56 research knowledge and incorporate it into a product that could be used in school
Borg and Gall, 1983 . Borg and Gall‟s R D consists of a cycle in which a
version of the product is developed, implemented, field tested, and revised on the basis of field-test data.
There are ten major steps in the RD cycle: 1 research and information collecting, 2 planning, 3 develop preliminary form of the product, 4 preliminary
field testing, 5 main product revision, 6 main field testing, 7 operational product revision, 8 operational field testing, 9 final product revision, and 10
dissemination and implementation. Due to some limitation, only the seven steps out of the ten major steps were employed. This study did not involve step number
7 „operational product revision‟ and the step number 8 „operational field testing‟ since the results of this study were not intended to be operated under a specific
group of school. After step number 6 „main field testing‟ was done, the process would directly proceed to step number 9 „final product revision‟. The step number
10 „dissemination and implementation‟ was not also employed since the product resulted from this study was not going to be operated massively in a certain
community. The modified steps as well as brief explanation are in the following:
1. Research and Information Collecting
This stage consisted of product selection and research and information collecting. The research and information collection of this English language
teacher self-reflection model is conducted in order to gain the theoretical concept which underlies the development of the model in accordance to the set up goal or
57 objective.
Therefore the literature review of this research was focused more on four key aspects of knowledge area which was relevant for the applicability of the
model. Those four focused knowledge areas were: first, reflections related theories. Second, teaching context related theories. Third, teaching methodology
related theories. And fourth, conducting a lesson related theories. The Research
and information collection was done through library research.
2. Planning
After exploring the whole review of related literature, the researcher then developed the framework of the contents of the reflection model to be designed,
which consists of the general rationale of the product, the aims and purposes, as well as the reflection sections that constitute „can-do‟ descriptor statements as
items for self-reflecting. The framework was formed by referring to the theory of Larrivee and Cooper‟s self-reflection directions that involve several aspects that a
reflective teacher has to entail 2006.
3. Developing a Form of Product
Regarding the information collecting and planning, I select the most suitable theories to develop the contents into products which involved the ADDIE
step, namely Development phase. In this step, the reflection model was designed. Rationale, aims and purposes, instructions, features which support the self-
reflection items were selected according to the suitability with the attainment of
58 Larrivee and Cooper‟s 2006 self-reflections directions as well as the other
relevant theories related to reflective teaching and teaching methodology. As mentioned earlier in Chapter II, the design model would refer to
Larrive and Cooper‟s 2006 self-reflections directions. Firstly, the researcher set up the beginning of teaching reflection so-called personal statement. This section
elaborated reflection items for the teachers to reflect on aspects related to teaching in general and to think about questions that may be important for the teacher
education. Secondly, after providing the section which developed a capacity to be reflective, the researcher generated self-reflection section. This section elaborated
reflection items for the teachers to reflect on the teaching context and methodology pedagogical reflection as well as teaching resources and
conducting a lesson surface reflection. The teaching context reflection section was subdivided into curriculum, aims and needs, the role of the English language
teacher, and institutional resources and constraints . The methodology reflection
section consists of teaching speaking, teaching listening, teaching reading, teaching writing, and teaching grammar
. The conducting a lesson reflection section involves using a lesson plan, content, interactions with learners,
classroom management, and language classroom .
4. Preliminary Field Testing
