62 development program that could help them develop their professionalism. They
were expected to evaluate the designed model through their response towards the statements and questions presented in the questionnaires.
Table 3.2. The Description of the Participants of the User Validation
Respondents Sex
Teaching Experience in year
F M
≤ 5 ≥ 5
Junior High School Teacher 1
- 1
- Senior High School Teacher
2 3
4 1
Vocational High School Teacher 2
- 2
-
C. RESEARCH INSTRUMENTS
In this study, questionnaire was employed in order to gain an authentic feedback related with the designed model. Seliger and Shohamy 1989 state that
questionnaire was a printed list for the data collection, which contained questions or statement for the subject to response. According to Ary et.al 2002, there are
two types of questionnaires; they are structured or close questionnaire and constructed or open questionnaire. In this study, the researcher employed both
closed form and open form questionnaire in the preliminary field testing. The questionnaire was employed in this study to gather the information needed in two
ways. The researcher used questionnaires to obtain data in the preliminary field test and main field testing. The questionnaires consisted of a number of statements
where participants were asked to register their reaction 1 to 5 points of agreements and several open-ended questions where participants could give their opinion,
critics, or suggestion freely. Based on the questionnaires result, some revisions and improvements were made.
63 The evaluator validation and user validation questionnaire consisted of two
parts. In the first part, the respondents stated their degree of agreement on the statements constructed to assess the essential aspects in the designed model, such
as the relevance of the contents with teaching development and the applicability of the product. There were five degrees of agreement to choose 1-5. The more the
respondents agree with the statements, it can be inferred that the better the learning model was developed. In the second part, there were essay questions
enquiring the respondents to write their comments and suggestions to improve the designed model. The results of both parts would be used as the input to revise and
improve the physical designed model before implementing it to the targeted users. The blueprint of the evaluator validation could be seen in table 3.3.
Table 3.3 : Evaluator Validation Questionnaire Blueprint
Information Required
Indicator Phenomena
Gathering Items
the level
of correlation
between the
English teaching development and
the teacher
competences defined by the
self-reflection Foreign and second language acquisition.
Theory of foreign language teaching. Methodology of teaching English as a
foreign language. The concept of Indonesian National
Curriculum of 2013. Conducting a lesson in English Teaching.
1, 2, 3, 4, 5
The applicability of the product for
English language teachers
The product helps teachers think about different aspects of teacher education.
The product helps teachers to understand what competences a teacher of foreign
languages should have. The product helps teachers aware of the
competences they have developed as well as those they still need to develop.
The product helps teachers to understand the relationship between underlying knowledge
1,2,3,4,5,6
64 and practical skills in the process of teaching.
The product is a good instrument for the self- assessment of teacher competences.
The product is a useful teaching and learning device.
The next questionnaire was the user validation questionnaire which also
consisted of two parts. In the first part, the respondents stated their degree of agreement on the statements constructed to assess the content and applicability as
well as ease of use. There were five degrees of agreement to choose. The more the respondents agree with the statements, it can be inferred that the better the
learning model was developed. The blueprint of the expert validation could be seen in table 3.4.
Table 3.4 : User Validation Questionnaire Blueprint
Information Required
Indicator Phenomena
Gathering Items Content and
Applicability The product helps me to think about different
aspects of teacher. The product helps me to understand what
competences a teacher of foreign languages should have.
The product helps me to be aware of the competences I have developed as well as those I
still need to develop. The product helps me to understand the
relationship between underlying knowledge and practical skills in the process of teaching.
The product is a good instrument for the self- assessment of my competences.
The product is a good instrument for developing my language teaching skills
The product helps me monitor my language teaching progress.
1 - 6
Ease of Use The product is interesting and easy to read.
The product‟s instructions and „can-do‟ descriptors are clear and complete.
The product is quite practical to be used by an English language teacher.
7-10
65
D. DATA GATHERING TECHNIQUE
