48 should be able to conduct a lesson in the target language. Teachers should also
decide when to use mostly English and when not to when it is necessary. Furthermore, Priyana 2014 explains that there is a specific role of teacher
in the English curriculum 2013. He asserts that English teachers need to provide the students with support in every learning step. The first role of English teachers
is observing text, by which teachers assist students to list items in order to comprehend and create the targeted text. The second role requires teachers to help
students to ask questions with reference to the items they want to know in order to comprehend and create texts. The third role is dealing with experimenting, where
teachers provide the students with worksheets and learning resources so that students may collect data or information to answer questions. The fourth role is
associating, teacher helps the students see patterns to answer questions and help draw conclusions. The fifth role is about communication, the teachers should
provide the students with feedback in order that students are able to enrich the constructed knowledge. The last role is emphasized on creating texts, where
teachers should give the students opportunity to convert their declarative knowledge into procedural knowledge in the form of written products.
4. Related Studies
I read and related my research to some other related researches. Several studies dealt with teaching reflection as its subject. There are at least three
researchers who conducted a study about reflection practice, particularly in English language teaching. One of the researchers derived from a native of
49 European country. The other two were coming from Indonesia. The three
researchers used each different method of obtaining and analyzing data. Nevertheless, three of them strived forward to establishing findings related to
reflective practices among English language teachers. Brno 2010 conducted a research in Czech Republic entitled ‗Teacher
Self-Reflection ‘. He tried to explore theoretical truths and models of English
language self-reflections in order to discover how good English language teacher self-reflective practices should be like. He found out that a teaching journal,
students‘ questionnaire, and classroom observations were the very helpful instruments that at least help language teachers to improve their teaching through
reflection. According to him, teaching journal was the most helpful instrument because it captured several months of his teaching and he was the one who spent
most of the time with the particular class and knew all about what was going on during lessons.
Another researcher was derived from Indonesia, Suwastanto 2008 also conducted a study related to a teachers‘ perceptions on professional development.
In his research, he tried to explore the teachers‘ perceptions on professional development through either formal e.g. joining in-service teacher training or
informal self-evaluations e.g. reflective practices using journals or classroom observations. The research findings showed that the teachers‘ participations on
such professional development programs were still shallow. He emphasized that there should be some kind of follow-
up programs that can improve the teachers‘ self-evaluation both formal or informally.
50 Widodo 2003 also conducted a study that was associated with teacher
self-evaluation model. Almost similar to the previous mentioned research conducted by Brno 2010, Widodo 2003 managed to design teacher portfolio in
the form of teaching journals and classroom questionnaire and observation to be implemented to several English language teachers as the participants. The results
of the participants‘ validation showed that the designed portfolio were good enough to be used as reflection instrument for professional development.
Overall, the results of the studies conducted by the three mentioned researchers showed a relatively high indication that several models of self-
reflective or self-evaluation practices have good impact for teacher development. However, one of the concerns on implementing such reflective instruments is
about the teachers‘ willingness to really implement the instruments. Practicality and applicability are aspects that need to be highly considered in order that an
effective reflection instrument can be better developed. Therefore, reflecting on the related studies including its research findings, I would like to manage to
design a better reflective instrument for English language teacher.
B. THEORETICAL FRAMEWORK
Language teaching development covers many aspects of English language teaching principles. In order to keep developing, language teachers need the
capacity to be reflective. Language teachers‘ capacity to be immensely aware of the development toward English language teaching will not take place if there is
no realization in the form of doing self-reflection. The essence of developing
