1. 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

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

3. 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.

4. 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.

5. 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.

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

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

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

9. 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 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

10. Give mark 1 (lower) to 4 (Highest)11
Explains clearly when students do not understand 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)

11. 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%

12. 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

13. 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

14. 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

15. 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

16. 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.