7 model is believed to socially and scientifically improve life quality in the way that
it can help language teachers become more self-fulfilled. Additionally, English language teachers also require a practical and encouraging guideline to foster
them reflect on their teaching development in order that they will not tend to think that doing such self-evaluation is a burden or a boring thing. This research is
aimed at developing an English language teacher self-reflection tool for teaching development. The result of this study is expected to be one of the resources to
expand the use of self-reflection instruments among English language teachers.
B. PROBLEM IDENTIFICATION
Based on the rationale stated in the research background section, an effort to build up a self-reflection tool to help English language teachers improve their
teaching development is carried out. Reflection is one of the major evaluation in English education. In line with evaluation, assessment and testing, reflection aims
at assigning value to a program, a component or goal achievement based on gathered information for future decision-making. Reflection is mainly in the field
of informal professional development. According to the theoretical descriptions, reflection can cover several aspects, including curriculum, teaching methodology,
teaching management, and so forth. Reflection can help teachers achieve a better understanding of ones own
assumptions about teaching as well as ones own teaching practices Richards and Lockhart, 1996. Due to some administrative reasons, many English language
teachers are willing to manage to have reflection on their teaching progress. To
8 address that issue, an English language teacher reflection tool for teaching
development can be a suitable instrument to overcome the problem because a more encouraging and practical concept is built up for effective use.
C. PROBLEM LIMITATION
It is important to highlight some of the limitations of the study. First, this research focuses only on the research and development of a reflection tool for
English language teachers. Therefore, there is no experimental study conducted to measure the teachers progress of their teaching development after they have
experienced the reflection model. It will focus on the development and its validation.
Second, in designing the contents that will be presented in the reflection model, the goals, objectives, and scopes of the reflection aspects are arranged in
accordance with the Indonesian National curriculum 2013 as formulated currently in Indonesia. Besides, this research will only focus on developing five sections of
reflection as it is based on the theoretical descriptions, namely: 1 context containing curriculum understanding, 2 methodology, 3 resources, and 4
conducting a lesson. Third limitation is related to the reason of selecting this type of reflection
model as the platform where the teaching reflection model will be developed. The reflection model will consist of ‘can-do descriptors’ statement items as the basis
for the English language teachers to reflect their own teaching. The reason of choosing this concept of reflection is basically associated with the concepts of
9 reflective teaching proposed by
Larrivee and Cooper’s 2006 self-reflection directions.
Larrivee and Cooper’s 2006 model of teaching reflection suggests several aspects that English language teachers need to consider upon self-
evaluating. The researcher also elaborates related theories about reflections and many aspects of English language teaching methodology in order to adjust the
English teaching principles with the selected reflection design model. Since many of the theories suggest that self-reflection requires teacher to ask him or herself
about performance and competence, the idea of designing reflection model that contains self-reflection statements is emerged. The researcher puts an effort to
synthesize the whole theories of reflections as well as teaching methodology to obtain and extract the reflection statements. Later on, the obtained reflection
statements are to be arranged more practically and systematically in order that English language teachers can find it easy to use the model. To support and
improve the model, I examine several other review of related literatures in order to validate the content and the applicability more specifically.
Fourth, the population used in the sampling of the research is also limited to English teachers who teach in the level of Junior High School up to Senior
High School. Further explanation about the research subject will be elaborated later on in the Chapter III.
D. RESEARCH QUESTIONS
