B. Review of Related Studies
There are some researchers have done studies on teacher self-assessment. Those self-assessments studies enrich the writer about how to design an alternative
assessment based on teacher competence. Even though, those studies are not specialized for English teacher.
The first research is titled Maryland Adult Education Teacher Standards Self- Assessment. It is written by Maryland Adult Education Teacher Standard workgroup
in 2008. This self-assessment instrument is conducted to help teachers assess their own performance. By this assessment, teachers are expected to know and able to do
certain practice of skills, knowledge and abilities as a professional. Standards knowledge, skills and abilities are formulated into series of competencies which
promote effective classroom practice, professional development and positive learner outcomes. Thus, this assessment is designed for teachers to develop their professional
development confidentially. The second self-assessment is entitled Teacher Self-Assessment Instrument
which is written by Saugus Public Schools. Similarly with the previous assessment instrument, this assessment is also produced as an aid for teacher to reflect their own
performance. It assesses teachers based on indicators and attributes of effective teaching. By doing this instrument, teachers are expected to know areas that need
improvement.
Those previous studies enrich the writer in conducting as self-assessment. Based on those studies, it can be summarized that what to assess?, why?, how?,
when?, where?, who?, through what processes?, and for whom? are questions that must be answered before conducting a self-assessment. They are important since it
determines the self- assessment’s content to value individual whether the individual is
already competent.
C. Theoretical Framework
According to Cohen 1994:1, assessment tasks are nonthreatening and are developmental in nature, allowing the learners ample opportunities to demonstrate
what they know and do not know, and providing useful feedback both for the learners and their teachers. Since an assessment facilitates individuals to know their real
current strengths and provide feedback to restore their weaknesses, it promotes self- actualization. As today is in the era of postmodernism which proposes self-
actualization, teachers as professionals are also obliged to improve their life quality. Besides, principally, assessment does not intimidate individuals so it allows them to
improve naturally. Competence-based assessment aims to gain information as evidence of
individual’s performance in their working place which demonstrates that they can do or act based on standards that are required for a certain working role. It is stated
clearly that competence-based assessment assesses individuals based on what they
have been done actual performance. Competence-based assessment focuses on “what individuals do” more than “what individuals know”.
In designing an alternative assessment, it is necessary to determine the general and specific purposes of the assessment. Clear purpose influences type of assessment
that will be used to answer to the problem. As a problem analysis and problem- solving, it is expected that this assessment provides information feedback in need of
correction which is important for t eachers’ life development in the end of assessment
procedure. Since this assessment is used to improve teacher performance, purpose of this assessment is evaluation.
This assessment is provided to solve generic problem of teacher performance based on their competences standard. As it is used in the end of semester, this
assessment is a summative assessment. By this assessment, teacher is helped in describing what heshe has been done and has not been done. Based on the way of
interpreting the result of this assessment, it is also called criterion-referenced assessment. Criterion-referenced interpretation describes the specific performance
that was demonstrated. This self-assessment values based on specific content standards and uses three categories of performance fully, partly, not fulfilled.
English teachers are expected to value their performance to provide information for self-development.
Among various kinds of assessment, this research is conducted self-assessment. Self-assessment promotes the principle of autonomy and developing natural
motivation which is suitable with competence-based assessment main aspect. Those
aspects are a it focuses on outcome, b it is individual assessment, c there is not any percentage value, d there is not any comparison with the result of the other
individuals, e all standards requirements must be fulfilled and f the result of the assessment states individual is already competent or not competent yet.
As this assessment is competence-based self-assessment, this self-assessment uses standards of Indonesia teacher competences. Those standards are stated in the
Indonesian Act No. 14 year 2005 on Teachers and University Lecturers. Standards that are stated are adapted to meet certain reasons in conducting this assessment;
teacher professionalism, lifelong learning, and students’ achievement. From 24 teacher core competences, teacher’s role, teacher standard, and teacher self-
development, this assessment is formulated. This self-assessment is formulated into 8 categories; 1 Diversity and equity of
students, 2 Knowledge in learning English, 3 technology in learning English, 4 Communication, 5 Evaluation for learning English development, 6 Learning
environment, 7 Professional responsibilities, and 8 Promotion of a good citizen. Competences that are formulated into 8 different categories are used to watch English
teacher performance. Teacher performance is accumulation of knowledge, skill and attitudes which is presented in their working appearance, attitude and achievement
Mulyasa, 2013:88. Teacher performance describes what teachers do or act not only what they know.
