TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE
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Transcript of TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE
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TEACHER SELF-EVALUATION TO MONITOR LANGUAGE
TEACHERS’ PERFORMANCE
A research done by Singgih Widodo
Politeknik Ubaya, Surabaya
Presented byNurmawati
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OUTLINE Background of the study Underlying theory Subjects of the study Setting of the study Research procedure Result and discussion Conclusion
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BACKGROUND OF THE STUDY The need to evaluate both products and
processes of the teachers’ learning and teaching efforts- to improve teaching performance- to help teachers become more critical- to help language teachers step their own career
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UNDERLYING THEORYGraham Gibbs and Trever Habeshaw (1989:217),Margot Cameron Jones (1991: 48), and John P.And Patricia Luker (1984)The shelf-evaluation checklist is used by languageTeachers to reflect upon their teachingperformance
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THE SUBJECTS OF THE STUDY
40 English teachers from 18 senior high school
S1 graduates (95%) and S2 graduates (5%)
Public and Private senior high-schools in Surabaya
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THE SETTING OF THE STUDY
Time : August and September 2003
Senior high-schools in Surabaya
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DATA COLLECTION TECHNIQUE
* Quistionnaire * Observation
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RESEARCH PROCEDURE
1. Collected data from 40 English teachers via telephone.2. Asked two volunteer English teachers from different senior high-schools (public and
private)3. Writer also asked the same interview to crosscheck the consistency of the data
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RESULT AND DISCUSSION
Data for discussion are taken from interview given to 40 English teachers
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THE RESULTS OF THE FIRST SURVEY
020406080
10062.5
80 77.5100
5062.5
87.5
37.520 22.5
0
5037.5
12.5
Series 1Series 2
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THE SECOND RESULT BY RINA HERIYANINo Teacher performance
items The scores of
Self-evaluation (Rina Heriyani)
Students’ feedback (average) n = 32
1. Is well prepared 2 3.1
2. Knows material thoroughly 3 3.2
3. Enjoys teaching 4 3.2
4. Speaks the language fluently
4 3.2
5. Pleased to answer students’ questions
4 3.3
6. Is dedicated 3 2.9
7. Conveys self-confidence in the language
4 3.3
8. Praises and encourages students
4 2.8
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THE SECOND RESULT BY RINA HERIYANI (CONT.)
No. Teacher performance items
Self-evaluation
Students’ feedback
9. Encourages students to speak the foreign language
4 3.0
10. Is positive and constructive in attitude to teach
4 3.1
11. Explain clearly when students do not understand
4 2.4
12. Is enthusiastic and animated
2 2.4
13. Has practice with learning difficulties
4 3.1
14. Goes beyond textbook. Supplements curriculum
2 2.1
15. Doesn’t embarrass or belittle students when mistakes occur
4 3.7
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THE SECOND RESULT BY RINA HERIYANI (CONT.)
No. Teacher performance items
Self-evaluation
Students’ feedback
16. Is not sarcastic or critical 4 3.7
17. Has friendly, informal, relaxed classroom
2 2.5
18. Uses a great deal of variety in lesson planning
2 2.0
19. Accept ideas from students.Is open.
3 2.6
20. Knows when things are going wrong. Flexible
3 2.6
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THE SECOND REPORT BY ALBERT TUPAN
The scores of
No. Teacher performance items
Self-evaluation (Albert Tupan)
Students’ feedback (average) n= 36
Peer-observation feedback (Arief Hidayat)
1. Is well prepared 4 3.3 4
2. Knows material thoroughly
4 3.9 4
3. Enjoys teaching 3 3.5 4
4. Speaks the language fluently
4 4.0 4
5. Pleased to answer students’ questions
4 3.8 4
6. Is dedicated 3 3.5 4
7. Conveys self-confidence in the language
4 4.0 4
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THE SECOND REPORT BY ALBERT TUPAN (CONT.)No Teacher
performance items
Self-evaluation
Students’ feedback
Peer-observation
8. Praises and encourages students
4 3.2 3
9. Encourages students to speak the foreign languages
4 3.6 3
10. Is positive and constructive in attitude to teach
4 3.5 4
11. Explain clearly when students do not understand
4 3.2 4
12. Is enthusiastic and animated
4 3.7 4
13. Has practice with learning difficult
4 3.4 4
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THE SECOND REPORT BY ALBERT TUPAN (CONT.)
No. Teacher performance
Self-evaluation
Students’ feedback
Peer-observation
14. Goes beyond textbook. Supplements curriculum
4 3.0 4
15. Doesn’t embarrass or belittle students when mistakes occur
4 3.7 4
16. Is not sarcastic or critical
4 3.4 4
17. Has friendly, informal, relaxed, classroom
4 3.7 4
18. Uses a great deal of variety in lesson planning
4 3.7 4
19. Accept ideas from students. Is open
4 3.5 4
20. Knows when things are going wrong. Flexible
4 3.0 4
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THE OBSERVATION OF ALBERT TUPAN’S SCORES BY SRI NINGSIH
No. Teacher performance items
Self-evaluation (Albert Tupan)
Students’ feedback (average) n= 36
Peer-observation feedback (Arief Hidayat)
1. Is well prepared 4 3.3 4
2. Knows material thoroughly
4 3.9 4
3. Enjoys teaching 3 3.5 4
4. Speaks the language fluently
4 4.0 4
5. Pleased to answer students’ questions
4 3.8 4
6. Is dedicated 3 3.5 4
7. Conveys self-confidence in the language
4 4.0 4
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THE OBSERVATION OF ALBERT TUPAN’S SCORES BY SRI NINGSIH (CONT.)
No Teacher performance items
Self-evaluation
Students’ feedback
Peer-observation
8. Praises and encourages students
4 3.3 4
9. Encourages students to speak the foreign languages
4 3.7 4
10. Is positive and constructive in attitude to teach
4 3.5 4
11. Explain clearly when students do not understand
4 3.5 4
12. Is enthusiastic and animated
4 3.7 4
13. Has practice with learning difficult
4 3.5 4
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THE OBSERVATION OF ALBERT TUPAN’S SCORES BY SRI NINGSIH (CONT.)
No. Teacher performance Self-evaluation
Students’ feedback
Peer-observation
14. Goes beyond textbook. Supplements curriculum
4 3.0 4
15. Doesn’t embarrass or belittle students when mistakes occur
4 3.6 4
16. Is not sarcastic or critical
4 3.3 4
17. Has friendly, informal, relaxed, classroom
4 3.6 4
18. Uses a great deal of variety in lesson planning
4 3.7 4
19. Accept ideas from students. Is open
4 3.6 4
20. Knows when things are going wrong. Flexible
4 3.1 4
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THE RESULTS OF RINA’S REFLECTION
Teacher should use a great deal of variation Teacher should create more friendly Teacher should encourage students
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THE RESULTS OF ALBERT TUPAN’S REFLECTION
The teacher should go beyond textbook. The teacher should know when things are
going wrong The teacher should be well-prepared The teacher should praise and encourage
students The teacher shouldn’t be so sarcastic or
critical
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CONCLUSION
Teacher self-evaluation models as authentic portpolio are beneficial for the teachers and principal or the head department to know what the teachers have accompolish. In order to improve of teaching performance.