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2. Preliminary Field Testing
After designing the preliminary product model, the researcher administered the post-design survey that was an evaluation of the designed model
so-called designed model prototype. In this study, the researcher gathered the evaluators’ opinions, feedbacks, and suggestions as the basis for revising and
producing final product of the product. In this section, the researcher presents the data gathered from the
evaluation. Fourteen questionnaires were distributed to fourteen evaluators. The evaluators consisted of thirteen lecturers of different University in Jogjakarta,
another evaluator has some experiences in teaching in public school. Eight of the evaluators were still studying in the Graduate Program of English Language
Studies of Sanata Dharma University. The discussion on the description of the respondents and the data presentation are as follows:
a. The Description of the Preliminary Field Testing of the Design Model
The description of the preliminary field testing respondents of the designed model is presented in the table 4.9.
Table 4.9. The Description of the Preliminary Field Testing of the Designed Model
Respondents Sex
Educational Background
Teaching Experience in year
F M
S1 S2
S3 ≤ 5
≥ 5 English lecturer
12 1
6 7
- 6
7 English teacher
- 1
- 1
- 1
-
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b. The Data Presentation
The data for this subsection is acquired from the evaluation of the material design by distributing the evaluation questionnaires. There are two parts that will
be discussed in this subsection, namely the Descriptive Statistics of Participants ’
opinions on the Designed Model and the Participants ’ Comments and Suggestions
on the Designed Model.
1 The Descriptive Statistics of Participants’ Opinions on the Prototype
Designed Model
This part presents the respondents’ opinion on the designed model by stating their agreement, disagreement, and doubt by choosing one of five points of
correlation and agreement. The questionnaire is intended to obtain feedback about the appropriateness of the English Language Teacher Reflection Towards
Teaching Development. The questionnaire was divided into two parts of statistical data gathering. Firstly, the statistical descriptions will show the degree of
correlation between the designed model and the teaching development. Secondly, another statistical descriptions will define the degree of the participants agreement
about the applicability of the designed model. The following table is the table of point of the degree of correlationagreement towards the product.
Table 4.10. Meaning of Point of CorrelationAgreement Point of
CorrelationAgreement Meaning
1 Very Low CorrelationStrongly Disagree
2 Low CorrelationDisagree
3 Doubt
4 High CorrelationAgree
5 Very High CorrelationStrongly Agree
103 Subsequently, the following is the table of the Descriptive Statistics of
correlation between the designed model and the teaching development.
Table 4.11. The Descriptive Statistics of Correlation between the Designed Model and the Teaching Development
No .
Statements Frequency of points
of correlation Central
Tendency 1
2 3
4 5
N M
1. Foreign and second language acquisition
- -
1 12
1 14
4
2. Theory of foreign language teaching
- -
4 6
4 14
4
3. Methodology of teaching English as a
foreign language -
- 1
8 5
14
4.3
4. The concept of Indonesian National
Curriculum of 2013 -
- 8
4 2
14
3.6
5. Conducting a lesson in English Teaching
- -
- 6
8 14
4.6
Total -
- 14 36 20
Mean 4,1
Good
After the data were calculated and analyzed, it was found that the results of the correlation between the functionality of the product and teaching development
were quite satisfying. From the respondents’ opinions on the designed model, it
was found out that the average point of the central tendency is 4.1 from the scale 5.0. It indicates that the designed model is relevant as a means of English
language teacher reflective teaching. There is another Descriptive Statistics of respondents opinions that will highlight the degree of agreement towards the
applicability of the product for the English language teachers. The following is the table of the second Descriptive Statistics of the participants agreement about the
applicability of the designed model.
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Table 4.12. The Descriptive Statistics of The Participants Agreement about the Applicability of the Designed Model
No .
Statements Frequency of points
of agreement Central
Tendency 1
2 3
4 5
N M
1. The product helps teachers think about
different aspects of teacher education. -
- 3
5 6
14
4.2
2. The product helps teachers to understand
what competences a teacher of foreign languages should have.
- -
- 6
8 14
4.6
3. The product helps teachers aware of the
competences they have developed as well as those they still need to develop.
- -
- 5
9 14
4.6
4. The product helps teachers to understand
the relationship
between underlying
knowledge and practical skills in the process of teaching.
- -
1 8
5 14
4.3
5. The product is a good instrument for the
self-assessment of teacher competences. -
- -
5 9
14
4.6
6. The product is a useful teaching and
learning device. -
- 5
5 4
14
3.9
Total -
- 9
34 41 Mean
4,3
Good
After the second part of the questionnaire data were calculated and analyzed, it was found that the results of the applicability of the product for the
English language teachers were also not disappointing. From the respondents’
opinions on the designed model, it was found out that the average point of the central tendency is 4.3 from the scale 5.0. It indicates that the designed model is
applicable as a means of English language teacher reflective teaching. However, there was a need to conduct more exploration on the existing part of the design
based on the respondents’ comments and suggestions.
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2 The Participants’ Comments and Suggestions on the Designed Model
Prototype This part elaborates the respondents’ comments and suggestions on the
designed model by providing them eight open-ended questions. The purpose of
those questions is to give as much freedom to the respondents to state their mind
about the designed model. From the open-ended questions, the respondents stated that the designed model had an interesting layout and various reflection items that
cover a lot of teaching development aspects. All participants stated that the presentation of the reflection sections was complete and encouraging. However,
there was a need to conduct more exploration on the existing part of the design
based on the respondents’ comments and suggestions. The respondents’
comments and suggestions are summarized and presented in table 4.13.
Table 4.13. The Participant s’ Comments and Suggestions
No. Parts of the
drawbacks Types of Drawbacks
Suggestions
1 Contents
Reflections on the curriculum 2013 are not
specific enough Highlight
more specific
reflections on new curriculum Administering such
reflection is still a big challenge for English
language teachers Put more emphasis on the
reasons why teachers really need to use this tool
Some reflection descriptors use unfamiliar terms that
might be barely understandable for English
language teachers Simplify some descriptor
statements in several sections to make it more
comprehensible
2 Instructions
Grading indicators of the self-reflection assessment
are inadequately clear and formal.
Put a clearer and formal grading indicators as well as
descriptive definitions
for each score in the grading
indicators so the teachers will be aware of the required
standard in teaching English
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3. Main Product Revision
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