There are some issues that influence teacher to assess themselves. The first is teacher as professional. As professional, teachers are demanded to do lifelong
learning. As teachers are demanded to do lifelong learning, self-assessment helps them provide feedback that they need to restore and improve their current teaching
performance. The second is English teacher performance influences students’
achievement. Vocational school focuses on preparing their graduates to become people who are ready to work. By the end of learning process in vocational school,
every student must be equipped with skills and competencies which are necessary for their living improvement.
It can be summarized that this assessment is used also to answer to issue of teacher self-actualization. In this postmodernism era, all people, included English
teachers need to improve their life quality. Teachers are also models of ideal people who are also responsible for transferring knowledge, skill and attitude. As stated by
McNergney and Herbert, 1995:3, teachers refer to models for children and adults as they teach and as they live their lives both inside and outside schools. Teachers must
be people that fulfil society expectation of a good citizen, good parent, and good employee. It is also in line with Ebert II Culyer III 2011: 7 who state teachers
represent the bridge what the world is and what the world will become.
Figure 2.3 Conceptual Model of Competence-Based Self-Assessment
The concept is realized into a book “A Competence-Based Self-Assessment Model for the English Teacher of the Vocational School”. This self-assessment
consists of a a self-assessment work book and b a self-assessment manual. Before English teacher of the vocational school as the target user utilizes the instrument, they
have to understand what the competence-based self-assessment model is. The manual book provides information about name, description, goal, content and procedures of
the product. The work book is the instrument which will be used to assess English teacher performance based on their competences. Based on figure 2.2 the
Competence-Based Self-Assessment work book is divided into three sections which are assessing section, scoring section and self-reflection section. Assessing section
consists of three parts which are category, standard and element. Following table describes the list of the categories and standards in the assessing part.
Table 2.1 Table of the Category and Standard of the Conceptual model
Competence Category
Standard
Pedagogic 1. Knowledge in
teaching English Master the English learning materials and supported-learning
principles. 2. Technology in
learning English Use information technology and communication for learning
needs. 3. Evaluation for
learning English development
1. Conduct scoring and evaluating on learning process and learning outcome.
2. Use the result of scoring and evaluating for learning needs.
Personality 1. Communication
1. Communicate effectively, empathically, and politely with students.
2. Communicate effectively, empathically, and politely with colleagues, students’ parents and society.
2. Learning Environment
Behave inclusively and objectively: I act indiscriminately of students’ gender, religion, race, physic, family background
and social economic status.
Social 1. Students’ Diversity
and Equity Recognize students’ characteristic physical, moral, spiritual,
social, cultural, emotional and intellectual 2. Promotion of a
Good Citizen. Can promote myself as an example of good citizens.
Professional Professional
Responsibilities 1. Master English materials, structures, concepts and
scientific ideology that support learning processes. 2. Use information, communication and technology to
promote self-development.
Table above is described the conceptual model of the competence-based self- assessment model. Every category has one or more standard to be achieved. Category
is formulated from four areas of teacher competences as written in the Regulation of Education Minister on the Standard of Academic and Competencies of Teachers.
Content of the model is described in the table 2.1 above. The Iconic model of the competence-based self-assessment model can be seen in figure 2.3 below:
Figure 2.4c Scoring and Self-Reflection Part of Iconic Model Figure 2.4a Assessing Part
Category and Standard of Figure 2.4b Assessing
PartStatementsElements of
CHAPTER III RESEARCH METHODOLOGY
In this part, the researcher elaborates the methodology that is used to conduct this study. This chapter is verification of the logical conceptual model and logical
iconic model of A Competence-Based Self-Assessment Model for the English Teacher of the Vocational School. Research methodology consists of six parts which
are research design, research respondents, research instrument, data gathering techniques, data analysis technique, and research procedure.
A. Research Design
As stated in chapter I, this study was conducted to design an alternative self- assessment model for English teachers of the vocational school. As the study was
conducted in vocational school, the respondents of this study were the English teachers of the vocational school. This study used questionnaire as the instrument to
collect the data. The questionnaire distributed to the English teachers in several vocational schools. Moreover, the researcher also distributed questionnaire to some
evaluators who were a lecturer and three English teachers. This study was conducted on 2014 2015 academic year.
Since this study produced a model of self-assessment, this study used educational research and development R D of research. According to Gall, Gall
and Borg 2007:589 research and development is an industry-based development
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