English Teaching Efficacy Enhancement Module (MPEBI) For Early Childhood Education Teachers: Measuring Its Validity Through Experts Viewpoints

Abstract

The study aims to evaluate the validity of the English Teaching Efficacy Enhancement Module (MPEBI) for Early Childhood Education Teachers that has been developed based on Bandura's Self-Efficacy Theory. In Bandura's Self-Efficacy Theory there are four main components that may influence efficacy which are past experience and knowledge, observation of other people's teaching, evaluation of the teaching and physiological as well as emotional changes. The module draft consists of six strategies: Strategy 1: Introduction, Strategy 2: Knowledge and Achievement in English, Strategy 3: Self-Modeling in Teaching, Strategy 4: Self-Assessment in Teaching, Strategy 5: Self-Emotion Development and Strategy 6: Closing-Self Transformation. A complete draft needs to undergo content validation process by the field experts and the module development experts. The two Validity Questionnaires developed by the researcher were the Content Validity Questionnaire for the English Teaching Efficacy Enhancement Module (MPEBI) for Early Childhood Education Teachers based on Russell (1974) and the Validity Questionnaire for the Content, Appropriate Strategy and Activity of the English Teaching Efficacy Enhancement Module (MPEBI) for Early Childhood Education Teachers based on Mohammad Aziz Shah (2010). The findings show that the English Teaching Efficacy Enhancement Module (MPEBI) has high content validity value.