A Research by: Singgih Widodo Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers’ Performance A Research by: Singgih Widodo Presented by: Lusi Mardiana

OUTLINE Background of the Study Aims of the Study Methodology Research Settings Literature Review Findings Conclusions

Background of the Study The school principals need to monitor and evaluate the teachers’ performance. The principals’ feedback may not satisfy the teachers due to some reasons. Self-evaluation models is one of way to meet the teachers’ need for improving their skills.

Aims of the Study To find out teachers opinions on supervising checklists and self-evaluation models. To inspire the language teachers as well as the head of schools with fruitful ideas on teacher self-evaluation models as teacher portfolio to monitor language teachers’ performance.

Methodology Survey: Interviewing 40 SHS English teachers in Surabaya via telephones. Asking 2 volunteer English teachers from different SHS in Surabaya to try out Teacher-Self Evaluation models after teaching.

Research Settings 1st Survey Participants : 40 English Teachers Place : Surabaya Time : August and September 2003

Research Settings 2nd Survey Participants :2 volunteer English teachers Place :SMU Kr.Petra 2 and SMUN IX Time :August and September 2003

Literature Review Instruments of Teacher Self-Evaluation Models Teaching Performance Checklists Students Peer-Observer Reflection A Teacher Diary

A Self-Evaluation Scale Teacher’s Name : Third Model Designed by Date : John Partington and Patricia Luker (1984) Self-Evaluation Checklist For English Teacher After A Teaching Session A Self-Evaluation Scale 1 Is well-prepared 1 2 3 4 2 Knows material thoroughly 3 Enjoys teaching 4 Speaks the language fluently 5 Pleased to answer students’ questions 6 Is dedicated 7 Conveys self-confidence in the language 8 Praises and encourages the students 9 Encourages students to speak the foreign language 10 Is possitive and constructive in attitude to teach

Give mark 1 (lower) to 4 (Highest) 11 Explains clearly when students do not understand 1 2 3 4 12 Is enthusiastic and animated 13 Has patience with learning difficulties 14 Goes beyond textbook. Supplements curriculum 15 Does not embarrass or be little students when mistakes occur 16 Is not sarcastic or critical 17 Has friendly, informal, and relaxed classroom 18 Uses a great dela of variety in lesson planning 19 Accepts ideas from students. Is open 20 Knows when things are going wrong. Flexible Give mark 1 (lower) to 4 (Highest)

Findings 1st Survey Results + - NO TOPICS RESULTS 1 Supervising Checklists 37,5% 62,5% 2 Self-Evaluation Checklists 20% 80% 3 Peer-Observation Checklists 22,5% 77,5% 4 Students’ Feedback Checklist 100% 5 Teaching Reflection 50% 6 Teacher Diary 7 Teacher Self-Evaluation Voluntarily 87,5% 12,5%

Teacher Performance Items Ss’ Feedback (average, n=32) Findings 2nd Survey Results 1. Rina Heriyani NO Teacher Performance Items The Scores of Self-Evaluation Ss’ Feedback (average, n=32) 1 Is well-prepared 2 3.1 Knows material thoroughly 3 3.2 Enjoys teaching 4 Speaks the language fluently 5 Pleased to answer students’ questions 3.3 6 Is dedicated 2.9 7 Conveys self-confidence in the language

8 Praises and encourages the students 4 2.8 9 Encourages students to speak the foreign language 3.0 10 Is possitive and constructive in attitude to teach 3.1 11 Explains clearly when students do not understand 2.4 12 Is enthusiastic and animated 2 13 Has patience with learning difficulties 14 Goes beyond textbook. Supplements curriculum 2.1 15 Does not embarrass or be little students when mistakes occur 3.7 16 Is not sarcastic or critical 17 Has friendly, informal, and relaxed classroom 2.5 18 Uses a great dela of variety in lesson planning 2.0 19 Accepts ideas from students. Is open 20 Knows when things are going wrong. Flexible 3 2.6

Teacher Performance Items Ss’ Feedback (Average, n=36) Findings 2nd Survey Results 2. Albert Tupan NO Teacher Performance Items The Scores of Self-Evaluation Ss’ Feedback (Average, n=36) Peer-Observation 1 Is well-prepared 4 3.3 2 Knows material thoroughly 3.9 3 Enjoys teaching 3.5 Speaks the language fluently 4.0 5 Pleased to answer students’ questions 3.8 6 Is dedicated 7 Conveys self-confidence in the language

8 Praises and encourages the students 4 3.2 3 9 Encourages students to speak the foreign language 3.6 10 Is possitive and constructive in attitude to teach 3.5 11 Explains clearly when students do not understand 12 Is enthusiastic and animated 3.7 13 Has patience with learning difficulties 3.4 14 Goes beyond textbook. Supplements curriculum 3.0 15 Does not embarrass or be little students when mistakes occur 16 Is not sarcastic or critical 17 Has friendly, informal, and relaxed classroom 18 Uses a great dela of variety in lesson planning 19 Accepts ideas from students. Is open 20 Knows when things are going wrong. Flexible

Conclusions Most of teachers did not feel satisfied with supervising checklists and never used self- evaluation models. Self-Evaluation models are very beneficial for both the teachers and the school principals.