and Christensen, 2010: 162. Others define a questionnaire as printed forms that ask the same questions of all individuals in the sample and for which respondents record
their answer in verbal form Gall, Gall, Borg, 2007:228. As questionnaire contains the same statements andor questions for all research participants, it aims to gather
responde nts’ thoughts, feelings, attitudes, beliefs, values, perceptions, personality,
and behavioral intentions. A questionnaire which obtains data verbally is differentiated into two types;
open questionnaire and closed questionnaire. Those types of questionnaire hand over different advantages. An open-ended questionnaire enables participants to respond in
any way that they please Johnson Christensen, 2010: 169. It means that an open- ended questionnaire permits participants to respond with their own words. In contrast,
a closed-ended questionnaire requires participants to choose from a limited number of responses that are predetermined by the researcher Johnson Christensen, 2010:
169. This kind of questionnaire requires participants to choose one of some predetermined responses.
1. Instrument in Revising and Improving the Theoretical Model
In this study, the researcher used both open-ended and closed-ended questionnaire for the field testing. For each stage of gaining data, both open and
closed questionnaire were used gather respondents’ response toward the self- assessment model. Respondents were asked to give their respond 1 to 5 points of
agreements and describe their own opinion in several open-ended questions. Result
from both of open and closed-ended questionnaires were used properly for revision and improvement of the first version of the self-assessment model. The blueprint of
expert validation is provided below:
Table 3.2 The Blueprint of Expert Validation
Targeted Respondents
Required Information
Indicator Question
Type Item
English teachers of
vocational school and
English Lecturer
Interaction The self-assessment model provides
information to show teacher’s strengths. The self-assessment model provides
information to show teacher’s weaknesses. The self-assessment model encourages
teacher to improve their performance. Closed
Form Closed
Form Closed
Form 1
2 3
Feedback The self-assessment model provides qualified
feedback which is related to teaching achievement.
The self-assessment model provides qualified feedback which is related to teacher’s attitude.
Closed Form
Closed Form
4
5 Autonomy
The assessment model helps English teachers to be more autonomous.
The assessment model improves English teachers’ capability based on their
competences.
The assessment model improves English teachers’ responsibility.
The assessment model helps English teachers become an active educator.
Closed Form
Closed Form
Closed Form
Closed Form
6 7
8 9
Ideal Atmosphere
The competence-based self-assessment is credible.
The competence-based self-assessment is useful.
The competence-based self-assessment is honest yet fair.
The competence-based self-assessment is feasible for English teacher of the vocational
school. The self-assessment model is nonthreatening.
Closed Form
Closed Form
Closed Form
Closed Form
Closed 10
11 12
13 14
The self-assessment model is not intimidating. Form
Closed Form
15 Feasibility
The self-assessment model is easy to use. The design colours, icons, fonts, and boxes
is suitable for English teachers of vocational school.
Closed Form
Closed Form
16 17
Aspect of Design
Generally, the assessment model is well designed.
Mention the positive things of the self- assessment model.
Mention the things that need to be improved. Closed
Form Open
form Open
form 18
Q1 Q2
Suggestion Describe the suggestion for the self-
assessment model. Open
form Q3
The expert validation consisted of two parts, closed-ended and open questionnaire see appendix 1. In close-ended part, the respondents stated their
degree of agreement on the statements which represent the essential aspects in the self-assessment. There were 18 indicators which used to gain data on applicability of
the teacher competence with assessment interaction, feedback, autonomy and ideal atmosphere of an ideal assessment model and feasibility of the self-assessment. The
experts were demanded to give their responds by choosing 1-5 degree of agreement. In short, this validation used to gain data on applicability and feasibility of the
competence-based self-assessment. The second part is open-ended questionnaire which included several essay
questions which asked respondents’ comments and suggestions for improving the iconic assessment model see appendix 1. In this open-ended questionnaire, the
experts were asked to mention the self- assessment’s strength and weakness. They
were also expected to give suggestion for the self-assessment development. Data that gathered from both closed-ended and open-ended questionnaires were used as the
input to revise and improve the iconic assessment model.
2. Instrument in Revising and Improving the Iconic Model
