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TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE

TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE. A research done by Singgih Widodo Politeknik Ubaya , Surabaya Presented by Nurmawati. Outline. Background of the study Underlying theory Subjects of the study Setting of the study Research procedure

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TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE

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  1. TEACHER SELF-EVALUATION TO MONITOR LANGUAGE TEACHERS’ PERFORMANCE A research done by SinggihWidodo PoliteknikUbaya, Surabaya Presented by Nurmawati

  2. Outline • Background of the study • Underlying theory • Subjects of the study • Setting of the study • Research procedure • Result and discussion • Conclusion

  3. 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

  4. Underlying theory Graham Gibbs and TreverHabeshaw (1989:217), Margot Cameron Jones (1991: 48), and John P. And Patricia Luker (1984) The shelf-evaluation checklist is used by language Teachers to reflect upon their teaching performance

  5. 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

  6. The setting of the study Time : August and September 2003 Senior high-schools in Surabaya

  7. Data collection technique * Quistionnaire * Observation

  8. 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

  9. Result and discussion Data for discussion are taken from interview given to 40 English teachers

  10. The results of the first survey

  11. The second result by RinaHeriyani

  12. The second result by RinaHeriyani (cont.)

  13. The second result by RinaHeriyani (cont.)

  14. The second report by Albert Tupan

  15. The second report by Albert Tupan (cont.)

  16. The second report by Albert Tupan (cont.)

  17. The observation of Albert Tupan’s scores by Sri Ningsih

  18. The observation of Albert Tupan’s scores by Sri Ningsih(cont.)

  19. The observation of Albert Tupan’s scores by Sri Ningsih(cont.)

  20. The results of Rina’s reflection • Teacher should use a great deal of variation • Teacher should create more friendly • Teacher should encourage students

  21. 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

  22. 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.

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