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
51 reflection model for English language teachers in this study is that there should be
a systematic guideline where language teachers can develop their teaching by critically self-evaluating according to the principles of English language teaching.
Therefore, several review of literatures related to reflection as well as English language teaching principles need to be elaborated in order to discover the logical
truths of how a reflection model theoretically should be like. The elaboration of the related theories is also intended to answer the first research question as stated
earlier in Chapter I. According to the theory of reflection model adapted as the design model of
this research, reflective teaching involves several aspects of reflection, such as pedagogical and surface reflections, which manifesting teaching methodology a
teacher should consider. Richards and Renandya 2002 have summarized a lot of teaching English as second or foreign language issues related to teaching
methodology including some reflective questions for English language teacher. Richards and Lockhart 1996 also propose several approaches of guide lining
English language teachers to reflect upon many aspects in language teaching, one of the approaches includes providing critical questions for teachers. Theoretically,
the reflection model of this research has to be designed according to the theories of 1 reflections; 2 teaching methodology that covers teaching context teaching
the skills, and teaching linguistic competence; and 3 conducting a lesson using a lesson plan and classroom management. Since the context of this study is
taking place in Indonesia, the concept of Indonesian National Curriculum of 2013
52 is further elaborated and adjusted in order to be in line with the conceptual
framework of the designed reflection model. The theories of reflections are used to develop self-reflection items to
build the capacity to be a reflective teacher. As mentioned previously, the contents of the self-reflection would be questions or statements items that critically
encourage the teachers to start reflecting. The description of Indonesian National curriculum of 2013 as well as the theories of the role of English language teachers
in order to build reflective sections towards pedagogical context that teachers should manage to really understand is provided as well. The theories of teaching
English language skills listening, speaking, reading and writing are also elaborated because these are according to Richards and Renandya 2002 ones of
the most important aspects to reflect in teaching methodology. Finally, the theory of conducting a lesson which involve the usage of lesson plan and classroom
management is also described in order to facilitate teachers self-reflection towards this specific area. All those theories will also lead into reflective sections which
are in the form of ‗can-do‘ descriptors. As mentioned earlier, ‗can-do‘ descriptors are the manifestations of critical questions that encapsulate the pedagogical
teaching issues to be significantly reflected by English language teachers. After the theoretical parts of the reflection model have been established
and synthesized, procedural steps have to be conducted in order to systematically develop the physical form of the model. The manifestation of the self-directions
reflection model is in the form of module. The printed reflection module will be used to ease language teachers in identifying the English language teaching
53 aspects that need to be highlighted. In order to provide language teachers with a
systematic arrangement of reflection guidelines, the reflection module is structured based on the established theoretical concept.
According to Larrivee and Cooper 2006, the first step of reflection directions should begin with developing the capacity to be reflective. In order to
carry out this concept, introduction section is arranged in the beginning of the module. This introduction section covers statements that will enhance language
teachers to conduct self-reflection. The second step of reflection directions is developing the focus and goals of reflective practice. Larrivee and Cooper 2006
assert that this step involves pedagogical and surface reflection. Furthermore, Richards and Renandya 2002 explain that pedagogical reflection includes
teaching context and methodology, meanwhile surface reflection includes teaching resources and conducting a lesson. In order transform this second
theoretical step into a physical model visualized in the product, ‗main reflection
section‘ is compiled. This section is the most essential part of the product where language teachers are provided with several identification of language teaching
aspects that need to be reflected. The main reflection section is categorized into four major aspects, teaching context, teaching methodology, teaching resources,
and conducting a lesson. The theoretical concept elaborated are believed to construct an effective
conceptual framework of a reflection model for this study. The conceptual model of the English language teacher reflection for teaching development is shown in
figure 2.3.
54
Figure 2.3 Conceptual Model of the Self-reflection Directions Model for English Language Teaching Development
Developing the capacity to be reflective
Developing the focus and goals of reflective practice
Pedagogical Reflection
Surface Reflection
Context Methodology
Resources Conducting
a Lesson
Sections in the Designed Model:
Curriculum Aims and Needs
The Role of the English
Language Teachers
Institutional Resources and
Constraints
Sections in the Designed Model:
Teaching Speaking Teaching Listening
Teaching Reading Teaching Writing
Teaching Grammar Teaching Values
and Cultures Sections in the Designed
Model:
Lesson Plan Usage and Contents
Classroom Management
Classroom Language Sections in the Designed Model:
Introduction Personal Statement
55
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology of how to verify the conceptual model, compose the physical model, and to present the procedural steps. This
chapter focuses on the methodology applied to answer the research questions proposed earlier for the Research part and the Development part. The discussion
involves the research methodology, research respondents, research instruments, data gathering technique, data analysis technique and data analysis procedures of
both the Research part as well as the Development part.
A. RESEARCH METHOD
This research has two research questions that have been mentioned previously in Chapter I. The first research question is what the theoretical model
of English language teacher reflection towards teaching development is like. The second research question sets out to what the model of English language teacher
reflection towards teaching development is like. As such, the answers to the first and second questions are descriptive in nature.
The research method employed was Educational Research and Development R D method. R D was conducted in this study due to the
fact that there should be more investigation on the development of English language teacher reflection instruments. Borg and Gall 1983 stated that
“educational research and development RD is a process used to develop and validate educational products”. Moreover, the goal of R D was to take the
