only need to give checklist v for their choice. Five, the sampling of this research is limited to English teachers in vocational school.
D. Statement of Research Questions
There are two questions which guide the researcher does this research. Those are:
1. What is the conceptual model of the competence-based self-assessment for the English teacher of the vocational school like?
2. What is the iconic model of the competence-based self-assessment for the English teacher of the vocational school like?
E. Goals of Research and Development
This research ’s goals are to find the answer to those research questions
above. Firstly, this research is conducted to discover the truth of theoretical model that can be implemented periodically by English teachers to guide them as
professional teacher. Next, this research is aimed to develop the iconic model and discover the truth of this competence-based self-assessment model for English
teacher of the vocational school.
F. Product Specification
This research is conducted to provide an alternative self-assessment model which can be used by English teachers in vocational school to assess their own
performance. The name of this model is A Competence-Based Self-Assessment Model for the English Teacher of the Vocational School.
English teachers can use the self-assessment as a tool for assessing their own performance. This assessment is expected to utilize in the end of the
semester. Information is used for semester-end reflective assessment to solve generic problem. This self-assessment is designed to encourage English teachers
to get self-actualization through their performance as professional. It also provides information about English teacher performance which is valued based on teacher
competences. It is expected to help English teachers assess their own performance to identify areas of strength and areas needing improvement.
In this self-assessment, teachers are expected to notice all statements of a certain standard in each category. By those statements, their performance is
valued. Every statement that has not been done is used as feedback. As this
assessment aims to show strength and weaknesses of teacher performance, it is used as evaluation need.
This self-assessment includes self-assessment book and manual. This book consists of assessing section
category of competence, standard, and
performance, scoring section and self-reflection section. This self-assessment assesses teacher
s’ performance based on t
heir competence. Teachers’ competences that are divided into pedagogic, personality, professional and social
are working along to specialize into several categories of their performance. Each category has its own standard. Each standard informs general goal that must be
fulfilled based on certain category. Besides, statements of each standard indicate performances that must be done to reach the standard.
Table 1.1 Product Specification of the Self-Assessment
No Contents of Competence-
Based Self-Assessment Function
1 Assessing Part
a. Category
b. Standard
c. ElementsStatements This assessment is divided into 8 categories which are
formulated based on Indonesia teacher competences the Regulation of Education Minister No. 16 year 2007 on
the Standard of Academic and Competencies of Teachers and the other related theories. see figure 2.2
Conceptual Framework
Each category has its own standards. Each standard informs goal that must be fulfilled based on certain
category.
Elements of each standard indicate performances that must be done to reach the standard. Every standard has
10 statements that indicate teachers ’ performance.
2 Scoring Part
Scoring Part uses to v alue teacher’s self-assessment
score. Elementsstatements that are split from standard of each category can be measured as being fully, partially or
not fulfilled. English teachers as the users are asked to give check on
a. “1” for answer “I haven’t done I don’t understand”
b. “2” for answer “I have done partially”
c. “3” for answer “ I have done fully”
3 Self-Reflection Part
Users can use the self-reflection box to write down narrative
of “what I have done”, what I haven’t done and what I have to do in the future”. Narrative that users can
write in the self-reflection box is used as reflection of their performance. By this narrative, teacher can identify
what does shehe is already doing and an area of hisher performance that would like to improve.
In this self-assessment, teachers are expected to notice every statement of a certain standard in each category. By those statements, their performance is
valued. Every statement that has not been done is used as feedback.
G. Benefits of Research and Development
