9 reflective teaching proposed by
Larrivee and Cooper’s 2006 self-reflection directions.
Larrivee and Cooper’s 2006 model of teaching reflection suggests several aspects that English language teachers need to consider upon self-
evaluating. The researcher also elaborates related theories about reflections and many aspects of English language teaching methodology in order to adjust the
English teaching principles with the selected reflection design model. Since many of the theories suggest that self-reflection requires teacher to ask him or herself
about performance and competence, the idea of designing reflection model that contains self-reflection statements is emerged. The researcher puts an effort to
synthesize the whole theories of reflections as well as teaching methodology to obtain and extract the reflection statements. Later on, the obtained reflection
statements are to be arranged more practically and systematically in order that English language teachers can find it easy to use the model. To support and
improve the model, I examine several other review of related literatures in order to validate the content and the applicability more specifically.
Fourth, the population used in the sampling of the research is also limited to English teachers who teach in the level of Junior High School up to Senior
High School. Further explanation about the research subject will be elaborated later on in the Chapter III.
D. RESEARCH QUESTIONS
This research proposes two questions to be answered, and thus being the guideline of the process of research and the writing. Those questions are:
10 1.
What is the theoretical model of self-reflection directions for English language teaching development like?
2. What is the model of self-reflection directions for English language
teaching development like?
E. GOAL OF RESEARCH AND DEVELOPMENT
The objectives of the study are to answer the questions stated in the Statement of Research Question, as follow:
First, this research aims to present the theoretical model that will serve as the basis for the development of the physical
form of the model. Next, this research aims to develop the practical or easy-to-use model that can be implemented to the English language teachers.
F. PRODUCT SPECIFICATIONS
A model of self-reflection management system for English language teachers will be established in a set of ‘can-do descriptors’ concept. It will serve
as a self-teaching reflection aid that helps English language teachers to monitor their teaching progress. The product specification is explained through two main
sections that English language teachers can reflect on, namely the introduction section and the main contents section. The introduction section provides some
brief explanation about what the product is all about, the rationale, as well as the purposes of the product. Additionally, a sub-
section called ‘personal statement’ is also provided to help teachers to reflect on general questions related to teaching,
and a self-reflection section. The main section highlights several English language teaching principles, such as the understanding of curriculum, teaching
11 methodology, teaching management, and so on, that will guide teachers in
managing to have self-reflection. This section consists of ‘can-do’ descriptors in
order to facilitate the teachers to reflect and to self-assess. One of the greatest advantages in sticking with this self-reflection model is
that English language teachers are provided with various statements to reflect based on specific aspects of English education. Teachers will not find it confusing
in how they would reflect since this model has provided ideal statements to be used as a parameter to monitor the teaching progress. By using this model,
teachers are more encouraged to reflect on the competences a teacher needs to strive to attain because teachers will be enlightened to understand what needs to
reflect on, rather than writing self-teaching diaries or journals without clear identifications of standards.
Another benefit that can be gained through this model is that it can help prepare teachers for a variety of teaching contexts. Teaching is a matter of
professional development; every teacher is required to gradually develop their teaching over time. By exploring various teaching contexts provided in the
contents of the model, English language teachers can be challenged to improve themselves even more. Another advantage is that this model looks forward to
promote discussion between teachers and peers. Exploring what needs to reflect upon or improve will eventually encourage teachers and other colleagues to
discuss the teaching drawbacks and excellence. Finally, to indicate how well an English teacher monitors his or her own
teaching progress, a set of indicator consisting of rating scales in each descriptor
12 is also provided in order to make sense to the teachers on how they would know if
their ways of teaching are already proficient or still requiring improvements. This ranging scale of indicator is clearly and specifically made to ease the teachers
during self-reflecting so that it will also save time and will not really burden the teachers.
G. BENEFIT OF RESEARCH AND DEVELOPMENT
