contexts and appropriate texts.
2. I can introduce, and help students to deal with, new
or unknown items of grammar in a variety of ways teacher presentation, awareness-raising, discovery
etc..
3. I can deal with questions learners may ask about
grammar and, if necessary, refer to appropriate grammar reference books.
4. I can use grammatical metalanguage if and when
appropriate to the learners’ needs. 5.
I can evaluate and select grammatical exercises and activities, which support learning and encourage oral
and written communication.
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3 Resources
Reflective teaching practices that refer to institutional resources and constraints are specifically elaborated in this section. The obtained reflection
items for this section were generated from theories related to the teaching context as established in Chapter II. The items of teaching resources reflection descriptors
are shown in the following table.
Table 4.7. The Reflection Items of Resources No.
Theme Reflection items
1. Selecting and
designing materials for
learners 1.
I can identify and evaluate a range of coursebooksmaterials appropriate for the age,
interests and the language level of the learners. 2.
I can evaluate and select texts and language activities from coursebooks appropriate for
3. my learners.
4. I can explore and select listening and reading
materials appropriate for the needs of 5.
learners from a various sources, such as books, mass media and the Internet.
6. I can evaluate and utilize ideas and materials
included in teach ers’ handbooks and
7. resource books.
8. I can design learning materials and activities
appropriate for learners. 9.
I can recommend dictionaries and other reference books useful for my learners.
10. I can guide learners to produce materials for
themselves and for other learners. 2
Using Information and
Communication Technology
1. I can select and use ICT materials and activities in
the classroom which are appropriate for my learners. 2.
I can design ICT materials and activities appropriate for my learners.
3. I can guide learners to use the Internet for obtaining
information.
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4 Conducting a Lesson
Based on the process of exploring, gathering, and extracting theories related to conducting a lesson elaborated in Chapter II, the researcher has
formulated several reflection items that concerns about carrying out a lesson in the classroom. This section encourages the users or teachers to reflect their teaching
process based on the structured lesson plans that have been made. Classroom management also becomes the focus of reflection. The items of conducting a
lesson reflection descriptors are shown in the following table.
Table 4.8. The Reflection Items of Conducting a Lesson No. Sub-Reflection
Topics Reflection items
1. Lesson plan
usage and contents
1. I can start a lesson in an interesting and delighting
way. 2.
I can be flexible when teaching through a lesson plan and respond to learner interests as the lesson
progresses and develops. 3.
I can create fluent transitions between activities and tasks for individuals, groups and the whole class.
4. I can adjust the time schedule when unpredictable
situations and conditions occur. 5.
I can manage the time classroom activities to reflect individual learners’ attention.
6. I can conduct and complete a lesson in a focused
way. 7.
I can present language content new and previously encountered items of language, topics etc. in ways
which are appropriate for individuals and specific groups of learners.
8. I can relate what I teach to learners’ knowledge and
previous language learning experiences. 9.
I can relate what I teach to current events in local and international contexts.
10. I can relate the language I am teaching to the
culture of Indonesia. 2.
Classroom management
1. I can manage different roles according to the needs
of the learners and requirements of the activity resource person, mediator, supervisor etc..
93 2.
I can create opportunities for and manage individual, partner, group and whole class work.
3. I can make and use resources efficiently flashcards,
charts etc.. 4.
I can manage and use instructional media efficiently LCD projector, ICT, video etc..
5. I can supervise and assist learners’ use of different
forms of ICT both in and outside the classroom. 3.
Classroom language
1. I can conduct a lesson in the target language
English. 2.
I can decide when it is appropriate to use the target language English and when not to.
3. I can use the target language as metalanguage.
4. I can use various strategies when learners do not
understand the target language English 5.
I can encourage learners to use the target language English in their activities.
6. I can encourage learners to relate the target language
English to other languages they speak or have learned where and when this is helpful.
After investigating the conceptual framework of Larrivee and Cooper’s
2006 self-reflection model followed by modifying the framework to be adjusted with the whole theories related to reflective teaching and teaching methodology,
the researcher attempted to develop the physical form of the model. The designed model contents would consist of several sections as elaborated earlier in this
Chapter.
B. MODEL OF THE ENGLISH LANGUAGE TEACHER REFLECTION
This part presents the process of developing the physical form of the self- reflection model. The next five steps of Research and Development steps
collaborated with Development, Implementation and Evaluation phases of ADDIE model are used as the framework. Those five steps were: 1 developing a
